Focusing on the Italian context, this research aims to analyze the relationship between investment in education and economic development through a critical exam of the human capital theory. This paradigm is compared with the social investment paradigm, particularly the Esping-Andersen's thesis, which seems more useful to unfold the link between social stratification and education level as a resource of social innovation. From this standpoint, our hypothesis is that educational policies have positive effects on the economic system if they are oriented to reduce socio-economic inequalities increasing the rate of social inclusion, which can promote a wider social innovation.