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The Dakar Conference Declaration in 2000 endorsed the aim of universal access to education. Following Dakar Declaration, the improvement of education and schooling was to be engineered and steered by a mix of governmental and non-governmental agencies. But this quasi-governmental rhetoric masks the possibility that schooling can be re-organised (re-formed) in such a way that public services are outsourced to private or global agencies which operate according to neo-liberal assumptions. At this point, we can assert that policy proposals in education and at the social, cultural, economic, political levels (especially in countries receiving international donor-aid) are no longer rooted in democratic decisions taken by national, regional or local communities. The influence of international and supranational organizations, such as the OECD and others (see Rizvi & Lingard, 2010), creates an emergent global educational policy arena but this creates another set of political problems. In this paper, this overall framework is analysed following the developments in education in the Great Peru in South America, or seen otherwise, in Peru, Chile and Argentina. [ABSTRACT FROM AUTHOR]