In this work, we have analyzed the processes of articulation between institutions of the higher education subsystem in Bolivia in terms of training possibilities throughout life. In a historical context guided by the new Political Constitution of the State (2009) and the Education Law No. 070 (2010) entrusted to the concretion of the sociocultural transformation processes through the implementation of the Productive Socio-Community Educational Model in the plurinational State. Despite these discursive and normative advances, the execution of public policies has tensions still under debate that involve complex political, institutional and epistemic challenges. In this horizon, the organizational and political frameworks of the higher education subsystem was critically described, as well as the main actions of public policies on the articulation between higher education institutions, based on the dialectical analysis of documentary sources of official information and its implementation processes. It was identified, that the higher education subsystem advanced relatively in its articulation from three alternative fronts: universities, teacher training and technical, technological and artistic institutes; but institutionally limited by conflicting political and sectoral interests.