Humanitarian Government #17: Education as a Human Right

Humanitarian Government #17: Education as a Human Right

Hello all and yes today is about Education.

From buildings, teachers and support, classes, and even timing are all involved. Also, education is a cornerstone of leadership and progress. Meaning that (look back to #2, and #7 parts) the population is aware and knowledgeable enough that government leadership is part of everyone who qualifies for active citizenship and the sciences don't progress when you shove education into a dark corner.

As far as sciences, to those who don't like science, fine: but let's take away the Space Race and all the things that were created like Velcro away from you. Medicines that allow you to take even Tylenol (or any medication to include herbal medication, because that is based on very primitive science based on testing on one self) for pain or fever. How about the use and even having a cell phone? All those are dependent on science. See how far you'll get in a modern day without those. Although, when you're talking surveillance, I'll say I could do without the electronics.

So, I'll base everything on this on what the state of the US is. Like my other articles, you'll see the word 'Erf'. It's Old English and means inheritance or legacy and I have that as a name of a post-collapse US digging it's way out of the ashes of a great social and governmental experiment.

Sub-Issue: Buildings

(sigh) Yeah, this is one thing when I was growing up I never thought I'd have to think about. I will warn you now, if you haven't noticed, I try to cover as much ground as I can, scenarios that most have nightmares about, or bury deep so that fear doesn't take over life. So, I will say now: what I might suggest might be considered overboard.

I'll refer back to Housing and my visions of how urban areas are arraigned. Rural areas will be similar, but I'll be focusing on urban. Rural as when I grew up may end up only needing a centralized school campus and would be based on what population and time constraints. I'd rather not have bus routes that end up being two hours. An hour I'd allow.

In urban areas, green areas and/or light shopping or business areas would separate neighborhoods. Just to say, I'd love to see things in walking distance.

Now, in the corners of four neighborhoods would be a large enough for a school and first responder campus. Yes: also first responders.

For one, when it comes to first responders and also the noise and lights that accompanies call-outs, the way I figure schools being built would keep most of that being an issue. Not only that, there are ways of making sure of letting people know they are leaving for an emergency that would also cut some noise and such.

Also, having a joint first responder and school campus area has another set of benefits. Not only could tight watch help create safer areas (a given) but also keep things like illegal substances being controlled better when it comes to minors. Also, faster response times.

Now the entire campus would have close-spaced hard physical security that would be passive. What I mean about that is either boulders, reinforced planters, or the security pylons that have ways of stopping something moving at high rates of speed. Tough, you might say. I'll get to why later.

Then the buildings themselves.

I know I'm not an architect, or ever worked in construction. I did help with small construction type things when I was a kid with my Dad. That's the extent. What I will next describe, architects, security specialists, and construction experts would have to get together to design.

One, school buildings would be just as tough and resilient as any other building I have proposed for Erf: sustainable, disaster-prepped and resistant, and powered fully on its own. Safe as I can create in my mind and would definitely cost a few mints to build. As always, initial costs would have to be borne between government on all levels and the populace. Slow re-building is the way to go and schools would be no different.

Picture this: a double shelled (walled) school building that is made to a manageable sized student body. You're probably asking why double shelled (walled). That goes along with the passive issue above, so I'll get to that.

Thick walls, glass as described in housing along with the sliding coverings outside to reduce or prevent damage...and security and safety systems built in.

That's is one small part of that double shell: only a certain amount of room would be allowed for main doorways, and metal detectors and search areas would be in those blocked off doorways. OK, that didn't sound right. Hmm....

OK, try this: when building, windows would be off set between the outer and inner areas. That figures into the first responder noise/light issue. However doors would be lined up and the space there would also be walled off: control of entry. Yes, a funnel of sorts, however in all educational buildings, there would be multiple entry points and each would be that way. But why wall it off? Simple: with that control, you can keep those metal detectors out of the inner building, meaning out of a schools student body until a child is cleared, and if a search of backpacks or such is needed, then that can be done and again: potential threats can be kept away as best as one can do from students.

Then, we go further in.

When it comes to security, including those entry ways, visual, auditory, high-def and color would be the way to go. The only areas not under surveillance (to include storage closets/rooms and stairwells) would be bathrooms. No where else. Overlapping camera/mic angles, inside the building and even to a degree outside of the building. If I am honest, and I try to be, probably less on the outside rather than in. I know, what I'm suggesting sounds more like a prison, right?

