Análisis exploratorio de la política pública para el acceso educativo integral de niñez vulnerable

Abstract

The objective of the study was to analyze the effectiveness of public policies aimed at guaranteeing comprehensive educational access for children in vulnerable situations in Ecuador. A descriptive and exploratory methodological design was used, with a qualitative approach, through interviews with 12 educational actors and authorities in the province of Azuay. The results showed that, although there are policies and legal frameworks that promote educational inclusion, their implementation faces barriers such as lack of resources, insufficient teacher training and disconnection with local realities. It was identified that policies tend to be centralized and ineffective, perpetuating inequalities instead of resolving them. The conclusions highlight the need for a holistic approach that involves communities, strengthens teacher training and addresses the structural causes of vulnerability, beyond the symptoms. The study provides a critical view on the need for more inclusive and contextualized policies to ensure equitable education.