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LAW N ° 1565 LAW OF JULY 7, 1994
GONZALO SÁNCHEZ DE LOZADA CONSTITUTIONAL PRESIDENT OF THE REPUBLIC
For the Honorable National Congress, he has sanctioned the following Law: THE HONORABLE CONGRESS NATIONAL,
DECRETA: EDUCATIONAL REFORM LAW
PRELIMINARY TITLE Single Article. Modify the Code of Bolivian Education, in its five Titles, sixty-three Chapters and three hundred twenty-nine Articles in the following form:
TITLE I OF BOLIVIAN EDUCATION
CHAPTER ONLY BASES AND ENDS OF BOLIVIAN EDUCATION
Article 1. For the constant transformation of the National Educational System, according to the country's interests as a planned, continuous and far-reaching process, Bolivian education is structured on the following fundamental bases:
It is the highest function of the State, because it is a right of the people and instrument of national liberation and because it has an obligation to sustain it, to direct it and control it, through a vast school system.
It is universal, free in all tax and compulsory establishments at the primary level, because it contains basic democratic postulates and because every Bolivian is entitled to equal opportunities.
It is democratic, because society is actively involved in its planning, organization, execution and evaluation, to respond to their interests, needs, challenges and aspirations.
It is national, because it responds functionally to the vital demands of the country in its various regions cultural-cultural, seeking the integration and solidarity of its people for the formation of the national consciousness through a common historical destiny.
It is intercultural and bilingual, because it assumes the country's heterogeneous cultural partner in an environment of respect among all Bolivians, men and women.
It is the right and the duty of all Bolivian, because it is organized and developed with the participation of the whole society without restrictions or discrimination of ethnicity, culture, region, social condition, physical, mental, sensory, gender, creed or age.
revolutionary, because it contains a new doctrinal content of historical projection that tends to transform the spiritual orientation of the people and future generations.
It is integral, coeducational, active, progressive and scientific, because it responds to the learning needs of the learners, and because it serves the local, regional and national needs for integral development.
Is a promoter of justice, solidarity and social equity, because it encourages autonomy, creativity, a sense of responsibility and the critical spirit of the students, men and women.
It is indispensable for the The development of the country and the deepening of democracy, because it assumes the interdependence of theory and practice, along with manual and intellectual work, in a process of permanent self-criticism and renewal of content and methods.
It is the foundation of national integration and Bolivia's participation in the regional community and of nations, based on the affirmation of our sovereignty and identity.
Article 2. They are the aims of Bolivian education:
Forming the Bolivian man and woman integrally, stimulating the harmonious development of all their potential, according to the interests of the community.
Defender and strengthen the health of the people, promoting good nutrition, health and hygiene, physical education, the widespread practice of sports and the raising the standard of living.
Promoting the practice of human values and standards universally recognized ethics, as well as our cultures, fostering responsibility in the making of personal decisions, the development of critical thinking, respect for human rights, preparation for a sexuality biological and ethically healthy, as the basis of responsible family life, awareness of duty and readiness for democratic life, and strengthening the social consciousness of being a person and belonging to the community.
Strengthening the national identity, exalting the historical and cultural values of the Bolivian Nation in its
Encouraging attitudes and aptitudes to art, science, technology and technology, promoting the ability to address, creatively and efficiently, the challenges of local development,
Develop skills and competencies, beginning with understanding the language and expression of thought through reading and writing, and by logical thinking through mathematics, as bases of the progressive learning for the development of knowledge, the domain of science and technology, productive work and the improvement of quality of life.
To value the work as productive and dignifying activity, factor of formation and human realization, cultivating aesthetic and artistic sensibility, creativity and The search for quality and excellence.
Generating gender equity in the educational environment, stimulating a greater active participation of women in society.
Stimulating love and respect for nature and forming awareness of the defence and sustainable management of natural resources and the preservation of the environment.
Inculcate the people the principles of political and economic sovereignty, territorial integrity and social justice, promoting peaceful coexistence and international cooperation.
