This article presents the results of a discourse-theoretically informed analysis of the educational programs, projects and (self-)perceptions of (inter-)national (non-governmental) organizations which have been developed in the context of the ‘EU-Turkey Deal‘. Focusing on the Turkish educational context, the paper traces that and how the organizations are oriented towards logics of a New Educational Governance, which has emerged in the course of neoliberal transformation processes and herewith associated blurring boundaries between state, market and civil society in the last decades. This can be seen, among other things, in the organizations’ efforts to enter into ‘partnerships‘ with the private sector, thereby aligning educational projects with the interests of the (labour) market, as well as in a strong output and evidence orientation of the actors. This involvement in the international education regime not only may run counter to the formation of solidarity-based alliances in the field of forced migration and education, it also shapes understandings of education and target groups that promote subtle (educational) exclusions of refugee children and youth – yet do not remain unquestioned by the actors.