Chapter 722 Personnel Retraining
The military industry in East Africa is mainly heavy industry. The light industry has a short production cycle, low investment, and quick results, which can quickly withdraw funds and achieve profitability.
On the contrary, it is the shortcoming of heavy industry. Of course, in the 19th century, the development of heavy industry was in its early stages, and these problems were not yet obvious. In countries such as Britain, France, and Germany, the profits of heavy industry were considerable. In normal years, basically The risk is very small, so investing in heavy industry is profitable and relatively stable.
At the same time, it is good for competition among countries. In the 19th century, the military was the basic guarantee for national development. Otherwise, the country could produce with peace of mind. The next day, the great powers would directly open the country with "strong ships and powerful artillery". , destroy local industries, and development will be impossible.
“Our country’s military industry is one of the few industrial categories that can realize its own R&D and design capabilities. The country invests limited talents in the development of military industry, while the civilian industries that have this capital are limited to railways, steel , electric power, automobiles and a few other industries. According to the talent training cycle in East Africa, if we want to reach the level of European and American countries, we will have to wait until at least 1895. ”
This is the current status of the talent pool in East Africa. East African talents mainly rely on the training of early Hechingen schools, that is, the various schools established by the Hechingen royal family in Europe. In addition, East Africans are currently studying and working in Europe as a supplement. Local talent training The cycle lasts for more than ten years or even decades.
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As of 1888, there were still more than 700 language schools in East Africa, with more than 8,000 teaching staff in these schools.
“The re-education of these teachers must be done. We are going to eliminate most of them and retain only more than a hundred, which can meet most needs, focusing on the central and western regions and coastal areas. , language schools in many areas in the east can be abolished. ”
Language schools are a key project in the assimilation work in East Africa. At the peak of the 1970s, there were nearly 10,000 language schools, mainly for the purpose of popularizing German. construction.
The conditions for running schools vary widely, some do not even have fixed school locations, and some are directly integrated into the East African compulsory education system.
As a special school that has existed in East Africa for more than 20 years, language schools have made great contributions to East Africa. The most important thing is to ensure the dominance of German in East Africa. At present, the German-speaking population in East Africa has been able to ensure its autonomy in immigration of other languages. Assimilation without the need for policy enforcement.
This is just like the Slavs immigrating to Germany. Many Slavs from Poland and other places go to Berlin and other big German cities to live. If they don't take the initiative to learn German, they will inevitably find it difficult to move forward.
“With hundreds of language schools being abolished at one time, so many teachers will face career choices. Based on the educational level of these teachers, we believe that the government should lead them to further deepen their studies, because they have been engaged in education all year round. The learning ability is still relatively strong, and you can go to our local Higher education institutions or re-education in the German regions of Europe. ”
In order to quickly popularize German, the choice of language teachers in East Africa is very limited, mainly young people, and many have only very basic experience. Compulsory education or low-level education built by the Hechingen royal family in Europe.
Therefore, the language teachers are actually not too old, and their years of teaching work have made them very talented in German, especially in writing. At the same time, they have access to more learning channels, so their cultural level is not too low.
But similarly, being only responsible for German education all year round also makes their educational level very narrow, mainly focusing on language and literature, and there is a feeling that if they are not good enough, they are not good enough.
After all, now that German is widely spoken in East Africa, the value of German education has declined, and they have no other work experience. Ernst: "Although there is a certain gap between language teachers and real teachers, their foundation is still good. Many of them were students in Germany who interrupted their studies in order to popularize German in East Africa. Therefore, we teach them according to their interests and hobbies. First receive short-term training in local institutions of higher learning, then study abroad, and then enter other areas in East Africa. Realizing re-employment in the field, this can also effectively supplement the highly educated talents in East Africa.”
The normal training cycle for talents in the East African education system is very long, and only compulsory education is required. The first stage lasts for ten years, so these teachers who have been teaching in East Africa for many years are in a very embarrassing situation.
It would be difficult for them to study for a long time. After all, they are too old compared to ordinary students, so they can only be crammed into schools in East Africa for training before going to Europe to study.
Although they are a little hasty, their foundation is much better than that of foreign students in Japan and the Far Eastern Empire. First of all, there is no language barrier. Secondly, their teaching experience in East Africa gives them a good literary foundation, and the older they are, the better they are. It also means that it is easier to cherish hard-won opportunities. East Africa does not kick them away, but provides them with opportunities to continue their studies.
Of course, Ernst could not abandon these people directly. An important task of language schools is to promote cultural public opinion on immigrants.
So the "ideological awareness" of these people is definitely one of the highest in East Africa, and many language teachers are orphans. It was the Hechingen royal family that provided them with early life security and study. Chance.
Originally, according to Ernst’s idea, these people would have followed the normal learning channels in Germany. However, East Africa expanded too fast and disrupted the rhythm. The talents that originally took several years to cultivate have all turned into just a few. Rapidly forming talents in a matter of months.
Letting them go back and rebuild now is also to make up for the original regrets, but this requires coordination from the East African government, especially since the number of places for government students to study abroad in East Africa is limited each year. Fortunately, in recent years, a number of higher education institutions have been built in East Africa. , you can put them into these schools first and then arrange them slowly.
“After all, the number of people studying in Europe is limited. In recent years, Germany and the Austro-Hungarian Empire have built many private higher education schools. We can negotiate with them, but the results may not be ideal. After all, the education level of these schools is uneven, and the fees are not uniform. It requires a professional team to identify and then negotiate for admission, which is probably a big expense."
Ernst: " Just go ahead and do it. Studying abroad is an important talent training model, and European education needs to be differentiated. Now some capitalists have specially opened "Pheasant University" to recruit students from backward areas. If we in East Africa don't pay attention, I'm afraid You will be deceived too!”
When he said this, Ernst didn’t blush at all. In fact, Ernst himself was the one who opened the most “pheasant” schools in Germany.
It can be said that he made this bad start, and along with it, the educational atmosphere in the entire German region has deteriorated. This was a bad idea that he came up with in order to earn tuition fees for international students from Japan and other countries, but it was extremely successful.
Those people mainly suffered from their lack of understanding of Europe. In addition, the Hechingen Consortium took the initiative to place advertisements in the Far East. It was difficult not to be fooled.
In fact, even the East African government was fooled by this. Fortunately, the staff of the Hechingen Consortium and Ernst reported this matter, otherwise it would be a real joke.
(End of this chapter)