Actors and purposes in comparative education

Abstract

The nature of any particular comparative study of education depends on the purposes for which it was undertaken and on the identity of the person(s) conducting the enquiry. This first chapter begins by noting different categories of people who undertake comparative studies of education. It then focuses on three of these groups: policy makers, international agencies, and academics. Although this book is chiefly concerned with the last of these groups, it is instructive to note similarities and differences between the purposes and approaches of academics and other groups.