Well, in today's world, it would be considered a reverse prison: keep people out rather than keeping them inside. Playgrounds for young children could be in either fenced in areas or better yet, figure out ways of roofing and such that covered, natural grassed in areas that is within a building would be best. I know, I know...what? You don't want kids having fun and sun? Yeah...I can hear questions like that.

But no, it's not that. Today's world in the US when it comes to kids is off the charts dangerous. I'd rather the pioneer days when walking miles to school and having to watch out for snakes or predators rather than now. Simply because being human and the apex predator in conjunction with intelligence and a propensity for randomness is just a mixture that can be explosive in more than one way. I grew up in a time where I literally saw the beginning of child snatching. I watched and was fairly close (within 50 miles or less) from Columbine when that went down. See what I mean?

I'm also a mother, humanitarian, and currently a fiction writer and I can dream up crap that would make a grown, battle-hardened Marine who seen nothing but action cry and curl up. Yeah, my mind can go into dark alleys. So, this is why I've come up with all of this.

Back to buildings. Remember first responders? Yes, they'd be there as a deterrent, too. Yes, I won't go into a weakness or two with the proximity and such. In this section, I don't want to give anyone ideas beyond what is already been thought up and/or tried. But still, if a group of first responders of all types are close by, I think that would make someone pause and think. But then again...humanity.

Now, I'm leaving it up to the future populace, designers, builders, security experts and such to the details on multi-story or not, and that sort of thing. I'd also suggest changing things further.

The entire building/buildings would have the same sort of thick walls that housing would normally have, but I'd force the issue of re-enforcement within those cement walls. Things like rebar, meshes, or something along those lines. In tornado alley, I'd also say basements and underground storage of foodstuffs and such and even further cover for the entire student body. I'd also suggest closable tunnel systems between, yes, those would also have surveillance and lighting at all times. Lets just say I've heard of schools having tunnel systems and I shudder at the stories of what goes on in said tunnels.

All doors within the school would be steel-cored to start with. I'd also steer clear of 'viewing windows' in those doors unless able to be blocked off on both sides with movable plates. I'd also put seals in with those doors. Just wait, you'll understand in a bit.

Those doors would also have dead bolts at the top, middle, and bottom and any other type of locking that could be cobbled up to keep unsavory people getting into a class room, not just electronic locks although that would also be part of the plan I see.

Of course, fire-doors are required in most if not all public and commercial buildings. This would also be a boon.

Lock downs would have multiple ways of being triggered: entry ways, inside the classrooms and offices, hallways, school security office, and via a type of communication and/or security hub in the first responders building(s). That would take care of most individual issues. It also has the added benefit of essentially imprisoning whomever shouldn't be in the building until police can get in and cart the issue out the door. But, how can it be done bloodlessly? Yes, for all of my propensity for going overboard on safety for children, I don't exactly have a thirst for blood when it comes to criminals, either until the dust settles and then my propensity for punishments equal to the damage done comes to the fore and it's not a pretty sight.

The seals on the doors are the clue for the next level. The fire-doors could be sealed or not, depending on what the experts say. But the seals keep what air and air circulation that would kick in for class rooms and offices inside and safe. The hallways, bathrooms, and areas that aren't or not supposed to have people in them would have sedative gas. That's it: you go in, you have a crazy idea and think you're going to harm someone instead of going to mental health and asking for help. Fine: if you manage to get through locked double doors in authorized entry ways somehow, you still can't get to students because they'd be sheltered in secure places, plan on being gassed and carted off. Yes, an exciting day that shouldn't have been in the first place, but everyone is alive and breathing at the end of the day.

Now that you see where I'm going for security, some of you already know what that passive, close proximity border comes in, the double shell/wall buildings, and even the reinforcement is coming from. Especially those who have been in the military or in security segments that plan for worse-case scenarios.

At this point, I'm ending the building section. If you have nightmares tonight, I'm sorry.

Sub-issue: Teachers, support, and curriculum

I believe in small class-room sizes. I also believe in class-rooms kitted out for all students. So, that leaves the amount of teachers we have today, and what would be in Erf.

Oh, for those of you who come into this section and not know what 'Erf' is, it's for a post-collapse US and is an Old English word meaning inheritance or heritage. Considering Erf is based on the ashes of the US but also rooted in the establishment and history of the US but also modified from the chaos from a collapse.

