1. The overall goal of education policy makers in developed countries is to ensure that every child receives a good education, so that every child is better prepared to contribute to the economy and sustain economic prosperity. This is why many reforms are taking place to improve education systems, as stated in a 2012 article by Bensimon, Alicia, Dowd, Longanecker, and Witham. They indicated that “The nation is in an era of policy reform aimed at improving the productivity and effectiveness of higher education” (Bensimon, Dowd, Longanecker, & Witham, 2012). Without a respectable education, it is harder for people to contribute to the economy as they should. The goals of education policy makers in developing countries are to build social stability, improve health, increase economic output, and improve social outcomes. These are different from the goals of developed countries because they are trying to become stable. They have not yet established a well-functioning social hierarchy like a developed country. Furthermore, healthcare is not as advanced in developed countries, as there is a lack of adequate knowledge regarding public health, social and health programs and medical progress. Developing countries also differ from developed countries in their lack of infrastructure. Without infrastructure, economic growth is doubtful. “It inhibits access to health care, education, and markets” (USAID, 2012). All in all, developing countries are striving to become more developed, so they are working on sustainable development, while developed countries are more concerned with improving themselves and their economy.3. The neoliberal approach to education policies in developed countries is to insert a more targeted education business model as the Chic… middle of paper… economy. References Bensimon, E. M., Dowd, A. C., Longanecker, D., & Witham, K. (2012). We have goals. And now? Change: The Magazine of Higher Learning, 44(6), 14-25. doi: 10.1080/00091383.2012.728948Canada. (2006). Retrieved April 1, 2014 http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/NORTH_AMERICA/Canada/Canada.pdfHsieh, C.-T., & Urquiola, M. (2006) . The effects of generalized school choice on achievement and stratification: Evidence from Chile's voucher program. Public Economics, 90, 1477-1503.OECD. (2010). Ontario, Canada: Reform to support high achievement in a diverse context. Strong performers and successful reformers in education: Lessons from Pisa for the United States, 65-81.USAID. (2012). Infrastructure. Retrieved April 1, 2014 http://www.usaid.gov/what-we-do/economic-growth-and-trade/infrastructure