The role of the Public University of Navarre in achieving the 1st SDG for the end of poverty

The end of poverty is the first of the 17 sustainable development goals of the United Nations. Universities are strategic spaces for promoting the SDGs, from training, research, and outreach capacity to implementing sustainable actions, helping to reduce inequalities and, significantly, promoting sustainable cities and communities. This article aims to answer how the Public University of Navarre contributes to promoting the 1st SDG, what mechanisms for the end of poverty endorses in its territory, and what can we learn from these experiences. To this end, a case study has been carried out based on qualitative techniques. This work analyzes the strategies implemented, such as incorporating social clauses for responsible recruiting, the development of applied research and teaching or network participation. From this example, some engaging lessons will be extracted to address this issue in other contexts, promoting their consolidation and identifying the obstacles that may hinder their spread

Exclusion and neoliberalism in the education system: socio-educational intervention strategies for an inclusive education system

Not only numerous academic and empirical studies recognise the educational factor as decisive on life and work trajectories, but also its integrating potential and role in the promotion of social cohesion are widely acknowledged. The diversity of current societies, the economic situation and the impact of neoliberal policies represent new challenges for an inclusive education that should maintain its integrating potential, especially in countries such as Spain. This opens two unavoidable approaches and reflection spaces. The first one, regarding the fight against social inequality and the second one, focused on the construction of a socially sustainable educational model against the hegemonic neoliberal impact. Both levels of reflection are the pillars of an inclusive education system. This article combines an analytical and reflective approach to these issues recommending a series of intervention experiences and strategies for the construction of an inclusive educational model