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 meeting. Due to the graduation of the first 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 college.
Ernst does not intend to engage in high school education. 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."
The liberal arts middle school is a combination of junior high school and high school similar to the previous life, while the 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 make secondary education 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."
Allowing middle school students with average academic performance to directly flow into society after graduation is not because Ernst does not pay attention to educational issues, but because this is the characteristic of today's era.
Taking 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 would be 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, at the expense of rough industrialization, 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 schools have a five-year system, and they must be at least twelve years old when they graduate. Those with excellent grades or who 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 go to Europe to study.
Therefore, although the first batch of East African official international students only numbered 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 was 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 the first primary school students in East Africa is one thousand four hundred and five. 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 fifteen are not allowed to immigrate to East Africa alone (those with families are not counted). After all, the storms at sea are too much for ordinary people to bear.
This situation has changed drastically as time has passed since the establishment of the East African colonies. Because the number of immigrants from the East African kingdom has increased significantly and the fertility rate has exploded, schools in East Africa may be overcrowded in a few years.
After East African primary school students graduate, they then enter the same five-year secondary school to continue their education. After they graduate, 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."