INNOVA Research Journal, ISSN 2477-9024  
Octubre, 2017). Vol. 2, No.10 pp70-83  
(
DOI: https://doi.org/10.33890/innova.v2.n10.2017.291  
URL: http://revistas.uide.edu.ec/index.php/innova/index  
Correo: innova@uide.edu.ec  
Análisis comparativo entre los sistemas de educación superior de Ecuador y  
Bolivia  
Comparative Analysis between the Higher Education Systems of Ecuador and  
Bolivia  
Martha Macías Sánchez  
Universidad Internacional del Ecuador, Ecuador  
Forces University- Ecuador  
Sanmartín Javier Rojas  
Forces University.Ecuador  
César Vásquez Vásquez  
Universidad Politécnica Salesiana Ecuador  
Autor para correspondencia: mcmacias3@espe.edu.ec  
Fecha de recepción: 08 de Junio de 2017 - Fecha de aceptación: 30 de Septiembre de 2017  
Resumen: Este es un análisis comparativo de los sistemas de educación superior en Ecuador y  
Bolivia, países que se caracterizan por la diversidad cultural y la proximidad geográfica; su  
evolución en el sistema de educación superior ha progresado en los últimos años con diferente  
ritmo. Motivo dado, el objetivo de este trabajo es hacer una comparación, para entender las  
similitudes y diferencias entre los sistemas de educación superior en Ecuador y Bolivia, y así,  
podemos tener un diagnóstico en relación con la estructura del sistema de educación superior de  
Ambos países. En este contexto, proporcionamos una visión general sobre la situación o realidad  
en la que se desarrollan ambas instituciones de Educación Superior (IES). Además, se mencionan  
los aspectos que distinguen a la educación superior en estos países, tales como sus regulaciones,  
sus contextos políticos internos, recursos, segmentos, gestión, evolución tecnológica; y el cambio  
del modelo político, económico y social. De esta forma, se realiza una descripción de las  
principales características de los sistemas de educación superior ecuatoriana y boliviana, que se  
resume en un cuadro comparativo que muestra las similitudes y diferencias que los caracterizan.  
Palabras clave: sistema de educación superior; comparación; sistema público y privado;  
autonomía  
Abstract: This is a comparative analysis of higher education systems in Ecuador and Bolivia,  
countries that are characterized by cultural diversity and geographic proximity; its evolution in the  
higher education system has progressed in recent years with different rate. Reason given, the aim  
of this work is to make a comparison, to understand the similarities and differences between the  
systems of higher education in Ecuador and Bolivia, and thus, we can have a diagnosis in relation  
to the structure of the higher education system of both countries. In this context, we provide an  
overview about the situation or reality in which both institutions of Higher Education (IES) are  
developed. Also, the aspects that distinguish the higher education in these countries such as their  
regulations are mentioned, their internal political contexts, resources, segments, management,  
technological evolution; and the change of the political, economic and social model. In this way,  
a description of the main features of the Ecuadorian and Bolivian higher education systems is  
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made, which is summarized in a comparative chart showing the similarities and differences that  
characterizes them.  
Key words: higher education system; comparison; public and private system; autonomy  
Introduction  
In the present situation, the complexities of contemporary Latin American regional,  
ebullient of nuances and imbued with a variety of dynamic transformations, the contention of  
two radically opposing positions is evidenced: a genuine, emancipatory, closely linked to  
national interests and responding to the most genuine of their communities and cultures; the  
other one is static, conservative, traditional and committed to economic and political hegemonic,  
suitors of homogenization and flattening of identities, cultures and communities.  
In this context, it urges to education, its scientists, and institutions that form part of it, to  
understand the essence of our realities and analyze the role they play that must taken, both in the  
debate as in the socio-political, ideological, cultural and economic practices of our region.  
Therefore, it is essential to understand the essence of our education systems with basis on respect  
for diversity, assuming integration positions that support a real continental development, always  
under the precept that for Latin America there is no possible dilemma between integration and  
neutrality, the reality is clear: either we integrated or disintegrated.  
This incident forces us to understand our realities, to recognize our similarities and  
differences, and higher education should not or cannot escape from that reflection. On this basis  
and as a modest contribution to the knowledge of our plural realities, this paper assumes, as a  
main goal, the projection of a comparative study between the systems of higher education,  
Ecuador and Bolivia, as a prerequisite to consolidate a line of research that strengthens the  
development of comparative studies among different university contexts of the region.  