In the dawn of Erf, teachers might have a dip in the amounts practicing. The reason why I say this is fewer are going into teaching as is, and if things go the way they are and I fear, the amount of teachers will drop.

However, in any scenario you can dream up, the amount of teachers will need to increase, the topics broader, and the issues of pay and such addressed.

I'd love to see, eventually, a twenty student to one teacher ratio, the bottom level would be fifteen and top would be twenty five. So, that starts off the need for more teachers.

Not only that, but I did mention topics. Let's get into curriculum next.

To start, I'm not asking teachers to be baby-sitters as in many situations now. Nor am I going to say that a teacher needs to be an all-purpose know-it-all that takes care of behavioral, mental, social issues in addition to class room teaching and such.

However, it used to be only about ten to twenty years of schooling would qualify a person on knowing enough to be called a Renaissance person. Today, I don't think a person would qualify under the same scrutiny. More like, if you know enough to be able to understand the basics and further into multiple topics, you might. Might being the operative word. So, the type of schooling we had back even in the 1950s and 1960s needs to change with the times.

Sub-Issue: The School Day

My first step would be schooling hours and how a day would be structured. Rural areas, normally being farming communities, have a different life rhythm than urban settings, so the hours of operation might be different, but the essential heart would be the same as urban.

Part of my issues when it comes to structuring a normal school day is that I can't foresee the kinds and settings of work of the future. Right now, a good deal of office work such as customer service is done remotely. So, lets just take that block of work and work around it.

Now, I've proposed that business not center themselves too much for a variety of reasons. But I'm going to use a 8 AM to 5 PM work day (I'm going to push for a one hour lunch). That's going to be 'work hours' as a general rule of thumb for the entire nation, and I'm also going to say that a go-go-on-the-go around-the-clock life as the US does things now isn't sustainable for the long run. So, keep that in mind. It's already back-firing and because of corporate thinking and actions, backed up and made worse by failing to heed employees, what is happening is their own fault for one, and for two those in the C-suite need to read some history and learn what happens when you push a population into a corner.

Now, all this isn't in stone and only an example. But here goes:

7 AM-8 AM Students start showing up in either drop off, coming in from public transport (another issue I will get into later), or traveling on their own.

8 AM Classes start.

8 AM to 8:30 AM No matter what year/grade the child is in, this would be a time of what a form of psychiatric thought of DBT (and others, but DBT means dailetic behavioral therapy) and it's practice of mindfulness or opening meditation. This is a cornerstone, especially when kids are able to sit and concentrate well, of learning good mental-health and mental hygiene.

8:30 AM (I'm skipping any breaks on changing classrooms or such) to 9:30 AM First class for all year/grades. Core curriculum: Reading, writing, science, or math.

9:30 AM-10:30 Second class. Core curriculum: Reading, writing, science, or math.

10:30-11:00 Rest break for all year/grades and can be for play, games, free reading, and if old enough for homework, even doing that.

11:00 AM-Noon Depending on how schools are structured and broken down to levels, this would be 'home ec' or 'home life-skills'. I'm taking a page from Japanese High Schools (which incidentally is more like our Junior College) and cooking skills are started to be taught by grade 6 and worked up to full 'cook' by the end of grade 10. They are the ones to prep, cook, and dish out mid-day meals. I know, scandalous, right? As stated, I'm taking a page from outside the US and they do that to teach independence, life skills, team work, and more. Same thing, just here. Does this mean we're cutting out professional cooks from school staff? No. They would be more for teaching those skills, if there is a nutritionist then they would teach even younger students good eating habits, and between the professional cooks, nutritionist, and students, make up menus and divide up jobs and rotate them so all can learn all the skills.

Noon-1 PM Lunch and recovery. During the cooking, as in how good household cooks do, clean up is as you go, but there will be after meal clean up also. Those old enough to help out to the age of starting to learn cooking and kitchen skills would be the ones to handle clean up. Cooks would be the last to eat, and their dishes last. Children even younger would be taking naps for at least thirty minutes. I know, just wait.

1 PM-2 PM Third class. Core curriculum: Reading, writing, science, or math.

2 PM- 3 PM Forth Class. Core curriculum: Reading, writing, science, or math.

3 PM -4 PM Fifth Class or recess for younger children. For older children, this would be for socially mandated courses. I'll get to those.

