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== Education in Bolivia ==
== Education in Bolivia ==
'''This is raw text at present and will be checked and edited'''
[http://www.minedu.gov.bo/minedu/start.do?notebook=1  Ministry of Education(Spanish)]
[http://www.minedu.gov.bo/minedu/start.do?notebook=1  Ministry of Education(Spanish)]
Lic. Roberto Aguilar Gómez
Lic. Roberto Aguilar Gómez
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From [http://en.wikipedia.org/wiki/Education_in_Bolivia Wikipedia] Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. This disparity stems partly from the fact that many children living in rural areas are forced to contribute economically to their family households and thus are much less likely to attend school. On average, children from rural areas attend school for 4.2 years, while children in urban areas receive an average of 9.4 years of education. A gender divide also exists. The country’s literacy level as a whole, 86.7%, is lower than in many other South American countries.
From [http://en.wikipedia.org/wiki/Education_in_Bolivia Wikipedia] Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. This disparity stems partly from the fact that many children living in rural areas are forced to contribute economically to their family households and thus are much less likely to attend school. On average, children from rural areas attend school for 4.2 years, while children in urban areas receive an average of 9.4 years of education. A gender divide also exists. The country’s literacy level as a whole, 86.7%, is lower than in many other South American countries.


The problems with Bolivian education are not necessarily attributable to lack of funding. Bolivia devotes 23% of its annual budget to educational expenditures, a higher percentage than in most other South American countries, albeit from a smaller national budget. A comprehensive, education reform has made some significant changes. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms. More recently the Ley Sinani has extended the reforms - in theory, at least.  
A comprehensive, education reform has made some significant changes. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms.  
 
More recently the Ley Sinani has extended the reforms - in theory, at least.  


Chronic political instability hindered the development of general education throughout Bolivia's history. In the colonial era, education was limited to a few clergy acting as tutors for the sons of elite families. Little effort was made to teach the Indians beyond the bare necessity to convert them. Happiness brought a series of ambitious decrees calling for universal, compulsory primary education and a public school system; nonetheless, little was accomplished. By 1900 schools existed primarily to serve urban elites. No vocational or agricultural institutes existed in the country. Only 17% of the adult population was literate.
Chronic political instability hindered the development of general education throughout Bolivia's history. In the colonial era, education was limited to a few clergy acting as tutors for the sons of elite families. Little effort was made to teach the Indians beyond the bare necessity to convert them. Happiness brought a series of ambitious decrees calling for universal, compulsory primary education and a public school system; nonetheless, little was accomplished. By 1900 schools existed primarily to serve urban elites. No vocational or agricultural institutes existed in the country. Only 17% of the adult population was literate.
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Overall, however, little real expansion of educational opportunities occurred. A 1947 law calling for an end to illiteracy drew attention to the government's limited capacity for action in this area. It required that every literate Bolivian teach at least one other to read and write and levied fines for adult illiteracy. On the eve of the 1952 Revolution, less than one-third of the adult population was literate.
Overall, however, little real expansion of educational opportunities occurred. A 1947 law calling for an end to illiteracy drew attention to the government's limited capacity for action in this area. It required that every literate Bolivian teach at least one other to read and write and levied fines for adult illiteracy. On the eve of the 1952 Revolution, less than one-third of the adult population was literate.


Legislation in 1956 laid the foundation for the public education system in force in the late 1980s. The government established a six-year primary cycle followed by four years of intermediate schooling and two years of secondary school ending with the baccalaureate degree. Laws in 1969 and 1973 revised the curricula and instituted a five-year primary cycle, theoretically compulsory between the ages of seven and fourteen, followed by three years of intermediate school and four years of secondary education. The first two years of secondary instruction consisted of an integrated program that all students followed; the second two-year cycle permitted students to specialize in the humanities or one of several technical fields. All courses led to the baccalaureate degree, which was a prerequisite for entering the university.
Legislation in 1956 laid the foundation for the public education system in force towards the end of the twentieth century. The government established a six-year primary cycle followed by four years of intermediate schooling and two years of secondary school ending with the baccalaureate degree. Laws in 1969 and 1973 revised the curricula and instituted a five-year primary cycle, theoretically compulsory between the ages of seven and fourteen, followed by three years of intermediate school and four years of secondary education. The first two years of secondary instruction consisted of an integrated program that all students followed; the second two-year cycle permitted students to specialize in the humanities or one of several technical fields. All courses led to the baccalaureate degree, which was a prerequisite for entering the university.


