Student, Administrator & Teacher Equality Assessment (ALL INSTITUTIONS)

The Student, Administrator & Teacher Equality Assessment (SATEA) is a standard used by the Global Education Accrediting Commission (GEAC) to evaluate an institution's policies and practices related to student, administrator, and teacher equality. This overview will be divided into several sections to provide a detailed understanding of the SATEA.

I. Purpose of the SATEA
The primary purpose of the SATEA is to assess an institution's commitment to promoting equality and diversity among its student body, administrative staff, and teaching faculty. The SATEA aims to ensure that all members of the educational community are treated fairly and provided with equal opportunities to succeed.

II. Components of the SATEA
The SATEA has several components that assess different aspects of an institution's policies and practices related to equality, including:

A. Diversity and Inclusion Policies
The SATEA assesses an institution's policies related to diversity and inclusion, including their efforts to recruit and retain a diverse student body, administrative staff, and teaching faculty. This includes evaluating the institution's efforts to promote a culture of inclusion and equity, and to provide support for underrepresented groups.

B. Admissions and Enrollment Practices
The SATEA evaluates an institution's admissions and enrollment practices to ensure that they are fair and equitable, and do not discriminate on the basis of race, gender, ethnicity, or other protected characteristics. This includes evaluating the institution's policies related to the use of standardized tests, and the consideration of non-academic factors in admissions decisions.

C. Employment and Hiring Practices
The SATEA assesses an institution's employment and hiring practices to ensure that they are fair and equitable, and do not discriminate on the basis of race, gender, ethnicity, or other protected characteristics. This includes evaluating the institution's efforts to recruit and retain a diverse administrative staff and teaching faculty, and their policies related to compensation and benefits.

D. Curriculum and Instruction
The SATEA evaluates an institution's curriculum and instruction to ensure that they promote diversity and inclusion, and do not perpetuate stereotypes or bias. This includes evaluating the institution's efforts to incorporate diverse perspectives and experiences into the curriculum, and to promote critical thinking and cultural competency among students.

III. Process of the SATEA
The SATEA process involves several steps, including:

A. Self-Evaluation
Institutions seeking accreditation must first conduct a self-evaluation of their policies and practices related to equality. This self-evaluation is used to identify any areas of weakness or opportunities for improvement.

B. External Review
After the self-evaluation, an external team of evaluators visits the institution to conduct an evaluation of the institution's policies and practices related to equality. This evaluation includes interviews with students, administrators, and faculty, and a review of relevant documents.

C. Report and Recommendations
The external team of evaluators prepares a report detailing their findings and recommendations regarding the institution's policies and practices related to equality. This report is submitted to the GEAC committee for review and a final decision.

IV. Benefits of the SATEA
The SATEA provides several benefits for institutions seeking accreditation, including:

A. Improved Policies and Practices
The SATEA helps institutions improve their policies and practices related to equality, ensuring that all members of the educational community are treated fairly and provided with equal opportunities to succeed.

B. Recognition of Excellence
Institutions that meet the SATEA standards are recognized for their commitment to promoting equality and diversity among their student body, administrative staff, and teaching faculty.

C. Ongoing Improvement
The SATEA requires institutions to engage in ongoing evaluation and improvement of their policies and practices related to equality, ensuring that they continue to promote a culture of inclusion and equity among all members of the educational community.