Societies, since ancient times, have established different types of institutions and educational practices to train their citizens, especially the youngest. Sometimes, these are complex educational systems, with levels and outcomes functionally differentiated; in others, from rather simple or generic institutions or even independent educational initiatives with their own purposes and sources.
Reports of international organizations and educational ministries of many countries relate the level of development in the societies with a higher specialization of their educational systems and show that, as economic and cultural interconnection advances, the educational systems tend to orientate towards measurable and comparable competencies. In this sense, they take a similar shape, as well as the elements used to evaluate their impact and achievement.