Higher education consisted of the University of Bolivia and a variety of public and private institutes. The University of Bolivia—a consortium of eight public universities and one private university (the 1,500-student Bolivian Catholic University)--was the only postsecondary school that awarded degrees. At least four other private institutions were operating without legal authorization in 1989. Other schools offered technical training in the fine arts, commercial arts, and technical fields, as well as in teacher training.
Higher education consisted of the University of Bolivia and a variety of public and private institutes. The University of Bolivia—a consortium of eight public universities and one private university (the 1,500-student Bolivian Catholic University)--was the only postsecondary school that awarded degrees. At least four other private institutions were operating without legal authorization in 1989. Other schools offered technical training in the fine arts, commercial arts, and technical fields, as well as in teacher training.


The University of Bolivia, which enrolled more than 100,000 students in 1989, was embroiled in a bitter conflict with the Paz Estenssoro government over what academic leaders feared were government plans to make drastic cuts in publicly financed higher education. The government acknowledged its plans to promote private institutions in an attempt to reverse a general decline in academic standards resulting from wide-open admission policies. The impasse over university finances led to student protests in 1988, with police intervening in the country's largest university, the 37,000-student San Andrés University in La Paz.
The Ministry of Education and Culture of Bolivia organized adult literacy classes. By the mid-1980s, approximately 350 centers and more than 2,000 teachers were dedicated to children's literacy programs. More than half were in the department of La Paz, where more than one-third of the population died. The program had little impact, however; improvements in the adult literacy rate primarily resulted from increased primary school enrollment. From 1973 to 1987, the percentage of school-aged children enrolled in primary schools climbed from 76 to 87%.
 
The Ministry of Education and Culture of Bolivia organized adult literacy classes. By the mid-1980s, approximately 350 centers and more than 2,000 teachers were dedicated to children's literacy programs. More than half were in the department of La Paz, where more than one-third of the population died. The program had little impact, however; improvements in the adult literacy rate, which stood at .1293% in the mid-1980s, primarily resulted from increased primary school enrollment. From 1973 to 1987, the percentage of school-aged children enrolled in primary schools climbed from 76 to 87%.


Most educational expenditures went for operating budgets, especially personnel costs, leaving little for capital programs and expansion. Spending remained skewed in favor of the urban areas. Approximately 60% of Bolivia's 59,000 teachers were employed in urban schools. The economic crisis that beset the country in the early to mid-1980s had a severe impact on educational spending. Analysts estimated that real education expenditures in 1985 were less than 40% of the total recorded in 1980. Over the same period, the percentage of the gross domestic product devoted to education dropped from 3% to less than 2%.
Most educational expenditures went for operating budgets, especially personnel costs, leaving little for capital programs and expansion. Spending remained skewed in favor of the urban areas. Approximately 60% of Bolivia's 59,000 teachers were employed in urban schools. The economic crisis that beset the country in the early to mid-1980s had a severe impact on educational spending. Analysts estimated that real education expenditures in 1985 were less than 40% of the total recorded in 1980. Over the same period, the percentage of the gross domestic product devoted to education dropped from 3% to less than 2%.
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Finally Spanish was the language of instruction at every level. Critics blamed the absence of bilingual education (or intercultural bilingual education, respectively) for the high dropout rates among rural Indian schoolchildren.[citation needed]
Finally Spanish was the language of instruction at every level. Critics blamed the absence of bilingual education (or intercultural bilingual education, respectively) for the high dropout rates among rural Indian schoolchildren.[citation needed]


From [http://www.boliviabella.com/public-education.html Bolivia.bella]The public education system in Bolivia is in a general state of disarray. Unfortunately, the Bolivian government does not dedicate sufficient funds to provide higher salaries for quality teachers, maintain and furnish schools and classrooms, or provide necessary supplies and meals equally to all students, and no public schools in Bolivia provide buses or any other form of transportation. Extra-curricular activities such as sports are virtually non-existent although most schools do promote social certain social gatherings and celebrate specific holidays.
From [http://www.boliviabella.com/public-education.html Bolivia.bella] No public schools in Bolivia provide buses or any other form of transportation. Extra-curricular activities such as sports are virtually non-existent although most schools do promote social certain social gatherings and celebrate specific holidays.