TITLE II OF THE EDUCATION SYSTEM NATIONAL
CHAPTER I OF THE OBJECTIVES OF THE EDUCATION SYSTEM Article 3. These are objectives and policies of the National Educational System:
Ensuring the solid and permanent formation of our Human Resources, through instruments To put Bolivian Education up to the demands of the changing processes of the country and the world.
To organize a National Educational System capable of renewing and improving its quality permanently to satisfy the needs of the changing needs for learning and national development, as well as for incorporating the technological and scientific innovations; creating instruments for monitoring, monitoring and evaluation with particular emphasis on quality measurement, information tools and educational research.
Improving quality and efficiency education, making it relevant to the needs of the community and expanding it in its coverage and the permanence of learners in the education system and ensuring equal rights for men and women.
Organising the set of educational activities offering multiple and complementary options which To enable education to learn for itself, in a process of permanent self-improvement.
Building an intercultural and participatory educational system that enables all Bolivians to access education, without any discrimination.
Achieve the democratization of educational services from full coverage at the primary level, towards the significant expansion of coverage in secondary education, developing actions that promote equal access, educational opportunities and achievements, giving preferential treatment to women and sectors less In this context, the Commission will be responsible for the development of the European Union's activities in the field of education and training.
is also important for the European Union to promote the development of the European Union. National development required specialties.
Support the institutional and curricular transformation of higher education. CHAPTER II OF THE
NATIONAL EDUCATIONAL SYSTEM ARTICLE 4. THE NATIONAL EDUCATIONAL SYSTEM IS ORGANIZED INTO FOUR STRUCTURES:
POPULAR PARTICIPATION, WHICH DETERMINES THE LEVELS OF ORGANIZATION OF THE community, for their participation in Education.
From the Curricular Organization, which defines the areas, levels, and modalities of education.
From the Curricular Administration, which determines the degrees of responsibility in the administration of the educational activities.
Technical-Pedagogical Services and Administration of Resources, which aims to meet the requirements of the previous system structures and organizes the administrative and technical support units.
CHAPTER III OF THE POPULAR PARTICIPATION STRUCTURE Article 5. They are objectives and policies of the Popular Participation structure:
Responding to the demands of citizens, men and women, and their grassroots territorial organizations to achieve the efficiency of educational services, expanding coverage with equal opportunities for all Bolivians.
Raising the quality of education, developing relevant objectives the characteristics and requirements of the community.
Optimizing the operation of the System, improving administrative efficiency and eliminating corruption through social control.
Taking the opinions of the educational community, promoting concertation.
Taking on the learning needs of the subjects
Article 6. The mechanisms of Popular Participation in Education are:
School Boards, which will be shaped by the Territorial Organizations of the Base, taking into account equitable representation of men and women in the community.
The Nucleus Boards, which will be constituted by the representatives of the School Boards, and the Subdistrict and District Boards, which will be constituted by the representatives of the Nucleus Boards.
The Honorable Councils and Municipal Boards.
The Councils Department of Education, which will be formed by a representative of each District Board, a representative of the Department of Teachers of the Department, one of the Public Universities, another of the Private Universities of the Department and a representative of the student organizations of the levels Secondary and higher. Its functions will be established by means of a regulation.
The Educational Councils of Indigenous Peoples, which in the light of the concept of transterritoriality will be national in nature and are organized in: Aymara, Quechua, Guarani and Amazonian Multiethnic and others. They will participate in the formulation of educational policies and will ensure their proper implementation, particularly on interculturality and bilingualism.
The National Board of Education, which will be made up of a representative of each Departmental Council, a representative of each Educational Council of the Indigenous Peoples, a representative of the Trade Union Confederation of Teachers of Bolivia, a representative of the municipalities of the whole country, a representative of the Universidad Boliviana, a representative of the Universities Privadas, a representative of the Confederation of Professionals of Bolivia, a representative of the Central Workers Boliviana, a representative of the Confederation of Private Employers Bolivia, a representative of the Confederation of United Farm Workers of Bolivia and a representative of the Confederation of Indigenous People of Bolivia. Its functions and powers, as well as the departmental Councils ' own functions, shall be defined by means of a regulation, within the framework of the constitutional provisions and on the basis of the functions and powers of the National Board of Education. until the enactment of this Law. The Council will chair the National Secretary of Education, accompanied by its Deputy Secretaries, and act as Permanent Secretary to the Council the Director General of Education.
