ABSTRACT
The re-orientation of comparative studies in relation to education has been fairly fully dealt with. In Chapter Three an outline of the shape of studies was given. In Chapter Four attention was given not only to the shape or structure of studies but also to their increasing commitment in the world of activity and decision outside. A brief account has also been given of the historical development of comparative education as an academic study. The previous chapter was concerned with the necessity for having a comparative review institutionally built into all decision-making processes which affect education, and into procedures for securing implementation of educational policies. Now we can address ourselves to the relatively simple task of outlining a progressive study of comparative education proper.
