Philology and linguistic

Comparative Approach
. 
Comparative education includes the study and evaluation of various 
educational systems. According to Good [3;2007], the field of research related to the 
comparison of modern educational theory and practice in different countries. Further 
it is aiming at expanding and intensifying the understanding of educational problems 
outside of one's own country. A clear definition of the concept of comparative 
pedagogy is mentioned by Adeyinka [4;1998]: 
1. It is the study of two or more educational systems. 
2. The scope of influence of the philosophy, goals and objectives, policies and 

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practices of education in other countries on the overall development, policy and 
practice of education in a particular country. 
3. Research on how the development of education in the past, over centuries 
and continents, has affected the development of education in specific countries. 
4. A study the school systems of two or more countries and the administrative 
mechanisms established to implement or monitor the implementation of public 
policies at different levels of the education system. 
Consequently, comparative approach means contrast and compares different tools, 
methods. Important point in the organization of comparative approaches is the 
systematic and purposeful formation, development and improvement of students’ 
intellectual skills that determine the effectiveness of educational activities. So, we 
should consider goals, according to research by Harold Noah and Farouk Jubish, 
comparative education is divided into five goals [4; 1998]:

Describe educational systems, processes, or outcomes. 

Promote the development of educational institutions and practitioners. 

Emphasize the relationship between education and Formulate 

Formulate generalized statements about education that are valid in more than 
one country. 

To help the current generation understand today's educational systems with 
reference to the past. 
The comparative approach develops a variety of skills such as consistency, 
validity of judgments and making conclusions
. 
Along with the use of specially 
designed training tasks, they contribute to the formation of a culture of intellectual 
work. The development of General academic intellectual skills is carried out on the 
basis of educational and additional material. Thus is facilitated by algorithmized 
"memos" that provides not only the assimilation of subject knowledge, but also 
organizes the process of assimilation, contributing to the mechanical transfer of the 
learned scheme from one learning situation to another.
In this case, algorithms are to 
a certain extent an effective didactic tool for shaping students ' learning activities. 
They are diverse in both content and function.

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