4 PM-5 PM Free time again (break) for all year/grades and winding down a school day. What would be called 'After School Clubs' would hold their meetings and such at this time, too. Older children will also be responsible for doing most of the janitorial work, also.

Yes, there will be floating janitors that do certain amount of work during the day and most of that would be more of maintenance rather than cleaning up after children. Not that they won't be cleaning up vomit, they will be. However, I took Japan's student responsibility pages and added this in as well. For one, it fosters a learning of social and personal responsibility and that a child not picking up after themselves even in public means that others have to. It also gives that child a learning experience of what that feels like and the understanding that if you clean after yourself in any setting you're in, you no longer have the ick feeling of being used and a pride in your surroundings.

5 PM -6 PM Students leave campus.

I'm hoping you notice something more than a longer school day. For one, this uses time in a wiser way, eases the congestion and costs of childcare if no other options exist for a parent or parents, and also starts sponge minds to soak up knowledge. Not to mention, it includes (I'm thinking the time for classes might decrease a bit so 'electives' could be figured in. Those being art, music, band, theater and such) down time for rest for younger children, eating time (I'd even stretch out the school day and have essentially a communal parent/staff/student meals after most people would be off work, this way everyone gets fed, catch ups that may or may not be needed done before things get out of hand, and just community bonding can be done), and time for classes I feel as a former health professional and mother should be taught as a given.

Sub-Issue: Other Aspects of Curriculum

This goes into curriculum. Reading, writing, science and math are all fairly self-explanatory.

Now, I know I'm going to catch flack from parents, religion, and possibly some very old-school medical persons. Guess what? I don't care because what is being left out of schools now and/or not done until much older is things that parents and religion are falling down on the job about.

For one, kids need safe spots and people to talk to that might not be what one calls 'first choice', meaning parents, close family, or friends. This can be for a variety of reasons and honestly, this could help so many. So, I'm wanting course work to weave together independence, team work (this isn't co-dependency or leaving it up to others), social norms and values, and psychiatric principals that foster and instill good mental attitudes and health. So, teachers, please start coming up with new coursework, that's your homework from this.

This also means nurses, social workers, therapists, and even a psychiatrist being on site. This feeds into my last article on Universal Healthcare.

As for support other than what I've already mentioned, like teacher aids, those too, would be increased. I'd love to see at least one teacher aid per classroom, security in the halls and monitoring stations in adequate numbers, and teachers that can combine (especially for small kids) things like PE (physical education) and the rest of what I'm demanding for coursework (to social/psychiatric aspects), and free-style learning to create a form of learning that is fairly 'unstructured' but still with hidden structure so that 'PE' isn't a chore or a class not looked forward to.

There would be one other change: year-round schooling and 'official' starts of a new educational year would have to be worked out. But I've seen twelve weeks on with two off and scheduled time off that is longer around the Thanksgiving/Christmas time frame (in other words, off right before Thanksgiving and going back right after the first of the year) would be a good start. Especially for those who may go to college or university post 'high school'.

Sub-Issue: 'Socially Mandated Coursework'

Now for 'socially mandated courses'. These courses hark back to when they were available and even mandatory to a degree, but either no longer taught or mandatory in today's schools. Meaning parents can take kids out of those classes for whatever their reasons are that follow the state educational system allows and forgo teaching that child needed information.

For older children, Civics would be a mandatory class, along with at least one class each of sociology and psychiatry. Weapons handling would also be taught. I know, scream all you like but I honestly believe in teaching the sanctity of life in addition to safety in weapon handling is a must anymore.

Another class would be something I will definitely catch flack for: Sex Ed.

OK, Sex Ed would be folded into health education classes, but the specific topic of sex ed would start young. Part of that is once hormones hit, it's like we all lose at least a few IQ points and self-control isn't exactly known for teenagers. So, we start sooner, but age appropriate.

Sex ed would cover all the bases and done co-ed because males need to understand female side of things, the same for females knowing male. We're talking about legal, sociological, psychological, physiological, birth control for both genders, consequences of legalities and children conceived by accident, child care, parental duties to children, and whatever else you care to throw in. Will abstinence be in this? Absolutely. But so will IUDs and sterilization, rhythm and whatever else that exists at that time. Laws and respect for each gender, the importance of 'no meaning no' and the consequences of violating that would also be stressed. Church and parents can still put in their two cents: at home or in church. Remember when I said church/religion didn't touch schools? Yeah, this is exactly why. I can give you a couple of stories, but I will refrain.

