This paper is located within considerations of globalization and related changes in policy space in education. The paper argues that projects of international organisations such as the OECD and supranational bodies such as the EU, creating outcomes indicators and other statistical measures to do with educational systems, constitute an emergent de-territorialised policy space in education. These texts without context (Bourdieu, 1999) have mediated policy effects in specific national policy spaces in education and contribute to convergence, control and the culture of performativity in a climate of epistemological doubt. The paper will consider projects of the EU and the OECD and seek to theorise such developments generally and in relation to policy processes in contemporary education.