The National Education Congress, which brings together all sectors of education, the society to examine the development and progress of the National Education, will be convened at least every five years, according to regulation, its conclusions and recommendations will constitute an orientation for the development of the Education.
Article 7. The School, Core, Subdistrict, and District Boards, and the Honorable Councils and Municipal Boards will participate, according to a general regulation of national character, in the planning, management and social control of educational activities and administration of educational services in the field of their competence. CHAPTER IV
OF THE CURRICULUM ORGANIZATION STRUCTURE Article 8. They are objectives and policies of the Curriculum Organization structure:
Enabling Education to Men and Women, establishing possibilities access and egress at all levels of the System.
Prioritize learning by educating as the objective activity of Education, in the face of teaching as a support activity; developing a curriculum focused on organized experiences to encourage the self-esteem of students and their ability to learn to be, to think, to act and to continue learning for themselves.
To structure and develop an educational conception based on research, creativity, question, horizontal treatment, hope and the construction of knowledge, based on methods
To organize the educational process around daily life, according to the interests of the people and the community, based on a common core of national objectives and content that will be supplemented with departmental and local objectives and contents.
Facilitate the mechanisms appropriate for the participation of the various actors in Education and social organizations and institutions in the generation, management and evaluation of curricular development, with a community, intercultural, gender and interdisciplinary.
Offering a flexible, open, systemic, dialectical and integrative curriculum, orienting the following objectives present in all educational activities: national consciousness, interculturality, education for democracy, respect to the human person, environmental conservation, family life preparedness and human development.
Incorporate the conception of gender equity throughout the curriculum design process. Article 9. The Curricular Training Structure comprises two areas: Formal Education, organized for the entire population; and Alternative Education, to attend to those who cannot develop their education in the Formal Area. Both areas will be served in four groups of modes:
Learning Modes:
Regular, for learners without learning difficulties.
Integrated Special that caters to learners with special difficulties learning, through classrooms of psycho-pedagogical support within the regular modality.
Modes of language:-Monolingual, in the Spanish language with learning of some original national language. -Bilingual, in native language as first language; and in Spanish as a second language.
Modes of teaching:
Unidocente, with a single teaching-guide for various learning activities.
Pluridocente, with the support of a team of teaching-guides.
Attention modes:-Presential, with regular attendance at learning courses. -At a distance, with the support of media, materials and assistance of monitors. The Formal Area is organized in four levels: pre-school, primary, secondary and higher, whose objectives
also reaches the alternative area of education in its three components: adult, permanent and special. CHAPTER V
OF FORMAL EDUCATION AT PRE-SCHOOL, PRIMARY AND SECONDARY LEVELS
Article 10. The pre-school level of education is initiated under the responsibility of the home itself. The National Education System has a duty to promote early sensory-sensory stimulation, nutritional and health care in family life. The State will provide a formal pre-school education course of at least one year, with the aim of preparing students for primary education.
Article 11. The primary level is oriented towards achieving the objectives cognitive, affective and psychomotor of the learners, with a degraded and flexible structure that allows them to advance at their own pace of learning, without loss of year, until the attainment of the objectives of the level. The primary level, with an average duration of eight years, is organized in three cycles:
Cycle of Basic Apprenticeships, oriented mainly to the achievement of the basic skills of comprehensive and reflexive reading, verbal expression and written; and the elementary mathematical reasoning.
Cycle of Essential Apprenticeships, oriented primarily to the achievement of the objectives related to the cultivation of the sciences of nature, the social sciences, the development of language, of the math and
of the plastic, musical and performing arts.
Cycle of Apprenticeships Applied, aimed at learning scientific-technological knowledge and elementary technical skills according to the basic needs of life in the natural and social environment.
In the three cycles the symbolic codes of the original culture of the students will be assumed. The practice of manual skills and the cultivation of physical education and sports will also be common to all three cycles.
