International Comparative Education Reviews and Resources
CES is drawing together education system learning from around the world. Despite high quality output from selective universities and research organisations, there is no single comprehensive source of education information that compares system policy across different countries and brings together the available insight and understanding on what appears to be effective, how best to change and innovate, and what mix of policies makes a system coherent.
CES coordinates research in order to build a comprehensive and insightful understanding of education systems. We mediate this information so that it is digestible and easily understood.
Introduction to Comparative Reviews
Overview
CES is at a formative stage. As our new work becomes available, such as the current accountability and curriculum studies, this website will provide users with a single point of access. What follows, from a range of sources, are collated examples of other comparative reviews, illustrating their power to introduce fresh perspectives and learning. However, they currently stand independently, so there is limited "system" understanding and there remain opportunities to maximise ease of use and understanding.
CES documentation has three stages: first, the underlying comparative report (providing system descriptions, analysis and commentary on possible policy effects); second, comparative summary tables; third, synthesis and key insights - the latter generating different policy alternatives or "typologies" and explaining how policy initiatives interact.
"In order to make comparative judgements and recommendations, one needs a detailed understanding of how different systems operate in practice, how the different parts of a system interact and the forces underlying statistics. This is entirely missing from education policy debate at present, which represents a missed opportunity."
—Luke Sibieta, Research Fellow, Institute of Fiscal Studies
Academic: Comparative Review Examples
CES studies include ‘realist' and 'pragmatic' reviews; these are approaches which provide a nuanced understanding of how and why policies and interventions work (and do not work). They are well suited to international studies of complex phenomena like policy systems, because they acknowledge the influence of contextual factors and social structure. A quantified analysis, as part of a "systematic review" or "meta-analysis", provides statistical evidence and is studied wherever possible.
CES includes all these and other approaches, so long as the method is rigorous, in order to assemble the most suitable range of research for synthesis and insight. Below are examples of academic studies adopting different methodologies.
School Inspection Impact (6 jurisdictions)
Report.
Melanie Ehren et al.
Comparing effects and side effects of different school inspection systems across Europe. Different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact.
Improving Education
(multiple jurisdictions)
Report.
Tim Oates et al, 2022.
Improving Education - using International insight to manage complexity. Policy support highlighting control and explanatory factors, developed through constant review of transnational research and practical development work with a range of nations.
International Teacher Shortages (18 jurisdictions)
Report
Stephen Gorard et al, 2023
Comparing countries that reportedly have and have not experienced teacher supply issues, using a complex Qualitative Comparative Approach, and based on numerous international datasets with (initially) hundreds of possible determinants.
Team: Comparative Review Examples
The CES team works with academics and analysts to structure and commission research. They also assist in summarising reports and the overall synthesis of findings. The team are experienced in undertaking their own international comparative review work and some examples are provided below.
Career models and teacher motivation
(multiple jurisdictins)
Report and Summary.
Lucy Crehan, 2016.
Different theories of teacher motivation are explored using academic work, empirical studies and experts from over 20 countries.
As examples, the relative importance of achievement and responsibility are compared to salary and supervision. Teacher autonomy is found to be critical and career ladders are examined and compared in detail.
Assessment
(10 jurisdictions)
Summary.
Alison O'Mara-Eves, Antonia Simon, Taylor Hughson, 2024.
A tabular summary of the assessment system across 10 jurisdictions including the UK. The format follows the structure of the standard CES descriptive Research Questions (RQs), that is: stated purpose (e.g. teacher training, accountability, improvement, progression); Structure (e.g. stages, compulsion; content; modes); Policy process (e.g. responsibility, local adaptation, evaluation).
Assessment
(3 jurisdictions)
Reports.
Loic Menzies, 2023.
Loic Menzies' case studies illustrate how assessment policy has developed in three jurisdictions, and the contextual factors that have shaped this. The studies draw on extensive elite interviews.
EPI/Edpol: Comparative Review Examples
Over the last few years, the small research team edpol.net has commissioned the Education Policy Institute (EPI), to develop descriptive comparative reviews, as well as undertaking its own basic synthesis and summary analysis. The body of work largely relates to how policy is developed, regulated and supported in different jurisdictions and contained seeds for the CES concept.
Education research and evaluation
(5 jurisdictions)
Report.
EPI, 2021.
"How leading education nations organise, focus and fund education research and evaluation”. The report shows how evidence and research is extensively used to support policy making in other jurisdictions; that most of these institutions are well-established e.g. more than 20 years old and that typically their work is directed by a long-term plan.
A 26 page report.
Wellbeing in schools
(12 jurisdictions)
Prototype synthesis.
CES.
Based on the Banwell and Humphrey CYP review (UoM - November 2023) - commissioned by edpol.net, to examine how wellbeing is measured and managed in twelve jurisdictions. The synthesis highlights England as a poor performing outlier in terms of wellbeing measurement and response.
Curriculum developm-ent and reform
(5 jurisdictions)
Report.
EPI, 2021.
"How leading education nations developed and reform their curriculum systems". The findings are consistent with earlier edpol work, highlighting the strength of process, evidence and institutions in a regular and well organised process to reform and incrementally improve curricula.
A 35 page report.
Governance structures
(12 jurisdictions)
Summary.
Edpol, 2021.
A 15 page tabular review of governance structures in 12 leading education jurisdictions compared to England. The summary documents the prevalence of long-term planning and the abundance of advisory bodies, wide consultation and strong supporting institutions.
Curricula and research development
(5 jurisdictions)
Basic synthesis.
Edpol, 2021.
These tables summarise the findings from the EPI work on research and curriculum development. Curriculum development is compared with England’s approach and there is a short commentary on England’s position as an outlier. This is a five page synthesis.
Report Finder
2005 to 2024
Below are early examples of easy to use search tables for academic work. The source library is OpenAlex and the identification of relevant reports is achieved using key word searches across titles and abstract and ChatGPT reviews of content. These reports are not yet 100% accurate and feedback is encouraged!
Studies with at least one author or co-author based in a GB affiliated institution
International comparative studies with at least one author or co-author based in a GB affiliated institution
Comparisons