So, considering today's environment and legal issues, I'd start with co-ed physiology first, I might be wrong in this, and as stated, I'm not an expert in anything. I know a lot about a lot of topics, but expert I'm not. But, this would be the basis of slowly moving into the difference of sexuality and gender, and then add in the rest at age appropriate amounts and types. However, I would try very hard to get this started around ten years old and finish up by fourteen. Parents and churches, as stated, can have their say in their appropriate areas, but taking out children from topics that parents (myself included) fall down on the job on isn't something that should be done.

Sub-Issue: The Structure of Education and Funding

I remember a time where there was federal government, although independent like the Fed or theoretically the DoJ (department of justice-which has been transformed relatively over-night to an arm of retribution), having a part to play in the educational system. Mainly money.

There was an independent commission of sorts that went through textbooks and supply lists and at one time (that ended about the mid 1970s) those books and supplies were doled out to the schools. Now, I understand tech and the reasons why tech is used. However, is there a way to confirm knowledge being read and understood? If you say tests, that should have been a given, discounted as an answer and something else put in its place. In today's world, reports on reading material, scientific coursework and research, and more isn't done nearly enough. I don't mind dropping cursive handwriting. Personally, I always hated it and all it does is making writing harder to learn and just hides 'adult'-ish things from young children.

Not only that, electronics of all sorts would be minimal. The Dutch have had studies come out recently that noted Gen Alpha is the first generation that has had a lowering of knowledge based on the previous generations. This isn't wanted or good.

So, when they were trying to fix this issue, they went old school. Cell phones, tablets, and even educational methods use as little electronics as possible, and especially for the first two, those are turned in at the beginning of classes and given back after school. Based on today's issues with schools and school safety, I'd suggest a specialized area that is within the designated safety zone. This would give access for notifying first responders/dispatch, even with the version of school buildings I am proposing, but also (I hate saying this, trust me I really hate saying this), contacting parents. Whether for notifying them independently, or the worst: saying goodbye.

So, the government would be the purse-strings and a set per-child amount for education no matter where that child lives so this thing of home/land taxes paying for education and having abysmally low amounts for low-income housing areas would no longer be. The curriculum would be standardized no matter where in the country. You could move and your child would more or less pick up from where they left off before the move. Teacher pay and how they are employed would be standardized and touched on later.

Now, I'm also going to hear screams of 'Indoctrination!'. Let's look at that.

What is the difference between sending a child to a religious school or teaching them at home in relation to public schooling? Is it where the curriculum is set by people you 'trust' and 'take' over that task with or without your input? Because I'd bet most at-home taught children aren't taught by licensed teachers and rely on teaching materials bought that are developed more from a religious point of view, if at all. There have been reports of those states who have little to no regulations or laws on pulling a child out of public education, limit that education to Biblical reading and elementary addition and subtraction only and the rest of their 'school day' be household chores or some other form of work other than education. Worse yet, some in those same situations have lost their lives.

If that's the case, please....what do you call forcing a person, even a child—especially a child—to learn less than fully unvarnished information that is neutral rather than skewed for a particular world-view? This is why I wouldn't scream 'indoctrination' at me if you've the urge. Not only that, but that is also forms insulated bubbles of social interactions and limits on what real-life is like. That is, everyone has to interact with all sorts of people and keep an open mind because if you don't, you put yourself into multiple forms of eventual extinction. This is also why urban areas tend to be more liberal than rural. Urban areas put masses of people in one area, and even if areas of a city end up being more of one type of people or whatever other barriers you might name, you still have to interact via work, shopping and such. There is no shame or ill will if you approach others with an open mind, willing heart to make friends, and learn that that 'other' is probably closer than you think to what you think and do.

Teachers across all topics of education would be the ones tapped to develop, choose, and be educators of parents on why supplies and books are the way they have been picked out. Educational suppliers would have to have no bias in any topic and cover most or all the bases of that topic: good, bad, or indifferent. If you're like a certain group that starts with 'P' and ends with an equally capitalized 'U', you won't be considered.

