Identification Mission Report
Transcript of Identification Mission Report
Bolivia Strategy
Identification
Report
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0. Introduction and background
VLIR-UOS is a department of the Flemish Interuniversity Council responsible for the
management of funds for university cooperation for development obtained from the
Belgian Development Cooperation. VLIR-UOS supports innovative partnerships of willing
academics on themes that are developmentally relevant and result from a shared interest.
In 2010, VLIR-UOS signed an Agreement with the Belgian Minister for Development
Cooperation to reduce its south activities to 20 partner countries. Bolivia has been
selected as one of the privileged partner countries. For each partner country, a country
strategy (a road map for cooperation) will be developed. A country strategy represents the
strategic niche for future VLIR-UOS cooperation in a country. A strategy can contain a
geographical and/or thematic focus. It should be multi-disciplinary and include an optimal
balance between the different programme types and levels of intervention of VLIR-UOS.
The country strategy Bolivia is being elaborated in collaboration with the Bolivian partners
and taking into account Bolivian priorities for development and higher education, as well as
the activities of the Belgian-Bolivian bilateral development cooperation. VLIR-UOS
initiated a consultative process on Bolivia that will lead to the formulation of a Country
Strategy Paper by the end of May 2015. The country strategy will serve as a reference for
future calls for project proposals.
First, the Flemish areas of interest in working with Bolivia have been captured (supply
side) through a desk study and consultation rounds including a North Seminar in Brussels.
The country identification mission is meant to identify the needs (demand side) and identify
themes, institutions and possible regional focus, as well as the constraints and
opportunities for both to match. Need identification is done through visits to pre-selected
HE institutions, authorities and other stakeholders. In addition, the hosting of a local
seminar will allow for further inputs and discussions.
The CSI process will be guided by international expert Mr Bart Delvaux, supported by
regional expert Bernardo Paz. For VLIR-UOS, Mr Wannes Verbeeck (VLIR-UOS
programme officer South) is taking part, and prof. Paul Janssen, member of the Bureau
UOS, is representing the Flemish universities and university colleges.
SUPPLY
STRATEGIC NICHE FOR PROGRAMMING
NEEDS
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1. Conclusions from the North consultations
1.1 Bolivia Seminar in Belgium
On 8 January 2015 a North Seminar was organised in Brussels listen to the Flemish
partners concerning their experiences and interest in future cooperation with Bolivia. The
seminar welcomed about 35 participants from Flemish universities and university colleges
and representatives of DGD and other institutions, as well as the First and Second
Secretary from the Bolivian Embassy in Belgium.
After introducing the background to the identification process and of VLIR-UOS
cooperation in Bolivia, the main priorities in terms of development were presented. The
Bolivian development plan (“Plan Nacional de Desarrollo: Bolivia Digna, Soberana,
Productiva y Democrática para Vivir Bien” (PND), 2006-2011 and updated with the “Plan
de Desarrollo Económico y Social 2012–2015”), elaborated by the National Ministry of
Development Planning, as well as the 13 pillars of the Patriotic Agenda 2025 and the
Political National Plan 2015-2010 were elaborated by more than 70 experts, independent
ones and from the public administration. All these documents articulate several long-term
development policies and programmes that are interesting references for development and
higher education cooperation, including a focus on the link between research and
development. Bolivia has 11 public universities, 3 indigenous universities and about 40
private universities. The government budget for public universities has increased in recent
years, which proves the commitment to improve HE. However, no concrete policy reforms
in the HE sector are planned (in contrast with for example in Peru and Ecuador where
these reforms are planned or being implemented).
The current Indicative Cooperation Programme of Belgium with Bolivia is in a transitional
phase (2015 – 2016), and is currently focusing on water management, capacity building
and interculturalism. For the next ICP (from 2017 onwards), the idea is to have a larger
input of indirect cooperation actors in order to come up with a solid, synergetic proposal
taking into account the new MIC approach from DGD. It is obvious that university
cooperation can play an important role in the type of capacity building and exchange
foreseen in future cooperation programmes with MIC countries.
The group discussions during the North seminar were organised around 4 topics: the
generic needs for HE cooperation with Bolivia (why?), what do we want to do in the future?
(thematic areas and transversal support domains); with who do we want to work?
(partners, synergy and complementarity on different levels); and how do we want to work
(cooperation modalities). The main outcomes of the North seminar are summarised below.
A detailed account of these discussions is given in the seminar report. Moreover, the
international expert interviewed several stakeholders in the north to complement the
information of the north seminar. A report of these interviews can be found in annex 5.
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1.2 Prevailing broad themes, trends and issues
Based on the information gathered during the north seminar and through the interviews, it
could be concluded that in general the broad themes for cooperation of previous
cooperation remain crucial and are very much in line with the country’s priorities and with
the Belgian-Bolivian bilateral cooperation.
The following themes were confirmed and reorganised in view of fitting with the general
VLIR-UOS approach:
Strategy in development - summary matrix of current strategic opportunities from the North
versus National priorities, Belgian ICP & other donors (discussed at level of the Bureau UOS
of 23 January 2015)
THEMES SUB-THEMES PND
BOL
BTC
BEL
IDB EU AECID
ESP
GIZ
GER
FOOD
SOVEREIGNTY
(family) agriculture, nutrition, link with environment and climate change
x x x x
ENVIRONMENT
& NATURAL
RESOURCES
(WATER)
Sustainable management of natural resources (water resources, use of land for production, pollution from mining and effects on health), biodiversity, ecology, impact of climate change
x x x x x x
SOCIAL
DEVELOPMENT
society and psychosocial health, social insecurity and safety, indigenous rights, multiculturalism, urbanisation, migration, link with governance and indigenous rights, cultural identity, health related to social development
x x x x x
CROSSCUTTING/ SUPPORT DOMAINS
RESEARCH
SUPPORT
PhD training, language training (academic English), scientific writing, statistics, data management, ICT support and intellectual property rights
x x x x
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It is important to limit the number of (sub) themes and make sure there is an integrated,
multidisciplinary approach starting from the central theme of ‘vivir bien’ and linking up for
instance biodiversity, food sovereignty with natural resources management (mainly water
and effects of climate change and health) and societal problems (children at risk, related
health, community development, decentralisation) and also taking into account economic
development (technology for productive sectors, software for technology) and not address
all of these as separate development problems.
In view of the recommendation to link up with national priorities, the contacts with the
Bolivian Embassy, national authorities in the domain of planning, development and
science should form an entry point for further prioritisation during the identification mission.
A number of issues are crosscutting and instrumental for all activities in Bolivia:
‘enhancing of research quality’ as a ‘crosscutting’ theme to be addressed possibly
through a more national approach/project whereby the link is made with research
policy and practices (research based education, scientific writing, academic
English). Also teacher training was mentioned but there it needs to be investigated
how university cooperation can have a considerable impact in absence of VVOB
(as is the case in Ecuador and Suriname);
Importance of regional embedding. Possibilities of cooperation over the borders, in
particular with the other Andean countries (themes as water, effects of mining,
ecology, social psychology and development (cfr Peru cooperation with PUCP)
could be crosscutting topics resorting under the general cooperation themes linked
with government and society).
From the above, mainly the enhancing of research quality through attention for research
based education has the potential to develop into a project approach (and could link up
with initiatives in Ecuador and Peru).
Current partner universities are Universidad Mayor de San Simon (UMSS), Universidad
Mayor de San Andres (UMSA) and Universidad Católica de Bolivia San Pablo (UCB)
(cluster of 4 universities and several extension centres). ARES-CCD focuses on
cooperation with Universidad Mayor de San Simon (UMSS) and continued an Institutional
University Cooperation after the ending of the VLIR-programme in 2008. In terms of future
partner universities, further investigation is needed, but since the field is not so wide, a
possible focus could be on public universities (11) + a restricted number of private
universities (or universities with an intermediate statute). However, this had to be
investigated and discussed with local stakeholders.
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In terms of VLIR-UOS intervention types, the cooperation with UCB seemed to have
potential to develop into other cooperation modalities. There should be potential for TEAM
and South Initiatives around strategic themes and guidance of the new indigenous
universities (more focus on professionalization) could be envisaged through twinning
modality or through smaller, more accessible south initiatives in which also institutes for
higher education in Flanders could play a role in particular in areas of teacher training and
more practical approaches.
Maybe some national-level projects could arise around crosscutting themes (research
quality) and in the future network style projects (post IUC or research platforms) or
regional cooperation projects (Andes, Latin America) are not to be excluded.
Also, a great number of Flemish travel grant students have Bolivia as a destination and
there are opportunities to strengthen Bolivia as a country in our North programmes as for
the moment the numbers of Bolivian students in KOI, ITP and ICP are limited.
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2. Identification Mission Report
2.1. Introduction
The Country Strategy Identification Mission is part of the country strategy identification process as conducted by VLIR-UOS. After the desk study and the North Consultations (including a North Seminar), a Country Identification Mission was the following step to develop the overall identification report based on North (offer, history and experience in cooperation) and South (demand, priorities) input. The mission was conducted by a country team consisting of 2 experts (one international (Bart Delvaux) and one local expert (Bernardo Paz)), a member of the Bureau UOS (prof. Paul Janssen) and the VLIR-UOS programme officer South (Wannes Verbeeck).
2.2. Objectives and expected results of the mission
Mission objectives
According to the terms of reference, the objectives of the mission are to: Facilitate the implementation of the country strategy identification process Formulate recommendations in view of integrating the results of the desk study,
the North and South consultation processes and mission activities into a country strategy for the specific country.
