MA in Social Justice in Intercultural Relations
This case study investigated the educational reforms in Bolivia and the alternative education options to answer the research question: what are some of the alternative ways through which education reform can be organized?
This study was completed in 2008 and 2009 after spending time with two organizations promoting alternative education in Bolivia. The Atillka Public Libraries and the Ayni Bolivia book mobile offer children access to alternative education in the towns outside of the city of Cochabamba. Due to the weak education system, alternative education has become more popular and often a necessity to children who would otherwise never receive any formal education. This study was produced using practical experience, a review of researched data and interviews conducted in Bolivia.
Education in Bolivia began as a system controlled by the colonial power designed to systematically control and then assimilate the Indigenous populations. In 2006, the first Indigenous President, Evo Morales was elected president of Bolivia. Focused on the "re-definition" of Bolivia, his government created the most recent education reform law: Ante Proyecto: Nueva Ley de Educacion “Avelinio Sinani y Elizardo Perez” (ASEP). This law fights for a decolonized, intercultural, and intracultural education system for all Bolivians.
Although education in Bolivia has faced many obstacles, including, low enrollment, high drop-out rates, lack of trained teachers, and inadequate supplies, with educational reforms the education system has been slowly improving.
Civic and Community Engagement | Education | Educational Sociology | Education Policy
Rath, Martha, "Education For The Excluded: Alternative Education In Bolivia" (2011). Capstone Collection. 2400.