So, as for funding, that would take in everything from foodstuffs, building maintenance costs, security, books, supplies, teachers, support staff and whatever else is needed to run schools. That would be packed into what would be a fixed amount of money per child. The amount would also be tied to inflation and have a minimum amount as being part of legislation or new Constitution and cannot be changed to lower amounts unless voted upon and agreed upon by 90% of the populace, 90% of both Legislative and Executive councils, too. I know, a high bar but considering the propensity of the rich and/or business world wanting more and such, I don't care: I want that high bar because children need education to create and keep up with the world at large, not just a small section of children born lucky.

As far as funding these services and such, that is another topic and still in development because that would be more along the lines of what you would call 'taxes' today, but again as I have stated in other articles, the economy structure of Erf isn't what we know today.

Sub-Issue: Secondary Education ('High School' and beyond

Now, in most areas of the world, grades are just the number of years taken and 'year' or 'grade' before or after the number. Here in the US, we have not only broken down by year/age but also in ways that an uninformed person could get confused by.

I've already lengthened the day. Now, I'm heading into another lengthening.

One is revamping 'secondary' or what we in the US call 'high school'. I'm basing the need of changing on job readiness, age of physical maturity, and the amount of knowledge needed for daily living now. Erf will be different in what is needed because society would have a hand in determining what extra skills are needed for an independent life, but still very similar to today.

Let me get you up to speed. The frontal cortex of humans is fully developed around the mid-20s. Same for female anatomy (cough *hips*) which is critical to know. This means that even though 18 is considered an adult, in reality, they are still developing. So, is this a problem? Not necessarily, however this is something to think about.

When I spoke about Universal Healthcare and where it touched on staffing and education, I mentioned certain things. Now, I've made it no secret I know the medical rainbow of positions fairly well. Not that I have made it to where I wanted to go, but that knowledge and outlooks are still with me. I'm applying this in the same vein for both topic and development.

In that article I mentioned that if someone wanted to go into the medical field, they could come out of 'high school' with a skill ready for a job. I wasn't kidding.

To start, 'high school' (for those of you not in the know, that's Grade/Year 9 to 12) would be broken up to two pathways. Now with the type of long day schooling and other factors, one should understand the basics by the beginning of Grade/Year 9. If not, then someone slipped up and that child shouldn't have been passed into the next grade. Ah, that's another thing: age doesn't mean a thing in this system, either: it's based on mastering the skills and knowledge, not a cookie cutter teaching method either. You can have multiple third grade (as an example) classes but taught in multiple focuses: auditory, tactile, visual, and verbal (meaning the child can be told something and prove later they learned), or any combination of the four. The bottom line: in various ways, and it would be in various amounts of all four versions of learning, they will be tested on proficiency and allowed to progress. Until that time, that child isn't going to go forward. If issues arise where there is a full stop or stalling of the ability to learn, then that child should have the help they need identified and given.

Back to 'high school'.

Now, I'd say Civics (meaning laws, Constitutional meanings, workings of government), and finishing up health should be done 'freshman' (Grade/Year 9) with other courses that would be basics but also a form of 'weed out'. I'd say about the time post-winter break there would be aptitude tests and counseling on potential careers that a young adult has the bent for. By the end of this year, I would have a firm schedule for the next school year and a roughed out plan for all other years.

'Sophomore' (Grade/Year 10) would start a dual path form of education. One path is technical, like things related to transportation (like engine repair), construction, first responder, or similar paths. The second path would be 'professional', like 'book-education' being needed more than hands on like law, medically-related jobs, scientists, and engineers.

Now, to be honest, I don't know the exact working of what was called vo-tech (vocational education) as in time needed to learn the skills needed for certificates, licenses, or anything like that. However, by the time a person graduates, they would be more than qualified for official full-time work and possess whatever certificates or licenses needed for that job. However I do know that this path of education would be at least one-forth of a day in a classroom setting and learning any specialized book-related learning for their chosen profession.

For the professional tract, I can give you a better idea.

For one, the core classes would change slightly. Part of it would be geared directly into the chosen profession. Like speech and debate, learning to write in whatever professional version is needed (a lawyer doesn't write the same things as say a nurse. Yes, same language and skills, but what we write is vastly different, this is what I mean), and furthering and making critical thinking bedrock knowledge. Maths would be geared to whatever branch of work, too. For engineers, all that calculus and specialized geometry? Yes, this is some of what would be taught. For sciences, another rung up from the basics and prep for deeper understanding would be also taught. For this tract, half days in class, and half days essentially interning with professionals. Similar in ways to the old apprentice system.

