This paper seeks to extend arguments about the functional and scalar division of labour between national states and supranational organisations in the area of education policy (Dale, 2003) to consider the nature of the sectoral division of the labour of educational governance brought about by the same sets of forces that stimulated the functional and scalar divisions of such labour. The argument starts from the position that existing sectoral definitions of 'Education' derive from, and are fundamentally based on, historic bureaucratic and professional constructions of 'Education'; that is to say, 'Education' as a sector was framed by the practices of 'education' professionals, and the bureaucratic problems they generated, for instance, the school as the basic unit of educational administration. This was found not only at national levels, but was also historically taken up by international organisations. The paper will argue that this 'supply-side' definition is now under pressure not only from 'demand-led' definitions of education (as seen in education 'markets', for instance, and in the emergence of the idea of 'customised' education, 'just for me') but also from different forms of 'supply' that supply 'solutions' rather than structures and processes, such as those emanating from the changing nature of national states (e g, towards 'competitive' state forms); supranational organisations; and new 'problem orientations', such as 'social inclusion', lifelong learning and Knowledge economy, that cross cut existing assumptions about the homogeneity and integrity of 'Education' as a sector. These may entail complex relationships between definitions of the parameters of Education as a sector at different scales and for different functions.