The evaluative culture: In 1973 UNESCO’s so-called “Fare Report”states that “the industrial revolution, as it reaches a greater number of countries, demands an expansion of education and brings with it the emergence of the concept of universal and obligatory instruction, historically linked to that of universal suffrage”.

This report states that education “in budgetary terms occupies the second of global public expenditures, immediately after military expenditure , to which they add, that despite this”society rejects the products of education… [since] while until now the slowly evolving societies (except short phases of mutation) easily and willingly absorbed the products of education, or at least accommodated them, at present the same thing is not the case” .

This perspective of the Fare report suggests thinking about the need to check the efficiency of educational costs with regard to their results,which would later constitute the place of enunciation of evaluative culture. The above-mentioned Report notes that two causal elements of the fact that”society rejects the products of education”.

These elements, the Fare Report continues, show that education, in the third industrial revolution, did not meet two aspects that had been the basic references of its action over time: a) education precedes and, b) education provides. In fact, education had preceded the “economic development”[2] of societies since the industrial revolution (precise of the first and second industrial revolutions), but this dynamic begins to break with the development of the third industrial revolution, something that the Fare report itself fails to visualize in all its complexity.


Moreover, the report states that “for the first time in history education is consciously employed in preparing men for types of societies that do not yet exist” , which is a warning bell about the gap that is beginning to evidence between yesterday and today, between the take-off of the third industrial revolution and what is taught in schools, high schools and universities