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[[File:Raphael School of Athens.jpg|thumbnail|300px|left|Figure 1. Depiction of Plato's Academy.]]

The first institution that was more fully documented was the Platonic Academy (Figure 1), founded in 387 BCE, with Aristotle's Peripatetic school founded in 335 BCE having derived from Plato's Academy. These schools generally had Universities today are a select few pupils key component for modern states and were not institutions for mass education.<ref>For more on economies, where the early Greek higher education institutions, see: Reale, Giovanni, John R. Catan, professional classes and Giovanni Realeacademic research are fostered. 1990. Plato We often rate societies by their abilities to produce scientific achievement and Aristotle. A History of Ancient Philosophydevelop economic success, Giovanni Reale ; 2where universities play a critical role. AlbanyHowever, NY: State Univ. of New York Press, pg. 149.</ref> Perhaps one of the first truly international institutions history of higher education universities was the Musaeumvery different, an and these institutions that brought knowledge to it from around the known world. The Library of Alexandria was part of this institution and it served as a repository for knowledge not just from the Hellenistic world but also accumulated knowledge from Babylonia and Persia that had preceded Greek scholarship. The Musaeum largely functioned like an international universitywere first relatively parochial, where students would come to be educated by the best teachers. The Ptolemaic state was tolerant to scholarship and allowed individuals from many regions to come to Alexandria to be involved only in this institution.<ref>For more on the Musaeum and Library at Alexandria, see: MacLeod, Roy M., ed. 2000. The Library of Alexandria: Centre of Learning in the Ancient World. London ; New York : New York: I.B. Tauris ; In the U.S.A. and Canada distributed by St. Martin’s Pressrecent times have they become pervasive.</ref>

==Which Societies created the Precursors to Universities? ==Early institutions of higher learning existed long before universities were established. These early institutions conducted research and taught pupils, similar to our ideas of universities today. Early recordings from Egypt and Mesopotamia suggest some scholars conducted research, and these scholars likely taught and were affiliated with institutions of learning. The Ashurbanipal Library at Nineveh and Library at Sippar were collections of knowledge that likely also had students and teachers associated with them that taught a select group of individuals who learned the complex written languages of their day also began to study and apply their knowledge. <ref>For more on learning in Mesopotamia and Egypt, see: Krebs, Robert E. 2004. Groundbreaking Scientific Experiments, Inventions, and Discoveries of the Middle Ages and the Renaissance. Groundbreaking Scientific Experiments, Inventions, and Discoveries through the Ages. Westport, CT: Greenwood Press.</ref>====The Platonic Academy of Greece====The first institution that was more fully documented was the Platonic Academy (Figure 1), founded in 387 BCE, with Aristotle's Peripatetic school founded in 335 BCE having derived from Plato's Academy. These schools generally had a select few pupils. They were not institutions for mass education.<ref>For more on the early Greek higher education institutions, see: Reale, Giovanni, John R. Catan, and Giovanni Reale. 1990. Plato and Aristotle. A History of Ancient Philosophy, Giovanni Reale ; 2. Albany, NY: State Univ. of New York Press, pg. 149.</ref> Perhaps one of the first truly international institutions of higher education was the Musaeum, institutions that brought knowledge to it from around the known world. ====The Library of Alexandria====The Library of Alexandria was part of this institution, and it served as a repository for knowledge not just from the Hellenistic world but also accumulated knowledge from Babylonia and Persia that had preceded Greek scholarship. The Musaeum largely functioned like an international university, where students would come to be educated by the best teachers. The Ptolemaic state was tolerant to scholarship and allowed individuals from many regions to come to Alexandria to be involved in this institution.<ref>For more on the Musaeum and Library at Alexandria, see: MacLeod, Roy M., ed. 2000. The Library of Alexandria: Centre of Learning in the Ancient World. London ; New York : New York: I.B. Tauris ; In the U.S.A. and Canada distributed by St. Martin’s Press.</ref>====Creation of Universitie in India====In the ancient world, several regions developed traditions of scholarship. In the Indian subcontinent, Pushpagiri and Nalanda were two well -known centers of higher education. These institutions were devoted to Buddhist teaching but also and trained individuals in arts, medicine, mathematics, and astronomy. Even politics, or something comparable to political science, or political theory, was taught at these academies. Earlier Hindu higher learning cetnrescenters, such as Taxilia, also inducted students. This place became associated with one of the earliest economic treatises known to us, a text call the Arthashastra, which also discussed other topics as well, such as political statecraft.<ref>For more on India's higher education ancient tradition, see: Mookerji, Radhakumud. 1989. Ancient Indian Education: Brahmanical and Buddhist. Delhi: Motilal Banarsidass.</ref>====The Chinese Imperial Training System====China had developed an imperial academy to train bureaucrats during the Han dynasty in Taixue by the 1st century CE. While earlier academies were more akin to private institutions, the Chinese imperial training system became more similar to public education. The school seemed to recruit students nationwide, and admission was based on skills and accolades, demonstrating that higher education had become a form of social mobility and mass education. Up to 30,000 students may have attended the academy at a given time. Later in the 1st millennium CE, the school began to develop an examination system that evaluated its enrolled classes.<ref>For more on China's early higher education and imperial academy, see: Becker, Jasper. 2000. The Chinese. Oxford; New York: Oxford University Press, pg. 8.</ref>====The Persian Medical academy - Gundishapur====In ancient Persia, during the Sasanid dynasty around the 3rd century CE, Gundishapur functioned as a medical training and higher education academy. This academy continued to function for some time after the arrival of Islam. It became one of the key influences and foundations for Islamic higher education that succeed it.<ref>For more on Gundishapur, see: Esposito, John L., ed. 1999. The Oxford History of Islam. New York, N.Y: Oxford University Press, pg. 742.</ref>====Higher education in Rome and the Middle Ages====In Europe, during the Roman and later Antiquity period, scholarship continued to follow the Greeks' Platonic tradition. However, these institutions were closed by the 6th century CE due to their association with pagan practices and philosophies. With the fall of the Roman Empire, scholarship became confined to isolated monasteries. These monasteries trained individuals in learning, mostly those who became priests or monks and began to document some of the Greek and other knowledge from the past.<ref>For a history of early Medieval European learning, see: Kleinhenz, Christopher, ed. 2004. Medieval Italy: An Encyclopedia. The Routledge Encyclopedias of the Middle Ages. New York: Routledge, pg. 314.</ref>