The Latin American university is characterized by being immersed in political, economic  
and social contexts which are not the product of initiatives of solid scientific communities with  
strong academic established traditions (Weise, 2005). For this reason, they have asymmetrical  
and sometimes dramatically different advances.  
In this situation, the continent is an expression of global trends that requires to come  
closer to its content and social interweaving; among these, the increase of privatization of  
education in general and the university in particular, the reduction of state funding to the network  
of public institutions; the assumption of education as a service that demands profitability and not  
as a right that requires legitimacy.  
However, the strengthening of public universities as detriment of private one, from  
substantial funding from the State in times of economic boom, as in the cases of Bolivia and  
Ecuador has caused the saturation of enrollment in the public Education sector, as an alternative  
access to higher education, motivated by the funded gratuity university.  
Take into consideration that this phenomenon, regardless of whether in some way  
increases confidence and encourages state investments in public universities, it also requires to  
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take a look of rationality to this issue, and through it visualizes the challenges that over  
enrollment imposes on the system in the sense of quality, social and economic sustainability in  
adverse economic circumstances.  
This situation has made it necessary to set certain admission parameters to stop this  
onslaught and to serve as an analysis platform for the comparative study of the cases of Ecuador  
(15,900,000 inhabitants) and Bolivia (10'671.200 inhabitants), which are at different times  
regarding changes in the higher education system, and thus with diverse levels of development in  
the parameters to be described later, taking into account the similarity and scope of their political  
systems.  
Higher education system in Bolivia  
General characteristics:  
The higher education system in Bolivia, (LRE, 1994), consists of three levels: a)  
University b) Technology c) Normal. (It is composed of 12 public universities and 41 private  
entities accepted by the Regents of Education). It belongs to the first ones, the professional  
training in the field of bachelor’s degree and post graduate studies; to the second, the middle and  
senior technicians, and the third, teachers in primary and secondary education; but this structure  
is not very clear within the system as it has not been legally established the way to grant titles,  
and it becomes more confusing in the project of Bill Avelino Sinani and Elizardo Pérez. The  
system turns into complex from the 90's, when new types of universities emerged with different  
government systems and different financing, this system has created rivalries that even prevents  
the transference of students from private to public sector or recognition of titles of its graduates.  
In its beginnings, private universities ascended from religious or business associations  
sectors, then became attractive educational investments in private hands in search of profitability,  
and currently have an enrollment of approximately 95,000 students, with an average of 2,320  
students per private university, while the public university has an average of 12,900 students,  
with a total of 250,000 students approximately, which corresponds to a medium level. Guadilla  
Garcia (2010).  
Regulatory structure: Academic Coordination Bodies  
Public universities are governed by the "Constitution of the Bolivian University", while  
private universities are in the "General Regulation of Private Universities" (RGUP), approved by  
Supreme Decree in 2001, the provisions that regulate its opening, operation and evaluation.  
There are two regulatory structures, and they are different for each sector and have not been  
compatible or incorporated.  
The Vice Minister of Higher Education, Science and Technology (VESC and T) has little  
ability to interact with the public university, due to the principle of autonomy reveled by the last  
one, overall the private university has a weak regulatory function where prevail rather relations  
of power by groups of private power. Weise (2005).  
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Private universities are grouped in the National Association of Private Universities  
(ANUP), Civil Association nonprofit and voluntary membership. There are 22 of 41 private  
universities affiliated to ANUP of the existing ones.  
Characterization of universities  
By their nature, these can be classified as public and private. In response to the mode of  
coordination with the central government, there are two types of universities: a) The  
Autonomous b) Non-autonomous. The first ones are those who choose freely their academic  
policies and resource management. The latter ones, meanwhile, are under government  
inspection, by constitutional mandate.  
Public Autonomous Universities are 12 ("equal in hierarchy," according to the  
"Constitution of the Bolivian University". Of these, 2 are of "special regime". They differ from  
the previous ones because they do not receive state funding and because they belong to defined  
corporations, one to the Army and the other to the Catholic Church). Others receive an annual  
subsidy "necessary and sufficient" and are in the General Budget of the Nation. The Army and  
the Catholic Universities, however, cannot receive state funding, by constitutional provision.  