Logrades defined learning from this level, the educando will receive the corresponding certificate of discharge that allows you to access the world of work and continue studies at the next level.
Article 12. The secondary level, is composed of two cycles according to the personal rhythms of learning, without loss of year, until the achievement of the Level objectives:
Technology Apprenticeship Cycle, aimed at achieving skills and first-degree technical knowledge designed according to departmental and local development needs; in addition to the deepening of primary level objectives in the cognitive, affective and psychomotor fields. Achieving the objectives of this cycle, the educator will receive the Basic Technician Diploma that will allow him to enter the world of work and continue studies in the next cycle.
Cycle of differentiated learning, organized in two options:
- Technical learnings planned in accordance with departmental and local development needs, intended to complete second-degree technical training. At his conclusion, he will receive the Diploma of Technical Bachiller. The corresponding Diploma will be awarded by the District Director of Education with mention in the chosen option, the same one that empowers it to access the world of work and follow the technical training of third grade at the top level.
- Scientific-Humanistic learning planned in coordination with the universities, aimed at completing the scientific, humanistic and artistic training necessary for the entrance of the university careers of the same nature. To his conclusion, the educator will receive the Diploma of Bachiller in Humanities, awarded by the District Director of Education.
Article 13. The development of each of the areas, levels and modalities will include experimentation permanent and validation of changes before their generalization.
CHAPTER VI
OF THE TOP LEVEL Article 14. The higher level of education comprises the third-level professional technical training, the technological, artistic and scientific humanistic, including training and specialization of
Article 15. The Normal Urban and Rural Schools will be transformed into Higher Normal Institutes in which the training and training of teachers required by the Educational System will be carried out. These Institutes may be attached to the Universities, by means of agreements for the development of undergraduate programs for teacher training. The Ministry of Human Development will establish, according to a regulation, the guidelines for the formation of new institutes and for the conversion of the current Normalos Schools.
Article 16. The teaching staff of preschool, primary and secondary levels will be formed in the Higher Normal Institutes and the Universities. Graduates from the Higher Normal Institutes with Master's Degree in National Provision, will be able to access undergraduate studies in universities, with the recognition of their academic studies. The National Education Secretariat will grant academic recognition equivalent to the degree of Superior Technician to the graduates of the Normal Schools, with a degree in National Provision, who wish to continue their studies of Bachelor's degree, prior to accreditation of their expertise, experience and special learning by the competent body.
The National Education Secretariat, in coordination with the Higher Normal Institutes and the Universities, will schedule courses complementary in the in-person or distance modalities, in order to grant the Title in Provision National and academic recognition to enable interim teachers, who do not have such a degree, to pursue university studies prior to accreditation by the competent body.
Article 17. Senior staff of the Higher Normal Institutes will be made up of professionals with an academic degree equal to or higher than the bachelor's degree.
Article 18. The National System of Technical and Technological Education (SINETEC) is created for To provide for the training of technical professionals and teachers and job training, in the base to the public and private technical centers and institutes in the agricultural, commercial, industrial and other areas. Its structure, functions and functions will be determined in consultation with the productive and labor sectors, by regulation.
Article 19. The Educational Systems of the Armed Forces and the National Police are part of the National Education System at a higher level, being the Commando in Chief of the Armed Forces and the General Command of the National Police, respectively, those responsible for their planning and administration in accordance with the provisions of the This Law.
The Ministry of Human Development, in application of Art. 190 ° of the State Political Constitution, will ensure the correct insertion of military and police education, in its scientific-humanistic aspects, in the National Educational System and due to its due accreditation by the competent body.
Article 20. The Central Agency for the Coordination of the Bolivian University, according to Art. 185th of the Constitution of the State, will prepare the National Plan for University Development, in the light of economic, social and economic development. cultural, with the following objectives:
Development of research, teaching, extension and cultural diffusion, as substantive functions of higher education.
Optimizing efficiency, effectiveness and quality of higher education.
