Missing Returns in the 21st Century: Education of Youth and Adults in Social Policies from a Gender Perspective

Abstract

In Latin America, gender social relations in education and in educational policies have had little consideration as a core part of curricular developments at all levels of education, as well as at the level of public policies. An example in this regard is the Education of Young Adults (EDJA), a modality of the formal educational system that has traditionally been established as a specific field of intervention in public policies, promoting a transformation of both the curriculum and knowledge linked to the world of work. This article addresses the critical cores of the EDJA on two levels: i) clarifications regarding the scope of the right to education, and its interdependence with other rights, such as the right to care, from a gender and human rights perspective; ii) the inclusion of the EDJA as a device for compensation or conditionalities in social policies from a gender and human rights perspective. with an impact in terms of gender, based on some paradigmatic cases in the region, such as Argentina. The objective is to analyze, based on some paradigmatic cases in the region such as Argentina, the way in which these critical nuclei operate to the detriment of the exercise of the right to education in conditions of equality and without discrimination. The conclusions take up the main challenges in the field of social inclusion, based on recommendations for comprehensive public policies with a gender focus.