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.
And Ernst will chair the next government education meeting. Because of 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 to other countries in the world, our education system is Incomplete, especially advanced education, means that students can participate in further education after graduation unless they are selected by the state because of their excellent performance, but what to do with the remaining students is an important issue," said Dai, the Minister of Education. Khraf said at the meeting.
Ernst: "Middle school education is different from primary school education and requires higher-level teachers. At present, we cannot recruit relevant personnel. It may take a few years, so we have to work hard first. If students and teachers are struggling, they can first gather students 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. "< br>
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 elementary school.
This is mainly Ernst's fault, because in early talent training, the army and the government have to be tilted, which will lead to the fact that almost all the intellectuals trained in Hechingen are quick-track, and they can cope with primary school. , the teachers needed by middle schools cannot be so casual, and it is impossible to meet the standards without a few years of 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 very accepting of such students. For secondary education, we must strengthen Management, strengthen subject learning, especially the choice of cultural courses, and at the same time realize the diversion of students after the primary school graduation examination. The top 20% of students will enter liberal arts middle schools, and the remaining students will enter 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 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. The first is universal primary education, which every East African child must receive compulsorily. The schooling lasts for five years, and then the second The Yuan system of middle school education 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. 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.
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 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 used to be loose, and each state had its own laws. After Prussia unified Germany, Bismarck began to work on German legislation and pushed Prussian laws to the entire Germany. Improve previous laws and regulations.
In comparison, children in East Africa are relatively happy. The Kingdom of East Africa 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 labor. educate.
East African primary schools have a five-year system. 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 Unified Special Recruitment Examination twice a year. 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 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 until the First Town Middle School is completed. After that, he entered a middle school to study, and it was a liberal arts middle school. This was considered 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 15 cannot immigrate to East Africa alone (those with families are not counted). After all, ordinary people can not deal with the storm at sea. Too much to take.
This situation has changed drastically over time as the East African colonies were established. Because the number of immigrants from the East African Kingdom has increased significantly, coupled with the birth rate explosion, 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 raises 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 poor education, so the unified examination will inevitably sacrifice some diversity, so for some partial subjects but certain We cannot ignore students who are extremely good in some subjects. The government can treat such students Conduct special inspections, organize national single subject examinations, refine these students, and establish a type of special schools. However, such schools must be placed in cities or large towns. This can be regarded as our preferential treatment for special talents. "< br>
(End of this chapter)