The government set a public education curriculum that all public schools (called "colegios fiscales") and private schools (called "colegios particulares") must follow. A large education reform program was initiated in an attempt to improve the quality of public education called the Reforma Educativa. Many changes were made to the state curriculum. In addition, this reform mandates certain minimal requirements to ensure schools in rural areas of Bolivia are given a fair shake, including an obligation for all public university students preparing to be teachers to work in schools in rural or other underprivileged areas. There has been progress, but in general, most Bolivian public schools in both urban and rural areas are still very inadequate.
The government set a public education curriculum that all public schools (called "colegios fiscales") and private schools (called "colegios particulares") must follow.  


public schools in santa cruz
The Bolivian government decides upon teaching salaries and these are low.  
 
The Bolivian government decides upon teaching salaries and these are dismal (averaging about $100-150.00 a month). Because of this, teachers quite frequently go on strike in an attempt to pressure the government to increase their pay. These strikes may last just a few hours or may last for weeks. As a result students get behind on their studies, and the school year is not lengthened to make up for time lost. Instead, teachers rush through the material not covered during these school closings in an attempt to keep up with the required state curriculum. Students sometimes must repeat a grade, and their morale and motivation are very low (Photo below: Indymedia).


In addition, even though they are public schools, public education is not free. Parents must pay monthly for their children to attend school, in addition to uniforms (required at all public schools), books, supplies and materials are not provided by the state. Some families can hardly afford to send their kids to school in Bolivia and when teachers go on strike and students suffer the consequences, there are quite frequently confrontations between parents and teachers. Repeating a grade is costly to a family. There is a very high drop-out rate throughout the public education system. Although over 80% of Bolivia's population attends all or part of elementary school, under 35% of the population advances to middle school or graduates from high school.
In addition, even though they are public schools, public education is not free. Parents must pay monthly for their children to attend school, in addition to uniforms (required at all public schools), books, supplies and materials are not provided by the state. Some families can hardly afford to send their kids to school in Bolivia and when teachers go on strike and students suffer the consequences, there are quite frequently confrontations between parents and teachers. Repeating a grade is costly to a family. There is a very high drop-out rate throughout the public education system. Although over 80% of Bolivia's population attends all or part of elementary school, under 35% of the population advances to middle school or graduates from high school.


This is also a great disservice to the students as eventually, when they want to get into a state university, they will have to pass difficult entrance exams and many do not qualify. Fewer than 50% of all students who take these exams pass them. Each state university also has a maximum number of students that can be admitted each year (depending on how much room the university has physically); therefore, even if students do pass state entrance exams, a percentage of these will not be admitted into the university until there is room for them. The great majority of the Bolivian population cannot afford to send their kids to private universities and access to state universities is very competitive despite the overall low quality of education in Bolivia.
Fewer than 50% of all students who take university entrance exams pass them. Each state university also has a maximum number of students that can be admitted each year (depending on how much room the university has physically); therefore, even if students do pass state entrance exams, a percentage of these will not be admitted into the university until there is room for them. Access to state universities is very competitive despite the overall low levels of educational achievement in Bolivia.
 
University professors also go on strike frequently, but their reasons vary from time to time. Most of the time they join in political manifestations in support or rejection of a particular government proposal. Many state university professors and rectors obtain their positions through a personal recommendation or favor (usually from someone of their same political party) and therefore, are obligated to join in demonstrations or strikes led by their particular political party as well, even if the cause has nothing to do with the university.
 
