Education

UNICEF supports the plurinational education system at all levels to expand intracultural, intercultural and multi-lingual education by providing technical support, and strengthening institutional capacity in planning and budgeting. Community participation is key and is also promoted by UNICEF. Rural and indigenous-based organizations that have a focus on women and adolescent girls are given priority assistance.

Main achievements in 2015


sample-image To strengthen the education of excluded groups, UNICEF continued to provide technical support to MINEDU to implement the Social, Community and Productive Education Model (MESCP) in 51 schools in eight selected districts, serving five indigenous peoples (Aymara, Quechua, Guaraní, Yaminahua, and Machineri). Education appropriate to the organisation, language and culture of these indigenous peoples means that indigenous children in these formerly excluded areas, learn better and want to stay in school for many more years.

Evidence generation for equity. The Bilingual Intercultural Education Programme for the Amazon (EIBAMAZ) evaluation conducted by the Finnish Government was completed. In addition, the ECD baseline using MICS methodology, was determined for nine municipalities in which the programme is operating, along with the preliminary SITAN report. The equity-based educational assessment was completed in the Association of Municipalities of El Chaco Region, and scenarios were constructed for cost-effective interventions, using the Simulations for Equity in Education tool in order to address the bottlenecks in supply, demand and favourable environments.


Key partners

The Ministry of Education (MINEDU), the Plurinational Institute for the Study of Languages and Cultures, the National Coordinator of Educative Councils of Indigenous Population, the local government of Potosí, the Association of Municipalities of El Chaco Region, and the municipal governments. Strategic collaboration has also been initiated with the Inter-American Development Bank, the World Bank, Plan International and World Vision to develop and support the implementation of early childhood development policies and programmes as well as management models for non-formal, community- and family-based services in urban areas. UNICEF also actively participates in the Education Inter-Institutional Committee, the Local Donor Group and the Joint Evaluation Meeting. Dialogue was initiated with the Ministry of Education for the application of Bolivia to the Global Partnership for Education.


Geographic and Population Focus

The departments of Tarija (municipality of: Yacuiba), Santa Cruz (municipalities of: Gutierrez and Concepción), Beni (municipality of: San Ignacio Mojos), Pando (Municipality of: Bolpebra), Cochabamba (Municipalities of: Puerto Villarroel and Tapacari), Potosi (Municipality of: Betanzos), La Paz (Municipalities of: Achocalla, Tiahuanacu, La Paz and El Alto) and Chuquisaca (municipalities of: Mojocoya, Sucre, Machareti, Muyupampa, Huacaya, Huacareta and Monteagudo).


The Children and Adolescents in Machineri, the Triple Border of Bolivia , Brazil and Peru