Universities are a key tool for the development of a country; ensuring the quality they offer is an important element of their international projection. In this sense, institutional evaluation and self-evaluation respond to the demands to ensure that universities are in line with the advances of society and are also a reflection of it. This study responds to a documentary approach, since it is based on other investigations and its veracity comes from reports or investigations carried out previously, and its proof is justified in authentic official documents, referring to the population under study. It is qualitative under a descriptive design that details characteristics, phenomena and situations of a specific population (Pérez 2001). It led to the comparison of constructs that allowed us to understand the importance of the research carried out by the different countries through observation and case studies. The population or universe to which this research is directed is constituted by the Higher Level Evaluation Systems between Panama and Costa Rica. The study sample has considered the situation of the Evaluation processes of Costa Rica and Panama. The Comparative Study of the evaluation processes of Costa Rica and Panama constituted a broad analysis of the processes that began respectively in 1999 and 2011.

Therefore, Costa Rica has been twelve years ahead of Panama in experience carrying out these processes, so we could observe the rules, reports and regulations that appear to be more orderly than our country. Each country has carried out its processes and the figures show that the results they have had are positive. The higher education evaluation and accreditation processes are instruments to promote the improvement of the quality of higher education institutions and their programs, as well as to offer pertinent information to society on their quality.