当比较方法应用于教育领域时，它就取决于从不同的阶段演化而来。它们是用来解释这一过程的两大理论。根据Bray, Adamson和Mason(2007)所指出的“Bereday”(1964)，教育比较方法的发展经历了三个阶段。他所暗示的第一步发生在19世纪，由马克-安东尼奥·朱利恩(Marc- Antonie Jullien)创立，他是第一个有系统的、学术比较教育家。这一时期被称为借款。Bereday(1964)指出，在这一阶段中，重要的是明确说明事实的分类。在那之后，重点放在对比收集的资料，以确定一个国家在其他国家执行这些传统的目的。在20世纪的头50年里，“别日”(1964)的第二步是发展教育的比较方法。他认为，这一阶段是由英国的迈克尔·萨德勒爵士开创的，他强调教育结构与维护他们的国家是紧密相连的。别列德的(1964)最后一步涉及到解释，它强调发展假设和方法的发展，以及比较过程和战略的阶段的明显创造，以协助改善意识形态。根据Bereday(1964)指出在布雷et al(2007)现代新的历史时代,检查是一个扩展的惯例阶段的猜测,但先前提议,猜测和终极借贷努力至关重要的主题是有条不紊地实施和应用于教育政策。
When the comparative approach is applied in the field of education it is hinged on the various stages that evolved from. They are two major theories that are used to explain this process. According to Bereday (1964) as noted in Bray, Adamson and Mason (2007) the development of the comparative approach in education went through three steps. The first step he insinuated occurred during the 19th century and was established by Marc- Antonie Jullien the first known methodically, academic comparative educationalist. This period was referred to as borrowing. Bereday (1964) stated that during this phase great importance was focused on the categorisation of explanatory facts. After that emphasis was placed on contrasting the information collected in an effort to determine the preeminent traditions that a country was using with the purpose of implementing them in other countries. Bereday's (1964) second step in the development of the comparative approach in education transpired within the first 50 years of the 20th century. This phase, he contended was pioneered by Sir Michael Sadler in the United Kingdom and it emphasised that educational structures are interlinked complicatedly to the nation that maintains them. Beredey's (1964) last step involved interpretation which stresses the development of the evolving of hypothesis and approaches and the apparent creation of the stages of comparative processes and strategies to assist the improvement of ideologies. According to Bereday (1964) as noted in Bray et al (2007) this modern new historical era that examined was a extension of the conventions of the phases of guessing, but it proposed that preceding guessing and ultimate borrowing is endeavoured it is essential that the subject is methodically implemented and applied to the educational policies.