The demands of democratization made by the student body led to the adoption of a  
system of co government, in which each sector has a representation and power equivalent to  
5
0%. This form of government does not correspond, however, to autonomous private institutions  
or special regime, where student participation is weaker and more pyramidal and bureaucratic  
decisions. In such cases the principals are not elected but they are named by corporate  
institutions.  
Access Practices to Higher Education  
The Bolivian Higher Education system is a little selective; the only admission  
requirement is to have approved the fourth grade of High School (tenth grade of General  
Education) in any of the modalities of the Education System. Accomplishing with this  
requirement, the Bachelor in Humanities degree is given. This is the minimal school degree that  
allows anyone to be accepted in any University.  
The CEUB is the organic statutes of the Bolivian University and of institutional and  
facultative regulations that regulates the admission in a public university. Regarding the private  
universities, they are normed by the RGUP, the organic statutes of each institution and their  
internal regulations. In the Private Universities, the free admission is predominant.  
The public system, in 2010, embraced approximately 250,000 university students  
(78.35%), and 95,000 (21.65%) the private; making a total of 345,000 students. The Bolivian  
system is considered of medium size. García Guadilla (2010).  
Financing  
The Government has set aside an average of 1.25% of PIB to Higher Education in Public  
Universities. On average, the 94% of the total resources assigned to the different universities is  
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destined for the functioning, and only a scarce 6% is for inversion. This fact, due to the high  
number of students belonging to public universities, limits the possibility to allocate important  
funds to the scientific activity.  
The average cost per capita of the Bolivian University per student is 850 dollars  
approximately. The public resources come from imposing revenues (taxes). These resources  
have specific destinations: infrastructure, quality improvement, university evaluation, scientific  
research, and social interaction; and it is probable that these facts have an incidence in the  
numbers that show the growth of the general budget that is assigned to the universities. The  
financing system is negotiated bilaterally between each university and the Government. The  
public universities are free, meanwhile the average cost of annual enrollment in public  
universities is $700. (VESCyT, 2002).  
University Reforms and Tendencies  
There is a project guided to the improvement of quality in Higher Education, mainly  
established for evaluation and accreditation mechanisms as quality assurance (CONAES). The  
general purpose of the initial Reform Project was to establish prior mechanisms to energize  
sustained quality improvement processes of Higher Education, but the advances are slow and  
less institutions have proposed to change their structures and have bet to change and innovation.  
In – course reforms: to today, the National System of Accreditation – Mediation of  
Education quality is in consultation process. The modification of the Law 1565 regarding  
CONAES, to be replaced by the SINAMED declares that the universities are free of willingly  
accept or not the accreditation of the SINAMED. But it is also mentioned that the willing  
acceptance is convenient to be able to accede to additional resources. The same universities have  
decided to set a maximum time to obtain the license hat is of about 8 years and to create other  
mechanisms of getting a title or degree, such as graduation exams.  
The Higher Education System in Ecuador.  
General Characteristics1  
The National Higher Education System is integrated by technical institutions,  
universities, polytechnic schools where the formation of higher education and post grade is  
developed.  
The universities and polytechnic schools are the responsible ones for the formation in  
professional areas and in scientific and technological subjects.  
The higher technic and technological institutions are the ones orienting the educational  
function to the formation in technological knowledge or to the systematic reinforcement of skills  
and abilities. Their main concern is the technical careers, technological, humanities, religious,  
pedagogical and other post bachelor majors. These entities give titles in the higher technical  
areas in the corresponding careers or majors, authorized by the National Higher Education  
System (CES).  
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Ecuador shares some similar characteristics and problems to the ones in Bolivia; amongst  
them; massive public universities, insufficient scientific research, low salaries for the professors.  
In Ecuador, one the most notable risks is the concentration of students enrolled in the  
state universities such as Quito and Guayaquil. This situation reflects the polarized character of  
economic and urban development. Another of the most outstanding phenomena in Ecuador is the  
high increase in the cost of enrolment due to the important economic expansion of the country;  
as a result of the oil exploitation started in 1973 which produced in the central ax of the country,  
Quito, Guayaquil, and Cuenca, a notable modernization and urbanization process that  
incremented the demand of state service, including Higher Education.  
