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comparative-education
  • Holmes points out that the importance of case or area studies in comparative education is due to the fact that ______ are necessary to the process of prediction.
  • Noah and Eckstein (1969) conclude that comparative education has one foot firmly planted in ______ and the other in the wider area of the sciences.
  • According to Noah and Eckstein which work is mandatory:
  • Lusophone refers to people or countries that have a cultural background associated with the ______ language.
  • The Anglophone culture spread beyond the United Kingdom due to:
  • Japan and ______ have long histories of using examinations for recruitment in government service.
  • In many countries, the education system is a reflection of the ______ to satisfy the requirement for constitutional right to education.
  • East Asian countries have adopted ______ that propelled their education and economic systems to industrialized-level success.
  • An approach that provides flexibility above national pride and ideological dogmatism is:
  • The success of education in East Asia was based on sound policies and committed political leadership.
  • Noah (1984) points out that comparative education facilitates the establishment of:
  • A fourth category of users of comparative education ideally should be:
  • How many methods are commonly used in comparative education?
  • ______ is considered one of the pioneers of comparative methods in education.
  • According to Kidd (1975), ______ is one of the best-known systematized approaches to comparative education.
  • George Bereday perceived comparative education as a political geography of ______.
  • In Bereday's Comparative Method, criteria for comparability are set during:
  • Holmes argues that pioneers of comparative education were ______ who wished to reform their own systems.
  • Holmes' method is an adaptation of reflective thinking stages developed by:
  • Government or economic system factors that affect proposed policy come under:
  • Historically, African educational system is characterized by:
  • In Angola, secondary education streams resemble the:
  • These all are main agenda of “Education For All” except:
  • Africa remains the most affected by illiteracy with 40% illiteracy compared to worldwide:
  • Educere can be interpreted as:
  • The term "scope" could mean:
  • Comparative Education is an ______ subject:
  • Comparative Education draws contents from:
  • Main reasons for studying Comparative Education include:
  • The historical development of comparative education can be divided into:
  • Field of study using data from other countries to examine education:
  • Comparing educational systems to assess advantages is:
  • Organized learning across international boundaries:
  • A third, rarely recognized, source of comparative education is:
  • American education is influenced by:
  • Japan’s education ministry supports education with radio and TV especially in:
  • All public schools in Japan are highly:
  • Like most democratic states, ______ is also compulsory.
  • In Brazil, Pre-Primary schools are handled by:
  • Education in ______ at the initial stage was provided by voluntary agencies including churches.
  • Elementary level age group in England:
  • Higher institutions in England and Wales include universities, colleges, and:
  • Oxford University was founded in:
  • University established in 1828 to break Oxford–Cambridge monopoly:
  • Each US State has the power to establish its own system of:
  • Subjects NOT included in US curriculum:
  • Problem of sub-standard secondary schools led to introduction of:
  • Normal schools in America train:
  • US school responsibility shared by state and private individuals. This system is:
  • 50. Napoleon could be regarded as a ______ revolutionist in france
  • All education systems share the following functions of education
  • Mostly comparative education information is of ______ nature:
  • According to Noah, the most common goal of comparative education is:
  • Main users of information from comparative education:
  • Used to obtain solutions to problems” describes:
  • In the beginning, Comparative Education was not comparative but:
  • The century that witnessed increased interest in comparative study:
  • Serious comparative studies can be traced after the:
  • Horace Mann compared school organization and:
  • Matthew Arnold suggested adopting practices from France and Germany into:
  • Second phase of comparative education in early 20th century was:
  • Educational practices must be critically analyzed at which stage?
  • Comparativists of the 2nd stage include:
  • Awolola identified how many approaches?
  • Least popular approach among modern comparativists:
  • Preparatory stage is a sub-stage of:
  • Socialist character of Russia and China’s education was due to:
  • Tanzania’s national education was influenced by its ______ ideology:
  • Qualities of a good educational comparativist except:
  • Not being biased against other nations is called:
  • Japanese elementary schools age range:
  • About ____ of Japanese children attend public elementary schools:
  • Secondary education cycle in Japan lasts:
  • Upper Secondary & Pre-school not free/compulsory in:
  • ______ education in Japan is regarded as social education:

According to Noah, the most common goal of comparative education is:

According to Noah, the most common goal of comparative education is:

(a) Describe systems
(b) Assist development
(c) Highlight education–society links
(d) All of them

✅ Correct option: (d) All of them
Explanation: Noah identifies all three as central purposes of comparative education.

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