Main expected results are:
Overview of strategic niche for cooperation taking into consideration the local needs and the Flemish supply and interests.
Shortlist of potential, in terms of VLIR university cooperation for development of the specific country; strengths and weaknesses of each visited institute; links with national priorities, etc.
Recommendations formulated in terms of:
o Identifying core transversal support domains for Capacity Building: of importance for all scientific/multidisciplinary domains/themes (ICT, research policy support, statistics for research, academic English, quality assurance...)
o The best possible portfolio (combination of intervention types) for VLIR-UOS cooperation in the country
o Generic opportunities and constraints for university cooperation for development with the country
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2.3. Mission activities
The identification mission took place from 9 to 21 March 2015, with the local seminar with
more than 50 participants taking place on Thursday 19 March 2015 at the Auditorio in La
Paz.
Based on prior analysis, a selected number of HE institutions were visited during the
mission and invited for the country seminar (for a more detailed programme, please refer
to annex 3: mission programme):
UMSS (Universidad Mayor de San Simón), Cochabamba
UARGM (Universidad Autónoma René Gabriel Moreno), Santa Cruz
UAJMS (Universidad Autónoma Juan Misael Saracho), Tarija
USFX (Universidad San Francisco Javier), Sucre
UATF (Universidad Autónoma Tomás Frías), Potosí
UTO (Universidad Técnica de Oruro), Oruro
UITK (Universidad Indígena Túpac Katari) Huarina / Warisata, La Paz
UPDS (Universidad Privad a Domingo Savio), La Paz (private)
UTB (Universidad Técnica Boliviana), La Paz (private)
UCB (Universidad Católica Boliviana San Pablo), La Paz, Cochabamba, Santa
Cruz (private, member of National System)
UPIEB (Universidad de Postgrado para la Investigación Estratégica en Bolivia), La
Paz (Foundation)
It was an explicit aim of the identification team to interview also non university institutions
linked to investigation to get an opinion of University performance outside of Universities
themselves and get a general understanding of research activities in civil society and the
link they may represent with University performance. The following non university
institutions were visited:
CEUB, La Paz (umbrella association of Bolivian universities of the National
System)
MMAyA, La Paz (Ministry of Environment)
MDPEP, La Paz (Ministry of Production and Plural Economy)
INIAF, La Paz (National Institute for Agricultural and Forestry Research)
IPDRS, Fundación Javier Albó, La Paz (Social research and documentation centre)
CEDIB, Cochabamba (documentation centre)
Museo de Historia Natural, Cochabamba
CIAT, Santa Cruz (regional public agricultural research and extension centre)
IICA, La Paz (Inter American Agricultural Development Institute)
CAINCO, Santa Cruz (Chamber of Commerce)
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PROINPA, Cochabamba (Agricultural Research Foundation)
ASUR, Sucre (foundation for anthropological research)
ESFM Simón Bolívar, La Paz (Public Teacher training Institute)
CONAMAQ, La Paz (Social Movement representing rural areas)
Contact details of these institutions can be found in annex 1.
Last but not least, the Belgian DGD representation was an important stakeholder during
the mission and the local seminar. At the start of the mission a briefing session was
organised at the Belgian Embassy, in which the VLIR-UOS objectives with the CSI mission
were put forward to the Belgian DGD Attaché, Mr. Roland Provot and his colleagues.
Opportunities for interaction with the bilateral and Belgian indirect actors were discussed
during this session and also during the FABEB (Foro de Actores Belgas en Bolivia)
meeting of 18 March 2015.
2.4. Mission findings and accomplishments
2.4.1. The Bolivian Higher Education and University System: general
description of the sector
1) The higher education landscape in Bolivia
Roughly, Bolivian Universities can be divided into four groups: the Public Autonomous
Universities, the universities under special regime (the first 2 categories forming the
“National System”), the indigenous universities (UNIBOL) and the Private Universities
(including some foundations).
1. The National System (public universities and the universities under special regime).
The National System consist of 11 Public Universities and 4 universities under special
regime which are also represented by the CEUB (see below): UCB ,Universidad Andina
Simón Bolívar (a private postgraduate university) and the Military and Police University. All
public universities are autonomous. The Public universities are fully funded by the state,
whereas the private special regime universities don’t receive state funding through the
education ministry. UCB is partly funded by the Catholic Church and the Universidad
Andina Simón Bolívar covers its costs by tuition fees. The Military University and the
Police University, are both funded through their respective Ministries. There initial mission
was to form officers. Now the Military University offers also university education (mainly
engineering faculties) for the public in general and covering the cost by relatively high
tuition fees.
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The Public Autonomous Universities are managed by a system of co-government. This
means that the maximum authority is a University Council, in which students and
academics combined with administrative staff have each a representation of 50%
(Exceptions are the UNSXX (Universidad Nacional Siglo Veinte en Llallagua) and the
UPEA (Universidad Pública del Alto), with a slightly different representation, involving civil
society).
During the last decades, the national and especially the public universities have shifted
from attending a more elite population (middle class and higher) to a population
representing most segments of the Bolivian society. This also implied more focus on
education and less on research.
Funding for the public universities is based on a percentage of the national budget
established by the Constitution and they are totally autonomous in all their economic and
academic and educational decisions. Spending of the Universities varies from 1000 to
2000 Euros per student per year, according to the received factsheets.
University Budget (Bs) Budget (€) Students Budget(€/student)
UMSA 649.947.808 86.659.708 81.174 1.068
USFX 546.880.631 72.917.417 48.859 1.492
UCBlp 1.900
UCBcbb 45.235.871 6.031.449 2.968 2.032
Since 2006, additionally to the specific budget allocation, 8.62% of the Direct Hydrocarbon
Tax (Impuesto Directo a los Hidrocarburos- IDH) assigned to each one of the nine
departments is transferred to the public Universities in each Department1.
According to the specific law 3058 these funds can be used for infrastructure and
equipment, research, science and technology, evaluation and accreditation, university
extension and student services:
- Operation and functioning of the rural decentralized units Infrastructure and
equipment in favour of students (canteens, university hostels, nurseries, sports
fields, classrooms)
- Several types of scholarships for students (direct cash support, alimentation,
accommodation, student research, graduation costs and the salaries for
student teaching assistants)
- Cultural, artistic and sportive activities, organized by the students
- Free emission of academic certificates
1 Gas and oil Law No 3058 of may 2005 and regulation DS N° 28421
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These payments represent nowadays about 30% of the university Budget in general but
this varies by department. Departments with hydrocarbon extraction participate to a larger
extent in the hydrocarbon tax.
Very few – if any – complaints were heard about serious funding deficiencies, which
seems to imply that financing is according to needs and spending capacity. Although it
was suggested in many occasions that access to financial resources is complicated and
cumbersome especially regarding the hydrocarbon tax resources. Each university has the
obligation to develop its regulations in how to allocate the carbon tax resources (example:
http://www.uto.edu.bo/documentos/links/reglamentos/r1.pdf) and due to the co governance
system this has resulted in very complicate decision making processes.
A second factor in Bolivia is the very strict anti-corruption and public administration laws
and regulations. As a result spending hydrocarbon tax money is complicated especially in
research. In general, infrastructure and equipment is of a reasonable level, although
maintenance and management is a problem. Especially in terms of research equipment,
actualization is limited.
The National System, as mentioned before, has a national representation through the
CEUB (Comité Ejecutivo de la Universidad Boliviana). The CEUB’s mission is to
coordinate and represent the Bolivian University System. For this purpose they have 8
national secretaries: the National Executive Secretary, National Secretary of Institutional
Development, National Academic Secretary, National Postgraduate Secretary, National
Secretary for Research, Science and Technology, National Secretary for International
Relations, National Secretary for Evaluation and Accreditation, National Secretary for
Social Interaction and University Extension. The CEUB organizes congresses and sector
meetings. During the congresses, general standards and regulation applying to all
universities of the system are agreed upon and the sector meetings have a more technical
content. The last one for instance was a national investigation congress where all 15
universities of the system presented their scientific research results. Some of their
products were purchased by business owners during the congress.
2. The private Universities
The Bolivian Agency for the development of the Information Society (ADSIB - Agencia
para el Desarrollo de la Sociedad de la Información en Bolivia: www.adsib.gob.bo) reports
33 private Universities, but this information may not be up to date. About 40 private
Universities are active in Bolivia. In comparison to other countries in the region, they have
a very recent history (about 35 years) and attend only 20% of the University students’
population. Private Universities were created by religious or industrial organizations. These
universities are organized through the ANUP (National Association of Private Universities).
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The Private Universities have authorities, appointed by their respective boards, mainly
controlled by their respective corporations. This is less democratic, but offers a more
stable management structure in the long run. The graduates from these universities have
more access possibilities in the competitive industrial sector than professionals coming
from the public ones.
Most of them respond to a social demand for professionalization for people already at
work. Research is not really high on the agenda in most of these Universities, with some
exceptions. The Universidad Evangélica and the Universidad Privada Boliviana were
mentioned as partners in research projects. They can be considered the most active
private universities in research.
For their programme and institutional accreditation private universities are entirely
dependent on authorizations by the Education Ministry. This process is considered as very
long and bureaucratic, with little technical considerations.
This leads to the paradox that private universities – fully funded by students and the
private sector – to assure their academic standards, are totally dependent on the state,
and that on the other hand, public universities – fully funded by the state – are
academically totally autonomous.
3. The Indigenous Universities (UniBol)
In 2008, as a government policy, 3 Indigenous Universities were created, by Presidential
Decree (No. 29664), one for each of the main indigenous language and culture groups of
Bolivia: The Aymara University Tupac Katari in the La Paz Department, the Quechua
University Casimiro Huanca in the Cochabamba Department, and the Guaraní University
Apiaguaiki Tupa in the Chuquisaca Department, in the Chaco region.