Worse yet, most of the time university students join in these demonstrations as well, either by choice (university students are very politically active and motivated) or by obligation (professors often threatened to lower their grades or even not give them a passing grade if they don't join in these protests). Professors take roll before and after the demonstrations. Public universities are often closed for hours, days or weeks at a time. Students and teachers block roads, burn piles of tires (filling the environment with thick toxic black smoke), and in some cases, have gotten into confrontations that have resulted in violent riots on city streets. Traffic and public transportation are halted and businesses and stores are damaged and lose income. This is a very sad situation for students who cannot afford better quality private universities.


protest education bolivia
The government requires all new teachers to work their first 2 years in a rural school (under the government of Evo Morales, this may be changed to 5 years). Teachers who do not teach in rural schools will not get jobs in urban schools.  
 
In rural areas, getting a good public education is an even greater challenge and private school are non-existent altogether. Many schools are quite literally falling apart (roofs or walls caving in). Some have no windows, light, desks, restrooms, or running water (see photo above). None have heating or air conditioning. It is very difficult to convince teachers to take positions in rural areas, although the government requires all new teachers to work their first 2 years in a rural school (under the government of Evo Morales, this may be changed to 5 years). Teachers who do not teach in rural schools will not get jobs in urban schools. Some of the schools are very difficult to access, in fact students and teachers often walk very long distances due to the lack of roads, or the poor condition of roads. Many new teachers spend months away from their families, spouses and children during this long training period.
 
Students at these schools may have no supplies at all and there is an incredibly high drop-out rate. In rural areas many children do not advance beyond the 2nd or 3rd grade. In addition, because families in these areas are so poor, many parents simply do not allow their children to go to school as they are needed more urgently at home where they work in the fields, do the housekeeping while their parents are working, or provide the family’s childcare. Add to this the gender disparity: it is often considered "unnecessary" to educate women and girls in some urban areas.


The current socialist government is taking some steps it believes will lead to the provision of better quality public education in both rural and urban areas. President Evo Morales is highly influenced by Fidel Castro of Cuba and Hugo Chavez of Venezuela and is attempting to model Bolivia’s public education system (schools and universities) after the socialist systems in these countries, both of which boast high literacy rates and use literacy as the measurement of public education quality; however, literacy and education are not the same thing.
The current socialist government is taking some steps it believes will lead to the provision of better quality public education in both rural and urban areas. President Evo Morales is highly influenced by Fidel Castro of Cuba and Hugo Chavez of Venezuela and is attempting to model Bolivia’s public education system (schools and universities) after the socialist systems in these countries, both of which boast high literacy rates and use literacy as the measurement of public education quality; however, literacy and education are not the same thing.


His government also attempted to completely do away with private schools altogether (as in Cuba) stating that all students should have access to the same level of education; however, a large part of the Bolivian population so far has forcefully protested against this. Many believe that obligating private schools to conform to public education norms will not increase the quality of education, but rather will greatly decrease it (bring private schools down to a lower quality level rather than bringing public education up to par with private education in Bolivia).
His government also attempted to completely do away with private schools altogether (as in Cuba) stating that all students should have access to the same level of education. Many parents believe that obligating private schools to conform to public education norms will not increase the quality of education, but rather will greatly decrease it (bring private schools down to a lower quality level rather than bringing public education up to par with private education in Bolivia).
 
Morales' government also declared that all students would attend the school nearest their home and parents would not be given the right to choose which school their children attended. This caused great concern among the public and in fact, protests were so strong, the government eventually issued the following letter to appease the population on 29 June 2007 indicating that the private school system will remain intact and that the government respects the rights of parents to decide where their children will be educated.
 
public education santa cruz bolivia


Various non-profit organizations (NGOs) have been working for years in rural areas with the public education system and curriculum, raising the necessary funds to build new schools, remodel existing ones, maintain buildings and classrooms, build restrooms, provide running water, and purchase furniture and materials. Several of these organizations also raise funds for community projects such as water pumps or latrines, drainage systems, solar panels for power, and community gardens the students and their parents cultivate, providing food for the families. I've personally visited many of these communities and schools and the contributions these organizations make to both education and health is enormous!!!! In most of these schools the education level is much higher and drop-out rates are much lower than at public schools run by the government.
Various non-profit organizations (NGOs) have been working for years in rural areas with the public education system and curriculum, raising the necessary funds to build new schools, remodel existing ones, maintain buildings and classrooms, build restrooms, provide running water, and purchase furniture and materials. Several of these organizations also raise funds for community projects such as water pumps or latrines, drainage systems, solar panels for power, and community gardens the students and their parents cultivate, providing food for the families. I've personally visited many of these communities and schools and the contributions these organizations make to both education and health is enormous!!!! In most of these schools the education level is much higher and drop-out rates are much lower than at public schools run by the government.

