Educational quality becomes a wildcard that serves to justify any criticism of education, while relevance deepens the social consensus regarding what Fare (1973) states that “society rejects the products of education”.
To solve the problems of quality and educational relevance, the World Bank, OECD, IDB, CAD and UNESCO itself begin to strongly point out, in the 1980s, that education systems and apprenticeships need to be evaluated. Meanwhile, capitalist centers remain undefined clearly as they want schools, high schools and universities to function and work, but they do propagate the idea that private-managed education is better than public education.
Globalization and cultural globalization demanded the homogenization of world society and the standardization of public policies. Evaluative culture becomes a fundamental tool for these purposes. In this context, UNESCO decides to convene the World Conference on Education for All: Satisfaction of Basic Learning Needs,which was held in Tienanmen, Thailand, 5-9 March 1990.
The World Declaration on Education for All,which emanates from this conference, adopted by 155 countries, concludes that “the mute is on the eve of a new century, full of promises and possibilities. Today we are witnessing genuine progress towards peaceful detente and greater cooperation between nations. The very volume of information in the world, much of which is useful for man’s survival and for his elemental well-being, is immensely greater than that available only a few years ago and its growth rate continues to accelerate”(Einstein, 1990).