International comparative studies of education and large scale change

Sarah Howie, T. Plomp

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


The development of international comparative studies of educational achievements dates back to the early 1960s and was made possible by developments in sample survey methodology, group testing techniques, test development, and data analysis (Husén & Tuijnman, 1994, p. 6). The studies involve extensive collaboration, funding and negotiation between participants, organizers and funders resulting in a long-term commitment of all those involved in a study. However, does this financial and physical effort result in large-scale change for the participating education systems? Can treating “the world as a laboratory” impact policymaking in a constructive and fruitful way and culminate in enhanced education systems across divergent contexts?
Original languageUndefined
Title of host publicationInternational handbook of educational policy
EditorsNina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood, David Livingstone
Place of PublicationDordrecht
Number of pages1114
ISBN (Print)1-4020-3189-0
Publication statusPublished - 2005

Publication series

NameSpringer international handbooks of education


  • IR-85682
  • METIS-228878

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