<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0188-7653</journal-id>
<journal-title><![CDATA[Perfiles latinoamericanos]]></journal-title>
<abbrev-journal-title><![CDATA[Perf. latinoam.]]></abbrev-journal-title>
<issn>0188-7653</issn>
<publisher>
<publisher-name><![CDATA[Facultad Latinoamericana de Ciencias Sociales, Sede Académica de México]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0188-76532022000100012</article-id>
<article-id pub-id-type="doi">10.18504/pl3059-012-2022</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La institucionalización de una política pública. El caso de la gratuidad en el acceso a la educación superior ecuatoriana (2008-2018)]]></article-title>
<article-title xml:lang="en"><![CDATA[The institutionalization of a public policy. The case of free access to Ecuadorian higher education (2008-2018)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zabala-Peñafiel]]></surname>
<given-names><![CDATA[Tania L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Flacso Laboratorio de Políticas Públicas Comparadas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>59</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0188-76532022000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0188-76532022000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0188-76532022000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los gobiernos latinoamericanos que han intentado promover la gratuidad en la educación superior siguen siendo minoría. Como resultado, las desigualdades respecto al acceso a ese nivel educativo son persistentes. Desde 2008, Ecuador pasó a formar parte de esa minoría. Este artículo argumenta que cuanto más se institucionalizan políticas pro equidad, mejoran las condiciones de acceso para sectores socioeconómicos rezagados, de forma que interesa comprender en qué condiciones la política de educación superior gratuita se estabilizó en Ecuador. Para ello, se ha construido un mecanismo causal teórico basado en el marco analítico del diseño de políticas. El método empleado es el rastreo de procesos, sostenido en evidencias que se organizan a partir de la taxonomía de instrumentos de política. Así se demuestra una institucionalización &#8220;formal&#8221;, principalmente impulsada por actores estatales en la que poco participan otros actores educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a minority Latin American&#8217; governments that have undertaken formal and sustained attempts to promote free access to higher education. As a result, inequalities regarding access are persistent. Since 2008 Ecuador became part of this minority. This document argues that the more pro-equity policies are institutionalized, the better the access conditions for lagging socioeconomic sectors. With this objective, it is interesting to understand under what conditions free access policy got stabilized in Ecuador. To do this, a theoretical causal mechanism is built based on the analytical framework of policy design. The method employed is process tracing, supported by evidence that is organized from policy instruments taxonomy. One of the findings shows a &#8220;formal&#8221; institutionalization process, mainly driven by state actors, with a limited margin for participation by other educational actors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[neoinstitucionalismo]]></kwd>
<kwd lng="es"><![CDATA[mecanismo causal]]></kwd>
<kwd lng="es"><![CDATA[diseño de política]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[neoinstitutionalism]]></kwd>
<kwd lng="en"><![CDATA[causal mechanism]]></kwd>
<kwd lng="en"><![CDATA[policy design]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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