African Entrepreneurship Records

Chapter 413 Dual System Middle School

 After discussing the naval issue, it was mainly operated by Archduke Ferdinand, the head of the navy, while Constantine was responsible for coordinating resources.

Ernst will chair the next government education conference. Due to the graduation of the first class of primary school students in East Africa, the construction of public middle schools is also on the agenda.

“Currently, East Africa has completed the popularization of basic primary education, and the first class of students has also graduated. This is a good thing for the kingdom, but compared with other countries in the world, our education system is incomplete, especially Advanced education, which allows students to participate in further education after graduation unless they are selected by the state because of their excellent academic performance, but what to do with the remaining students is an important issue." Education Minister Dirk Graaf said at the meeting said.

Ernst: "Middle school education is different from primary school education and requires higher-level teachers. At present, we cannot have the relevant personnel. It may take a few years, so we must first work hard for students and teachers. "We can first gather students together and establish boarding schools in towns or cities, and at the same time change the small-class teaching system in primary school to large-class teaching, and then switch to large-class teaching in the future when teachers are no longer scarce."

This was actually the situation when Ernst went to school in rural areas in his previous life. Only middle schools existed in towns and above. Middle schools in villages were relatively rare. After universal primary education in East Africa, almost every village had a primary school, but middle schools were not possible. As common as primary school.

This is mainly Ernst's fault, because in early talent training, the army and the government must be tilted, which will lead to the fact that almost all the intellectuals trained in Hechingen are quick-time students. It is easy to say that they can cope with primary schools, but middle schools only need teachers. It is impossible to be so casual. It is impossible to reach the standard without spending several years cultivating knowledge reserves.

 In this era, middle schools were not divided into junior high schools and high schools as in later generations. In the mid-19th century, high schools appeared in Europe, usually as preparatory schools for university.

Ernst does not intend to engage in high school education. The two systems are completely unnecessary. This requires strengthening the study time of East African middle schools, because there are more things to learn, so that they can better connect with European universities.

Ernst continued: "Secondary education cannot be fooled like primary school. We can fool ourselves, but European universities will not be too accepting of such students. For secondary education, we must strengthen management and strengthen subject learning. Especially the choice of cultural courses, and at the same time, we will implement the separation of students after the primary school graduation exam, so that the top 20% of students will go to liberal arts middle schools, and the remaining students will go to practical middle schools."

 Liberal arts middle school is a combination of junior high school and high school similar to the previous life, while practical middle school is similar to a technical secondary school. Now European universities do not admit students from practical middle schools. Having said that, in fact, it is not ordinary families who can afford to go to practical middle schools in this era.

Ernst, an outstanding talent who has received a complete nine-year compulsory education, intends to help East Africa in one step, and by the way, middle school education will be an important part of compulsory education in East Africa.

Ernst concluded: "Compulsory education in East Africa should be divided into two stages. First, there is universal primary education, which every East African child must receive compulsorily. The schooling lasts for five years, and then there is the dual system of secondary education. It is also universal, but the difference between the two is that students with excellent grades are preparing to go to college, while students with average grades are preparing to enter society, and the schooling period is also five years."

 Let middle school students with average academic performance directly flow into society after graduation. This is not because Ernst does not pay attention to educational issues, but because this is the characteristic of today's era.

 Take Belgium as an example. In 1842, the proportion of child workers (aged 5-9) employed in a cotton spinning factory was 1%. Historically, by 1879, the number of child workers in this age group had increased to 9%. The proportion of older child laborers (10-14 years old) reached 34% in 1859.

Of course, a country like Belgium is a bit special after all. After all, Leopold II was indeed a model of Belgian benevolence, and he did have some achievements in industrializing Belgium. However, the sacrifice of rough industrialization was that Belgian women and children entered factories and mines. Prussia is special. Although Prussia has implemented compulsory education, which allows school-age children to complete their primary school studies in school, the original intention is rather strange, because the entry of child labor into factories has led to insufficient reserves for the army. Prussia promulgated the First Act out of military considerations. A modern worker protection law. It stipulates that children under the age of 10 are not allowed to be employed, and those under 16 are not allowed to work for more than 16 hours. Well, it is very consistent with the style of Prussian militarism, but in any case, the results are good.

Of course, Germany was previously loose and each state had its own laws. After Prussia unified Germany, Bismarck began to work on German legislation, pushing Prussian laws to the entire Germany, and at the same time improving the previous laws and regulations.

Comparatively speaking, children in East Africa are relatively happy. The East African Kingdom has enacted strict laws since the colonial era, prohibiting children under the age of seven from participating in social labor, and children over the age of seven must participate in compulsory education.

East African primary school has a five-year system, and students who are at least 12 years old when they graduate. Those who have excellent grades or complete their studies ahead of schedule can also be nominated by their teachers to take part in the Kingdom’s twice-yearly Unified Special Recruitment Examination, and then study abroad in Europe.

Therefore, although the first batch of official East African students was only 500, in fact, a very small number of students had already gone abroad to study in advance during the special recruitment, but the number was only 43. This group of people is also the legendary genius. After excluding this group of people, 317 of the remaining 862 people directly entered the Hechingen Military Academy.

The rest are some students who cannot directly enter the Hechingen Military Academy due to physical fitness or gender (girls), so they need to repeat a grade in the First Town Elementary School and wait until the First Town Middle School is completed before entering the middle school. , and it is a liberal arts middle school. This can be regarded as a special period and special treatment.

The total number of first-class primary school students in East Africa is 1,405. This is the data for the entire East African Kingdom.

This is also easy to understand. East African immigrants are generally screened in the Far East. Immigrants under the age of 15 are not allowed to immigrate to East Africa alone (those with families are not counted). After all, most people cannot bear the storms at sea.

This situation has changed dramatically as the East African colonies have been established. Because the number of immigrants from the East African kingdom has increased significantly, coupled with the explosion in the fertility rate, schools in East Africa may be overcrowded in a few years.

 And wait until East African primary school students graduate, and then enter the same five-year middle school to continue their education. After they graduate, that is, they are seventeen years old. Ernst thinks this age is more reasonable.

 East Africa has raised them to adulthood, and then it is entirely up to them. From a national level, the East African government has fully fulfilled its responsibilities.

Ernst continued: "Essentially, the middle school education we implement is still a poor education, so the unified examination will inevitably sacrifice diversity, so for some students who are serious about partial subjects but are extremely good in certain subjects , we cannot ignore that the government can conduct special inspections of such students, organize national single subject examinations, refine these students, and establish a type of special schools, but such schools must be placed in cities or large towns. , this can be regarded as our preferential treatment for special talents."

 (End of this chapter)