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HISTORICAL OVERVIEW


1990-2000: Expansion of Coverage and Systematization of SAT Tutor Training

This period was one of intense activity for FUNDAEC. Demand for the SAT program continued to increase throughout Colombia and other countries—the Bayán Association in Honduras and Talita Kumi program in Guatemala being pioneers in this respect.

In Colombian departments that received governmental support and an outstanding local backing (such as in Risaralda and Antioquia), the SAT program expanded rapidly, and it gradually became a viable alternative for regional efforts to improve the quality of the rural education offered and expand its coverage. FUNDAEC’s position in the field of rural education was further strengthened by the Ministry of Education’s adoption of a project to expand coverage and improve the quality of rural education throughout the country, supported by the World Bank. FUNDAEC was chosen and hired to make an analytical description of the institutions which at that moment had incorporated SAT into their development plans. The reflections that emerged from this process paved the way for the subsequent elaboration and adoption of the national government’s Rural Education Plan—PER—in which several regions were chosen to receive an expansion in educational coverage and participate in the overall plan. This expansion of the SAT program made FUNDAEC aware of the need to modify its texts in order to make their contents more universal, more easily adaptable for tutors and students, and to amplify some content matter in accordance with governmental requirements.

At the same time, the first program created at the CUBR, the “B.Ed.” in Rural Education (a 5-year undergraduate program), graduated its first batch of students. These had come from different parts of the country, sponsored by institutions that had already adopted the SAT program or who wanted to use it to set in motion development processes. This was the case in Tolima following the Armero volcanic eruption; one of the organizations who participated in the reconstruction of the area chose 12 young secondary school graduates from Armero and Guayabal and sent them to study at CUBR. When they completed their studies, these youth returned to their region to participate in educational projects that included the SAT program.

First Students of CUBR