These Universities were created with the double aim to improve access to Higher
Education for people belonging to indigenous groups, and to adapt the pedagogic
structure and curricula to indigenous reality, by means of (social and anthropological)
research. The Article 17 of the mentioned Decree defines the financial sources considering
the following possibilities: a) Indigenous, Originary and Peasant Fund (Fondo Indígena,
originario y campesino - FONDIOC2), b) Specific resources and c) External funding
(credits and grants). The UniBol universities have an academic dependence of the
Education Ministry. Access has without doubt improved, but a drop in number of students
(after only 5 years of functioning) raises questions about the realistic demand for this kind
of education.
2 Not to be confused wih the “Fondo Indígena”, financed by the International Cooperation: http://www.fondoindigena.org/drupal/es
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They offer technical (engineering) studies (agronomy, veterinary, agro-industry) and have
each a research centre for indigenous language and culture. The purpose of these
research centres is to adapt and enrich the curricula of the technical disciplines with its
research on indigenous language and culture to generate a curriculum which responds
better to the demands of the specific indigenous groups. However visiting one of these
universities, this link and integration could not be found in reality. The engineering
disciplines, at this moment, should be seen as technical high school training, research is
not developed. This may change in the future.
Due to the recent creation of these universities it is not clear if they may conquer a social
integration that enables them to defend themselves in case of a change in government
policy. The latter making them vulnerable in the long run.
4. The Foundations
Two Universities are private foundations, initially financed by international cooperation,
and have a mission related to research but in reality are postgraduate schools. They have
no regular faculties or students.
(U)PIEB: The PIEB Foundation organizes post graduate courses in research skills for
academics. These courses are funded through international cooperation.
The second foundation is the Universidad de la Cordillera. The vision of the Universidad
de la Cordillera is to become a reference centre in terms of climate change research. It
develops research activities and postgraduate training for professionals. It depends heavily
on international cooperation, and recent cutbacks in cooperation seem to have affected it
strongly.
2) Ranking of Universities in Bolivia
To get an idea of how Bolivian Universities rank in there context a comparison was made
to universities in Peru and Ecuador (table 1). This approach was chosen due to the
similarities between these countries and the previous experience of VLIR-UOS in both
Peru and Ecuador. It has to be made clear that only three Bolivian Universities participate
in International Ranking Systems, for the majority of Bolivian Universities this is not a
priority. When comparing with Peru and Ecuador, the first Bolivian University appears on
the sixth spot. The other two universities with international ranking appear in the lower part
of the table. However, this ranking should be taken with care, while internationalization and
attracting international students is not high on the priority list of the Bolivian Universities.
They focus more on their educational mission, and international rankings pay more
attention to research.
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Next is a second table (table 2) which ranks Bolivian universities. It’s obvious that also this
ranking should be taken with care.
The sources are QS-ranking and Webometrics.
Table 1: International ranking of universities (Peruvian/Ecuadorian Universities: shaded).
(Sources: http://www.topuniversities.com/qs-world-university-rankings, 2014 Results and
http://www.webometrics.info/, January 2015 edition
Table 1 International Ranking Webometrics Country Name QS
(LA) National ranking
LA ranking
World rank
Perú Pontificia Universidad Católica de Perú (PUCP) 30 33 785
Perú Universidad Nacional de San Marcos (UNSM) 57 40 876
Perú Universidad Peruana Cayetano Heredia 65 133 1978
Ecuador Universidad de San Francisco de Quito 71 108 1817
Ecuador Pontificia Universidad Católica de Ecuador 97 114 1870
Bolivia Universidad Mayor de San Andrés (UMSA) 112 1 140 2023
Perú Universidad Agraria La Molina 132 213 2797
Perú Universidad de Lima 133 460 5041
Ecuador Escuela Superior Politécnica del Litoral (ESPOL) 134 81 1472
Perú Universidad de Ingeniería 161-170 184 2500
Bolivia Universidad Mayor de San Simón (UMSS) 191-200 2 154 2108
Ecuador Escuela Politécnica del Ejercito (ESPE) 201-250 147 2052
Ecuador Universidad Catolica de Santiago de Guayaquil
201-250 242 3080
Bolivia Universidad Católica Boliviana San Pablo (UCB)
201-250 3 328 3884
Ecuador Escuela Politécnica Nacional (Ecuador) 251-300 103 1749
Bolivia Universidad Privada Boliviana 4 583 6521
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Table 2: National ranking of universities (Public Universities: italic; indigenous Universities:
underlined)
(Sources: http://www.topuniversities.com/qs-world-university-rankings, 2014 Results and
http://www.webometrics.info/, January 2015 edition)
This table gives an idea of how Bolivian Universities are ranked among each other. The
highest ranked universities (1 to 8) all are located in the “Eje Central”: La Paz,
Cochabamba, and Santa Cruz.
Table 2. National Ranking QS (LA)
Webometrics
City / Department of Head Office Name
National ranking
LA ranking
World rank
La Paz Universidad Mayor de San Andrés (UMSA) 112 1 140 2023
Cochabamba Universidad Mayor de San Simón (UMSS)
191-200 2 154 2108
La Paz Universidad Católica Boliviana San Pablo (UCB)
201-250 3 328 3884
Cochabamba Universidad Privada Boliviana 4 583 6521
Santa Cruz Universidad Autónoma René Gabriel Moreno 5
Santa Cruz Universidad Privada de Santa Cruz de la Sierra 6
Cochabamba Universidad Católica San Pablo Cochabamba 7
La Paz Universidad Privada Abierta Latinoamericana 8
Tarija Universidad Autónoma Juan Misael Saracho 9
Oruro Universidad Técnica de Oruro 10
La Paz Universidad Central 11
Cochabamba Universidad Privada del Valle 12
La Paz Universidad Nur 13
Santa Cruz Universidad de Aquino Bolivia 14
La Paz Universidad Andina Simón Bolívar Bolivia 15
Santa Cruz Universidad Católica Boliviana San Pablo Santa Cruz de la Sierra 16
La Paz Escuela Militar de Ingeniería 17
Potosí Universidad Autónoma Tomás Frías 18
Sucre, Chuquisaca
Universidad Mayor de San Francisco Xavier de Chuquisaca 19
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La Paz Universidad Nuestra Señora de la Paz 20
La Paz Universidad Salesiana de Bolivia 21
Santa Cruz Universidad Privada Domingo Savio 22 Vinto, Quillacollo, Cochabamba Universidad Adventista de Bolivia 23
La Paz Universidad Loyola de Bolivia 24
Trinidad, Beni Universidad Autónoma del Beni José Ballivián 25
Cochabamba Universidad Técnica Privada Cosmos 26
Santa Cruz Universidad Nacional del Oriente 27
Santa Cruz Universidad Privada Franz Tamayo 28
Pando Universidad Amazónica de Pando 29
Santa Cruz Universidad Tecnológica Privada de Santa Cruz 30
Santa Cruz Universidad Privada Cumbre 31 Sucre, Chuquisaca
Universidad Pedagógica Mariscal Sucre 32
Villa Macharetí, Chuquisaca.
Universidad Indígena Guaraní Apiaguaiki Tupa Chuquisaca 33
Tarija Universidad Católica Boliviana San Pablo Tarija 34
La Paz Universidad Tecnológica Boliviana 35
Santa Cruz Universidad Evangélica Boliviana 36
Santa Cruz Universidad Cristiana de Bolivia 37
La Paz Universidad Real 38
Santa Cruz Universidad Nacional Ecológica 39
La Paz Universidad San Francisco de Asis 40
La Paz Universidad para la Investigación Estratégica en Bolivia 41
La Paz Universidad Empresarial de los Andes 42
La Paz Universidad La Salle de La Paz 43
Cochabamba Universidad Simón I Patiño 44
El Alto, La Paz Universidad Unión Bolívariana 45
Huarina/Warisata, La Paz
Universidad Indígena Aymara Túpac Katari La Paz 46
Chimoré, Cochabamba
Universidad Indígena Quechua Casimiro Huanca Cochabamba 47
Yacuiba, Tarija Universidad Privada del Chaco 48
Santa Cruz Universidad Santo Tomás 49
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3) University Research in Bolivia
Research is not a high priority within the Bolivian Universities, their main objective is
education. Student numbers are increasing continuously and this is not accompanied by
an increase in financial resources and as a result the resources available are focused on
responding to the increased demand for education. In general, as a country investment in
R&D is estimated to be 0.16% of GDP, in comparison with 0.32% as a regional average
and 2.4 in OECD countries (World Economic Forum, 2013, The Networked Readiness
report.). Private sector participation in research is low and in general, innovation is not a
key element in national economic policy or strategy. As a result the production of
internationally indexed research papers is very low. The number of researchers in Bolivia
is about a third from the regional average and only 1% of these is are employed in the
productive sector, compared to 16% in Latin America (World Bank, 2012 Development
Indicators). Only 10% of researchers has have a PhD degree.
It is estimated that in Bolivia there exists 317 research centres of which 75% are part of
the universities and the rest are mainly privately run foundations. There are 1989
researchers of which 1101 are full time, of these 254 have a PhD degree and 728 have a
MSc degree. (Ministry of Education 2011)
All this has to be considered in the context of a strong economic growth in Bolivia in recent
years which is not followed by a growth in research and innovation investment. In terms of
research and innovation, Bolivia has some serious structural problems.
- Research and innovation is not an integral part of the university institutional policy
- There does not exist a public innovation and research system and as a result
university research focus is not related to national needs.