During this period, the Higher Education had a growth of 22.7% in relation with 1976,  
due to new freelance policies in public education and the growing offer of the private area.  
(1976: 44 universities, 2010: 72 universities, 2014: 55 universities from which, 29 are public, 8  
co – financed and 18 private).2  
Normative structure: Organisms of University Coordination  
The Ecuadorian Higher Education regulates it institutional actions by the Coordination of  
State and the LOES (Higher Education Organic Law) that was issued by the National Congress  
in October, 2010. The universities, public and private, are subjected to the state regulation due to  
that law. The Ecuadorian national universities and the private ones are autonomous.  
The main organism of supervision of higher education is the SENECYT (National  
Secretary of Higher Education Science and Technology) regarding administrative, finance, and  
academic aspects. It is structured in such a way that it possesses an organism that rules the  
norms which is the Higher Education Council (CES), and another that evaluates, accredits and  
ensures the quality that is the Evaluation, Accreditation, and assurance of the Higher Education  
quality Council (CEAACES) formally established from August, 2011.  
Characteristics of the universities  
The Universities and Polytechnic Schools are classified as public and private. The public  
are the ones that are totally financed by the state, meanwhile the private are the ones that can be  
classified into co – financed and auto – financed. The co – financed receive a percentage from  
the state that is a 60% of the budget of each university. The auto – financed do not receive any  
percentage from the state. All the universities of the Ecuadorian System are autonomous, for this  
reason, they rule their own internal functioning. With regards to the academic organization  
regulations, there are no norms concerning this matter and each university is free to implant the  
system that they consider adequate.  
Access Practices to Higher Education  
In the LOES approved in 2010, it is established as entry requirement to the university,  
aside from the bachelor degree, a student must have accomplished with the National Admission  
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and Evaluation System requirements, whose objective is to select and improve the education  
level on the students getting enrolled in the different public universities.  
There are some universities and private institutes that only ask for the bachelor title  
degree, while others apply different types of tests and exams, such as vocational,  
psychotechnical, knowledge, preparation courses, pre – university courses, entry exams and  
others.  
Around the year 2013, the university population reached a peak of 540,718 students  
(Evaluation of quality made to the IES in 2013), with this, it is considered as a system of medium  
size García Guadilla (2010). The enrollment would be then distributed in 62% (334,726) for the  
public area, a 26.75% for the co – financed area, and 11.25% to the private one.  
Financing of the Higher Education  
The public universities are sustained in a 95% with public funds, (5% is self –  
management), while, amongst the private, there are co – financed universities and auto –  
financed universities. The co – financed ones receive allowances of a 60% of their budget from  
the government, and the auto – financed ones depend only on their own resources as mentioned  
before.  
The procedure of assignment of the resources depend on the categorization gotten by  
each public university after the evaluation made in 2013, where they got a category of A, B, C,  
D; being A and B the ones recognized to have the best quality. Reason given, they receive a  
larger percentage of the budget. The financing comes from the collected taxes by the  
Government, assigning the 1.8% of PIB, to that effect.  
University reforms and tendencies  
For the evaluation and accreditation processes, as mentioned before, the responsible  
organism is the CEAACES which is an autonomous entity of evaluation and accreditation that  
functions in independent way in cooperation and coordination with the SENECYT, and based on  
the LOES regulations, expedited by the CES. In the year 2013 the Ecuadorian Education System  
was formally evaluated for the first time, and by 2014 the evaluation to each career started,  
beginning with Medicine; and it will last for 4 years to complete it with the rest of the formative  
education.  
Other comparisons between the two systems  
Bolivia maintains 53 universities, Ecuador, on the other hand, supports 55 universities,  
2
38 technical institutes that conform the higher education system.  
The structure of each career and the planned study time is similar. The duration of the  
Bachelor in Arts and Engineering last between 10 and 12 semesters.  
