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This paper aims to show, based on the results of a questionnaire applied in May 2020, the conditions in which the female students of a unit of the National Pedagogical University (UPN) in Mexico City have continued their studies during the Covid-19 pandemic. The concept of intersectionality allows us to show that the social and economic disadvantages (job insecurity, unpaid work, economic dependence) in which the students lived before the pandemic intensified, particularly for those who work in the education sector, since they had to add to the tasks they were already performing working from home and caring for people within the home (triple burden). Given this situation, it is suggested to develop strategies focused on women in the education sector (particularly those who are still in training), so that the pandemic and the eventual return to the classroom do not result in work overload and worsening of their working conditions. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation on the work experience of Higher Technical University graduates of the Universidad Iberoamericana, Mexico City (Ibero). These experiences focus on the effects social confinement generated by the Covid-19 pandemic had on their employment and working conditions. It is an extract of a broader cross-sectional qualitative research that explains, through the evidence collected by interviews and using the Photovoice technique -from the Sociology of Work-, how their working conditions changed and how they have responded to these changes. The results reveal an increase in unemployment and underemployment and the need to establish working conditions that safeguard health and economy, not exclusive to workers with technical degrees. However, it identifies that they belong to the most affected population because of their job position and activities. Likewise, it foresees a future for graduates with different occupations that will require new skills, which will force Technical Education Institutions to anticipate and design training according to upcoming job needs. [ABSTRACT FROM AUTHOR]

This paper presents the analysis of the equity of public actions directed at multigrade schools in Mexico to guarantee the right to education of rural children. Besides, it delves into the changes and continuities in educational policy based on the reforms to article 3 of the Constitution and the General Education Law in 2019. The evidence presented is based on an analysis of equity and rights of the main components of the basic education policy. It concludes that there is a violation of the right to education of children and adolescents living in isolated rural locations. The aforementioned, because the multigrade education policy is inequitable and hardly relevant. Besides, there is an incipient orientation of public resources to these schools, which will not necessarily modify the conditions for the exercise of the right to education. Finally, it observes that there is a continuity of the educational policy, that is, the reproduction of inequalities from educational actions that do not guarantee access, permanence, and significant results for all rural children and adolescents. [ABSTRACT FROM AUTHOR]