INCA Comparative tables, thematic probes and studies

Overview | Eurydice | INCA 

Comparative Tables

The INCA comparative tables were updated on a regular basis and aimed to provide a readily comparable overview of the detailed descriptions of national education policy in the country archives. The most recent update was completed in March 2013.

INCA comparative tables

INCA Thematic Probes

INCA thematic probes used the country archives and additional desk research to provide snapshots of issues of interest across the INCA countries.  Probes have covered the control and supply of textbooks, science, arts and creativity and early years education.  

The influence of relative age on learner attainment and development (2012 - revised)
Curriculum specification in seven countries (2011) 
International evidence on alternative provision (2011) 
Curriculum and assessment models for the home language ages 11-17 (2010)
Curriculum review in the INCA countries (2010) 
Curriculum documents and guidance (2009) 
Early years international themes (2009) 
Sex and relationships education in other countries (2009) 
Coursework in national/state qualifications in France, the Netherlands, Norway, Ontario (Canada) and Victoria (Australia) (2008) 
Primary curriculum change directions of travel in 10 countries (2008) 
Assessment for disabled students: an international comparison (2007)
Compulsory assessment systems (2007) 
Dips in performance and motivation (2006) 
The Teaching and learning of skills in primary and secondary education (2006) 
Active Citizenship: Definitions, goals and practices: Background paper (2005) 
Learner motivation 3 to 19 (2005) 
Learner motivation: Executive summary (2005) 
Teaching of skills in lower secondary education (2005) 
Curriculum and progression in the Arts (2004) 
Transition from primary to secondary education in selected countries of the INCA website (2003) 
Early years education: An international perspective (2001) 
Science for the 21st Century (2000) 
Arts and creativity in education: An international perspective (1999) 
Control and supply of textbooks (1996) 

INCA Thematic Studies  

Like thematic probes, thematic studies focus on specific topical issues.  Studies, however, usually supplement the findings of thematic probes with additional research to produce more in-depth studies, the aim of which is to gather evidence regarding the impact of policies in place and to analyse the difference between policy intentions and policy outcomes and impact. 

As a result, the thematic studies listed below combine a thematic probe completed using any of, or a combination or adaption of the research methodologies cited above, plus a literature review, and/or a focus group event, and/or an international invitational seminar country experts.  They are always full international comparative, analytical reports with conclusions. 

An international focus group to investigate the regulation of examinations and qualifications (2009)
The regulation of examinations and qualifications:  An international study (2008)
International trends in primary education (2003) 
Early Years Education: An international perspective (2002) 
International developments in upper secondary Education (2002) 
Arts, creativity and cultural education: An International Perspective (2000) 
Citizenship Education an International Comparison (1999) 
Lower secondary education an international comparison (1999) 
Mathematics in the School Curriculum (1998) 
Primary education expectations and provision (1997) 
Values and Aims in Curriculum and Assessment (1997) 

Active citizenship in INCA countries: definitions, policies, practices and outcomes (2006)

Open Government Licence  
All probes and studies are made available under an Open Government Licence.  This means that you are free to copy, publish, distribute and transmit the information; adapt the information; and exploit it commercially, for example, by combining it with other Information, or by including it in your own product or application. However, in doing so, you must not use the information in a way that suggests any official status or that the information provider endorses you or your use of the information; ensure that you do not mislead others or misrepresent the information or its source; and ensure that your use of the information does not breach the Data Protection Act 1998 or the Privacy and Electronic Communications (EC Directive) Regulations 2003.  You must also acknowledge the source of the information by including the below attribution statement.

Attribution statement:
Contains public sector information, originally collated by the National Foundation for Educational Research (NFER) in England for the Department for Education and licensed under the Open Government Licence v1.0.:


Back to INCA