- There are no clear national public policies to involve universities in the innovation
process and as result articulation is slow and limited
- Public and Private sector investment in innovation is very limited
4) Alliances and networking of Universities in Bolivia
The link between university research and private sector, which should be the driving force
of innovation, is considered very weak. Most universities have agreements with the public
sector. These agreements involve occasionally research work, but are mainly focused on
internships for students. Contacts among Bolivian universities are often externally
motivated, mainly by international cooperation.
Most universities organize extensions in the provinces of their region to improve access for
students and to gain some visibility in the region with extension activities. A lot of
Universities, both public and private, offer master studies financed with tuition fees in other
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regions than their home region, to increase their number of (paying) students). Universities
are generally considered as islands in Bolivian society by other actors.
International Relations of Bolivian Universities:
The international alliances mentioned by universities are generally agreements for
internships of students. International Alliances of Universities exist directly between
Bolivian and international universities, or through the CEUB.
These alliances are mostly focused on exchange of academics and training initiatives, for
students or at MSc and PhD level and some investment in equipment and research
operational costs.
Most contacts are with Spanish and Cuban Universities, followed by other European and
Latin American Universities. International financial support comes mainly from Europe
(62%), other South American Universities (17%) and the United States and Canada (9%)
Language limitations (English) have without doubt their impact.
Most universities participate in regional networks, but these networks seem to be meetings
at the higher level (rectors), without a clear impact on university performance. These
networks are: Consejo de Rectores por la Integración Centro Oeste de América del Sur
(CRISCOS); la Organización Universitaria Interamericana (OUI); el MERCOSUR
EDUCATIVO, el Convenio Andrés Bello; Instituto de Gestión y Liderazgo Universitario
IGLU and others.
Internationalization of Bolivian Universities is very limited and in many cases not even part
of institutional policy. Although for example, Brazilian students can be found within Bolivian
Universities this is mainly because a few years study in Bolivia permits the student to study
in its home University without having to take an entrance exam. Most forms of
internationalization are based on development aid projects or research projects and
involve exchange of student and training for researchers but no long term sustained
relations with universities in other countries. There are very limited actions in terms of
exchange of learning outcomes or accreditation, something which would be enormously
beneficial to Bolivian Universities. As mentioned before, Bolivian Universities are very
isolated within the country itself but even more internationally. To start working on a NVAO
(2010) type accreditation for example would have an enormous impact within Bolivia
Universities. Belgium Universities could play a role in this.
5) National education priorities of Bolivia
The Education Ministry aims at access for anyone to productive, socially relevant
education, with emphasis on participation and improved quality. The Vice ministry of
Science and Technology is the department of the Education Ministry that is closest to
University Education. Nevertheless, no direct mention of activities or projects with
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Universities is made in its mission; this is to be explained by the – almost absolute –
university autonomy, which makes universities completely responsible for their own
academic and financial management. The Vice Ministry is creating the Bolivian System of
innovation and the Bolivian system of scientific and technological information, in which
Universities should play a role, but not as protagonists.
The only way the state has an influence in University policy is through financing. Basic
financing is determined by law and cannot easily be modified. The additional financing last
years through IDH can be controlled by modifying investment regulation. The state is
willing to improve relevance of investments by more flexibility, adding extra investment
possibilities, and more strict regulations to have more control. The current regulations are
currently under revision.
The only national actor directly involved in formulating University policy is the CEUB. It
formulates common policies and regulations for all (public and special status) universities.
For this purpose it organises Congresses and has eight technical secretaries that address
issues as accreditations, international relations, postgraduates and research policies, etc.
These policies can only be adopted in the congresses if universities agree, due to the
autonomy system. This implies that the vision of the CEUB is a mixture of individual
university visions and interests.
Despite the autonomy of the universities, in 2007 the Minister Felix Patzi negotiates five
topics to give more social relevance to the autonomous universities including the
deconcentration to rural areas, native language in the curricula, recovery of ancestral
knowledge, salary reduction and inclusion of much more training in the last years of
education in the University.
6) National development priorities of Bolivia with link to education and research
The “Agenda 2025”, to be understood as the National Development Plan 2015 – 2025,
mentions 13 pillars for a Dignified and Sovereign Bolivia:
Eradication of extreme poverty, universal basic services, health, education and sports for
an integral human being, scientific and technological sovereignty with an own identity,
community financial sovereignty, productive sovereignty with diversification and integral
development, sovereignty over natural resources, through nationalization, industrialization
and commercialization in harmony with nature, food sovereignty, environmental
sovereignty, complementary integration of sovereign nations, sovereignty and
transparency of public management, enjoyment of traditions, happiness and prosperity.
The National Development Plan 2006 – 2011 mentions the following policies regarding
science and technology:
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Science, technology and innovation in the National Integration for productive
development with sovereignty and social inclusion.
Inclusive scientific culture for the construction of a knowledge society with its own
characteristics.
Retrieval, protection and use of technical and ancestral local knowledge
This complements the general priorities of the Development Plan of which is expected they
will remain in force:
1. Industrialisation of natural resources 2. Diversification of the economy generating a greater role for government in the
economy with a focus on industrialization of renewable and non-renewable resources. 3. Protection of the environment, sustainable forest management (SFM)
2.4.2. Synergies and complementarities with the Belgian bilateral cooperation
programme and with Belgian and international actors in Bolivia
The on-going Belgian bilateral indicative cooperation programme in Bolivia focuses on two
sectors (a) health and (b) water management and environment, with a total budget of 40
million Euros (ICP 2008).
Partners are Ministries (Health, Environment and Rural development) and local partners
(municipalities and departments). Interventions are concentrated in the departments of La
Paz, Cochabamba, Potosí and Chuquisaca, with a focus on institutional strengthening.
The new intervention (ICP 2014) concentrates on one sector: Water and environment, and
a smaller intervention in intercultural issues, with a total budget of 18.000.000 Euros,
which is complementary to research interests as expressed by Universities in both North
and South. An important intervention is a contribution through basket funding for the
national watershed plan. The DGD office is closing down, but the operational presence
(BTC) will go on for the time being.
Complementary topics with themes mentioned in the North and South Seminars are
natural resources management, climate change, and – to a lesser degree – health and
rural development.
The Swiss cooperation, Cosude focuses on decentralization and human rights, climate
change, work and income. The mitigation of the effects of climate change concentrate on
food security and access to water. They also contribute to the basket fund for the national
watershed plan. They count explicitly on universities for research regarding natural
resources and climate change. In a climate change project, mentioned also by several
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universities they promote joint research activities that can be presented by two
universities.
The Danish cooperation, Danida, made a shift from a thematic approach in rural
development, natural resources and education to poverty reduction, sustainable
development, including climate change and biodiversity, and green growth with emphasis
on innovation.
The Spanish cooperation, AECID concentrates on (drinking) water, (primary and technical)
education, food sovereignty and good government.
The Swedish cooperation, SIDA, supports explicitly research in universities on topics as
agriculture, climate change and health. Other topics are environment and natural
resources, democracy and human rights, and education.
The priorities if the German cooperation, GIZ are sustainable agricultural development,
water and sanitation, and governance and democracy. Projects of judicial reform,
renewable energy intercultural education and violence against women are other topics
they work on.
International cooperation in Bolivia acts to an important degree through basket funds on
the following topics: Water and sanitation, watershed management, education,
environment, ombudsman, health. These basket funds are integrated by different groups
of donors.
Cooperation actors in Bolivia are coordinating their contributions through the GRUS (G
rupo de Socios para el Desarrollo de Bolivia, http://www.grus.org.bo/). Members are:
Germany, the World Bank, Belgium, IADB, Brazil, CAF, Canada, Colombia, South Korea,
Costa Rica, Denmark, Spain, IMF France, Great Britain, Italy, Japan, United Nations,
Norway, OAS, Sweden, Switzerland and the European Union.
Grus has thirteen thematic subgroups: NGO coordination, Water and Sanitation,
Education, Health, Integral Development/Narcotics, Gender, Autonomy and Public
Management, Macro Economy, Environment and Climate Change, Disaster Management,
Agriculture and Livestock, Monitoring and Effectiveness, Water and Environment
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2.4.3. Observations resulting from institutional visits and the interaction with
local stakeholders
a. Bolivian Universities
In the following tables some specific findings per university are proposed. The general
findings as established in the general SWOT under 2.5 apply to all of them. The
universities are ordered by national ranking.
University Universidad Mayor de San Andrés
Webpage www.umsa.edu.bo
Visited Yes
Seminar Yes
VLIR-UOS Fact Sheet Yes
Data/short description
National ranking 1 Main campus in La Paz, 14 regional dependencies 13 faculties
81174 students 1875 academics 73 graduate programs, 16 master programs, 4 PhD programs
Strengths Weaknesses
Good research experience
Relatively high degree of PhD holders among staff (30%)
Conscious of the importance of research (to improve ranking).
Research projects are financed and selected after thematic competitive calls
have on-going institutional programme with Swedish cooperation
No mention of current VLIR-UOS projects (2 TEAMs ongoing), not in interview nor in Fact Sheet
Due to its size, a VLIR-UOS IUC intervention may not have much impact. TEAMs and South Initiatives could be considered, cooperation through the current TEAM project (Master in Irrigation) is positively evaluated by the Belgian partner. Could be an interesting partner in the definition of a national research policy.
