Education and schooling focus on how society integrates young people in dominant norms and values. But what knowledge, what cultural values, and which educational practices are of most worth, has not an easy answer today as the situations and the contexts of development for humans have different connotations in different geographical areas. In this global scenery where diversity is in the screen, but not in the realities and the facts which characteriseevolution, our contemporary societies get lost. Schooling in its short history, advances social aspiration and contributes to initiate youngsters in their social and cultural identities, either physical, spiritual, domestic, private, public, or economic... Education, prior to the invention of schooling, bothers about how all these processes can be developed properly according to each ones needs, options, and possibilities. That is why, when it is up to find a common language in education and schooling, it becomes difficult to share the same terms to refer to different realities and different demands in the different countries. Probably we are livingtimes which deny realities while colonizing humans and societies more and again in the process of access to knowledge. And this is what justifies this paper: “to appoint to the realities of evolution in education and schooling from an international stance at the light of recent international developments in comparative education, as developed in: Great Britain, Spain and Peru”.