In this paper, a review of the existing public policies regarding SSE in both Colombia and Mexico is carried out to later fulfill the objective of this article: to analyze the importance of the educational element of solidarity that leads to increasing participation. of society in the preparation, improvement and strengthening of public policies for this sector and the development of social organizations in the territories of both countries. In the same way, some existing educational projects in Mexico are addressed to strengthen solidarity education, as well as the Socio-Entrepreneurial Educational Project —PESEM— elaborated in Colombia and based on a didactic proposal based on an education that places life at the center of the teaching-learning process, based on sustainability and values to promote change initiatives in the territories. This is a reflective and purposeful work that starts from quantitative research that was based on the application of instruments to obtain information, the same project in which a qualitative methodology was applied for the collection of primary information, as well as for the analysis of the results and the development of a strong proposal. Likewise, qualitative research is considered when carrying out the collection of longitudinal and cross-sectional theoretical documentation on the policies of S&H and the existing solidarity educational projects in Mexico. In this way, this article is also analytical and comparative in nature, as it analyzes the importance of the educational element of solidarity in both countries and its impact on SE&S public policies.