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In a world where the continual combining of computer applications and the expansion of artificial intelligence is already necessarily changing the world of work for people, an education system that does not adequately respond to these trends and changes will render itself irrelevant. Education policy and regulation may suffer at the hand of such accelerations due to unexpected consequences and developments. However, the rapid, exponential improvements in computer hardware and software that have enhanced the rate and our ability to gather, transform, manipulate, and interpret these data in an ongoing fashion also present myriad educational opportunities. The so-called Fourth Industrial Revolution offers societies data and information capabilities previously unimagined, making it possible to learn how to combine, innovate, and imagine entirely new avenues for building responsive and intelligent education policies and systems that promote the education and wellbeing of citizens as well as improving their economic participation. These advances necessitate a growing number of educators and education systems who can intelligently respond to Industry 4.0 trends. In this chapter, some considerations regarding the use of large-scale, international datasets and emerging data analytics for analyzing policy for the governance of education are offered, and a discussion of the need for the more systematic use of data analytics as a mechanism for developing socially responsive adult learning and workforce education policy and programing.