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University Universidad Mayor de San Simon Webpage www.umss.edu.bo
Visited Yes Seminar Yes VLIR-UOS Fact Sheet No
Data/short description
National ranking 2 main campus in Cochabamba, 8 regional dependencies Public University 13 Faculties 53.000 students (2006) 1596 academics (2012)
Strengths Weaknesses
Institutional mission tuned to National Development Plan
investigation should be in line with National Development Plan (Agenda 2025)
43 specialised research centers
25% of IDH for investigation through competitive project calls
Only 5% IDH distributed per faculty, which allows a more coherent policy, in comparison to just divide the funds to avoid problems (as done most).
For all public funded research, involvement of local stakeholders is required
30 projects/activities with VLIR-UOS between 1998 and 2014
Intention to create and participate in a National Investigation Fund and System
Intention to improve contacts / networks (e.g. with a Cosude initiative)
Investigation centres highly dependent on very rigid central administration, Planning centre (CEMAR, created during VLIR-UOS IUC, disappeared)
Impact of VLIR-UOS IUC not known / propagated by the university management
Also no mention of other on-going projects with other Belgian actor (IUC with ARES-CCD and MSc. in Tropical Medicine with ITM)
Discontinuity in management: there are good intentions but all policy seems new
UMSS is a good and nationally acknowledged university which is making some efforts to increase research relevant for local development. Although the IUC programme had good results in the strengthening of academic capacities, results on institutional level were limited and little remains. Also other (Belgian) projects are not propagated by the management. Since they benefitted already from an IUC, UMSS is no possible IUC partner. Since the institutional heritage and acknowledgement of the IUC programme seems limited, possibilities to function as a network hub seem limited. Whether or not a former IUC partner can benefit from TEAM or SI remains a VLIR-UOS decision to be taken. UMSS could play a leading role in a cross-cutting platform regarding national research policy.
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University Universidad Católica Boliviana de San Pablo (main campus in La Paz, dependencies in Cochabamba, Santa Cruz and Tarija)
Webpage www.ucb.edu.bo
Visited Yes: La Paz, Cochabamba, Santa Cruz
Seminar Yes VLIR-UOS Fact Sheet Yes Data/short description
National ranking 3 main campus in La Paz, 4 regional dependencies
5 Academic Units in rural areas (UACs)
Only private University, part of the National System (CEUB) 6 faculties 12289 students 1125 teachers (32% M Sc, 10% PhD)
Strengths Weaknesses UCB has a strategic plan 2014-2020 with
an explicit research policy including alignment with National Development Plan
Specific research policy developed in 2013, with research topics in following areas:
o Family and community o Integral Human development o Health and education o Technology and increase in
productivity o Environment and natural resources o Cultures and heritage o Food sovereignty
Several staff members have good knowledge of English
Internal publications
In cooperation with the Environment Ministry they organised public servants (all departments of Bolivia) training in environmental management funded by the Belgium Technical Cooperation
UCB has a strong national network through regional semi-independent dependencies and good contacts with other universities, government, development actors, civil society,…
Organised trainings in cooperation with Education Ministry, BTC etc.
Not bound by limitations in status of
No public funding. Due to their status as private university, they are sometimes considered as “business” by other actors, although they consider themselves as a “public” actor, due to the fact they do not have the same business model as (other) private investors including a clear and well formulated social vocation
Only 10% staff holds PhD Research infrastructure is limited
(however, new investments are under way – construction of new building for labs)
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researcher / teacher Experience with international cooperation;
among others a very positive VLIR-UOS experience in La Paz and Santa Cruz with a TEAM project
Strong involvement in social initiatives
More than 100 interuniversity agreements
UCB gave a well prepared, professional, solid and strong impression, and they already have clearly formulated ideas on possible future multi-disciplinary collaboration with VLIR-UOS, which were internally discussed and agreed upon among different faculties. Hence UCB seems to be a good possible partner for IUC and is a proven partner for TEAM and South initiatives. Can play a leading role within discussion platforms (e.g. within CEUB).
University
Universidad Gabriel René Moreno, Santa
Cruz
Webpage www.uagrm.edu.bo
Visited Yes Seminar No VLIR-UOS Fact Sheet No Data/short description
National ranking 5 Biggest University in Bolivia, main campus in Santa Cruz, 12 regional
dependencies 17 faculties 120.000 students 1680 academics (2012) 36 PhD.
Strengths Weaknesses
Good formation of students, also
externally mentioned (CAINCO)
UMGRM has an agricultural research centre recognized at national level
Trapped in “traditional” burocracy
Huge scale seems difficult to manage Weak research policy and very little staff
dedicated to research, so very limited research output
Staff includes few (foreign) formed PhD, MSc.
UMGRM gave an inefficient impression. Due to this, and its size, a VLIR-UOS IUC intervention may not have much impact. Projects at departmental level (TEAM and SI) might be a possibility.
University Universidad Juan Misael Saracho, Tarija
Webpage www.uajms.edu.bo
Visited Yes Seminar No
VLIR-UOS Fact Sheet Yes
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Data/short description
National ranking 9 Main campus in Tarija, 6 regional dependencies 23.000 students 11 faculties 600 academics /70% MSc/ 5% PhD
Strengths Weaknesses University funds research projects which
are externally assessed before approval trough competitive fund
Some experimental stations which have been funded through Dutch , Danish and Spanish cooperation and own initiative
Good presence and knowledge of local environment
Experience with interuniversity cooperation (with Potosí) through the Autapo project
Named pilot change university in the LA Alpha Tuning project in 2006
Quality of the education programmes is a general preoccupation
No full time researchers and no incentives for research for teaching staff, which leads to little research output (although there is a research budget financed with IDH) and few publications
there is a need to link research with demands from society
Central (bureaucratic) administration Lack of own resources and external
financing, a part from public funding Highest ranked university outside the Eje Central. Experience with interuniversity
cooperation (with Potosí) through the Autapo project proves feasibility of institutional cooperation. However, a fully-fledged IUC intervention doesn’t seem recommendable since there is no previous VLIR-UOS experience. Nevertheless, departmental interventions could have considerable impact, given their remote location and limited presence of external donors (hence the enthusiasm for the VLIR-UOS visit).
University
Universidad Técnica de Oruro
Webpage www.uto.edu.bo
Visited Yes Seminar Yes VLIR-UOS Fact Sheet No Data/short description
National ranking 10 Main campus in Oruro, 10 regional dependencies 25.000 students
7 faculties
700 academics, 60% MSc, 3%PhD
Strengths Weaknesses Good experience in agronomic research
Development of institutional tools for IDH financial management
Few contacts with private sector
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Research policy
Cofinancing with INIAF, Probolivia
Research on new paradigms proposed as interesting topic
Could be an interesting partner in the definition of a national investigation policy. A possible good partner for TEAM and SI.
University
Universidad Autónoma Tomás Frías, Potosí
Webpage www.uatf.edu.bo
Visited Yes Seminar Yes VLIR-UOS Fact Sheet No Data/short description
National ranking 18 Main campus in Potosí, 4 regional dependencies, 44 academic units (Uyuni,
Tupiza,…)
10.000 students
669 academics (2012)
9 faculties
Strengths Weaknesses
Strong investment in infrastructure last years
Research is facilitated through competitive research calls (5% of IDH budget is used for research)
Experience with interuniversity cooperation (with Potosí) through the Autapo project (together with UAJMS)
Political instable (university closed down for almost one year in 2006- 2007)
Lack of well-equipped labs
Remote location relatively hard to reach (nearest airport in Sucre, 2.5h drive)
Experience with interuniversity cooperation (with Tarija) through the Autapo project proves feasibility of institutional cooperation. However, a fully-fledged IUC intervention doesn’t seem recommendable since there is no previous VLIR-UOS experience. Nevertheless, departmental interventions could have considerable impact.. Important themes for UATF are mining, tourism, basic sciences and ICT.
University Universidad San Francisco Javier, Sucre
Webpage www.usfx.edu.bo
Visited Yes Seminar Yes VLIR-UOS Fact Sheet Yes
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Data/short description
National ranking 19
Main campus in Sucre, 9 regional dependencies 48859 students
15 faculties 1194 academics 78 graduate programs, 5 master programs, 1 PhD program PLAN NACIONAL DE DESARROLLO UNIVERSITARIO 2015-2018
Strengths Weaknesses
USFX has the ambition to be a development catalyst in the region. Chuquisaca is one of the poorest regions in the country
The university launches competitive calls for research projects financed with IDH budget
There are incentives to promote research (since 2013, research is a part of the job description for all university teachers, and publications are mandatory to become lecturer)
There are contacts with Belgian professors (UCL and UGent)
USFX makes special effort to keep young and qualified staff (PhD, MSc) at the university with a preferential treatment and special standards for contracts
Experience with international cooperation with AECID, Katholieke Hogeschool Mechelen, Spanish and South American Universities
Lack of postgraduates
Only 1% of staff are full time researchers
Several positive management interventions, but all very recent so the quality of the impact remains to be seen
USFX is the oldest university of Bolivia and one of the oldest universities of the Americas. It’s the university that gives the best institutional impression outside the Eje central. USFX has clear priorities: support of the productive sector and public health. Other important scientific themes include climate change, water resources, environment and forest resources. Additional to possibilities for TEAM and SI for these topics, USFX could be an interesting partner in the definition of a national investigation policy.
University Universidad Nacional Siglo XX, Potosí
Webpage www.unsxx.edu,bo
Visited No, interview in Oruro Seminar No
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VLIR-UOS Fact Sheet No Data/short description
10.000 students
Main campus in Lallagua, 7 regional dependencies
3 faculties, 15 programmes
400 academics, 80MSc, 3 PhD.
