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This paper treats the way in which the supra or international organizations which try to direct the teaching policies, developed, through time, multiple tools to make resistance difficult, even impossible. It want to show that, since the years 1960, when an orientation is “suggested” (in the communications of the European Commission, the recommendations of the UNESCO, etc.) and that it meets resistances (which also appeared as reappropriations and tricks) to the national or local level, the supra or international organizations tend quickly to open the possible framework initially presented in their documents. By re-integrating a little the diversity and the specificities, the different organizations aims to circumvent resistances thus even stifle them by passing them under silence.

The data comes from the analysis of texts produced by the supra or international organizations from 1960 to 2016. We will draw especially our examples in the Bologna Process (initiated in European higher education in 1998), in the strategies of the UNESCO (in particular as regards the Education For All project) and of the United Nations (with the Sustainable development goals 4 adopted in 2015) or in the imposition, by the European Commission, of the use of the technical instruments of the GTZ (DeutscheGesellschaft für International Zusammenarbeit) in all the cooperative projects in education.

This paper comprises a theoretical work on the place of the resistances in the reformulation of the policies of education in Europe and beyond. It takes support on Foucault’s work and its concepts of apparatus and governmentality. It wants to show how by integrating resistances, an apparatus is brought to evolve.