The “three new phenomena” set out in the Fare Report (precedes, foresees and society rejects the products of education) highlight the crisis between accelerating scientific-technological innovation and education within the framework of capitalism of the third industrial revolution. rojgar-results.in/majhi-naukri/
The landing of economic globalization and the new cultural globalization of the third industrial revolution strongly incorporate the notion of exclusion into the educational lexicon as a complement to the idea of school coverage. The idea of exclusion would play a central role in the justifications for the establishment of evaluative culture, within the framework of capitalist restructuring, one of whose dynamism elements was (and is) the acceleration of innovation.
Capitalist restructuring resulting from the impact of the third industrial revolution, the internationalization of capital, i.e. globalization, drives criticism of national states, their size and the precarious achievement of capital targets for national economies and societies. This questioning culminates in the eighties of the twentieth century in proposals for the Reform of National States that are justified by the so-called crises of effectiveness and legitimacy of public action (ECLAT, PLIES, DB, World Bank, among others).
They argue the so-called development banks and multilateral agencies of the United Nations system that the crisis is effective because public institutions do not serve what they are designed and put in place and, of legitimacy,because they do not express the interests of citizens. In the latter case, the concern is not for the people, but because the institutions do not serve to create the new paradigm of reducing public spending and for everyone to “start managing” their lives; bourgeois legitimacy is linked to the intention of citizens taking a significant part of the costs of the social agenda.
These points have a correlation in education, noting that the crisis of effectiveness of the State is expressed in crises of educational quality (efficiency-quality) and, the crisis of legitimacy in precarious relevance of school action (legitimacy-educational relevance).