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A brief note on the Role of Education Policy on Social Development in a Country

Henry Anderson*

Department of Education and Policy, National Autonomous University of Mexico, Mexico City, Mexico

*Corresponding Author:
Henry Anderson
Department of Education and Policy,
National Autonomous University of Mexico,
Mexico City,

Received: 12-May-2022, Manuscript No. JES-22-63687; Editor assigned: 16-May-2022, Pre QC No. JES-22-63687 (PQ); Reviewed: 31-May-2022, QC No. JES-22-63687; Revised: 13-Jul-2022, Manuscript No. JES-22-63687 (R); Published: 21-Jul-2022, DOI: 10.4172/JES.8.6.006

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The concepts and policy decisions that influence the area of education, as well as the collection of laws and rules that control the operation of education systems, are all part of education policy. The intellectual study of education policy is known as education policy analysis. It aims to provide answers to issues concerning the purpose of education, the societal and personal goals that it is intended to achieve, the means for achieving those goals, and the instruments for determining success or failure. Education policy research is conducted in a wide range of institutions and in many academic areas. Theories, concepts, and analyses generated in the social sciences are drawn upon and influenced by the academic discipline. Sociology, political science, economics, and law are all subjects that can be utilized to better understand how educational institutions work, what their effects are, and how policies can be adjusted to address particular situations. Although education policy is sometimes considered a subfield of social and public policy, it is intertwined with both subjects. Education has numerous forms and takes place at a variety of institutions for a variety of reasons. Education policy concerns challenges in higher education as well. The Pell Institute investigates the obstacles that teachers and students face in community colleges and universities. Undocumented pupils, sex education, and federal-grant aids are among the concerns at hand.

The COVID-19 epidemic has had a significant impact on education, highlighting the importance of utilizing educational and learning data. Face-to-face classrooms have been replaced by online classes throughout universities, and education and learning data that was previously limited to a few subjects has been distributed to all classes. For example, login–logout data is used to track attendance, minute papers have been replaced by time-stamped PDFs, exams have been replaced by online tests, and document distribution has been replaced by file-sharing with authentication. Learning analytics, or the use of education and learning data to enhance teaching and learning, has become a major focus for educational technology and data science researchers as a result of these advancements. A country's global competitiveness is determined by its ability to innovate and learn. It's for this reason that education, research, and technological growth have gained new significance.

In the economics of countries, knowledge has become a very important factor of production. The European Union's (EU) population's education and qualifications are its most valuable assets, as well as a requirement for Competing in the global market. At all levels, Member States are encouraged to step up their efforts in the areas of education and training. However, not all national efforts in developing and adapting training systems to the knowledge-based economy are sufficient. The Lisbon European Council established a strategic aim in 2000, which is currently being implemented at the European, state, and local levels. Europe aspires to be a more competitive economy with more and better jobs, as well as greater social solidarity. European politicians have recognized the importance of education and training in the growth of today's information society and economy. New policies in the areas of research, economic reform, education, and social protection have been devised. The European Research Area and the European Higher Education Area should create fresh development prospects for all European areas.

Made to believe, or wish to believe, that rapid quantitative growth of educational possibilities is the key to national development: the more education, the faster the progress. As a result, all countries have committed to achieving universal education in the shortest period possible. This pursuit has become into a politically charged, but often financially costly sacred cow. Few politicians, statesmen, economists, or educational planners in or outside the Third World would have dared publicly to question the religion of formal education until lately. Active learning, which is infrequently used in classrooms, has been proved to be highly effective in studies. According to studies, massive open online courses provide a route to employment that bypasses traditional colleges and degree programmes while being more relevant to current economic activities and students' interests. These online courses aren't usually part of formal education, but they're usually finished and chosen totally by the student, often with peer assistance via online forums. Blended learning, on the other hand, combines online education with forms of face-to-face communication and traditional classroom-based education, exposing its broad capacity for increasingly relevant, resource-efficient, and effective educational techniques.

Education has been identified as a priority issue for EU cooperation at the highest level. Education policy is a horizontal policy. Other EU policies are closely linked to it, including research and technical development, competitiveness, industrial, social, and single European market development. European education policy aims are inextricably linked to EU strategic objectives such as economic growth, economic and social cohesion, knowledge-based economies, and competitiveness. The emergence of a knowledge society necessitates a shift in mindset toward European education policy, as well as new ways of supplying knowledge in conjunction with other policies.