Nigeria, a developing tropical country with an estimated population of sixty-one million, had her first institution of higher learning in 1934 when the Higher College was founded in Lagos. In the circumstances, the highest priority in education was to train a limited number of men and women in a limited sphere of professional education, i.e. medicine, engineering and commerce. As there was no department or institute of education in this institution, it could not be expected that Comparative Education could be taught at this time. By 1948, the students of Yaba Higher College were transferred from Lagos to Ibadan to form the nucleus of the University College (now University of Ibadan).* It opened with the faculties of Arts, Science and Medicine. Despite the fact that there was a very low level of education among the populace and frantic efforts were being made by regional governments, particularly in the Westt where Ibadan was located, the Institute of Education came into being only in 1957. It started high-level teacher training by offering courses leading to the Post-graduate Diploma in Education and Associateship Diploma in Education (now called Certificate in Education). Though Comparative Education is usually taught to post-graduate students in countries like Britain and the United States, none was taught at this level at Ibadan until 1964.+ By 1967 when the writer was appointed at this university after being repatriated from the then Eastern Region of Nigeria,? he found that this subject, which he had taught for two years at the University of Nigeria, Nsukka, was not being taught. On inquiry, he was informed that it had been suspended until a new teacher was found for it. From the foregoing, it seems obvious that not much has been done to generate interest in this subject despite the growing global awareness of its importance since the end of the Second World War. This situation is regrettable as a developing country like Nigeria, standing on the threshold of major educational reforms, could benefit from the cross-national and cross-cultural approaches which form the hallmark of Comparative Education. If we accept the idea that Comparative Education is not only to compare existing systems but to envisage reform best suited to new