NATIONAL
TEACHERS’ INSTITUTE, KADUNA
COURSE
TITLE: COMPARATIVE EDUCATION
COURSE
CODE: (PDE 720)
PRESENTED
By
SALAU
RAHEEM
REGISTRATION
NO: NTI/PGDE/2025/0300
PHONE:
NUMBER: 07039762488
LEVEL 1, SECOND
SEMESTER
COURSE OF
STUDY: POST GRADUATE DIPLOMA IN EDUCATION
SEPTEMBER,
2025
Assignment
Question: Examine the relevance of
comparative education to a student teacher training program. Discuss the
similarities between Nigeria and Kenya.
INTRODUCTION
Comparative
education is the systematic study and comparison of educational systems,
policies, practices, and outcomes across different countries. It goes beyond
describing schools by analyzing how social, cultural, political, historical,
and economic factors shape the way education is organized and delivered in
various societies. The primary purpose of comparative education is to draw
lessons from the experiences of other nations, identifying their strengths and
weaknesses, and applying useful insights to improve local educational practice.
For student teachers, the study of comparative education is particularly
important because it provides a wider lens through which they can view their
own national education system. Rather than being confined to their immediate
environment, they are exposed to alternative approaches that can inspire them
to become more reflective, innovative, and effective in their teaching. For
instance, a student teacher in Nigeria who studies the reforms introduced in
Kenya’s Competency-Based Curriculum (CBC) may learn new ways of emphasizing
creativity and problem-solving in the classroom. Comparative education also
encourages student teachers to see education as a global enterprise connected
to international goals such as Education for All (EFA) and Sustainable
Development Goal 4 (SDG 4), which promote inclusive and equitable education
worldwide. By situating their own training within a global context, student
teachers are better prepared to adapt to challenges, borrow useful practices,
and contribute meaningfully to the development of their nation’s education
system. Against this background, this essay examines the relevance of
comparative education to teacher training programs and highlights the
similarities between Nigeria and Kenya as case studies.
THE RELEVANCE OF COMPARATIVE EDUCATION TO STUDENT TEACHER
TRAINING (USING KENYA AND NIGERIA AS EXAMPLE)
1. Broadening
Knowledge and Perspective
One of the most important contributions of comparative
education is that it broadens the outlook of student teachers. It exposes them
to the reality that education differs across societies and that there is no
single universal model. For instance, while Nigerian schools have traditionally
emphasized teacher-centred approaches, Kenyan schools in recent years have
introduced more child-centred methods under the Competency-Based Curriculum
(CBC). A Nigerian student teacher who learns about this system may begin to
appreciate alternative approaches and incorporate more learner-friendly
practices in their own teaching.
2.
Improvement
of Teaching Methods
Comparative
education enables student teachers to compare different classroom practices and
adopt those that improve learning outcomes. For example, group learning and
problem-solving are widely used in Kenyan classrooms to encourage collaboration
among pupils. In contrast, many Nigerian classrooms still rely heavily on rote
memorization. By studying and applying Kenyan methods, Nigerian student
teachers can develop more engaging and participatory lessons that improve
understanding and retention.
3. Development
of Problem-Solving Skills
Every education system has challenges, such as
overcrowding, lack of resources, or language barriers. Comparative education
trains student teachers to examine how other countries address similar problems
and to adapt those solutions. For instance, both Nigeria and Kenya struggle
with large class sizes. Kenya has experimented with community-based programs
where local volunteers assist in classrooms. This approach can inspire Nigerian
teachers to explore partnerships with local communities to ease the burden of
overcrowded schools.
4. Professional
Growth and Research Orientation
Comparative education also promotes professional
development by encouraging research and critical thinking. Student teachers
learn to evaluate policies, curricula, and teaching strategies using evidence
rather than assumptions. For example, when examining why Finland consistently
ranks high in education, Nigerian and Kenyan student teachers may discover that
continuous teacher training and smaller class sizes are key factors. Such
findings can inspire them to advocate for reforms in their own systems.
