The aim of the field of the economics of education should be to contribute knowledge which addresses the numerous social and educational questions inherent in society while at the same time exploring the correlation between economics and pedagogy. To achieve this it is necessary at an international level to work to audit and systematize the relationships that currently exist and to contribute new insights to educational and economic issues. Indeed, it is necessary that the epistemology that underpins this school of thought takes into account data relative to the wider benefits of education and to formulate and inform planning models for educational systems.
In order to be recognized as a integrated area of research, the economics of education must confer to pedagogy the role of helping scholars to create formative solutions to the criticisms revealed through economic investigations. Indeed, within the role pedagogy can adopt, the part played by educational planning and the development of the different dimensions of the individual (economic, financial, social and human) must be recognized. Without this the eventual formative solutions will not allow for the construction of a democratic society where wellbeing means respect for others, solidarity, tolerance, social cohesion, social integration and interaction. These qualities are not spontaneous but the result of intentional action and education, in the same way that economic growth is not spontaneous. What is missing is a strong union between the revelation of problems within economic and social systems and the formulation of potential solutions.
The economics of education should therefore be defined in a more complete way. The study of both the benefits and individual and social costs of education and training in addition to the economic and human aspects that link educational institutions to the global and social economy will allow scholars to propose educational solutions that are effective and socially workable.