Trends in New Zealand Education

Studied together these two books provide a painfully clear object lesson in the philosophy and methodology of comparative education. At a superficial level the books would seem to be almost identical. They share a common theme-that of describing recent developments in New Zealand education. They are almost equal in size and they were published within a year of each other. To make the comparison almost ridiculous, they are both published in the "World Education Series." Apparently there are two "World Education Series", both edited in Britain, and competing with each other to bring out a comprehensive series for students of comparative education. Seldom is a reviewer given such solid grounds for a genuine comparison. From such similar starting points the authors under the direction of the general editors of their respective "World Series" have managed to produce two books which differ considerably in objectives, content, structure, style and merit. The key to a comparison of these two books lies in the general editor's introductory statement in McLaren's book. Dr. Brian Holmes, Reader in Comparative Education at the Institute of Education, University of London, sets out the purpose of the World Education Series and the framework within which each of the contributions to the series conforms. Holmes states that a primary task of each volume in the series is to present an up-to-date and reasonably comprehensive description of the main features of the educational system described. This description involves information on the way in which education is controlled, financed and administered. Of more interest, however, is the analysis made of the unique characteristics of an education system, seen in the context of its history, and the sociological, economic and political factors that have influenced educational policy.