The objectives of comparative education are:
Moreover, manifestation these five fundamentals ought to be in each level of the educational practices and systems. The reflection of these fundamentals should be evident in policies, attitudes, structures and services.
R The designing of improved education support systems for the prospect, requires conceptualization of both identity and cultural diversity, in minimal clear-cut terms and examine them entirely across multiple timescales. Educational support classifications for the most part, have overlooked the basic alterations to contemporary education cultures. School-based education severs off itself from the online communities, social networks, and peer and media foundation learning practices of learners. Non-school education might be far more successful in relation to students’ identities and consequently causative to long-term improvement.
Community cultures and individual identities nowadays are dynamically receptive to intermediate opportunities. They are extremely adaptable collections of identification and affiliations, with threads of permanence that braid into exceptional life educational biographies. It is the personal and exceptional differences between participants, ensuing from their traversals across and involvement in other communities, which are subjects for the richness of education in whichever community.
R In most learning institutions, education is through comprehension of textbooks, asking questions and note taking. Teaching is consistent, and lecturing is universal. However, not all individuals are capable of learning through this technique. In some communities, learning is through spoken communication and course books might not be accessible. Furthermore, some cultural organizations do not emphasize the notion of the exact time. In other cultures, children learn by illustration, thus, may find it tough to study by rote