Adequation of higher education activities to higher education. national and regional development needs. Article 21. Create the National System of Accreditation and Measurement of Educational Quality (SINAMED), which will be administered by the National Council for Accreditation and Measurement of Educational Quality (CONAMED) as an autonomous and specialized entity. CONAMED will be composed of five appointed members each for a period of five years: a President and four vowels. The vowels will be renewed initially by lot, each year, according to the Rules of Procedure. The Honorable National Senate will elect the right citizens for two-thirds of the votes of its members present. Two vowels will be chosen preferably from a list presented by the Bolivian University to the Social Development Committee of the Honorable National Senate. Likewise, the Honourable Chamber of Deputies will elect a third party of suitable citizens, by two-thirds of the votes of its members present. The President of the Republic shall designate the President of CONAMED in accordance with Article 62 ° (5) of the Constitution of State. The President of CONAMED may be re-elected for a new term of five years, after a period of equal duration to which he had his previous term of office. The President and the members of the CONAMED will be dedicated exclusively and will not be able to exercise any other position, either public or private.
The CONAMED will certify the measurement of the quality of education and the accreditation of the programs and the public and private educational institutions, of any level, in a permanent process of constant renewal. To do this it will have the support of the technical teams that are necessary and will approve the procedures and the parameters
of accreditation and educational quality measurement, considering those of international acceptance, as well as the criteria of entities involved in measurement and accreditation.
Article 22. Accreditation that includes the phases of self-assessment, external evaluation and accreditation, will have as objectives to guide and to promote the development of the institutions of public and private education, ensuring that they carry out their activities on Minimum indicators of quality and efficiency in educational management. Accreditation shall be a requirement for the validity of the operating authorization of private institutions of education.
Article 23. Pursuant to the provisions of Article 188 of the Constitution of the State, the Private universities are authorized to issue academic diplomas. The titles in National Provision for these universities will be awarded by the National Education Secretariat, prior to the CONAMED certification.
The Courts that are organized in the private universities, for the reception of the degree exams, will be formed by five examiners: two inmates of the own private university and three external ones: two from the public university of the Department and other designated by CONAMED. To this end, private universities will request, by means of a notarized letter, the designation of the external examiners, with an advance of no less than the fifteen calendar days.
The Courts will be able to operate with three examiners. CHAPTER VII OF ALTERNATIVE EDUCATION Article 24. Alternative Education will be geared towards completing the training of people and enabling access to education to those for reasons of age, physical and mental conditions. They would not have started or concluded their studies in Formal Education.
Article 25. Alternative Education will be composed of Adult Education, Permanent Education and Special Education.
Article 26. Adult Education will be organized in the School Cores and in any other In this respect, it is important to note that, in order to achieve the objectives set out in this Law for the levels of Formal Education, according to the educational experiences that exist in the country in this field and to the local needs.
Article 27. Permanent Education adopts as its central reference the reality of the target educational sectors. It includes community education, open education, and community support services to various educational actions.
Article 28. Special Education will be geared towards meeting the educational needs of children, adolescents or adults who require specialized educational care and will be in charge of specialized teachers.
CHAPTER VIII OF THE CURRICULAR ADMINISTRATION STRUCTURE Article 29. They are objectives and policies of the Curricular Administration structure:
Ensuring the performance of the highest function of the State generating a suitable environment and conditions conducive to the achievement of the objectives of the Education actors
Planning, organizing, orienting, and evaluating the educational process in all areas, levels and modalities of the System, facilitating and promoting Popular Participation throughout the educational process.
Article 30. Curricular Administration structure includes:
In the area of Education Formal, six levels: national, departmental, district, sub-district, nuclei and educational units.
In the area of Alternative Education, the following administrative structure is created at the national and departmental levels, owing be extended at district and sub-district levels if necessary.
- Division of Adult Education, responsible for literacy and accelerated forms of primary and secondary education, as well as programmes and projects for socio-educational development.
- Special Education Division, which is responsible for the training of people with special educational needs with disabilities, learning difficulties or superior, integrated and non-integrated talent, both in the formal area and alternative.
- Division of Permanent Education, responsible for open education provided by the written and audio-visual media.