Revision as of 15:13, 26 July 2011

Partners situated in Bolivia

None.


Bolivia in a nutshell

Bolivia.gif

Bolivia, officially the Plurinational State of Bolivia (Spanish: Estado Plurinacional de Bolivia),is a landlocked country in central South America. It is bordered by Brazil to the north and east, Paraguay and Argentina to the south, and Chile and Peru to the west.

Its population is 9.8 million.

Its capital is Sucre but its largest city is Santa Cruz de la Sierra.

Education in Bolivia

This is raw text at present and will be checked and edited

Ministry of Education(Spanish) Lic. Roberto Aguilar Gómez Minister of Education and Culture

National Objectives
• Educational quality and relevance to each and every one
• Our cultures are catalyzing and coordinating all state policy
• Education for the knowledge and production

Viceministerio de Educación Superior (VES)(Spanish)
Deputy Minister of Higher Education
The aim of the Deputy Minister of Higher Education (VES) is to manage, develop and establish policies and regulations of higher education; in leading executive, coordinating with the various educational institutions at national, departmental and local levels, thus ensuring the quality in the provision of educational services. Minister Of Higher Education: Lic. Diego Pary Rodriguez

Mercosur (Spanish)

NATIONAL AGENCY FOR ACCREDITATION

The national accreditation agency will cover all the country's university and public.

Under the policies of globalization and transformation of Bolivian higher education, evaluation and accreditation of institutions and programs is essential to promote, recognize and guarantee the quality of institutions and programs as well as aiding in the construction of Higher Education system integrated, cooperative and supportive.

From Wikipedia Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. This disparity stems partly from the fact that many children living in rural areas are forced to contribute economically to their family households and thus are much less likely to attend school. On average, children from rural areas attend school for 4.2 years, while children in urban areas receive an average of 9.4 years of education. A gender divide also exists. The country’s literacy level as a whole, 86.7%, is lower than in many other South American countries.

A comprehensive, education reform has made some significant changes. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms.

More recently the Ley Sinani has extended the reforms - in theory, at least.

Chronic political instability hindered the development of general education throughout Bolivia's history. In the colonial era, education was limited to a few clergy acting as tutors for the sons of elite families. Little effort was made to teach the Indians beyond the bare necessity to convert them. Happiness brought a series of ambitious decrees calling for universal, compulsory primary education and a public school system; nonetheless, little was accomplished. By 1900 schools existed primarily to serve urban elites. No vocational or agricultural institutes existed in the country. Only 17% of the adult population was literate.

Overall, however, little real expansion of educational opportunities occurred. A 1947 law calling for an end to illiteracy drew attention to the government's limited capacity for action in this area. It required that every literate Bolivian teach at least one other to read and write and levied fines for adult illiteracy. On the eve of the 1952 Revolution, less than one-third of the adult population was literate.

Legislation in 1956 laid the foundation for the public education system in force towards the end of the twentieth century. The government established a six-year primary cycle followed by four years of intermediate schooling and two years of secondary school ending with the baccalaureate degree. Laws in 1969 and 1973 revised the curricula and instituted a five-year primary cycle, theoretically compulsory between the ages of seven and fourteen, followed by three years of intermediate school and four years of secondary education. The first two years of secondary instruction consisted of an integrated program that all students followed; the second two-year cycle permitted students to specialize in the humanities or one of several technical fields. All courses led to the baccalaureate degree, which was a prerequisite for entering the university.

Higher education consisted of the University of Bolivia and a variety of public and private institutes. The University of Bolivia—a consortium of eight public universities and one private university (the 1,500-student Bolivian Catholic University)--was the only postsecondary school that awarded degrees. At least four other private institutions were operating without legal authorization in 1989. Other schools offered technical training in the fine arts, commercial arts, and technical fields, as well as in teacher training.

