This article aims to analyze the competences and those facilitating and hindering factors related to the exercise of educational leadership that promote or develop inclusion in the Leveling and Academic Tutoring Programs, belonging to the Propaedeutic Program of the universities that make up the Propaedeutic Network of Chile. To this end, a documentary methodology was set up based on the review of inherent sources with: social responsibility and leadership for inclusion. The information collected allows us to develop a reflection of the transition towards a leadership for inclusion under the premise of education for all (EfA) with sustainability over time, as the route to be followed by the manager; this will allow him to lead transformations in the university sector aimed at reducing exclusion and discrimination of the student with talent, merit, excellence and vulnerable into the Propaedeutic Programs and guarantee their academic qualification.