Articulación de itinerarios formativos en la educación superior técnico profesional: Estudio de un caso en una universidad chilena

Abstract

In many countries, higher technical education is seen as a key component for financial growth and for combatting problems of employability and unemployment among young people and women in at-risk sectors. But many obstacles stand in the way of developing professional options for the vulnerable population through higher technical education: one is the difficulty of articulating expeditious educational itineraries, in addition to problems of access. The article describes an innovative approach of articulating educational itineraries, promoted by a governmental organization. In this initiative, 900 low-income women and young people completed a technical training course and continued their higher technical education study programs at a Chilean university. The experience is analyzed from a dual (curricular and value-based) perspective, on social inclusion and articulation.