China had developed an imperial academy to train bureaucrats during the Han dynasty in Taixue by the 1st century CE. While earlier academies ==When were more akin to private institutions, the imperial training system the Chinese developed became more similar to public education. The school seemed to recruit students nationwide and admission was based on skills and accolades, demonstrating that by then higher education had become a form of social mobility and mass education. Up to 30,000 students may have attended the academy at a given time. Later in the 1st millennium CE, the school began to develop an examination system that evaluated its enrolled classes.<ref>For more on China's early higher education and imperial academy, see: Becker, Jasper. 2000. The Chinese. Oxford; New York: Oxford University Press, pg. 8.</ref> In ancient Persia, during the Sasanid dynasty at around 3rd century CE, Gundishapur functioned as a medical training and higher education academy. This academy continued to function for some time after the arrival of Islam and became one of the key influences and foundations for Islamic higher education that succeed it.<ref>For more on Gundishapur, see: Esposito, John L., ed. 1999. The Oxford History of Islam. New York, N.Y: Oxford University Press, pg. 742.</ref> In Europe, during the Roman and later Antiquity period, scholarship continued to follow the Platonic tradition established by the Greeks. However, these institutions were closed by the 6th century CE, due to their association with pagan practices and philosophies. With the fall of the Roman Empire, scholarship became confined to isolated monasteries. These monasteries trained individuals in learning, mostly those who became priests or monks, and began to document some of the Greek and other knowledge from the past.<ref>For a history of early Medieval European learning, see: Kleinhenz, Christopher, ed. 2004. Medieval Italy: An Encyclopedia. The Routledge Encyclopedias of the Middle Ages. New York: Routledge, pg. 314.</ref> ==first Early Universitiescreated? ==[[File:Merton College, Oxford (3916021906).jpg|thumbnail|left|Figure 2. Merton College in Oxford, one of Oxford's oldest colleges and residences..]]The first true university, that is an institution called as such, was founded in Bologna, Italy , in 1088. The Latin phrase <i>universitas magistrorum et scholarium</i> indicated an association of teachers and scholars. As At this early date, universities were more of an association or a guild for learning particular crafts. In the case of Bologna, the focus was law. The emphasis was on training students for more developed skills within a particular profession so that they can to serve and develop those skills at more professional levels. Oxford, the second oldest university and oldest English speaking university, was founded probably sometime late in the 11th century. Traditions such as having a chancellor and residence halls had become established by the 13th century. Oxford had established its oldest colleges, Balliol and Merton Colleges, by the mid 13th century (Figure 2).<ref>For more on the early universities, see: Ridder-Symoens, Hilde de, ed. 1992. Universities in the Middle Ages. A History of the University in Europe, v. 1. Cambridge [England] ; New York: Cambridge University Press.</ref>

