This document focuses on the theoretical-conceptual analysis of higher education democratization and its potential scope in terms of public policy for the socio-economic development of a country. The hypothesis guide, considers the democratization of education as a social transformation phenomenon, that from an egalitarian and equitable perspective, enables the reproduction of individual benefits, the expansion of positive externalities, the construction of knowledge-based societies, and the strengthening of productive structures; all of this through the extension of personal freedoms and human capital formation. It is propose, an understanding of the phenomenon as an evolutionary process, which requires specific long-term policies for the harmonization of productive dynamics with social welfare.