The Ministry of Education and Culture of Bolivia organized adult literacy classes. By the mid-1980s, approximately 350 centers and more than 2,000 teachers were dedicated to children's literacy programs. More than half were in the department of La Paz, where more than one-third of the population died. The program had little impact, however; improvements in the adult literacy rate primarily resulted from increased primary school enrollment. From 1973 to 1987, the percentage of school-aged children enrolled in primary schools climbed from 76 to 87%.

Most educational expenditures went for operating budgets, especially personnel costs, leaving little for capital programs and expansion. Spending remained skewed in favor of the urban areas. Approximately 60% of Bolivia's 59,000 teachers were employed in urban schools. The economic crisis that beset the country in the early to mid-1980s had a severe impact on educational spending. Analysts estimated that real education expenditures in 1985 were less than 40% of the total recorded in 1980. Over the same period, the percentage of the gross domestic product devoted to education dropped from 3% to less than 2%.

Although the education system recorded some progress in enrollments in the 1970s and 1980s, serious problems remained. The number of secondary school students grew twice as fast as the population of that age-group; the university student population grew more than four times faster than the total population of 18- to 24-year-olds. Still, secondary education remained beyond the grasp of most Bolivians; only 35% of the eligible age-group attended secondary school. Significant disparities also existed between male and female enrollment rates. Efforts to increase female attendance ran up against the harsh economic realities faced by poorer families who relied on their daughters' help with chores and childcare.

Dropout rates also remained extremely high. Only one-third of first graders completed the fifth grade, 20% started secondary school, 5% began their postsecondary studies, and just 1% received a university degree. Dropout rates were higher among girls and rural children. Only about 40% of rural youngsters continued their education beyond the third grade.

Finally Spanish was the language of instruction at every level. Critics blamed the absence of bilingual education (or intercultural bilingual education, respectively) for the high dropout rates among rural Indian schoolchildren.[citation needed]

From Bolivia.bella No public schools in Bolivia provide buses or any other form of transportation. Extra-curricular activities such as sports are virtually non-existent although most schools do promote social certain social gatherings and celebrate specific holidays.

The government set a public education curriculum that all public schools (called "colegios fiscales") and private schools (called "colegios particulares") must follow.

The Bolivian government decides upon teaching salaries and these are low.

In addition, even though they are public schools, public education is not free. Parents must pay monthly for their children to attend school, in addition to uniforms (required at all public schools), books, supplies and materials are not provided by the state. Some families can hardly afford to send their kids to school in Bolivia and when teachers go on strike and students suffer the consequences, there are quite frequently confrontations between parents and teachers. Repeating a grade is costly to a family. There is a very high drop-out rate throughout the public education system. Although over 80% of Bolivia's population attends all or part of elementary school, under 35% of the population advances to middle school or graduates from high school.

Fewer than 50% of all students who take university entrance exams pass them. Each state university also has a maximum number of students that can be admitted each year (depending on how much room the university has physically); therefore, even if students do pass state entrance exams, a percentage of these will not be admitted into the university until there is room for them. Access to state universities is very competitive despite the overall low levels of educational achievement in Bolivia.

The government requires all new teachers to work their first 2 years in a rural school (under the government of Evo Morales, this may be changed to 5 years). Teachers who do not teach in rural schools will not get jobs in urban schools.

The current socialist government is taking some steps it believes will lead to the provision of better quality public education in both rural and urban areas. President Evo Morales is highly influenced by Fidel Castro of Cuba and Hugo Chavez of Venezuela and is attempting to model Bolivia’s public education system (schools and universities) after the socialist systems in these countries, both of which boast high literacy rates and use literacy as the measurement of public education quality; however, literacy and education are not the same thing.

His government also attempted to completely do away with private schools altogether (as in Cuba) stating that all students should have access to the same level of education. Many parents believe that obligating private schools to conform to public education norms will not increase the quality of education, but rather will greatly decrease it (bring private schools down to a lower quality level rather than bringing public education up to par with private education in Bolivia).