Article 31. The national level has educational jurisdiction throughout the national territory and the departmental level in the territory of the respective Department. The district level extends its educational jurisdiction to the territory of each municipality, and the municipalities must form a single jurisdiction of the Educational System. The subdistrict level is organized in the municipalities very populated or extensive and incommunicado to ensure the attention of the Educational Centers of that jurisdiction.
The educational nuclei make up the level of nuclei. Each core is a network of complementary services made up of a Central Unit with pre-school, primary and secondary education services; Sub-Central Units with pre-school and primary education services; and finally, in the Rural areas, also by Sectional Schools with pre-school education services and at least the first two cycles of primary education. In rural areas, educational centres will be reorganized taking into account the criteria of community of interests, culture, language and accessibility; and in the cities they will be organized by zones or neighborhoods.
The various levels will be
Article 32.
Article 32.
The administrative unification of Urban Education and Rural Education, which involves the unification of the Magisterium, is available. Bolivia without prejudice to the application of the differentiated salary for the staff services in places that are difficult to access and lack of basic infrastructure, according to regulation.Article 33. The Director General, the Departmental Directors and the District Directors and Subdistrict Education, may be Masters with a degree in National Provision or university professional of proven capacity, with sufficient experience in activities related to education, according to a regulation and that do not have any outstanding charge or executed statement. They will be selected according to the procedures of the Civil Service, with sufficient experience and certification of CONAMED.
Article 34. Teachers with a Title in National Provision, university professionals and senior technicians have the right to enter the teaching service, prior to examination of competence, prepared and administered by the CONAMED, according to the needs of the education service. In cases of need, they will also be able to enter into the teaching service the bachelor's and those trained by experience or through special learning, prior to the examination of competence.
Article 35. Educational establishments and school cores should be educators trained at the higher level, with proven educational capacity and experience. They shall be selected by examination of competence and appointed by the higher authority, according to a regulation or agreement.
Article 36. The School Boards, Nucleus, Subdistrict and District Boards referred to in Art. 6 exercise social control over the performance of educational authorities, directors and teaching staff and may implement educational authorities of the Nucleus, District or Department, as appropriate, their hiring, ratification by good services or their removal for justified cause, according to regulation.
Article 37. Without prejudice to the age-old regime, the reform of existing escalations and the creation of new teaching and administrative careers that stimulate staff for their training, performance and creativity are available.
Article 38.to Art. 184 of the State Public Constitution, teachers enjoy the right of immobility if they meet the following conditions:
Haber were incorporated into the Teaching Service in accordance with the provisions of Art. 34 of this Law.
Haber accredited professional proficiency every five years, pursuant to regulation.
Not having incurred serious misconduct, pursuant to regulation.
Not having been convicted with an enforceable sentence in criminal matters or having a statement of
Those who do not comply with any of these conditions will be suspended or exonerated from the service, as the case may be. Article 39. The right of association and unionization of teachers is recognized according to Art. 7 ° and 159 °
of the Constitution of the State, in order to defend their professional interests, the dignity of their career and The improvement of education.
The staff of the administrative career with executive responsibility will not be able to unionize. CHAPTER IX SERVICES STRUCTURE
TECHNICAL-PEDAGOGICAL AND RESOURCE MANAGEMENT
Article 40. These are objectives and policy of the Technical Services-Pedagogical And Resource Management structure: ensure the proper functioning of the National Educational System by providing technical and pedagogical support to the authorities and teaching staff of the Curricular Administration structure, through specialized units for functions; and efficient personnel and infrastructure, materials and financial resources
Article 41. Structure of Technical-Pedagogical Services and Resource Management covers the following levels: national, departmental, district, and sub-district, both in the pedagogical technical aspect, as in the administration of personnel and material and financial resources.
These levels are organized in two divisions: Technical-Pedagogical Services Division and Division of Resource Management.
Article 42. The Technical Services Division-Pedagogic is in charge of the functions of curricular development, research, planning, evaluation and others, in functional coordination between the corresponding levels. Dependent on Technical-Pedagogical Services, the Body of Pedagogical Advisors, in each District and Subdistrict Directorate, is created to provide pedagogical technical support to the principals and teachers of the schools and schools. The Supervisor charge is removed.
