Norwegian Student and Academics' International Assistance Fund's (SAIH) Cooperation with the Bolivian Unidades Academicas Campesinas (Peasant Academic Units (UACs)

Background:
Since 1993 SAIH has cooperated with and provided assistance to four Peasant Academic Units (Unidades Academicas Campesinos, UACs) in the Highlands of Bolivia. The UACs were created by the Catholic Church of Bolivia with the aim of reducing the social injustices experienced by the indigenous population of Bolivia throughout its Republican and Colonial history. Originally financed by Operasjon Dagsverk (OD) in the context of marking 500 years of indigenous resistance to colonialism the agreement between SAIH and the UACs sought to create the foundation in Bolivia for culturally sensitive education and support the rights of local indigenous peoples. In the course of the 1990s this agreement was expanded through Norad financing. Following many years of support the four UACs now form the majority focus of SAIH support to Bolivia. Whilst there is no sign of any immediate change in this relationship, both SAIH and Norad have been aware of the changing political relations in the country and of the changing context and possibilities for education in Bolivia. This has generated concern within SAIH about the continuing validity and value of their external support to the UACs and in turn generated a set of justifications for evaluation.

Purpose/objective:
In line with the terms of reference created by SAIH the main questions asked in this evaluation are:
1. To what degree has the cooperation with SAIH strengthened the UACs as higher educations institutions with particular focus on indigenous peoples?
2. How do the UACs relate to SAIH Strategy for Education for Development 2008-2012?
3. What role do the UACs play in the new political context of Bolivia?

Methodology:
The evaluation team has carried out its work in keeping with the qualitative methodology stated in the TOR i.e. documental study, individual and group interviews and direct participatory observation. An initial meeting and interview with the SAIH secretariat and elected student representatives was carried out in Oslo at the start of May. Fieldwork in Bolivia and visits to each of the UAC locations was carried out over a period of two and half weeks at the end of May/start of June 2008. A series of further interviews including the Ministry of Education, the Catholic University in La Paz and the Norwegian Embassy Section were also carried out to gain understanding of the standing and significance of the UACS in Bolivia. A group meeting and interview was held in La Paz to discuss the Inter-UAC cooperation and brainstorm around possibilities for project sustainability. A series of documental sources were consulted in the writing of this final evaluation report e.g. earlier reports, project documents and evaluations of SAIH and the UACs, academic articles and official documents such as the Bolivian government proposal for education reform.

Key findings:
The evaluation concludes that the cooperation with SAIH has strengthened the UACs as higher education institutions with particular focus on indigenous peoples. It concludes that the UACs are evidently working in line with SAIH's strategy for "education for development". The evaluation describes in detail the basis of these qualitative judgements. Whilst returning positive answers to these questions the evaluation does, however, underline that a range of improvements need to be made by the UACs in order to ensure their sustainability and to develop and expand their significance as "actors for change". The evaluation concludes that as a result of poor foresight and cooperation, coupled with the confusing and divided political reality of Bolivian politics, the UACs do not currently play an important role in the new political context of Bolivia. Work needs to be done to better cooperate and profile the particular inter-cultural and bilingual education offered by the UACs in a range of appropriate areas for local development. With improved vision of their possibilities, and stronger explicit fronting of indigenous rights, the UACs have the potential to not only be contributors to local education and development, but to become a successful model for national education reform and practice.

Recommendations:
On the basis of these conclusions the evaluation ends with a set of 15 basic recommendations.
1. Formation of a Unitary Governing Council for the UACs as a means to ensure joint cooperation in planning and governance.
2. Appointment of specialist directors and decentralisation of decision-making.
3. Inclusion of local leaders and community in decision-making would help to ensure the validity of the training and education in local area.
4. Intensive joint consideration of the private and public viability of the commercialisation of services and products.
5. Exchange of services and products between the UACs. Increased activity of this nature might help to cut costs as well as improve academic possibilities.
6. Conclusion of the legal process for full membership of the Catholic University of Bolivia (UCB).
7. Exploration of new laws and reforms to lobby for favourable inclusion within the new governmental and legal structures.
8. Exploration of other foreign and national donors
9. Creation of a UAC Fund in the US or Europe
10. Strengthening and formation of links with foreign universities as means to improve student mobility, education, teaching quality and can also lead to financial support.
11. Strengthening of Rights Focus by making rights an explicit focus in the curriculum used by the UACs.
12. Creation of international grants would not only provide incentive to finish and continue their studies in Bolivia, but offer opportunity to study abroad.
13. Encourage Student Completion of Theses and Degrees in order for the quality of teaching to be assured and accreditation improved.
14. A Campaign for Gender Balance addressing the imbalance in numbers, but also of gender roles in the administration and leadership of the UACs needs to be promoted.
15. Definition of a conclusion to SAIH funding to stimulate serious consideration of future sustainability.