Since 1991, SOL has collaborated with the residents of rural communities in Nicaragua to build school classrooms and other needed infrastructure. We expanded our program to El Salvador in 1998. SOL provides all building materials and supervises the construction process, while community members provide labor and organizational support. During the construction process, volunteer work groups from the United States and Canada lend a hand with the construction.
Communities invite SOL to carry out a project through a formal request. We then hold a series of meetings during which we visit the community to explain how we work. If a project is approved, we work closely with all community members, whose involvement and leadership is critical to the project’s success.
We feel strongly that a community’s investment in as many aspects of the project as possible is vital to its immediate success as well as its longer term impacts on the community’s development process. Click below to read about some of our recent projects.
PROJECT NAME: La Quebradita School Construction
Watch a video about the need for the La Quebradita Project here.
PROJECT SUMMARY: La Quebradita is a [. . .]
PROJECT NAME: San Antonio School Construction
Watch a video about the need for the San Antonio Project here.
PROJECT SUMMARY: [. . .]
Nuevo San Jose School Kitchen Improvement Project, Petén, Guatemala
Objective: For the mothers to be able to prepare food for the children in better conditions.
About the project: The kitchen was started more or less five years ago with the collection of [. . .]
Work with the people of the Las Mesas, Dario community to refurbish an old school structure into a library and Learning Resource Center.
DIRECT PROJECT PARTICIPANTS/ PARTNERS
– 40 preschool/primary students
– 15 high school students
– 2 teachers
R [. . .]
The El Triunfo Learning Resource Center and Playground (The Little House of Knowledge: a World of Fantasy) is an educational space designed to provide alternative education for children, youth and adults in this community. The philosophy behind this project is “Learning by playing/doing”.
Nuevo San Jose multi-grade School Repair Project
Nuevo San Jose is a rural community of outside of El Naranjo, Guatemala. The community has a functioning school with 5 teachers with approximately 125 students. The community is hoping rebuild the school so that they will h [. . .]
La Pitilla is a remote rural community of Tipitapa, Nicaragua, with very difficult access, located 19 miles north-east of the municipal capital. It is a small village made by around 18 houses scattered along a creek that provides water to the bigger community of Mesas de Acicaya. The community has [. . .]
Our 2019 SOL groups worked alongside of community members on Corn Island to repair and upgrade the Saint Santiago Elementary School, one of the oldest schools of the island, with 57 years serving the neighborhood of South End. The school has good reputation for its quality education; for years students of the school have [. . .]
The Villa Japon Learning Resource Centre (VJ-LRC) is located in the community of Villa Japon, 10 miles North of Tipitapa, in the department of Managua. The center was built in 2014 with funding provided by Diamante Blackmon, a North American DJ of Nicaraguan origins, and Seeds of Learning; the labor was provided mostly b [. . .]
The Little House of Knowledge is a playground with a kiosk containing books, games and other educational resources in the community El Triunfo, located 12 miles North of Tipitapa, Managua. The project was developed as a result of an education needs analysis made by Seeds of Learning and a group of women running a small s [. . .]
Los Laureles is a semi-urban town of around 3,000 people located in the municipality of Tipitapa, Nicaragua. It is home to a large public school which serves 475 students from pre-kindergarten through high school. The school also serves as the administrative and technical headquarters for five other schools from five nea [. . .]
Mesas de Acicaya is a remote, rural community located in the municipality of Tipitapa, Nicaragua. Most of the 856 inhabitants are small farmers who grow beans, corn and sorghum. Historically the community has received little support from public and private agencies, which makes development a challenge. The local leadersh [. . .]
El Paraíso is a growing community of 300 people in the highlands outside of Matagalpa. Families make a living through agriculture. Surrounding farms are mostly privately owned coffee farms; therefore the community is largely employed by such farms as coffee pickers during coffee season.
The local school has one t [. . .]
The Santa Clara school is located in Ciudad Darío, less than one mile from SOL’s Learning Resource Center. The school was originally designed to be a community kitchen and dining room for local children. Eventually, it was transformed into a temporary school building. In 2011, Seeds of Learning partnered with the comm [. . .]
The community of Tule has over 2,200 people, most of whom work in the nearby city of Matagalpa. The local elementary school serves over 500 students from preschool through 6th grade and has 15 teachers. The school was named “15 de Septiembre” in commemoration of the Act of Independence in 1821, in which [. . .]
El Chaguite is a rural village of about 250 people located in the municipality of Ciudad Dario, Nicaragua.
Most community members work as subsistence farmers, or outside the home as door-to-door salesmen or in other entrepreneurial endeavors. There is potable water and electricity in most houses, and most homes ha [. . .]
Mesas de Acicaya is a rural community of about 856 people located in the municipality of Tipitapa. Most are small farmers who grow beans, corn and sorghum. Some also have small, informal businesses. There is electricity available, but no water in individual homes. People must walk to the nearest communal spout and carry [. . .]
Villa Japón is a rural community of about 3,000 people in the municipality of Tipitapa. Most members of the community work on large farms owned by national and foreign companies or in nearby free trade zones. Most families earn barely enough to support their most basic needs. They live in conditions of extreme poverty, [. . .]
El Jicarito is a small and poor rural community in Tipitapa of about 250 people. They had a group of pre-school children (about 15) having classes in provisional facilities in a family house. Around 30 more elementary-school students have to travel to neighboring communities (more than two miles away) to access education [. . .]
El Progreso school is located in the rural, mountainous community of Despala Quemada #2 in the municipality of Matagalpa. The majority of the 300 community members work as farmers, growing coffee, flowers, and vegetables.
The community is well organized, and the people are very interested in improving the conditi [. . .]
Brisas de San Luis and Anexo a Los Trejos are neighboring communities of about 1,200 people in the municipality of Tipitapa. Most community members are laborers who work on large farms or cattle ranches. Others, mainly women, work in a free trade zone next to the community. A few community members have informal businesse [. . .]
Ciudadela San Martin is a community of 15,000 people right outside of the city of Tipitapa. The first local elementary school was built in 1986 and is now in very poor condition. The roof is caving in, the windows have been ripped out, and only one room has a door. Because of the unsafe conditions teachers only use one o [. . .]
El Papayal is a rural community located in the municipality of Tipitapa, Nicaragua. Most community members work on cattle or rice farms for very low wages. Out of the 140 people who live in the community, just three people have completed high school. Even in the face of many obstacles, community members are committed [. . .]
La Remonta, Asiento Viejo, and Las Mesas are rural communities located within 20 km of Ciudad Darío. Seeds of Learning and volunteers have worked with all three communities in the past to build much-needed classrooms. Although these classrooms provide important educational opportunities through improved infrastructure, [. . .]
Thanks to additional funding from a number of generous donors, in 2016 we were able to continue work on the La Laguna Satellite Center in Matagalpa.
In 2013, SOL began to work with the community to build a new preschool and learning center. Although the preschool and parts of the center are operational, the cen [. . .]
Pedro Arauz is located in the municipality of Tipitapa, Nicaragua. Most of the 480 inhabitants of this rural, low-income community work as farmers. In 2013, Seeds of Learning partnered with Pedro Arauz to build a small elementary school. Classes were previously held outside, with students sitting on the ground under tree [. . .]
The community of El Triunfo is located in the municipality of Tipitapa. Most of the 500 inhabitants of this low-income, rural community work as farmers, either on their own small farms or for large agribusinesses. In 2014, SOL worked with the El Triunfo community to expand the elementary school. Together we built one new [. . .]