'Junior' (Grade/Year 11) would be furthering either pathway. Deeper and more complex vocational skills, and higher level coursework for professional. This, depending on the skills for either or needed licensing or certificates, would be the year their first ones would be gotten. For the professional tract, some of the courses would end up being taught via video link or in person college courses. Not many or any 'high schools' can afford to keep something like a working bio-chem lab for only a couple of students, even in the system I envision. However, with colleges those would be economically feasible. Since I know the medical field, I'll say that this, at the end of this year, a person could become a licensed CNA and still have options of going into further medically-related schooling.

'Senior' (Grade/Year 12) would keep going. Now, I'm going to do a guesstimate of technical knowledge for at least a few 'technical' tract jobs of being five years. So, by the end of this year, some licensure should be able to be gotten, the apprenticeships be more of journeyman position but still overseen for quality and quantity of the work done. Workmanship would figure in heavily, too.

For the professional tract, half days working as a CNA and/or ghosting any version of nurse would be a good step. If a person is satisfied with a CNA, this year is the first year (at the end of that year) they qualify for 'graduation'. Otherwise, further education toward nursing and beyond would be continued.

The next year would be classified as college level 'Freshman' year. Now mind you: remember the mid 20s is where a human body and mind is fully mature. With this system of education, we're just starting at a 18 to 20 year old person for this year. The age is dependent on birth dates for the most part, part is mastering previous grade coursework, and the other would be for placement tests to up a grade or not.

By this time, technical paths fairly into the journeyman way of things. Professional would allow for end of year licensed testing for an LPN. Now mind you: the work done is paid. Now, I'm working on either a UBI (Universal Basic Income) or a work structure that is heavily unionized and more as co-ops in some professions rather than paid per hour. In short, a change from capitalism. The part-time work would be (more than likely) afternoon and evening work. Morning would be available, but the person would need to do their half day classroom time in the afternoons.

'College Sophomore' and 'College Junior' would continue, and only certificates for specialized skills for either tract would be allowed. But in these two years, an LPN in even today's world could (if full time and don't fail any classes) move up to an RN. So, end of school year everyone can sit for further testing or renewal of licenses. This gets up to 20 to 22 year olds.

'College Senior', 'Year One additional', and 'Last Year' would be the last years. For technical, I would think journeyman would be close to master. For professional, their first (only?) bachelors would be on the horizon. So at the end of this block of time allows for testing for pretty much all professional jobs.

Now, as a current fiction writer, I do a 'shit' ton of research even for 'fluff' (OK, OK...I'll 'fess up: I write romance in various genres but I also don't just write. I ground my writing in the real-world even if paranormal.) I wrote a character in a book that went down an civil engineering path with two brothers: they were in law and architecture. Don't laugh, but it was how I did (and do) some of my thinking. Needless to say, for all three, I could hold a decent conversation on. Now, this turns into yet another path: payback.

In my Universal Healthcare article/chapter (whatever), I mentioned once a person gets their LPN, they would end up paying back with a work requirement. I'm placing that on all professions, in all reality. If you're educated to a master in a technical manner, I'd figure that as an equivalent to a bachelor's degree. So yes, you'd have to do payback too.

See, school can and should allow time for at least some work in the field one is interested in. However, if you're past what an AA (associates of arts) or a BS (bachelor of science) degree, you've enough education to be able to work at least part time in whatever capacity you can. But, that's not the payback. It's to make sure that if you need a change, it can be done before getting the degree fully and then hate the job and fail at it or be miserable. Because once into a situation of payback, you're stuck into that payback or you owe the economic investment in you in some other way in addition to figuring out what to do otherwise.

In the medical field, going through the rungs of education and licensure to include working with that license, means that you will get exposure of what it's like to work in others shoes. I mentioned the payback for medical people in Universal Healthcare, but let me clarify and be more detailed.

This doesn't just cover medical, although mainly does because the medical field is so layered and varied. I know law has branches along with engineering. Architecture has branches, and probably every other thing, both professional and technical, has branches.