Article 43. The Resource Management Division comprises two offices: Office of Personnel and Office of Infrastructure and Goods. Both offices depend on the relevant Education Directorates at the national and departmental levels. At District and Subdistrict levels, the Office of Personnel is dependent on the respective Education Directorate; whereas the Office of Infrastructure and Goods is dependent on the corresponding Municipality.
Article 44. Technical-Pedagogical Services Structure and Resources Management will be specialized and selected professional staff, by examination of competence, after satisfying the requirements of the corresponding regulations.
Article 45. Operating and equipping, and paying staff the offices of the central level of the Government headquarters, the departmental level in the capital of each department, and the county and subdistrict levels in the urban and rural municipalities will be covered by the General Treasury of the Nation. The staff of the infrastructure and goods offices at the county and sub-county level will be paid by the respective Municipal Treasures. CHAPTER X
FUNDING FROM PRE-SCHOOL, PRIMARY, SECONDARY, AND ALTERNATE EDUCATION LEVELS.
Article 46. The State, in accordance with constitutional precepts, provides free tax education to all. Consequently, and prioritizing primary education, the State serves pre-school, primary, secondary and alternative education levels of the National Educational System and the entities that
would have signed an agreement with the State, with financial resources coming from the following sources: the General Treasury of the Nation, the Municipal Treasures, and the Public Investment budget.
Article 47. The Treasury General of the Nation will sustain the operation of the pre-school, primary, secondary and alternative education levels with resources for the current expenses in payments to the teaching and administrative staff of the educational units.
Article 48. Municipal Treasures will finance construction, replacement and maintenance of the infrastructure, furniture and teaching materials of the public educational establishments of pre-school, primary, secondary and alternative education levels in the field of their jurisdiction.
Article 49. Each municipality shall be responsible for the administration of the educational infrastructure in the field of its own jurisdiction. It will designate and pay its own administrators. The Municipality Surveillance Committee in coordination with the District Boards of Educational Participation and the Territorial Organizations of the Base, should be kept in attentive observation on the state of maintenance, conservation and needs of replacement of the school infrastructure and equipment.
Article 50. Each municipality will build the new educational establishments according to its Municipal Plan of Edifications and School Equipment, subject to approval. Technical-pedagogical of the National Secretariat of Education, in accordance with regulations. The municipal plans must incorporate in their budgets the needs of infrastructure maintenance, in the short term, and the needs for medium-and long-term extension and replacement, in the framework of the objectives of the curriculum. In extraordinary situations, the municipalities in need of aid will be able to go to the State-financed institutions that, according to their possibilities, will support them through public investment programs, supported by resources extraordinary according to regulation.
CHAPTER XI
OF THE TOP LEVEL FINANCING Article 51. The State Centers and Institutes of the National System of Technical and Technological Education will be funded by the General Treasury of the Nation and by voluntary contributions from the private sector, According to a regulation.
Article 52. The Higher Normal Institutes will be financed by the National Treasury, according to the national budget.
Article 53. Public and Autonomous:
The resources from the participation in national taxes, established by Law in favor of public and autonomous universities.
The income from the collection of tuition, and the sale of laboratory services, workshops and others.
Revenue from advisory services and scientific and technological research. State grants to public and autonomous universities are the additional transfers from the National Treasury, and the extraordinary allocations from the Public Investment Budget.
The mandatory and sufficient character of State grants with national funds, provided by Art. 187 of the Constitution of the State, will be determined by the need for additional resources to the universities themselves, required for the fulfilment of the objectives, the objectives and achievement of the results of the National Plan for University Development, prepared by the central body of the Bolivian university and compatible with the General Plan of Economic and Social Development of the Republic, presented by the Executive Branch to the Legislative Branch, in accordance with Articles 96 °, 8 °, and 144 ° of the Constitution of the State.
The fulfillment of the National Plan of University Development for each of the Public and Autonomous Universities, will allow them to be accretive to the additional grant, which will be distributed through its central body.
The evaluation and certification of CONAMED will allow us to know the fulfillment of the goals and objectives of the National Plan of University Development, for which the Public and Autonomous Universities will have to adhere to the SINAMED, fulfilling the procedures of the same procedure.
