当比较方法应用于教育领域时，它取决于从不同的阶段演变而来。这是用来解释这一过程的两个主要理论。布雷、亚当森和梅森(2007)在《别列日(1964)》中指出，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。这个时期被称为借款。别列日(1964年)指出，在这一阶段中，非常重要的是将解释性事实分类。在此之后，重点放在对比收集到的资料，以便确定一个国家正在使用的卓越传统与在其他国家执行这些传统的目的。别列日(1964)在20世纪头50年里，教育比较方法的发展迈出了第二步。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。别列代伊(1964)的最后一步涉及解释，其中强调发展假设和方法的演变，以及明显创造比较过程和战略的阶段，以协助改进意识形态。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.