1. Methods and comparative education

2. Introduction There are a number of methodological approaches used by scholars in their approach to the study of comparative education. It is important to note that methodology in comparative education, as in other educational disciplines, is determined by the purpose of the study. Like other social sciences, comparative education has been studied at different times of its development with different methodological approaches. Methodological approaches used in comparative education are divided into two broad categories, namely traditional approach and modern approach.

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8. Descriptive approach This method was used in the 19 th century because the main purpose then in comparative education was to incorporate the good points of another country. This approach therefore called for a detailed description of educational affairs of another country. Many comparative educationists presented detailed descriptive accounts of the educational systems of the countries they visited. For example, John Griscom of U.S.A (1918-19) visited Great Britain, France, and Holland, Switzerland and Italy and wrote a book entitled "A year in Europe'', he described their educational systems in detail. From his report, an attempt was made in U.S.A to incorporate some of the admirable characteristics of the educational system contained in his book.

13. The statistical or quantitative method This method emphasized the collection, interpretation, verification and comparison of data in education by using statistical/Quantitative analytical charts. In this method various type of educational data are collected about a country. For example, the data about the number of students at a certain stage of education, expenditure on them, the percentage of passes and failures at various stages of education, expenses on teachers' salaries, school building and other items are all collected and the same compared with identical data of another country.