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Education in pre-colonial period
Inca education was based on three fundamental axes:
- AMA SUA, don't be a thief - AMA LLULLA, don't be a liar- AMA KJELLA, don't be lazy.These rules were the irreplaceable values of our ancestors. Grandparents were responsible of teaching children and young people; they are considered as the wise for their experience. Yachaywasi was the school for young people,who learned oral teaching,and religious learning, -
COLONIAL RACIST PERIOD
The education in this period was memoristic. The ideology was exaltation about colonial Hispanic values and they felt hate for indigenous and manual labor. The racism was the fundamental component of the conservative colonial ideology. -
1825 Republican Period
the project of Simon Rodriguez, who was a teacher of Simon Bolivar and tried to universalize the education, extend it to all social sectors; these and other ideas are implicit in the First Educational Statute ( Modelo Liberal Liberatorio) designed by Simón Rodríguez, in his capacity as first Director General of Education in Bolivia. -
1841- schools just for some people
The country had 60 primary schools, all designed for elite and they are concentrated in the city, with a school population about 4,000 children who learned : reading, writing, grammar and literature. Women and indigenous people are marginalized from education in this period -
1890 - TECHNICAL EDUCATION
At the end of the 19th century, Bolivia joins the global capitalist economy and asks liberal governments the necessity to democratize and update the education, to enable the training of technicians required by the capitalist industry. Education is discriminatory, only some people coul be educated and most of people do not get access to education. -
1899 - FEDERAL REVOLUTION
The liberal current developed an ideology of progress, in which they imitate Europe's pedagogical models and saw the Indian as a subject carrying of addictions and defects and they were not considered an agent of progress and development from the country. -
1931 – WARISATA
School Warisata was created by an education official of the Bolivian government -Elizardo Pérez- and Avelino Siñani. Warisata was born on August 2th as an indigenous rural school. This school started with 150 children and four teachers. Education was carried out in bilingual (Aymara-Spanish). Education in Warisata was based on reciprocity, solidarity that lives in relationship with nature. -
1944 - FRANZ TAMAYO
Franz Tamayo speaks of a national pedagogy, where he glorified Indian people, and says "The Indian is the true depositor of national energy". "for its great vitality, for their latent energetic superiority of his blood, he seems the Indian is destined to endure as a race and to remain in history.". however in that time women and indigenous people had no right to enter school, it was a privilege just for mestizo or Creole caste. -
1953 - CREATION EDUCATIONAL COMMISSION
In this period , the government of Victor Paz Estensoro imposed universal education through the creation of the National Commission for Educational Reform. -
1955 - EDUCATION CODE
The Bolivian Education Code is enacted, this reform for the MNR at the time was anti-feudal and anti-imperialist, in this stage was created two educational systems. Rural and urban education. Rural education was especially for Indians people so they learned to read and write, but urban education was for Creoles or mestizos. . -
1964 - AGAINST REFORM
Against educational reform has been raised since 1955. Teachers who worked in the countryside and the city faced a struggle by holding demonstrations by raising the Bolivian flag to keep the validity of the Bolivian Education Code by conducting educational congresses and formulating the innovative proposals for education. -
1970 - POPULAR ASSEMBLY
The national teaching promotes a policy to update education in our country, incorporating interculturalism and bilingualism. It is discussed in the Popular Assembly to make changes in education in right way. -
1971 – A STATE RULED BY A DICTADOR
After military dictatorship of president Hugo Banzer Suarez provoked a rejection in the spirit of universality in education. The problem of women's education is virtually overlooked as well as children. Education in the countryside is remained precarious and poor. The retardation of the woman and the general desertion was increasing day by day -
1989 WHITE AND ROSED BOOKS
Minister Enrique Ipiña from the government of Paz Estensoro, two books were produced white and pink, which impacted by their content, ideological and political approach. Those one were fundamental documents to open the Education Reform. But teachers rejected both of them, but their principles opened other way for education reform that’s why in 1992 the First National Congress of Education was held, the foundations for educational reform emerged from that congress. -
1994 - LAW 1565
Law 1565 of The Educational Reform was enacted, this law provided for the incorporation of an intercultural approach and bilingual modality, but it was not implemented. Neoliberal educational reform was enforced not only in Bolivia also in Latin America as well as international and national power. The educational reform was achieved but ended in failure, despite the enormous resources has been spent on Argentine and Spanish consultancies. -
2006 PROCESS OF CHANGE
During the presidency of Bolivia, Evo Morales, in 2006 the educational congress is given in Sucre and there was presented the law called Avelino Siñani Elizardo Pérez, which allows to accompany the changes in education so the discussion and construction for the drafting of the project about education. In 2009 the Ministry of Education began a process of dialogue with protagonists of education like teachers, students, parents, social organizations, indigenous organizations, church and others. -
2009 PROCESS OF CHANGE
In this year, It was literate more than 950 thousand people with the program " i can" . Also it is given Free high school diplomas , as well as Juancito Pinto Bonus with the purpose to reduce school dropout, on the other hand. also were created universities for indigenous quechua, Aymará and Guarani , many educational infrastructures were built, so the preparation of the new curriculum began. -
2010 PROCESS OF CHANGE
The Law Avelino Siñani – Elizardo Pérez is presented as a proposal in 2010. This law makes participatory, community, decolonizing, productive and unitary education so it is an education for social justice, equality among each Bolivians. Finally on December 21, 2010, President Evo Morales enacted the Avelino Siñani-Elizardo Pérez Education Law, which provided that education in Bolivia was secular, centralized and anti-imperialist. Currently this law is being applied in education.
