The reasons for education reforms -- as a particular form of social reforms -- are either consequentialist or non-consequentialist. However, the reasons for the education reforms that are briefly discussed from the perspective of the philosophy of education in the present paper are above all consequentialist. These are the reasons for proposed education reforms in EU countries whose strategic aim is equated with the enhancement of two values: creativity and innovation. It is supposed that these education reforms will have good effects and not that they are good in and of themselves. Therefore, although creativity and innovation might be seen as having intrinsic value, they are -- in these education reforms -- treated predominantly as instrumental values. It seems that the introduction of such education reforms can be understood as a decision founded not on causal explanation, but rather on the basis of a special type of teleological explanation, which has the logical form of a "practical syllogism". In this case, the occurrence of an action is explained in terms of the goals and purposes of the agent; it shows that the agent did what s/he did because s/he tried to achieve a certain goal and believed that certain means were necessary or sufficient for achieving this goal.