EXPLORING NEW GROWTH AREAS: ESTABLISHMENT OF THE CENTRE FOR COMPARATIVE EDUCATION AND INTERNATIONAL STUDIES By DR. Lewis Ngesu Chairman and Senior Lecturer Department of Educational Foundations A paper presented at CEES Retreat held at ALBA Hotel Meru (25 th -28 th June 2014).

What is CE Many scholars in Comparative Education do not seem to agree on a single definition of CE However there is a general consensus that a good definition of the comparative discipline should contain at least the elements of: content; Methodology; and Purpose of the study. 2

Cont Hans Nicholas, (1958) Defines CE as a step-by-step study of different and often contrasting educational systems with a view of understandings their differences and similarities E.H. Epstein, (1995)  Defines comparative education as a field of study that applies historical, philosophical and social science theories and methods to international problems in education. 3

Def. cont Vernon Mallinson, (1975)  Defines as the analytical study of factors that influence the development of education in historical and comparative perspectives.  In a nutshell CE is the analysis of educational systems and problems of social, political, economic, cultural, ideological and other contents in order to understand the factors underlying similarities and differences in education in various countries 4

Aims of CE and International studies 5  To provide a picture or profile of the education systems in various countries or regions.  To enable one come up with a global description and classification of education in various parts of the world.

Aims cont. 6  To distinguish the fundamental elements of educational persistence and change and relate these with philosophical laws.  To facilitate practical reform and planned development of the school system, that is, improvement of education at home. In order to achieve this aim one requires to establish the correlation of aims, customs, social norms and the education system

Aims Cont. 7  To enable one have a greater understanding of the wider educational process  To promote the spirit of international understanding and co-operation among those who study it, by promoting friendship, understanding other people’s points of view and appreciate other people’s cultures

 The need for establishment of the centre for CE and Int. Studies at CEES Why should we think of a Centre for CE and International Studies at CEES? 8

 To carry on business as trainers and educational consultants, offer specialist comparative education human resource advisory services such as personnel policy development, curriculum development and evaluation, institutional relations etc. 9 Objectives

Objectives Cont.  To carry on business as research consultants, analysts of education problems and developers of research tools, baseline survey, social science from a global perspective  To carry on business as trainers in education, management, social science, information technology etc. 10

Benefits of establishing a centre for CE & IS  The centre may be used for research, teaching and private study purposes.  Internalization of international education as the next theme which gives rise to a new focus of both higher education policy and higher education resources.  To improve education at home By studying other peoples systems of education we get to develop a better perspective of our own education system. 11

 Increased visibility of the UON in terms of rich files, backlinking, webometric ranking etc  Bench marking (Active &collaborative learning) This benchmark includes asking questions in class, contributing to class discussion, making class presentation, working with peers during and outside the class. 12

Opportunities of the proposed Centre for Comparative Education &IS  Goodwill from the Principal & CMB -CEES  Committed members of staff at CEES who can spare time to various activities in the proposed centre  Availability of grant proposal writers who have experience in writing proposals  Availability of specialists in CE  Availability of offices  Course units linked to thematic area 13

Conclusion  We have a long history and rich history of CE at the CEES dating back to 1987  Much teaching and research work continues to take place.  The establishment of the proposed centre for CE and IS will help students, stakeholders, lectures etc to learn about history, methods and theories related to the field of CE &IS 14

Cont.  Through the centre educationist will explore current international education issues, policies and trends through comparison and critical lenses. 15

THE END THANK YOU FOR LISTENING 16