Part of the grants may be allocated to special funds of a non-eligible nature. Another part may be used for the system of individual scholarships, so that students without resources have access to the higher education cycles, so that their vocation and ability are the conditions that prevail over their social position or In accordance with Art. 180 ° of the Constitution of the State.
Article 54. In accordance with the provisions of the Arts. 152 ° and 155 ° of the Constitution of the State, public and autonomous universities must submit annually to the Congress the accounts of their income and expenditure, accompanied by a report of the Comptroller General of the Republic, in accordance with the rules established by the competent governing bodies. The Legislative Branch, through its commissions, will have the power to supervise these universities. TITLE III
CHAPTER I OF GENERAL PROVISIONS
Article 55. The text reformed by this Law is the Education Code referred to in Article 184 of the Constitution of the State.
Repeal all laws, decrees and provisions contrary to this Law. Article 56. Under the Constitution of the State, Public and Private Education at its levels
pre-school, primary, secondary, normal and special shall be governed by the State, through the Ministry of Development Human through the National Secretariat of Education.
Article 57. In non-denominational private and tax establishments the Catholic religion will be taught; and in the confessional private, religion according to its nature confessional. In both cases, if it is not in accordance with the religion given in the establishment, the change of religion may be requested by the subject of ethical and moral formation, which may be attended by any teacher of the establishment trained for the effect. CHAPTER II
TRANSIENT provisions Article 1. To make the changes necessary for compliance with this Law, an educational reform will be developed, which will be carried out through two executed programs. At the same time, priority is given to primary education: a transformation programme and an Education Improvement Programme. The Improvement Program will also address secondary education in joint actions between universities and the National Education Secretariat.
Article 2. The Executive Branch will regulate all aspects of the present Law. Article 3. The reregistration of all private institutions of the higher level is available to determine the
degree of professional or labor certification that they issue according to a regulation. Article 4. A three-year period is established, starting with the enactment of this Law, so that all
public and private institutions of the National Educational System are incorporated into the accreditation process. Article 5. The redirection of all the inter-institutional educational conventions within the framework of the
this Law and its regulations. Article 6. The National Secretariat of Education, in coordination with the Universities concerned, will organize
special programs to enable staff with hierarchical or teaching duties in the Normalo Schools, obtain within a reasonable time, pursuant to a regulation, a bachelor's degree, in order to comply with the provisions of Art. 33 °, 34 ° and 35 ° of this Law, without prejudice to the exercise of its current functions.
Article 7. the immobility of the Masters in current service, who within a maximum period of five years, after promulgated this Law, must also comply with the requirements set forth in Arts 35 ° and 38 ° of this Law.
Article 8. The Director General, Departmental Directors, District Directors and Subdistrict of Education, they will be transiently, selected, until the new regulation of the Escalafon is elaborated, according to competitions of merit and examinations of competences on the basis of public convocation emanated by the National Secretariat
of Education. Article 9. The creation of a Joint Commission is available for the elaboration of the new regulation of the Escalation of the
Magisterium and of the Rules of the High and Disciplinary Sanctions. The Commission will be composed of representatives of the National Secretariat of Education and the Magisterium.
Article 10. The current Directors of Nucleus And School Units, remain in their positions. For ratification or replacement, an evaluation shall be carried out in accordance with the new Regulation. They may be removed for violation of the current High and Disciplinary Penalties. Refer to the Executive Branch, for constitutional purposes.
Sessions Room of the National Congress. La Paz, July 7, 1994. Fdo. Juan Carlos Durán Saucedo, Guillermo Bedregal G., Walter Zuleta Roncal, Guido R. Capra Gemio, Georg
Prestel Kern, Mirtha Quevedo Acalinovic, FOR TANTO, has enacted it so that it has and will comply with the law of the Republic. Palace of Government of the city of La Paz, seven days of the month of July of a thousand nine hundred and ninety-four
years. FDO. GONZALO SANCHEZ DE LOZADA, Enrique Ipina Melgar, Carlos Sanchez Berzain, Ernesto
Machicao Argyro.
