This article concludes the issue, and reflects upon the main themes that unite the various contributions, namely the evolution of educational and legal competency; the complexity of European Union educational governance; the challenges of measuring and developing indicators for education; and the role of social justice agendas in EU education policy. This article also locates the issue within the burgeoning field of European education policy studies, and considers future avenues for research and areas for theoretical and methodological development. These include better tools for measuring the processes of learning, as well as better models for mapping the processes of policymaking.