Construction of equity in Ecuadorian higher education policy documents

Equity is considered a key element to ensure universal access to high-quality education and equal treatment in the higher education system. This study investigates the construction of equity in Ecuadorian higher education through two sets of policy documents-higher education and language policies, both relevant in considering the direction and structure of the higher education sector. The coherence or deficiencies in the construction of equity are important for this concept to be exercised and properly enacted. To this end, five national policy documents related to higher education were selected to be analyzed through a critical discourse analysis lens to determine whether the policy documents are framed with a limited or more expansive interpretation in relation to theoretical elements of equity. Critical discourse analysis was chosen as the main analysis tool since it permits the identification and critical examination of similarities and differences in two or more sets of documents. The study identifies autonomy, identity, and equality as prevalent elements of equity in the general laws regulating higher education and the national educational plan, whereas the language policy documents are more focused on competitiveness and aspects of globalization. In conclusion, this study highlights the importance of coherence in policy documents to achieve more equitable practices.