Since the period of educational reform in 1964, during which the process of access to Higher Education was directly linked to Secondary Education, until today, the only area of political convergence and agreement is perhaps the monotonous repetition of the declaration for the need for immediate change in the way high school graduates are admitted to Higher Education.

During this long period, a public political discourse has been articulated regarding the issue of access to Higher Education, which gradually takes on clear and distinguishable characteristics that are reflected in specific "commonplaces." This study analyzes and highlights these "commonplaces" in public political discourse with the aim not so much of documenting them but of interpreting this peculiar "political consensus" as a conscious political choice.

In such an environment, the respective political leaderships over the last forty years and more initially seem, at the level of rhetoric, to be filled with reformist enthusiasm, but gradually become confined, including through the "utilization of national consensuses," to technical adjustments and changes that not only do not affect the access system but, through it, essentially validate its dominant role as a mechanism of control and "sub-governance" of the educational system.