Changing the system allowing access to Tertiary Education is a top priority of Greek governments; it often has a fragmentary character without parallel systemic interventions. The recent (2021) enactment of the 'minimum admission base' to Tertiary Education is a renewed version of a similar reform by the same governing party back in 2005, reflecting the timelessness of the issue and the strong signifying ideological grounds. The urgency for reformation is created using prosaic excuses indicating an educational crisis, with references to a long-standing 'pathology' of symptoms and obsolete obsessions that prevent any prospects for growth in the country. Employing the discourse-historical approach (DHA), we analyse the role of language in constructing and presenting problematics on the quality of students entering Tertiary Education, the establishment of a necessary political initiative and collateral process naturalising and legitimising solutions which superficially reinforce aspects of educational and social inequality. Reframing the argument within a contemporary context highlights their deep roots in given ideological references despite efforts to depoliticise the matter and its consequent, political and social, implications due to the selection and allocation of the student population. We confirmed the attempt to depoliticise the matter by exploiting the rhetorical use of language, the role of texts to convince public and interested masses by constructing a narrative of qualitative upgrading of educational output as a naturalised and self-evident intervention so as to disengage it from related socio-economic aspects and consequences.