A/HRC/11/11 page 15 and the El Ceibo Federation of Cooperatives in the upper Beni, which is intercultural in nature and exports cacao and certain derivative products. Pioneering initiatives have also been taken in relation to the forest industry, such as the BOLFOR II project, which has developed community-based, social, forestry organizations (OFCS) in different parts of the country. 1. The coca issue 57. As part of its development policies, one of the thrusts of the current Administration has been the revaluation and utilization of the coca leaf, including its processing. The production and marketing of coca leaves is currently prohibited under article 26 of the 1961 United Nations Single Convention on Narcotic Drugs. However, article 14, paragraph 2, of the 1988 United Nations Convention against Illicit Traffic in Narcotic Drugs and Psychotropic Substances recognizes that measures to eliminate illicit crops “shall respect fundamental human rights and shall take due account of traditional licit uses, where there is historic evidence of such use”. 58. At the end of the 1990s, during the period known as the “War on Drugs”, the “zero coca” policy, whose objective was the eradication of surplus crops, led to social clashes and the militarization of some areas of cultivation, notably in the tropical region of Cochabamba. The new revaluation policy of the Government now promotes the legal coca market by redefining the lawful growing area from 12,000 hectares to 20,000 hectares (reducing surplus cultivation by 6,000 hectares) and developing an eradication strategy in cooperation with the coca-grower unions. 2. Education policy 59. Bolivia has for many years been taking steps to implement a bilingual and intercultural education policy in the indigenous communities, which was strengthened beginning in 1994 by the Education Reform Act (No. 1565). The draft new Constitution now recognizes the right to “intracultural, intercultural and multilingual” education (art. 27, para. 12), whose objective is to “eliminate illiteracy through programmes that correspond to the current cultural and linguistic situation of the population” (art. 84). 60. The Act proposes the development of the native languages and their official acceptance in the highlands and lowlands, accompanied by the development of vocabularies, criteria for the official acceptance of Aymara, Quechua and Guaraní, the development of native language teaching materials, the compiling of dictionaries, etc. It also proposes new curricula for the plurinational education system, general guidelines concerning the use of native languages, the development of teaching materials in languages such as Tsimane and Tacana and the recording, to date, of the alphabets of 22 native languages. 61. There have been a number of successful and positive experiences, such as the Kawsay Indigenous Intercultural University (UNIK) in the department of Oruro, whose curriculum is tailored to the needs and traditional technologies of the Andean region. In 2001, the Public University of El Alto - a city with a predominantly Aymaran population - was established. Efforts are also being made in the areas of bilingual intercultural instruction in regular institutes of higher learning; the design and development of curricula and teaching materials; and the establishment of the Native Peoples’ Education Councils.