Discourse and institutionalization of evaluative culture march together and begin to become the center of global debates. The central element that accompanies this political operation of planetary re engineering of education systems, is the discourse on the inability of schools, lyceums and universities to understand the impact of innovation, the cultural change of the youngest, the trans-formative wave of the digital world in the classroom and the potential of virtual education.
A decade after Jomtein in Dakar, April 2000, member countries meet to monitor PTSD and outline a strategy to accompany the two MDGs (Millennium Development Goals) associated with education built by the United Nations. Dakar approves the so-called”Dakar Framework for Action: Education for All: fulfilling our common commitments (with the six regional frameworks of action)”.
This Framework of Action mentions that “many countries continue to have difficulty defining the meaning, purpose and content of basic education in a rapidly changing world, as well as in assessing the results and achievements of education”(p.13). In Dakar, EPT’s gaze of including in classrooms, matching in understanding the new and evaluating what is done in education is reiterated.
As the UN promotes the Millennium Development Goals (MDGs,2000-2015) as a planetary effort to homologate government practices and decisions, EPT is in the space that develops the premises of the Faure and Delors Reports (which we will see later) in terms of education. Both ODM and EPT initiatives are public policy standardizing efforts.