The early universities, such as Paris which , later became the Sorbonne, derived from the monastic or also cathedral learning schools that had continued into the early Medieval era after the fall of the Roman Empire. These Thus, these early universities were thus closely affiliated with the Catholic church, although education began to be broad and offered important skills outside of religious education. Despite the religious association of schools, they also developed to be independent and sometimes trained individuals who would come into conflict with the church.<ref>For more on the Church's role of the Church in universities, see: Ellis, John Tracy. 1989. Faith and Learning: A Church Historian’s Story. Melville Studies in Church History, v. 1. Lanham, MD : [Washington, D.C.]: University Press of America ; Dept. of Church History, Catholic University of America.</ref>

A key development occurred in the founding of the University of Naples, founded in 1224, as it . It was founded as a public institution dedicated by to a king rather than the pope or Catholic church. Some see this as the beginning of developing the concept of secular education, although virtually all higher education institutions had religious curriculum as part of their broader education. In Germany, where many cities developed very independent traditions, we see municipalities and municipal government governments being active in the universities' founding of universities. This is the case with the University of Cologne, founded in 1388.<ref>For more on the development of public universities' development, see: Nicholas, David. 1992. The Evolution of the Medieval World: Society, Government, and Thought in Europe, 312-1500. London ; New York: Longman.</ref>

==The When were the Modern UniversityUniversities Established? ==By the late Medieval and Early Modern Period, the number of universities began to grow rapidly in Europe, where by whereby in the 18th century , there were probably around 143 universities. This does not include other forms of higher education institutions that did not call themselves universities, such as academies. The University of Paris began to develop the idea of faculties that differentiated areas of study. The topics of focus that began to develop in universities were philosophy, where still the . The traditional title for PhDs is doctor of philosophy, medicine, logic, theology, law, mathematics, astronomy, and grammar. These branches of study were seen to be related to a humanistic perspective, as many required translation of ancient works in addition to a focus on the discipline.<ref>For more on the early modern universities, see: Kirwan, Richard, and Jonathan Davies. 2013. Scholarly Self-Fashioning and Community in the Early Modern University. Burlington, Vt.: Ashgate.</ref>

During the 19th century, public universities available for to the masses became more widespread. It was only Only in the 19th century that did religion began to become less of an important focus in the curriculum. This gradually made universities secular higher education institutions and, with . With the development of the Industrial Revolution, many universities began to focus more greatly focus on the sciences as industrialization began to develop as a form of competition between the Western world. In Britain, the concept of the civic university was seen as an engine for developing a secular, economic potential that used the masses by giving them access to education.<ref>For more on the development of mass education in the 19th century, see: Brockliss, L. W. B, and Nicola Sheldon. 2012. Mass Education and the Limits of State Building, C. 1870-1930. New York, NY: Palgrave Macmillan.</ref>

The British Empire and later other European empires began to transplant the European education model of education around the world. While the United States began to adopt some of the German model models for a research university, much of the rest of the world also was instilled with European concepts. These then became pervasive and entrenched within countries such that when colonial powers diminished in the 20th century, the university systems they either founded or had fostered as educational models were largely kept in places such as India, Kenya, and in the Middle East.<ref>For more on the British model and spread of universities during the period of European empires, see: Pietsch, Tamson. 2015. Empire of Scholars: Universities, Networks and the British Academic World, 1850-1939. Manchester: Manchester University Press.</ref>

Today's universities have diversified further. Private universities that have a business-like or for -profit model has been one prominent model developed recently. Intergovernmental and universities built by countries in foreign places have been created as a way to promote ideas or training that is similar to what one might obtain in the home countries. This has spread many similar concepts of universities world wideworldwide, where countries with very different cultures and traditions now have relatively similar universities' ideas of universities. This has also become a way in which countries now see universities as a way to compete in the global marketplace, as they train their masses and develop their economic competitiveness.

What we seen We see then is that higher education changed conceptually from restricted academic institutions, to the foundation of universities, which proved to be similar to guilds in the Medieval period. It was only in the late Medieval and Early Modern era eras that universities began to spread more rapidly , and in the 19th century , these institutions became fully secular. This secularization, and later acceptance of women, helped the masses to enroll in universities during the 19th century. The concept of mass education became established as industrialization became a key for countries' economic success and power.

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