The theoretical grounds underlying this paper are the variety of governance perspectives, which represent different political and economic ideologies (Green, 2005; Manzer, 2003). The coexistence of these often clashing attitudes is one of the reasons for policy ambiguity and policy implementation gaps (Malen, 2006). It can also expose disputing social justice agendas of different governing actors (Glatter, 2002; Manzer, 2005). This study diagnoses governance perspectives of two major governing actors in the educational regime (Manzer, 2005): the central government and the Local Education Authorities (LEAs), in order to expose their social justice agendas.