In the following chart, table 1, the comparison between the two Higher Education  
Systems in Ecuador and Bolivia, are related in the present study:  
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Table 1: Comparison between higher education systems in Ecuador and Bolivia  
Ecuador  
Bolivia  
1
.- General Characteristics:  
1.- General Characteristics:  
a. This system is confirmed by university, technological  
and current levels.  
a. This system is confirmed by technical schools,  
universities and technological institutes.  
b. Conformed by 53 HEIs.  
b. Conformed by 55 HEIs (Higher Education Institutions)  
and 238 Technical Institutes.  
c. 53 universities: 12 are public and 41 are private.  
c. 55 universities that include 29 public, 8 cofinanced and  
1
8 private.  
d. 345.000 students are part of the system, where the  
78, 35% belong to public system and the 21, 65%  
belong to the private.  
d. 540.718 students are part of the system where the 62%  
belong to the public system, 26, 75% cofinanced, and 11,  
2
5% belong to the private system.  
e. Term structure includes between 10 to 12  
semesters.  
e. Term structure includes between 10 to 12 semesters.  
. Regulatory Frameworks  
2
2. Regulatory Frameworks  
a. All the system, which includes public and private  
institutions, is regulated by the LOES (HEOL-Higher  
Education Organic Law)  
a. The public system is regulated by the Organic  
Statute of the Bolivian University, whereas the  
private is regulated by the ‘General Regulations of  
Private Universities.’  
b. SENESCYT is the major body that rules the higher  
education system. Its structure includes two main  
institutions: CES, which is in charge of the regulatory  
guidelines and CEEACES, which is in charge of the  
evaluation, accreditation, and quality assurance. The level  
of interaction they share is really high.  
b. The Vice Minister of Higher Education, Science  
and Technology (VESCyT) shares limited interaction  
with the public education system, and none with the  
private.  
c. They lack a system to recognize and register  
degrees.  
c. There exists a standardized system for degree  
registration and recognition.  
3
. Characterization of universities  
3. Characterization of universities  
a. There are autonomous and non-autonomous  
universities.  
a. All universities are given autonomy.  
4
. Access to study higher education  
4. Access to study higher education  
a. The system is highly selective; applicants are required to a. Access is not demandingly selective, applicants are  
th  
have concluded high school studies, pass entrance exams  
and take psychological tests, etc.  
just required to have concluded 10 grade. (first year  
of baccalaureate)  
5
. Funding  
5. Funding  
a. 1,8% of the PIB (GDP: Gross Domestic Product) is  
assigned to higher education.  
a. 1, 25% of the GDP is assigned to higher education.  
b. 6% assigned to research.  
b. 6% assigned to research.  
c. Budget comes from taxation.  
c. Budget comes from taxation.  
d. Public universities receive 95% of their budget from the d. Public universities receive the100% of their budget  
government, while cofinanced universities receive a 60%. from the government, while private ones work under  
Private ones work under self-financed conditions.  
e. All public universities receive funds from the  
government.  
self-financed conditions.  
e. All public universities receive funds from the  
government.  
f. The per capita cost in public and private higher education f. The per capita cost in public and private higher  
is in average $2,700 per student.  
education is in average $856 per student.  
6
. Assessment system  
6. Assessment system  
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a. Universities are not evaluated while accreditation  
processes are optional.  
a. It is mandatory to evaluate all public and private  
universities, after that, they go through a process of  
accreditation.  
Elaborated: Authors  
Conclusions  
After carrying out this research, while comparing higher education systems in Ecuador  
and Bolivia, conclusions to be stated are several. In terms of performance, in spite of their  
cultural and geographical similarities, Bolivia’s process of implementation of CONAES is quite  
slow. Therefore, attempts to have proper regulation by the state have not been possible.  
In Ecuador, reforms are established by state and academic bodies, which regulate the  
system of higher education. They have given it legitimacy in the Ecuadorian society at public  
and private systems through SENESCYT, CES and CEAACES as the managing entities.  
In general, reforms made in Bolivia, have not been effective enough to reach a  
meaningful quality improvement. Meanwhile in Ecuador, due to the closing of 14 universities  
whose performance was far from the requirements, quality of higher education has been  
improved. Hence, remaining universities have taken their role quite seriously aiming to raise  
standards. Some of those evident changes include a broader degree of coverage, internal  
assessment as well as the innovation efforts at institutional levels focused on quality  
enhancement.  
