Prácticas de inclusión en la educación superior técnica: participación y compromiso público con la formación de los estudiantes vulnerables en Chile

The concept of educational inclusion has mainly referred to school systems and the disability field, which has been extended to Higher Education and different populations at risk. In Chile, concerning educational inclusion, there have been studied the state's role in different areas. Theese are equitable access, institutional logics of exclusion in special admission programs, the gap between university selectivity and individual performance, and access systems' impacts on specific population groups. However, this body of literature does not include the professional-technical sub-sector. The present article aims to design a methodological proposal to address the impact of the IP (professional institutes) and CFT (technical training centers) admission practices, attached to the Higher Education Access System, on vulnerable students' inclusion. The methodological design used mixed methods and was framed in the theoretical proposal of full participation, which defines inclusion as participation and public commitment toward vulnerable students. This proposal's design will be applied in state technical and professional training institutions.