Enrolment and university success rates are indicators of social and cultural development (AQU, 2007 and 2009; Gairín, 2010), and a clear sign of development and quality of life of modern societies and their citizens. Some social problems are clearly illustrative when analysing them among the population with tertiary education: unemployment only affects one-third of the population with university studies, compared to people with only primary studies. At present, access to knowledge has become an inescapable condition in socialisation, equality and social integration processes (Castells, 2008), and university turns out to be an essential step in their advancement.


The efforts made in Latin American countries to generalise basic and secondary education is undoubtable (OEI, 2010). Initiatives aimed at developing ‘quantitative’ policies (education for the largest number of citizens possible) must be complemented by 'qualitative' policies on positive discrimination and supporting social groups with greater problems in accessing university educations due to financial, geographic, ethnic or cultural vulnerability.


Personal factors (ability, preparation), but above all contextual factors (social, cultural or financial difficulties), obstruct access to and continuance at university (Tintó, 2005; NAO, 2007; Gairín et al, 2010). Between 2000 and 2005, the IESALC diagnosed the extent of dropouts and contributing factors at public and private universities in Latin America. The results reveal that, with the exception of Cuba, only 43% of people who enrol for higher education graduate in the period established to do so. If action is not taken via policies and initiatives focused on the entry and academic success of specific minorities and disadvantaged groups, the chasm will only grow larger that already exists in the Latin American community.


In this respect, retention and tutoring processes must be fostered, and the investigation and exchange of experiences must be promoted (Gairín et al, 2009), which are aimed at increasing the presence, continuance and earning of degrees for groups with social or cultural shortages. Thus, actions would continue that are already underway at Chilean, Bolivian and Central American universities.









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