In his article titled "A Quarter Century of Neoliberal Thinking in Education: Misleading Analyses and Failed Policies", Steven J. Klees provides a rich account of how educational policy has been influenced by a shift towards neoliberal economic thinking since the 1980s. He also effectively demonstrates the negative impact of this experiment in conservative economics on equitable educational access and the quality of education services in transitional and developing economies. The article provides a framework for understanding the economic rhetoric behind World Bank education policy, and enriches individuals' understanding of discursive shifts in neoliberal global governance more generally. In this article, the author focuses on Klees' portrayal of the trajectory of development education policy discourse since the early 1980s. While the author generally agrees with the analysis Klees offers regarding the hegemony of neoliberal approaches during the entire period, the author nonetheless marks a distinction between the Washington Consensus approach that dominated the 1980s and early 1990s and the revised discursive and policy framework that has been emerging during the past 10 years.