Since their creation, international organizations, notably OECD and UNESCO, as well as the World Bank, are preoccupied with education, as an institution producing what economists refer to as the human factor. Amongst them, OECD, whose mission is firemost economic, has assumed a dominant position in the domain of educational policies. In this article, we look at the evolution of OECD discourse and knowledge tools. We will show that, over time, this discourse has amplified, becoming an important instutional change discourse, encompassing all dimensions and levels of education. Adopting a criticial stance, we will use the conceptual tools of Boltanski and Thévenot’s (1991) pragmatic sociology, sociological neoinstitutionalism (Suchman, 1995; Campbell, 2004), and neomarxists writings of foucaldian inspiration on neoliberalism (Dardot et Laval, 2009). In conclusion, we discus educational policy denationalization as well as the functionalist adaptation paradigm, which escapes criticism.