Various non-profit organizations (NGOs) have been working for years in rural areas with the public education system and curriculum, raising the necessary funds to build new schools, remodel existing ones, maintain buildings and classrooms, build restrooms, provide running water, and purchase furniture and materials. Several of these organizations also raise funds for community projects such as water pumps or latrines, drainage systems, solar panels for power, and community gardens the students and their parents cultivate, providing food for the families. I've personally visited many of these communities and schools and the contributions these organizations make to both education and health is enormous!!!! In most of these schools the education level is much higher and drop-out rates are much lower than at public schools run by the government.

Other NGOs provide vocational training, business administration skills, product marketing and micro-credit programs to help parents, families and entire communities become self-sustaining. In general, the schools built and maintained by these organizations are in very good condition and have greatly improved access to educational opportunities for rural children. However, constant changes in government officials and authorities make it very hard for them to advance in their work as new authorities often disregard agreements that had been established and signed by their predecessors and the NGOs must start all over again each time new employees and officials are assigned to certain posts. This situation severely delays the incredible good they can do in schools that are otherwise practically abandoned by the state system.

Schools in Bolivia

Further and Higher Education

Universities in Bolivia

Guide to universities in Bolivia (Spanish)

AUTONOMOUS PUBLIC STATE UNIVERSITIES IN BOLIVIA

• Universidad Mayor, Real y Pontificia de San Francisco Xavier
• Universidad Mayor de San Andrés
• Universidad Mayor de San Simón
• Universidad Autónoma Gabriel René Moreno
• Universidad Autónoma Juan Misael Saracho
• Autónoma del Beni “José Ballivián”
• Universidad Nacional del Siglo XXI
• Universidad Amazónica de Pando
• Universidad Pública de El Alto

PUBLIC STATE UNIVERSITIES SPECIAL REGIME

• Universidad de las Fuerzas Armadas de la Nación
• Universidad Policial “Mcal. Antonio José de Sucre”
• Universidad Pedagógica Nacional Mariscal Sucre
• Universidad Indígena “Tupak Katari”
• Universidad Indígena “ Casimiro Huanca”
• Universidad Indígena “Apiagûaiki Tûpa”

PRIVATE UNIVERSITIES AFFILIATED WITH THE BOLIVIAN UNIVERSITY SYSTEM

• Universidad Católica Boliviana “San Pablo”
• Unidades Académicas Campesinas
• Escuela Militar de Ingeniería

PRIVATE UNIVERSITIES OF BOLIVIA

• Universidad Adventista de Bolivia
• Universidad Bethesda
• Universidad Boliviana de Informática
• Universidad Boliviana de Informática (Subsede El Alto)
• Universidad Boliviana de Informática (Subsede La Paz)
• Universidad CEFI Saint Paul
• Universidad CEFI Saint Paul Universidad CEFI Saint Paul (Subsede Cochabamba)
• Universidad Central
• Universidad Central (Subsede La Paz)
• Universidad Cristiana de Bolivia
• Universidad de Aquino Bolivia
• Universidad de Aquino Bolivia (Subsede Cochabamba)
• Universidad de Aquino Bolivia (Subsede Santa Cruz)
• Universidad de Aquino Bolivia (Subsede Oruro)
• Universidad de la Amazonía Boliviana
• Universidad de la Amazonía Boliviana (Subsede Guayaramerín)
• Universidad de la Cordillera
• Universidad de los Andes
• Universidad Evangélica Boliviana
• Universidad La Salle
• Universidad La Salle (Subsede El Alto)
• Universidad Latinoamericana
• Universidad Loyola
• Universidad Nacional del Oriente (Subsede Montero)
• Universidad Nacional Ecológica
• Universidad Nuestra Señora de la Paz
• Universidad Nur
• Universidad Nur (Subsede Cochabamba)
• Universidad Nur (Subsede La Paz)
• Universidad Nur (Authorized programs in other departments and that have no Academic sub headquarters)
• Universidad para la Investigación Estratégica en Bolivia
• Universidad Privada Abierta Latinoamericana
• Universidad Privada Abierta Latinoamericana (Subsede Oruro)
• Universidad Privada Boliviana
• Universidad Privada Boliviana (Subsede La Paz)
• Universidad Privada Boliviana (Authorized programs in other departments)
• Privada Cumbre
• Universidad Privada de Oruro
• Universidad Privada de Santa Cruz de la Sierra
• Universidad Privada del Chaco
• Universidad Privada del Valle
• Universidad Privada del Valle (Subsede La Paz)
• Universidad Privada del Valle (Subsede Sucre)
• Universidad Privada del Valle (Subsede Trinidad)
• Universidad Privada Domingo Savio
• Universidad Privada Domingo Savio (Subsede Tarija)
• Universidad Privada Franz Tamayo
• Universidad Privada Franz Tamayo (Subsede Cochabamba)
• Universidad Privada Franz Tamayo (Subsede Santa Cruz)
• Universidad Privada Franz Tamayo (Subsede El Alto)
• Universidad Privada Indígena Tawantinsuyo Ajlla-Uta
• Universidad Real
• Universidad Salesiana de Bolivia
• Universidad Salesiana de Bolivia (Subsede Camiri)
• Universidad San Francisco de Asís
• Universidad San Francisco de Asís (Subsede Tupiza)
• Universidad Técnica Privada Cosmos
• Universidad Técnica Privada Cosmos (Subsede El Alto)
• Universidad Tecnológica Boliviana
• Universidad Tecnológica Privada de Santa Cruz
• Universidad Unidad
• Universidad Unión Bolivariana
• Universidad Privada de Ciencias Administrativas y Tecnológicas
• Universidad Simón I. Patiño