Strengths Weaknesses
Gives good access to local rural population
Tripartite cogovernment (students, academics, miners) PhD training for academics with UA Mexico, Cuba
Very isolated from cities
Weak infrastructure
Weak research experience
No experience with International Cooperation
University with little contacts and no experience in cooperation. . The University is isolated, a three hours’ drive from Oruro or Potosí..
University Universidad Privada Domingo Savio
Webpage http://www.upds.edu.bo/
Visited Yes
Seminar Yes
VLIR-UOS Fact Sheet Yes
Data/short description
National ranking 22 Main campus in Santa Cruz, 7 dependencies (in most departments)
4 faculties
30.000 students 300 academics, 50% MSc, 10% PhD
Strengths Weaknesses
Network, present in the entire country
Certification ISO-9001 in Potosí dependency
Contacts with Latin American and Spanish Universities
High % of students is also working (professionalization)
Very limited research capacity and little interest in scientific research
Due to its national presence it could be an interesting partner for broad networking activities, but the low research capacity does not offer interesting opportunities for VLIR-UOS.
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University Universidad Tecnológica Boliviana
Webpage http://utb.edu.bo/
Visited Yes
Seminar Yes
VLIR-UOS Fact Sheet No
Data/short description
National ranking 35 Main campus in La Paz, dependency in El Alto
9 programmes
6000 students 300 academics, 40% MSc
Strengths Weaknesses Social plan for students (scholarships),
“cheap” private university
Support for MsC/PhD training for academics
Contacts with Latin American Universities
Agreements with social movements
Specialized in Environment, Law and International Trade
Focuses on “professionalization” of people at work
No research experience
Relevant actor as response to demand for professionalization, but low research capacity. Not considered an interesting first partner for VLIR-UOS.
University Universidad indígena Túpac Katari
Webpage http://www.katari.org/warisata-escuela-ayllu
Visited Yes
Seminar Yes
VLIR-UOS Fact Sheet No
Data/short description
Main campus in Warisata, La Paz, 2 dependencies
4 faculties
2.000 students Strengths Weaknesses Gives good access to local rural
population
Good starting point for contacts an research with indigenous population
Very limited research capacity Not a member of CEUB, nor of the
Private University Association, depends directly on Ministry
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New institution, sustainability depends on public policy in the long run
Infrastructure still under construction Young and open minded institution with interesting philosophy. Given the prime focus on education, and limited interest in research, IUC and TEAM interventions don’t seem to be well suited in the short run, although SI might be interesting to explore cooperation possibilities.
b. Non University actors in Bolivia:
The following section is a short description of non-university actors visited and the links
they have to university performance. This is of course not an exhaustive list of Bolivian
initiatives, but is considered a good sample of the sector. Some of them also represent
part of the employment market for MScs and PhDs.
1) PROINPA. (http://www.proinpa.org/VallesNorte/)
PROINPA is a private foundation doing research in biosciences to promote innovation. It
has an annual budget of about 3 million USD, 30% is generated with its own resources. It
has a research group of 9 PhDs, 35 MScs and 15 graduate students.
PROINPA was created after the closing down of the IBTA, the national investigation
institute for agricultural research after cutbacks in the nineties. Two Universities (UMSS
and UPB) are part of the institutional board.
Recently, it generated a spinoff for the commercialization of bio fertilizers and biocides,
which provides part of their resources.
Scientific production is of good level, good international alliances are made. A good
example of these alliances is the Belgian ARES-CCD, (under its older name CIUF) with
the CIUF-PROINPA project “Promotion of the Diversity of Andean root crops and derivate
products (2001 – 2005)). They propose more intense cooperation with universities and the
private sector.
2) ASUR (http://www.asur.org.bo/es/inicio)
ASUR (Antropólogos del Surandino) is a personal initiative to promote and divulgate
anthropological research in the Sucre region. Good research skills are present, but links to
Universities are very weak. They would like to intensify contacts with universities, but see
these as very closed entities.
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3) CEDIB (http://www.cedib.org/)
CEDIB (Centro de documentación e Información Bolivia) is a documentation centre, press
articles from the seventies to today. It is linked to the UMSS and is used for investigations
involving news facts.
It also generates research and publications. Most treated topics are natural resources,
economy and social issues.
CEDIB is funded by international cooperation and own resources, generated by services.
They have alliances with the Belgian NGOs 11.11.11 and Broedelijk Delen.
They want to improve the academic level of their staff, but see a limited offer in national
universities. Cooperation is important to this respect.
4) INIAF, La Paz (http://www.iniaf.gob.bo/index.php/es/)
INIAF (Instituto Nacional de Innovación Agropecuaria y Forestal) was created in 2008 as
the national innovation service for agriculture and forestry. It is the successor of the IBTA,
and SIBTA, closed down during the last 20 years. As a new institution, it is still in the
process of establishing itself, in terms of institutional structure and capacity. INIAF has
agreements with various, mostly public universities and funds research in these
universities through strategic funds and competitive funding.
They want to improve the academic level of their staff, but see a limited offer in national
universities. Cooperation is important to this respect. They also feel a need to more
intense cooperation with universities for research.
5) MMAyA, La Paz
The MMAyA (Ministry of Environment and Water) is not directly involved in research or
funding of research. Specific agreements do exist with providers of training in
environmental issues; some of these providers are Universities. They also use the
universities for the provision of its staff. They can play an important role in extension
regarding results of environmental research.
6) MDPEP, La Paz (Ministry of Production)
For the Ministry of Production, industrialization is a priority, generating added value for
Bolivian production, changing from an extracting economy to a added value economy. For
this purpose innovation and development of technology are crucial. University Research
has to play a role in this, although it is recognized that there are limitations in the policy
framework (e.g. no national research funding) and that the interest of the universities is
33
rather limited. Relations between universities and the government are improving, but there
is still a long way to go, especially the incorporation of recent change processes in the
university policy. A limiting factor is the autonomy of universities. They feel that the
universities should be involved in platforms on national or regional level.
7) CONAMAQ, La Paz (http://conamaq.nativeweb.org/)
CONAMAQ is one of the so called Social Movements of Bolivia. It represents indigenous
and social groups. They are important for the definition of actual government policy. Their
view on (higher) education is that more involvement of popular classes is needed. They
feel very involved in the creation and mission of the indigenous universities, but their
actual role is not so clear.
8) IPDRS (http://www.sudamericarural.org/), Fundación Javier Albó
(http://www.fxa.org.bo/libreria/inicio), La Paz
The Fundación Javier Albó groups several libraries and documentation centres (CIPCA,
ACBO, IPDRS, CEBEM), which became difficult to maintain due to cooperation cutbacks.
Sustainability is maintained through its publishing and documentation services. Contacts
with universities are through documentation services and internships for students.
9) Museo de Historia Natural, Cochabamba (http://museodorbigny.org.bo/home.htm)
The Museum of Natural History is another institution dedicated to research, among its
museum activities. They publish good quality papers. A VLIR-UOS PhD student is part of
the staff.
10) CIAT, Santa Cruz (http://www.ciatbo.org/)
The Centro de Investigación de agricultura Tropical (CIAT) is a decentralized investigation
institute, depending on the regional government of Santa Cruz. They have a well-trained
staff and good extension in agriculture topics. They have a long term high quality research
history based on international relations with universities in the United States and Europe.
They have good relations with the productive sector and played an important role in the
development of the agro industrial farming sector in the tropical part of Bolivia.
They want to improve the academic level of their staff, but see a limited offer in national
universities. Cooperation is important to this respect.
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11) CAINCO, Santa Cruz (http://www.cainco.org.bo/)
As the representative organism of the private sector, they consider that university research
is to distant from the productive sector and does not contribute to innovation. They have
cooperation links with some research centres outside the University (PROINPA, CIAT) and
with international cooperation. They would like to see more close contacts with
universities. They see discussion platforms regarding research and innovation as an
important issue.
12) IICA, La Paz (http://www.iica.int/Esp/regiones/andina/bolivia/Paginas/default.aspx)
IICA is a multilateral agency, funded by the member states of the Inter American System.
It focuses on rural and agricultural development, aiming at sustainable and innovative
agriculture. They support initiatives for institutional strengthening, skill development and
projects at different level. IICA does not do research itself, but supports local initiatives.
13) UPIEB (http://www.pieb.org/)
UPIEB is a foundation dedicated to the reinforcement of research capacities in Bolivia.
They organize trainings for researchers, partially funded by the universities and partially by
international cooperation.They want to play a role in improving academic level of university
staff.
14) ESFMSB (http://esfmsimonbolivarbolivia.blogspot.com/)
The EDFMSB (Escuela Superior de Formación de Maestros Simón Bolívar) is a teacher
training Institute. Links to universities are weak; most staff comes from within the same
school. They focus on education for production.
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2.4.4. South Seminar
In the framework of the VLIR-UOS country strategy identification mission for Bolivia, a
national seminar was held on Thursday 19 March 2015 (refer to full report in annex 4: The
South Seminar). Representatives of eleven Bolivian universities attended the seminar, as
well as representatives from 9 other (research) organisations and government
representatives also participated in the seminar. A total of 53 people (excluding the
Mission VLIR-UOS delegation) attended the seminar.
After a brief welcome word by Prof. Paul Janssen, member of the VLIR-UOS bureau and a
short introduction about VLIR-UOS, by Wannes Verbeeck, some presentations were made
by the Belgian Cooperation and two VLIR-UOS experiences: a IUC-project between 1998
and 2008 in UMSS, Cochabamba and a TEAM-project at the UCB, La Paz. These
presentations were very well received by the public, and are considered good examples of
the kind of interventions VLIR-UOS is promoting.
