Abstract
The objective of this research was to analyze education policies within the framework of educational quality in public institutions in Colombia. The theoretical bases are based on the theories of De Agüero (2007), Barba and Zorrilla (2008), Muñoz and Repiso (2005), Santibáñez (2007), among others. Research is non-experimental design of longitudinal group type is also defined as field, descriptive, transactional. The data were analyzed through the use of the descriptive statistics method, using the techniques of measures of central tendency and variability. For more than a decade educational policies were not important in the national context and nowadays is more clearly evident in the increase in the number of inhabitants of large cities directly affecting the youth population who has been subjected to this condition without Being of them and evidencing a great gap between the norms and their real application. The results obtained from the variables educational policies and educational quality are based in part on those that affect the social policies that exist because, especially from the point of view of the Nation, it is clear that the priority is and is focused on the resolution of Problems, which often overlaps the latter and their respective policies, on others of equal importance as those related to other issues, is not the same case that affects directly, which has made it possible for the discourse to have something Of commitment and social policies are somewhat better structured and focused, since we are not focused on the problem.
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