Polytechnics in Bolivia

Colleges in Bolivia

Education reform

Schools

Post-secondary

Administration and finance

Schools

Post-secondary

Quality Assurance

Schools

Post-secondary

The Bologna Process

Information society

ICT in education initiatives

Virtual initiatives in schools

Virtual initiatives in post-secondary education

Interesting Virtual Campus Initiatives

Virtual Campus

The virtual higher education in Latin America and the Caribbean (Spanish) By ANUIES-unesco

Virtual higher education in the Bolivian universities is a recent innovative experiment, not yet evaluated, that occurs in very few universities, including:

- A regional university status above international organization that receives government subsidies of the 5 Andean countries (the Universidad Andina Simón Bolívar) - A private university (nonprofit) - Two public universities (which have significant international support: one of UNESCO and other cooperation from European Union countries).

Distance Learning

Universidad Andina Simon Bolivar (Spanish)

Distance Education
For over 15 years, the Headquarters of the UASB apply new educational technologies in academic programs that use distance education mode. The operating environment for this purpose is the Center for Distance Education (CEADIS), which supports the implementation of programs partially or entirely at a distance.

e-Learning

Wikipedia (Spanish)

Although many countries have more experience in what we call e. learning, in Bolivia there are several experiences in distance education. Most institutions work via moodle, ie platform, however the UNSXX has extensive experience in distance education through a distance education program for regular teachers.

In Bolivia many state-owned universities are conducting classes of Distance Education, among which are: Technical University of Oruro (http://www2.dpicuto.edu.bo/) and the Universidad Andina Simón Bolívar .

Other

The new technology in Indian universities (Spanish)

The new technology will be essential part of the operation of Indian Universities recently opened in our country. The University Aymara Tupac Katari (Warisata - La Paz), the University Casimiro Huanca Quechua (Chimore - Cochabamba) and the University Bolivian Guarani and Lowland Villages (Machareti - Chuquisaca) Internet service will also be networked and digitally between them, thanks to technical initiatives of the staff of New Technologies of Information and Communication from the Ministry of Education.

Furthermore, another link was also made via the Internet between the Minister Aguilar and Mr. Andoni Mujika, representative of the University of Mondragon (Basque Country - Spain). In the opportunity this university has committed to cooperate fully in the implementation of the Bolivian Indian Universities, as the Basque university has advanced experience of a trilingual education model -Euskera, Castilian, English- and heavy use of new information technologies and communication.

Interesting Programmes

There is the Universidad Andina Simón Bolívar.


Re.ViCa Case-study

None.


Lessons learnt

References

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