Among meaningful advances, it is important to mention the efforts aiming to integrate  
new technologies, and the processes of academic and institutional transformation that are being  
developed which, as a guideline, based on universities own initiative.  
Financially, it is possible to conclude that in Ecuador, controlling the resources given to  
public universities deserves special attention by means of regulations regarding administrative  
and proceeding areas. Conversely, in Bolivia, autonomy allows universities to negotiate  
independently with the state on a bilateral basis.  
In order to achieve the expected changes in the higher education systems, there is still a  
lot to do towards a more inclusive society at national and international boundaries. It becomes a  
necessity to strengthen educational options, improve curricula as well as content. It is required to  
work on regulatory matters, especially on promoting a habit in which constant improvement  
processes are integrated onto higher education systems.  
Bolivian educational structure ends up onto university processes that take place too early;  
this means pedagogical and structural basis received throughout starting stages are low. On the  
other hand, Ecuador owns a different structure characterized by higher levels of professional and  
technological training as the result of the higher education system, hardly found in the Bolivian  
system.  
Similarly, in agreement to Garcia Guadilla’s conception, (2002), both countries belong to  
an intermediate level of education according to enrollment statistics. In both systems, enrollment  
processes are evidently massive at public universities.  
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Both countries remain far from meeting demands that are possible through convenient  
offers as they still focus on promoting content instead of developing capacities and competences  
according to social needs.  
It is hoped that changes implemented in the Ecuadorian higher education system get  
consolidated as they are seen as a reference aimed to promote positive transformation in other  
countries that have not yet managed to take steps in the right direction towards quality in higher  
education. This does not mean that the Ecuadorian university system is a miracle drug for there  
is still a lot to do towards excellence but it is worth saying that important changes towards  
improvement have been made with evident results in terms of quality, effect and congruity with  
regard to the system.  
It is recommended to follow steps taken by developed countries in order to become a  
regional reference in education as described in ‘Higher Education Compared’ (Educación  
Superior Comparada) by Altbach (2009).  
Bibliography  
Information taken from the SENECYT, CES, CEAACES, 2014  
Last inform of institutional evaluation made by CEAACES in 2013  
CINDA. (2007). Educación Superior en Iberoamérica Informe 2007. Santiago, Chile  
CONEA. (2004). Oferta académica de Educación Superior en el Ecuador, estudio  
comparativo de títulos. CONEA. Quito Ecuador  
Congreso Nacional, Anteproyecto de Ley de educación “Avelino Siñani y Elizardo Pérez”, julio  
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007.  
LOES (Ley Orgánica de Educación Superior). LRE, 1994. Bolivia.  
UNESCO. (2007) Global Education Digest. Institute for Statistics. Montreal.  
VESCyT. (2002). Estadísticas de las universidades privadas de Bolivia. La Paz Bolivia.  
Altbach, P. G. (2009) Educación Superior Comparada. (1ª edición) Buenos Aires: Universidad de  
Palermo y Cátedra UNESCO-UNU. 360 págs. (Colección de Educación Superior/Miguel  
Angel Escotet).  
Altbach, P. G. (1987). Higher Education in the Third World: Themes and Variations. Nueva York.  
Advent.  
Cabrerizo. R. A; Daza R. R; Tezanos P, J... (1996) “La evaluación en la experiencia de la  
universidad pública de Cochabamba”. Editorial Cueto. Cochabamba-Bolivia.  
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García. G. C. (2010) Educación Superior Comparada: El Protagonismo de la Internacionalización.  
