It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education. Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA. To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one developed and proposed in the present study becomes essential.

It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education. Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA. To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one developed and proposed in the present study becomes essential.

It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education. Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA. To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one developed and proposed in the present study becomes essential.

'Higher Education and Globalization". in "New Voices in Higher Education Research and Scholarship", Editor(s): Filipa M. Ribeiro et al. 'New Voices in Higher Education Research and Scholarship' explores the role of higher education in today’s society. It discusses the rapidly changing nature of higher education around the globe, especially the relationship between higher education and social development. This reference book will be of use to policymakers, academicians, researchers, students, and government officials.