EDUCATIONAL POLICIES WITH GENDER EQUITY FOR THE DEVELOPMENT AND INCLUSIVE SOCIETY. CASE STUDY: MEXICO 2012-2018

The 2030 Agenda for Sustainable Development, approved by the United Nations in 2015, proposes 17 Sustainable Development Goals (SDGs) to be achieved by the year 2030. Among these 17 objectives, there is Quality Education and Gender Equality (SDG4 and SDG 5 respectively). This Agenda is not mandatory but it is expected that the member countries take it as a commitment. Finally, the countries themselves and their citizens are the beneficiaries.

The theories with focus indicate that: "Inequality [... is], conditioning a different, sexist, discriminatory socialization".

This paper will address the analysis of public policies specifically in the field of education in Mexico (mainly in higher education) but only those policies that seek to incorporate gender equity. Based on analysis of international and regional indicators, public policies implemented in the period 2012-2018 (most recent governmental session) will be reviewed, allowing us to identify if public policies are being worked on in order to achieve the goals and at the national level regional and international. Results that will allow us identify the respective advances.

Education with Inclusion and equity is very important for you to have a transformative education. There is no quality education without gender inclusion. This study is important for in the future to make the necessary changes in education policies and to focus efforts on gender discrimination to guarantee an inclusive society.

In this paper, we present a first part of the results of a wider investigation that is being carried out at the National Polytechnic Institute (Mexico).