This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population. Only 19.36% of the population is not considered poor or vulnerable.The access to higher education is not distributed uniformly throughout the Mexican youth since they belong to different social and economic strata: the least developed regions carry the largest share. Consequently, educational opportunities are unequally distributed mainly across age and gender factors. A distribution imbalance is also found with regard to gender throughout the population observed and analyzed: indigenous females have a significantly higher risk of not having access to higher education than males.

This paper attempts to present a critique of the concept and meaning of the term social accountability at university level from a critical point of view. The main objective is to analyze and re-build the term accountability in order to contextualize it for public universities. First, we present the importance of the idea of accountability in universities as a way of being and acting. Then, a comprehensive literature review is presented referring to the term University Social Responsibility (USR, hereafter) using the economic thinking of Milton Friedman and Edward Freeman. Subsequently, we look at the meaning of USR within the framework of higher education. Finally, we conclude that it is necessary to rethink the idea of university accountability as opposed to the current policy of USR affecting the policies implemented for public universities.

<span>En este artículo, la educación superior en México es nuestro objeto de estudio. Nos proponemos explicar la tendencia de la política de educación superior hacia el año 2030. Empezamos por las recomendaciones de los organismos internacionales para la educación superior en el mundo; después, trabajamos el contexto social y económico de la educación superior en México; y finalizamos con la perspectiva de la educación superior en México hacia el año 2030. Argumentamos la continuación de la política neoliberal de educación superior, bajo la lógica del capitalismo académico, que incluye principalmente temas económicos y sociales como la calidad, equidad, evaluación y financiamiento, sin enfatizar en los temas de la sostenibilidad como el cuidado de la vida planetaria, calentamiento global, reducción de C0₂ y cambio climático.</span>

ResumenEn este artículo se abordó un estudio exploratorio de valores personales de los estudiantes de las licenciaturas en Diseño Industrial y Diseño Gráfico de la Universidad Autónoma del Estado de México. El propósito fue conocer los valores que los estudiantes asignan a la formación profesional elegida. Se partió del supuesto de que existe una escala distinta de valores por parte de los estudiantes; dependiendo de la licenciatura se conforma una escala diferente, porque son distintas las expectativas y las maneras de adaptarse al medio.Para la investigación se propuso estudiar dos carreras que están dentro de una misma área: el diseño. Sin embargo, cada una tiene perfiles distintos. El diseño industrial, orientado a la creación de objetos, procesos y sistemas, es proclive a las innovaciones conforme cambia la industria. El diseño gráfico es sensible a los cambios digitales y sus formas. Las características de ambas carreras determina la ponderación de los valores por parte de los estudiantes de cada una de estas licenciaturas. Se aplicó el Estudio de Valores con una escala para la medición de los intereses dominantes de la personalidad (Allport, Palabras clave: allport, diseño gráfico, diseño industrial, valores. AbstractIn this article, an exploratory study of personal values of the students of the Industrial Design and Graphic Design degrees of the Universidad Autónoma del Estado de México was addressed. The purpose was to know the values that students assign to the chosen professional training. It was assumed that there is a different scale of values on the part of students, depending on the degree a different scale is formed, because expectations and ways of adapting to the environment are different.For the study it was proposed to study two careers that are within the same area, the design; however, each one has different profiles. The industrial design oriented to the creation of objects, processes and systems is prone to innovations as the industry changes;While graphic design is sensitive to digital changes and shapes, this determines the weighting of values by students of each of these degrees. The Study of Values was applied.A scale for the measurement of the dominant interests of the personality (Allport, et al. 2001), to a sample of 201 students (77 of Industrial Design and 124 of Graphic Design).The questions that guided this study were two: What are the personal values of the students of industrial design and graphic design with respect to the appreciation towards their degree in this era of the Blade Runner syndrome? What values dominate the students in their adaptation to their profession they study?

Resumen-Se presenta una propuesta para mejorar el aprendizaje de los estudiantes en el área de matemáticas del nivel medio superior que incluye a ciento cincuenta docentes que se distribuyen en diez planteles, cada docente atiende en promedio a cincuenta estudiantes, los docentes se distribuyen en la impartición de siete Unidades de Aprendizaje: Aritmética, Algebra, Estadística, Trigonometría, Geometría Analítica, Cálculo Diferencial y Cálculo Integral. El método utilizado es la investigación-acción porque se pretende formar a los docentes a través de su propia práctica lo que significa que tiene que realizar un permanente trabajo de autorreflexión, uno de los propósitos es que cada docente se transforme mejorando en la acción para que en conjunto se conforme la Comunidad de Aprendizaje de Matemáticas para generar innovaciones no sólo incrementales sino disruptivas al irse profesionalizando con el diseño de sus propios modelos de intervención. Palabras clave: Formación, Autorreflexibilidad, Matemáticas.Abstract-A proposal is presented to improve the learning of the students in the area of mathematics of the high school level that includes a hundred and fifty teachers that are distributed in ten campuses, each teacher attends an average of fifty students, the teachers are distributed in the teaching of seven Units of Learning: Arithmetic, Algebra, Statistics, Trigonometry, Analytical Geometry, Differential Calculus and Integral Calculus. The method used is the action research because it is intended to train teachers through their own practice which means that they have to carry out a permanent selfreflection work, one of the purposes is that each teacher is transformed by improving the action so that together, the Mathematics Learning Community is formed to generate innovations that are not only incremental but also disruptive as they become professionalized with the design of their own intervention models.