The SAT Program


The SAT combines a series of conceptual and practical characteristics that make it an educational innovation:
  • The SAT awakens in its students a spirit of inquiry, which encourages them to study their communities’ problems in depth, and to engage in a scientific search for solutions.
  • Theory and practice are repeatedly integrated, thus fulfilling a school’s true role vis-à-vis the community.
  • Wisdom is harmoniously blended, mixing traditional wisdom with modern knowledge.
  • Abstract and concrete activities are integrated.
  • Different areas of knowledge are integrated, as required by the capability or attitude sought to be developed in the student.
  • It strives to fuse together the intellectual dimension of the human being with its spiritual counterpart, a spirituality that is constantly reflected in the practice of universal human values, and in the active participation in the search for and construction of a better society.
  • The pedagogical relations are non-traditional, consisting instead of a group of people who work together towards a common goal. Students and tutor tackle together practical problems and engage in a kind of encounter that opens the way for self-directed learning.
  • Within a SAT group—which can be seen as a group of neighbors who share ideas and problems—learning to dialogue is both an educational objective and a means of instruction.
  • Its tutorial nature allows each student to advance at his or her own pace, and is thus open and flexible.

Students at University Nursery

  • The tutor comes from the same town or region, and his or her commitment to, and knowledge of, the area’s reality is greater.
  • The System eliminates the need for the student to travel long distances or disconnect from his or her social and cultural environment.
  • Study, work, and community development are integrated, all within a spirit of service.
  • It has its own texts—fruits of processes of investigation-action with the rural reality.
  • The texts are designed to help the student, under the guidance of a tutor, engage in a simultaneous process of knowledge validation and the construction of new knowledge.
  • It is easily appropriable by other organizations with like-minded goals, organizations which secure its incorporation into relevant governmental programs.
  • It does not require complex infrastructure; existing community structures are sufficient.
  • The way the learning system is organized both responds to the urgent need to expand coverage and restore the communities’ right to a high-quality education, and keeps the program's per student cost below the standard level.