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This paper reflects on the usefulness and applicability of comparative inquiry for policy and practice in education development projects involving universities within the [European Union] EU or [European Economic Area] EEA (Socrates, Erasmus, etc.) and especially in technical aid and outreach programmes (Tempus etc.), using concrete examples, exploring the distinctions made in EU regulatory documents and funding frameworks between research and development. The tension is shown between overt political objectives such as the transfer of assumed know-how to solve immediate priority problems of common concern, and educational objectives of extending understanding among equal partners. It is suggested that the more a development project is a shared learning programme, the more applicable and fruitful are comparative methods. Experienced examples are considered of research investigation applied to development programmes from within, whether as practitioner research or by independent research commissioned by practitioners, to assist in pursuing development objectives; of surveys commissioned by the [European Community] EC across programmes to evaluate the overall effectiveness of a scheme and identify best practice for the future; and of research undertaken independently, taking advantage of access to the project framework to explore questions which are not necessarily or exclusively instrumental. The need is identified to bring these into a coherent system, and recommendations are outlined for future policy.