This chapter situates the analysis of educational policies in Colombia, identifying the inclusion of problems constituting government agendas. For this purpose, the synchrony-diachrony relationship is observed to account for the Colombian educational system, in its mounting configuration of policies and its double meaning (service and right), during the years 1988–2010. Subsequently, we report on consistent achievements of the period of the national government (2014–2018), placing its diagnostic commitments on government action, and the symbolic efficacy of incrementalism. We reconstructed the path of education reform in a work that does not intend to evaluate nor prescribe guidelines for Colombian educational policies. The context is within the framework of Colombia's entry into the OECD.