Studying and Caregiving: Challenges in the Educational Trajectories of Students Attending Chilean State Technical Training Centers

Abstract

The creation of State Technical Training Centers (CFTE) in Chile is aimed at improving quality, inclusion, and equity in technical higher education, responding to contexts marked by high levels of socioeconomic and gender diversity. However, the management of caregiving responsibilities remains a structural challenge that affects educational trajectories, especially for women and those juggling multiple work and family responsibilities. This situation is particularly critical in CFTEs, where the 

student body is predominantly composed of women, workers, and caregivers. This mixed-methods study examined the impact of caregiving management on CFTE students through interviews with key informants, focus groups, document analysis, and surveys of 340 students. The qualitative findings indicate that, although some support measures exist, they depend on individual faculty efforts and lack formal institutional backing. The gender perspective has primarily focused on regulatory compliance, without comprehensively addressing the need to reconcile study, work, and caregiving. Quantitative data show that most students combine studies with work and caregiving, a situation that is even more challenging for single-parent families. Additionally, territorial inequality is evident in the implementation of equity policies. It is concluded that there is an urgent need to institutionalize comprehensive public policies that recognize caregiving as a core element of technical education.