The next session was dedicated to a brief summary of mission findings during the field
work. A SWOT of the University sector was presented (see: conclusions), which generated
some minor discussions but was generally seen as a good summary of the situation.
Afterwards, two group discussion sessions were organized.
The first session, discussed in three groups, approached the thematic research and
development priorities for the Bolivian University and society.
After a first brainstorm, the groups tried to order all mentioned themes thematically.
Several themes could be addressed from various viewpoints, which led to a short
discussion about the importance on interdisciplinary research. Most topics came as a
result from the experience the different participants and institutions have in certain areas,
but there were also topics seen as relevant for development (related to national priorities),
but without much experience present. Innovation as a force for development was explicitly
mentioned, but it was not that clear how this should be addressed. The main topics that
came out of the group discussions could be summarised as follows:
- Social vulnerability and Public Health:
- Food security – Familiar Agriculture
- Natural resources, Climate Change and Environmental pollution
- Innovation
- Some non-related themes as Communication and Heritage conservation
In the second session participants were asked to discuss general needs of higher
education in Bolivia and possible transversal support actions. The guideline for the
discussion was to focus on relationships in the triangle: University – State – Civil
36
Society/private sector. During the group discussions, the following issues were listed as
main problems at different levels:
Problems at State level:
- No scientific culture
- Bureaucracy
- Does not promote/accept incentives for science and technology
- Low accomplishment of laws and plans regarding Science and Technology,
- Research is not institutionalized
- Inadequate management models and tools
- Financing problems
Problems at University level:
- Bureaucracy problems from the past not entirely overcome
- Problems of training and research
- Postgraduates are “professionalizing”, not aimed at scientific research
- Low promotion of available resources
- Rules and regulations regarding teachers/researchers have low application
- Low level of publishing and divulgation
- Lack of interuniversity relations and interdisciplinary research
- Formation based on student demand, not on development needs
- Lack of scientific culture
Problems at Civil society level:
- Lack of scientific culture, e.g. acknowledging the importance of science for society
- Low confidence in scientific production
- Low confidence in private sector
- No representatives for discussion (interlocutors)
When discussing the possible solutions to the problems listed above, the following general
proposals were mentioned.
At academic level the following should be done:
- Strategic research plan
- Increase in scientific postgraduate programmes
- University programmes to improve publishing capacity
Internationalization needs attention:
- University programmes for internationalization
- Strategic international alliances
- Exchange of students and academics (international and national)
Development of Management and administration tools for:
- Increase in hours dedicated to research
37
- University programmes to reinsert scientific academics trained abroad
- Salary scale for teaching/research
Improve Relations (State – University – civil society/private sector):
- Creation of a National Fund for Research and open competitive calls for research
- Diagnose of supply of and demand for research among private
sector/universities/institutions/organizations
- Formulation of industrial / agriculture development plans
- Incorporation of technology/ innovative processes for improving administrative
processes
- More (participatory) R&D projects
- Training for development of “scientific culture”
- Coordination forums and development of a shared agenda
The discussion during the south seminar confirmed mainly the mission findings, and gave
some interesting additional details, useful for proposals for VLIR-UOS interventions.
2.5. Conclusions
2.5.1. General conclusions from the mission, including the South Seminar.
- Infrastructure and equipment is acceptable, no major investments are required
here.
- Universities focus more on their educational tasks than on research but feel that
there exists a real need in terms of fulfilling their research responsibilities.
- A national policy regarding research is felt as a necessity. Proposals do exist, but
there is a lack of formal discussion platforms. CEUB could play an important role
here.
- The financial resources provided by the tax on gas and petrol, as direct funding to
universities is important and can be used for strengthening research (among
others), but it is not always clear how to use these funds. An important issue for
institutional strengthening is clear this out, probably working on regulations at
university and national level. CEUB could also play a role here. They can use and
IDH funding for scientific research but they need to: 1) Define the rules for each
University (like Oruro and La Paz) 2) Design research projects in coordination with
the society partners 3) Report not only expenses but results regarding benefits to
the society and the students.
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- International relations are reduced and focus mainly on students and academics
exchanges. (examples: 3 universities are working with VLIR-UOS, some
universities have cooperation with IRD (France), UMSS was working with NUFFIC
in 1997-2005. Some participate in Alpha CE projects, in INCO DC projects (UMSA
and UMSS)).
- Institutes linked to research outside the university feel a need to improve the
academic level of their staff, but see a limited offer in national universities.
- Links to the private sector are extremely weak, having a direct negative impact on
innovation.
- Most universities visited have the predisposition to include scientific research into
their main objectives at the same level as education, but this purpose needs
practical proposals
General SWOT of University sector in view of VLIR-UOS interventions
Strengths Weaknesses
Last five years changes in
funding, good financial means
available, especially the IDH
(Impuesto directo a los
Hidrocarburos) (although
depending on international
prices, prospects are good due
to the fact not all of the assigned
funds are used)
Good infrastructure,
reasonable equipment, including ICT
and network infrastructure
Teaching staff available
Good experiences and
capacities present
Education mission of University
taken very seriously
High level of academic autonomy
Research capacity is weak in
general
Rigid administrative management
Status of teaching / research
staff: most academic staff is paid
for teaching, not for research
Formation level of research staff
is low on average
Very weak knowledge of English
Experiences and capacities in
research not linked to each other
or to institutional policies
Link research – education –
society is weak
Links with private sector are
weak
Poor performance in terms of
innovation
Internationalization is weak
Opportunities Threats
Some good, but recent
interinstitutional contacts
Discontinuity in management in
most universities: all policies are
39
Good acceptance of CEUB
Research policy in development
Institutional plans available
Good external research
capacities and experiences
(outside of University)
Alignment with Government
policy (National Development
plan), more mutual approach
noticeable in recent years
Public Universities are normally
strongly linked to local
environment
recent
Lack of incentives for research,
hence motivation for research
and post-graduate formation
(MSc, PhD) is low
Lack of a quality assurance
system (for public universities)
2.5.2. Overarching conclusions of the identification process: matching North
and South interests and VLIR-UOS intervention tools
In the following section, proposals are made for possible VLIR-UOS interventions, based
upon the mission findings. The inputs are the North consultations and the North seminar,
the South consultations and the South seminar, the status of the Bolivian Higher
Education, the national priorities and the VLIR-UOS mission and instruments
A general characteristic of all Bolivian Universities – as mentioned in the General Swot – is
their overall weak external links and contacts at all levels. As far as possible this
component should be part of any proposal. It is evident that some VLIR-UOS tools such as
IUC or platforms and national crosscutting projects offer more possibilities on the
institutional level than other instruments (TEAM, south initiatives and scholarships). It is
recommended that experiences and tools that can be incorporated by Belgian Universities
are considered as an asset.
PARTNERS
The higher education landscape in Bolivia is diverse. There are considerable differences
between public (‘national system’) universities, indigenous universities (UNIBOL) and
private universities. Given the ‘for profit’ profile and the lack of quality research at the
latter, private universities (excluding the ‘special status’ universities as UCB) don’t seem
suitable partners for VLIR-UOS cooperation. Because the number of public universities in
Bolivia is rather limited (11), it is suggested to include all public universities, plus the 3
40
indigenous universities and UCB (given their special status labelling them as an institute of
‘public interest’) in the partner list. This list could be adapted according to the
corresponding instruments:
1. Universidad San Francisco Xavier de Chuquisaca (USFX), Sucre
2. Universidad Mayor de San Andres (UMSA), La Paz
3. Universidad Mayor de San Simon (UMSS), Cochabamba
4. Universidad Autónoma Gabriel René Moreno (UAGRM), Santa Cruz
5. Universidad Tecnica de Oruro (UTO), Oruro
6. Universidad Autónoma Tomás Frías (UATF), Potosi
7. Universidad Juan Misael Saracho (UAJMS), Tarija
8. Universidad Autónoma del Beni ‘José Ballivián’, Trinidad
9. Universidad Nacional ‘Siglo XX’, Potosi
10. Universidad Amazonica de Pando, Cobija
11. Universidad Pública de El Alto, El Alto
12. Universidad Católica Boliviana San Pablo
13. UNIBOL – Aymara ‘Tupac Katari’, Warisata
14. UNIBOL - Guarani ‘Apiaguaiki Tüpa’, Macharetí
15. UNIBOL – Quechua ‘Casimiro Huanca’, Chimoré
There are considerable differences between universities on the ‘central axis’ (‘eje central’:
La Paz, Cochabamba and Santa Cruz) and in the other regions. The universities on the
central axis receive in general a lot more attention from international donors, so
concerning the geographical focus, it can be suggested to focus more on cooperation with
institutes outside the axis.
Apart from the suggested partner institutions listed above, interesting secondary partners
were identified during the mission. Below, some institutions that could be interesting
partners within IUC, TEAM or South initiatives are listed below, but should not be eligible
as a direct partner. This is not an exhaustive list:
- Private universities
- Ministerio de Agua y Ambiente
- Ministry of Production
- CEUB
- Proinpa
- INIAF
- CIAT
- CAINCO
- UPIEB
- Museo de Historia Natural
41
THEMATIC AND TRANSVERSAL AREAS:
Thematic areas:
Matching the topics mentioned in South and North (separate lists of topics supra), the
following thematic areas could be proposed as strategic themes:
- Environment & natural resources: water, irrigation, climate change, pollution
- Food security & sovereignty: family agriculture
- Social development: social insecurity and safety, indigenous rights,
multiculturalism, immigration
Moreover, several topics were suggested in the South, such as ‘social/anthropological
research regarding “new paradigms”. This is an interesting research topic, but without
matches so far in the north since it wasn’t mentioned during the north seminar. However, it
is possible that Flemish academics could be interested in this topic. The importance of the
topic in recent Bolivian politics could generate interesting research. An institutional triangle
between ASUR (research skills), an anthropological faculty (institutional support) and the
ICLA of the Aymara University (definition research topics) could be interesting. This could
be complementary to the intervention of the Belgian Cooperation in interculturalism.
