**16. Conclusions**

When the norms of the International Covenant on Economic, Social and Cultural Rights come into force, the right to free education is enshrined as an obligation of the State, and at the national level in particular in those States that recognize its constitutional rank, so that the validity of this International Covenant imposes on the State the obligation to finance free education at all levels, including higher education, and obviously such education cannot but be of quality. As for its content, it must necessarily be comparable with the international norms that oblige the State to promote and respect human rights.

The overcoming of structural problems must be thought of in the light of an epistemological vision that overcomes iuspositivism as well as iusnaturalism, since the emergence of social movements expresses new demands for rights that today appear in many political constitutions as mere speeches without efficient constitutional guarantee and without the State assuming its responsibilities as reality confirms. Taking Boaventura de Sousa Santos' ideas, three crises to be solved by education in general and the university in particular are perceived: "... the crisis of hegemony, of legitimacy and institutional..." [31]. The three crises cannot be solved only by means of the massification of this public good, no. Here tectonic modifications are needed. Tectonic modifications are needed here, understanding that the tasks of the university of the 21st century cannot be those of the university of the 20th century. Without discarding the others, of course. Furthermore "...for peripheral and semi-peripheral countries the new global context demands a total reinvention of the national project, without which there could be no reinvention of the university (...) In the 21st century there will only be nations to the extent that there are national projects for the qualification of insertion in the global society..." .

Higher education more than any other education must assume the paradigm of conceiving its task as an open invitation to face the new with the new, the struggle for the definition of education; schools and universities is open and in the streets, where fundamentally, the first lines are written, and to consider it as a source of changes is not to remain a prisoner of the street, but to be able to understand the democratizing message of the young citizens. This is all the more reason for a graduate education that assumes a student with superior capabilities.

The student will be able to identify, study and solve problems of science of a complex nature, design strategies, and communicate them adequately through oral and written means, being able to design projects and write publications, develop teaching in higher education institutions, join public or private institutions, and advise them on highly complex issues. Even more so by participating in civil society organizations in what is called "linking with the environment".

**Santiago, December 2022.**