5. Global
Awareness and International Collaboration
In a globalized world, teachers must understand that
their work is linked to international goals such as the Education for All (EFA)
initiative and Sustainable Development Goal 4 (SDG 4), which call for inclusive
and equitable quality education. Comparative education equips student teachers
with this global awareness. For instance, both Nigeria’s Universal Basic
Education (UBE) program and Kenya’s Free Primary Education (FPE) policy are
linked to global commitments. By studying such connections, student teachers
realize their role not only in their classrooms but also in the broader mission
of global development.
SIMILARITIES BETWEEN NIGERIA AND KENYA IN
EDUCATION
1. Colonial
Legacy and Language of Instruction
Both Nigeria and Kenya were colonized by Britain, and
their education systems still reflect this legacy. English remains the official
language of instruction, particularly in upper primary, secondary, and higher
education. In both countries, children who grow up speaking local languages
such as Yoruba, Hausa, or Igbo in Nigeria, and Kiswahili or mother tongues in
Kenya, must adjust to learning in English. This similarity shows how colonial
history continues to influence educational practice.
2. Educational
Structure
Another striking similarity is the general structure of
education. Both countries have adopted the 6-3-3-4 model, which includes six years of primary school,
three years of junior secondary, three years of senior secondary, and four
years of higher education. In Nigeria, the Universal Basic Education (UBE)
policy integrates nine years of compulsory basic education. Similarly, Kenya’s
Competency-Based Curriculum (CBC) builds on six years of primary education
followed by secondary and tertiary stages. Despite differences in
implementation, both nations share the same foundational structure.
3. Government
Control and Policy Implementation
In both Nigeria and Kenya, education is under the direct
control of government agencies. Nigeria’s Federal Ministry of Education and
Kenya’s Ministry of Education are responsible for policy design, curriculum
development, and teacher training. Examinations are also centrally managed:
Nigeria uses WAEC and NECO, while Kenya relies on the Kenya National
Examinations Council (KNEC). This similarity demonstrates the high level of
government involvement in education in both nations.
4. Examination-Oriented
System
Another similarity is the heavy emphasis on examinations.
In Nigeria, progression to higher levels of education depends on performance in
WAEC or NECO examinations, while in Kenya, the KCPE and KCSE determine access
to secondary school and university. This has created exam-driven systems in
both countries, often criticized for promoting rote learning. For example,
students in both Nigeria and Kenya spend months memorizing past questions,
sometimes neglecting practical or vocational skills.
5. Common
Educational Challenges
Nigeria and Kenya also face similar challenges, such as
inadequate funding, shortage of qualified teachers, and overcrowded classrooms.
In rural Nigeria, one teacher may handle several subjects across different
grade levels, and this is also true in remote Kenyan schools. Poor
infrastructure, limited teaching materials, and inequalities in access are
common in both systems.
6. Universal
Basic Education Initiatives
Both countries share a commitment to providing free and
compulsory basic education. Nigeria introduced the Universal Basic Education
(UBE) scheme in 1999, while Kenya launched Free Primary Education (FPE) in
2003. These policies were influenced by global frameworks like Education for
All (EFA) and are aimed at reducing illiteracy and ensuring that every child has
the opportunity to attend school. Although challenges remain, such as hidden
costs and overcrowding, both countries demonstrate a shared vision for
universal access to education.
CONCLUSION
In conclusion, comparative education is
highly relevant to student teacher training programs because it broadens
perspectives, improves teaching methods, enhances problem-solving skills,
encourages professional growth, and promotes global awareness. By examining
other systems, student teachers are better prepared to become reflective and
innovative educators. A comparison of Nigeria and Kenya reveals strong
similarities, including their colonial legacies, educational structures,
government control, examination orientation, and commitment to universal basic
education. Both nations also face common challenges such as inadequate funding
and overcrowding. For student teachers, these comparisons are not only
theoretical but also practical, offering lessons that can be applied to improve
their teaching and the education systems of their countries.