Transversal themes:
.
Given the general low research standards, the lack of incentives for research and the low
research outputs at almost all universities, research support is a very important
transversal topic. Research support could include:
- PhD training
- IDH management
- Academic/scientific English
- Data management
- Networking and internationalization
- Accreditation
- Staff training policy
- Research policy development
- Private sector involvement
- Development research methodology and innovation
- Intellectual property rights.
Other transversal themes that could be incorporated in future activities include
(international) networking and management support.
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INSTRUMENTS:
IUC (International University Cooperation)
IUC seems a suitable instrument for cooperation with several Bolivian universities. For IUC
invitations to present a proposal, four possibilities are seen: one rather clearly, and three
more with some considerations about limitations. Normally IUC- interventions are
proposed to partners with some VLIR-UOS experience. In Bolivia there are three of them:
UMSA, UCB and UMSS. UMSS already benefited from an IUC project between 1998 and
2008, so it drops out. Apart from UMSA and UCB, two more possibilities for evaluation by
VLIR-UOS are presented, although no previous VLIR-UOS experience is present: USFX
(Sucre) and a combination of UAJMS (Tarija) and UATF (Potosí). Apart from UCB (La
Paz, Cochabamba, Santa Cruz and Tarija), all Universities are public.
1. UCB (La Paz, Cochabamba, Santa Cruz and Tarija):
Strengths:
- good policy and management
- strong network, socially engaged institution
- successfully conducted VLIR-UOS interventions and forged multidisciplinary
ideas on possible future cooperation;
- cluster of 4 universities and several extension centres which offers almost
national coverage.
- As a private university, the administrative system is less heavy, which can
facilitate the execution of cooperation projects.
Weaknesses:
private university (heavily dependent on tuition fees), level of research needs to be
improved Possible themes to work on in a possible IUC programme (as proposed by
UCB):
- Families and people in vulnerable situations - Reduce food insecurity through productive innovations which improve
agricultural production - Promote effective adaption and mitigation measures for vulnerable communities
threatened be climate change
2. UMSA (La Paz):
Strengths:
- The highest ranked Bolivian University
Weaknesses:
43
- Due to its size (about 80.000 students) VLIR-UOS efforts may have marginal
impact. This consideration is confirmed by the fact UMSA didn’t mention the on-
going VLIR-UOS projects (2 TEAM) in the interview, nor in the fact sheet.
Being a very big university, UMSA offers a very wide range of programmes and research
institutes. Hence, the possible themes to work on in a possible IUC programme are many
and will need further discussion to be identified in more detail.
3. USFX (Sucre):
Strengths: University outside of the “Eje Central” (La Paz, Cochabamba, Santa Cruz)
where less cooperation is present and an eventual intervention may make the difference;
good institutional plan and policy; socially engaged institution in one of the country’s
poorest regions
Weaknesses: no previous VLIR-UOS experience; low ranking among Bolivian Universities;
no continuity in policy
Possible themes to work on in a possible IUC programme:
- support of the productive sector
- public health
- climate change, water resources, environment and forest resources
4. UAJMS (Tarija) and UATF (Potosí)
Strengths: Also outside of the “Eje Central” where less cooperation is present and an
eventual intervention may make the difference. Experience in interinstitutional alliances, as
a result of (F)AUTAPO project.
Weaknesses: no previous VLIR-UOS experience; low ranking among Bolivian Universities;
low continuity in policy
Possible themes to work on in a possible IUC programme, depending on proposals are:
- Mining
- Agricultural development
- Tourism, heritage
- Climate change
TEAM / South Initiatives
Both TEAM and South Initiatives will have their added value in Bolivia. South Initiatives are
interesting to explore new partnerships. In this sense, SI are of particular interest for the
indigenous universities. Given the lack of experience with these universities and their
relative lack of experience in international cooperation, it is suggested to limit cooperation
with these universities to SI. When these experiences are successful, TEAM calls could
later on be broadened to the indigenous universities as well.
44
As a result from the interviews, the fact sheets and the Seminars a summary of the
following topics can be drawn: be
- Natural resources and environment
- Family agriculture
- Air quality and pollution
- UV radiation and health
- Climate change and resilience
- Climate change and migration
- Energy
- Food sovereignty
- Environmental education
- Good governance
- The autonomy process, state reform
- Remittances by immigrants
- Economic pluralism and Social inclusion
- Role of social movements
- Agricultural transformation
- Sustainable agriculture
- Environmental management and private sector
- Organic production
- Water management
- Human economic and social development
- Social development: gender, equity, intercultural issues
- Revaluation of local knowledge and innovation
- Heritage conservation
- New paradigms (vivir bien, interculturalidad,…): social and anthropological
background
National Crosscutting projects
Transversal themes can be addressed as a transversal topic in projects of various types
(SI, TEAM, IUC), or as a main topic in a national crosscutting project. Based on the
importance of research support, it is suggested to consider the elaboration of a
crosscutting project on research support, including different partner universities
(universities of the national system). CEUB could be a partner in this project.
Networking possibilities / regional initiatives
45
Due to the experiences of VLIR-UOS in Peru and Ecuador it could be relevant to think
about networking between the three Andean countries. Nevertheless, it should be noted
that most Universities in their international contacts do not have strong links with these
countries.
Research and cooperation topics that seem relevant for the three countries are food
security and climate change (combined or not). Ecuador, Peru and Bolivia are among the
most vulnerable countries due to climate change.
Some local Bolivian institutions have links and cooperation contacts with these countries:
IICA and PROINPA.
It should be evaluated if this kind of networking can be promoted through existing VLIR-
UOS tools or if on the other hand new tools are an option.
Scholarships
Apart from incorporating scholarships in broader initiatives as is VLIR-UOS’s usual
practice, it could be evaluated if scholarships for non-university research institutions are
relevant.
The conclusions made are summarised in the following table:
STRATEGIC NICHE FRAMEWORK FOR BOLIVIA
Geographical focus No exclusion of geographical areas, but more cooperation with
institutes outside the central axis (La Paz – Cochabamba –
Santa Cruz) could be stimulated
Partner institutions Priority is given to universities of the national system (public
institutions + UCB, excluding military and police schools) and
UNIBOL (3 Indigenous universities). This list can be adapted
according to the corresponding instruments:
1. Universidad San Francisco Xavier de Chuquisaca (USFX), Sucre
2. Universidad Mayor de San Andrés (UMSA), La Paz
3. Universidad Mayor de San Simón (UMSS), Cochabamba
4. Universidad Autónoma Gabriel René Moreno (UAGRM), Santa Cruz
5. Universidad Técnica de Oruro (UTO), Oruro
6. Universidad Autónoma Tomás Frías (UATF), Potosí
7. Universidad Juan Misael Saracho (UAJMS), Tarija
46
8. Universidad Autónoma del Beni ‘José Ballivián’, Trinidad
9. Universidad Nacional ‘Siglo XX’, Potosí
10. Universidad Amazónica de Pando, Cobija
11. Universidad Pública de El Alto, El Alto
12. Universidad Católica Boliviana San Pablo
13. UNIBOL – Aymara ‘Tupac Katari’, Warisata
14. UNIBOL - Guarani ‘Apiaguaiki Tüpa’, Macharetí
15. UNIBOL – Quechua ‘Casimiro Huanca’, Chimoré
Main (multidisciplinary)
THEMES for
cooperation
Environment & natural resources (water, irrigation, climate
change, pollution,…)
Food security & sovereignty (focus on family agriculture)
Social development (social insecurity and safety, indigenous
rights, multiculturalism, immigration,…)
Crosscutting & support
themes
Research support (policy, data management, statistics,
academic English, scientific writing, interface with society,…)
Management support
Instruments/ partnership
modalities:
National level: given the perceived lack of institutional heritage
of the IUC programme at UMSS, a network with UMSS as hub
seems not to be the best way forward. However, given the
general need for research strengthening (and the importance
of research in international (VLIR-UOS) cooperation), a
national crosscutting project on research support (with all
partners or with partners from the national system) is
advisable. Moreover, regional integration can be sought,
especially with other Andean countries (Ecuador, Peru), on
topics like food security and the link to climate change
Institutional level: IUC is a possibility in Bolivia. Most obvious
possible partner is UCB. Other possible partner institutions can
include USFX and UATF-UAJMS
Departmental level: opportunities for TEAM projects with well-
established partners (national system). SI are ideal to explore
new cooperation possibilities, especially so with UNIBOL
Scholarships: apart from incorporating scholarships in south
projects, (priority) access of staff of non-university research
institutions to individual scholarships (ICP and ICP PhD) can
be considered. Bolivia is an important country for Flemish
travel scholarship opportunities.
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LIST OF ANNEXES
Annex 1: Contacts of institutions visited
Annex 2: Seminar participants
Annex 3: Mission programme
Annex 4: South Seminar
List of Presentations in South Seminar:
1_Seminario Bolivia - Introduction VLIR-UOS.PPT
2_Seminario Bolivia - Presentation Belgian Coop.PPT
3_Seminario Bolivia - VLIR UMSS IUC.PPT
4_Seminario Bolivia - VLIR UCB TEAM.PPT
5_Seminario Bolivia - Mission Findings.pptx
6_Seminario Bolivia - The way ahead.pptx