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Laguna, J.L. (2006). "Pueblos originarios, interculturalidad y educación superior". Ponencia  
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Appendix A  
Structure of Bolivian Universities  
Public Universities (12)  
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Universidad Mayor Real y Pontificia San Francisco Xavier de Chuquisaca,  
Universidad Mayor de San Andrés,  
Universidad Pública de El Alto  
Universidad Mayor de San Simón  
Universidad Autónoma Gabriel Rene Moreno,  
Universidad Técnica de Oruro  
Universidad Tomás Frías  
Univesidad Juan Misael Saracho  
Univesidad Técnica del Beni  
Universidad Nacional de Siglo XX  
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Universidad Amazónica de Pando  
Escuela Militar de Ingeniería  
Private Universities (41)  
Universidad de la Amazonía Boliviana  
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Universidad de los Andes (UNANDES)  
Universidad de Aquino Bolivia  
Universidad de Ciencias Administrativas y Tecnológicas  
Universidad Abierta Latinoamericana (UPAL),  
Universidad Boliviana de Informática  
Universidad Católica Boliviana San Pablo  
Universidad Central (UNICEN)  
Universidad CEFI Saint Paul  
Universidad Cordillera  
Universidad Cristiana de Bolivia  
Universidad Doxa Bolivia  
Universidad Evangélica Boliviana  
Universidad Investigación Estratégica en Bolivia  
Universidad la Salle,  
Universidad Latinoamericana  
Universidad Loyola,  
Universidad Nuestra Señora de La Paz  
Universidad Nacional Ecológica Santa Cruz  
Universidad Nacional del Oriente  
Universidad Privada Franz Tamayo  
Universidad Privada de Santa Cruz (UPSA)  
Universidad Privada del Valle  
UP Boliviana  
Universidad Privada del Desarrollo y la Innovación  
Universidad Privada Domingo Savio  
Universidad Privada NUR  
Universidad Real  
Universidad San Francisco de Asís  
Universidad Simón I. Patiño  
Universidad Salesiana de Bolivia.  
Universidad Unidad  
Universidad Tecnológica Privada de Santa Cruz de la Sierra  
Universidad Tecnológica Boliviana (UTB).  
Universidad Técnica Privada Cosmos  
Universidad Unión Bolivariana  
UNIOR  
UAB  
UNIBETH  
UNICHACO  
UTA  
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Appendix B  
Structure of Ecuadorian Universities  
Public Universities (29)  
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Escuela Politécnica del Ejército ESPE  
Escuela Politécnica Nacional  
Escuela Superior Politécnica del Litoral (ESPOL)  
Escuela Superior Politécnica Agropecuaria de Manabí  
Escuela Superior Politécnica de Chimborazo (ESPOCH)  
Facultad Latinoamericana de Ciencias Sociales (FLACSO)  
Instituto de Altos Estudios Nacionales (IAEN)  
Universidad Agraria del Ecuador  
Universidad Andina Simón Bolívar  
Universidad Central del Ecuador  
Universidad de Cuenca  
Universidad de Guayaquil  
Universidad Estatal Amazónica  
Universidad Estatal de Bolívar  
Universidad Estatal de Milagro  
Universidad Estatal del Sur de Manabí  
Universidad Estatal Península de Santa Elena  
Universidad Laica Eloy Alfaro de Manabí  
Universidad Nacional de Chimborazo  
Universidad Nacional de Loja  
Universidad Politécnica Estatal del Carchi  
Universidad Técnica de Ambato  
Universidad Técnica de Babahoyo  
Universidad Técnica de Cotopaxi  
Universidad Técnica de Machala  
Universidad Técnica de Manabí  
Universidad Técnica del Norte  
Universidad Técnica Estatal de Quevedo  
Universidad Técnica Luis Vargas Torres de Esmeraldas  
Cofinanced Universities (8)  
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Pontificia Universidad Católica del Ecuador (PUCE)  
Universidad Católica Santiago de Guayaquil  
Universidad Católica de Cuenca  
Universidad del Azuay  
Universidad Laica Vicente Rocafuerte  
Universidad Politécnica Salesiana  
Universidad Técnica Particular de Loja  
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Universidad Tecnológica Equinoccial (UTE)  
Private Universities (18)  
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Universidad Casa Grande  
Universidad de Especialidades Turísticas  
Universidad de las Américas (UDLA)  
Universidad de los Hemisferios  
Universidad de Otavalo  
Universidad del Pacífico Escuela de Negocios  
Universidad Iberoamericana del Ecuador (UNIBE)  
Universidad Internacional del Ecuador  
Universidad Metropolitana  
Universidad Particular de Especialidades Espíritu Santo  
Universidad Particular Internacional SEK  
Universidad Regional Autónoma de los Andes  
Universidad San Francisco de Quito  
Universidad Tecnológica ECOTEC  
Universidad Tecnológica Empresarial de Guayaquil  
Universidad Tecnológica Indoamérica  
Universidad Tecnológica Israel  
Universidad Particular San Gregorio de Portoviejo  
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