Equity in Public Transition Policies from Secondary Education to Higher Education in Ecuador

Abstract

The study addresses equity in public policies that facilitate the transition from secondary to higher education in Ecuador, assessing their risks and challenges. Through a systematic literature review based on the PRISMA methodology, persistent barriers, achievements and areas for improvement in these policies were identified. It highlights those policies such as free education and affirmative action have increased the access of marginalized groups to higher education, although inequalities persist in terms of gender, geographic location and socioeconomic conditions. Factors such as the digital divide, lack of teacher training and limitations in funding hinder the inclusion and academic performance of vulnerable students. The study concludes that, to achieve effective equity in higher education, it is crucial to implement more inclusive policies, guarantee technological access in rural areas and promote intercultural pedagogical approaches. In addition, strategies are recommended to strengthen the sustainability and effectiveness of these policies through adequate financing, constant monitoring and collaboration between key actors.