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The article presents information about French philosopher Marquis de Condorcet. He grew up in a mean, petty-bourgeois environment, his lot not made lighter by the fact that until his eighth year his mother clothed him as a girl. He was bored and this was a boredom which was to remain with him for his whole life. He later, in 1775, followed up the grain riots with articles on the economic plight of the peasants, rather caffing forth the disapproval of his Academy, and developed his opinions in a singularly liberal manner. In due course some of his pamphlets were burnt, his political ally was dismissed, and his mentor died from an overdose of opium on top of her tuberculosis. Condorcet discussed the need for a system of education at some length. He pointed out that servitude and ignorance go hand in hand, that an educated people follows responsible and enlightened leaders, while an ignorant people is easily duped by rogues. Even if the law conserves their liberty, the people must know which man is capable of maintaining the law, or else must come to depend entirely upon one man or one class.

The article focuses on the responsibility of comparative education to provide developmental perspective in relation to other social sciences. There is a growing committedness to help formulate a strategy of decision and developmental programs to address the educational needs of young people. The comparative studies of education are associated with works in sociology, economics and regional studies of development. The continuous rethinking of educational policy can be ensured by the establishment of one or more parliaments for educational policy at different levels. There is shortage of actual training for the implementation of decisions.