Quality in education has always been an expected dimension by all those involved in educational systems. In the nineties, however, the so called "evaluation culture" imposed large scale evaluations by means of standardized tests in order to measure students' performance. In Brazil, a country of a late educational democratization, the admission and permanence in compulsory schooling was considered essential for the quality of performance. Nevertheless, such quality depends on pedagogical input, initial and continuing education, career plans and attractive wages. Such requirements, in a federative country, are contemplated in the new national education plan which shows some improvement regarding collaboration among the federative entities.
Education, quality and collaboration regime; Education and educational systems; Quality and educational evaluation