During the 90s, the governments of the three Latin American Southern Cone countries defined and implemented fundamental transformations in their education systems entailing core aspects such as management modalities, improvements in equity and quality and changes in financing mechanisms, which were categorized as education reforms. The governments of Argentina, Chile and Uruguay have recently promoted extensive reviews of such reforms, involving in the discussions, in different formats, multiple political and socialstakeholders. As a result of those debates there are already new education laws (Argentina), recommendations for a future bill to be introduced into parliament in the current year (Uruguay) and a bil introduced into Congress (Chile). This paper examines, from a comparative perspective, the significance an scope of these novelties.