Abstract
This article examines benchmarking policies and practices in education from the 1990s until today. A brief definition of benchmarking, as defined by experts in the commercial sector, provides a context for an examination of such evaluative work in educational settings. Following this definition, the article investigates the uses of benchmarking in international and domestic higher education settings, in order to set the scene for an assessment of benchmarking practices and policy in Australian compulsory education settings. In conclusion, the article endeavours to draw together the learning from established benchmarking practices in education in order to support aspirations for the future.
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