Background: Compulsory attendance to theoretical classes (CATC) was abolished in most public universities in Latin America due to the University Reform of 1918. In recent decades, Bolivia gradually implemented CATC again.
Objective: To analyze the degree of legitimacy and legality of the CATC in Bolivian public universities from a historical, legal and social context and perspective.
Originality/Contribution: This study examines, discusses, and establishes the historical, legal, and social foundations of CATC in Bolivian public universities, as well as the reasons for its recent reinstatement.
Method: The study explores the historical background of the subject, national legislation, current university regulations, and human rights documentation. Surveys were conducted among university faculty using representative samples.
Conclusions: CATC raises serious concerns regarding its legality and exhibits elements of coercion, extortion, and intimidation. The regulations enforcing CATC conflict with higher-order laws and reformist principles. Furthermore, CATC lacks legitimacy as it violates the epistemological principles of the Reform of 1918. It also infringes upon the principles of democracy, equity, inclusion, the right to work, and the quality of teaching, among others.
Background: Compulsory attendance to theoretical classes (CATC) was abolished in most public universities in Latin America due to the University Reform of 1918. In recent decades, Bolivia gradually implemented CATC again.Objective: To analyze the degree of legitimacy and legality of the CATC in Bolivian public universities from a historical, legal and social context and perspective. Originality/Contribution: This study examines, discusses, and establishes the historical, legal, and social foundations of CATC in Bolivian public universities, as well as the reasons for its recent reinstatement. Method: The study explores the historical background of the subject, national legislation, current university regulations, and human rights documentation. Surveys were conducted among university faculty using representative samples. Conclusions: CATC raises serious concerns regarding its legality and exhibits elements of coercion, extortion, and intimidation. The regulations enforcing CATC conflict with higher-order laws and reformist principles. Furthermore, CATC lacks legitimacy as it violates the epistemological principles of the Reform of 1918. It also infringes upon the principles of democracy, equity, inclusion, the right to work, and the quality of teaching, among others. Read More