Once you get to your first BS, most pathways further than that would require a person to stand on their own. Teaching, engineering, some advanced scientific pathways, medical and probably others, would require a time payback. I mentioned a one year work for each year in school if you work in a situation (for medical this would be urban areas) that more concentration of professionals gravitate to. If in areas that can be worked is the alternate (meaning rural for medical as an example) you'd have less time working for pay back for each year in school. For what I've already stated, once graduated with the equivalent or named BSN (for nursing) you'd owe four years work if in an urban area, three years for rural areas.

Now, if one wanted to take on the monumental task to become a doctor, that would have two pathways.

If you noticed, that would end around the 23-25 year old point. I'll get into other social changes later, so I'll leave the age as just being a marker.

The first is privately paid or funded. I'd even also make a cap of family money allowed to be either earned or have to qualify to be forced to pay for your education privately. The reason is simple: your family can afford the bills and therefore can stand to pay for your education.

But the second is for those who cannot make beyond the qualifying private education. So say you sign a contract that is a separate agreement than the public education and you go to school. Most of your time will be in class, study, or homework. Trust me, I knew very well what my life would be like if my life followed the path I originally set myself on. However, having licensure from CNA, LPN, RN, and BSN going to waste won't be a thing, either.

Per month, you'd have to work at least 32 hours a month within your licenses. That's only four hours a day for two days a week, a total of eight days per month. That would qualify you for either pay or UBI (I'm still not sure how economics will be fully fleshed out). So you'd probably live at home or in a dorm or housing situation that is in a 'normal' home for Erf, might still be multi-generational, go to school most days and work part time a few days a month to qualify for money in your pocket and have more than basic needs met. I don't see a problem and it's only four hours out of what is normally a twelve hour awake day (for most folks). Once you get your MD, you do the same payback as normal, and once you're doing with that payback, another contract and arrangements would be made for specialty training.

Look, the lower the rung for most jobs, the more interactions are needed between levels and that is worth its weight in every precious metal and gem you can dig up or create. It also forms up good leaders who understand the job on a gut and real-world level instead of only in books, reports, and paperwork then put as a leader or manager type thing. Trust me, I understand that leadership when it comes to business today isn't the greatest-even with most jobs requiring a MBA for even low management spots. I've heard more than one meeting between nursing staff and facility management talk about economics of how care is given. I also know that nurses have not only lower levels grousing about work and expectations while having several 300 pound gorillas on their backs from upper levels and more business related branches, and yet more when it comes to families being less-than-understanding when someone needs care. I'm sure other employment is the same in various ways, and this is why I'd love to see a 'growing-up' within a wanted or interested employment pathway.

Teaching would be much the same type of structure, as suggested for medical since it's very similar in structure, but again, there's a marked difference between today and when Erf exists.

That is, like medical personnel in Universal Healthcare, teachers would be public servants. This isn't just to bloat the government or anything like that. It's simply because States do have their thing going on and responsibilities. I get that having a nation as large as ours and regions need certain handling that cannot be done in other areas, so states need to do their own thing to a degree. However, things that tend to spread out and cross state lines, to me, don't blur boundaries—it makes those state- or even regional- level boundaries immaterial.

That means professions that require a license have a national license and if you mess up and get it pulled: that's a one-time you're out situation. Mess up bad enough to get it pulled, it's permanent and you'll have to figure out ways of getting retraining. There will be ways.

Sub-Issue: Re-training

Retraining because of getting a license pulled (you can go down a rung from what license that was taken away, but not 'up' from that. Example: You were working as an RN and you flubbed up and your license is pulled, but you also have a BSN. You no longer have access to any job opportunities for a BSN or RN, you end up working and being limited to either CNA or LPN work or look for retraining.) However, that way will not be easy.

For one, that retraining will have any 'book learning' in the evenings, one of the few things that I'd personally allow for extended hours of work for and that's mainly for teachers. However, work requirements to keep and qualify for that retraining would require working in whatever capacity you already qualify for until you get qualified into a different field. No, if you are medical, teacher, whatever; get your license pulled; and opt for retraining, you will no longer be allowed any retraining in any aspect of whatever your primary focus was. You losing your license in any way proves that you have to be monitored closer, and to be honest, it might show a need for a change or even be the first sign of being unsuited to the field itself. So, no, you'll be going into another field of study. If that ends up going into technical fields, so be it and I have no issue with that. Age and temperament in professional settings are a huge issue. It is also in technical fields, but not nearly as bad.

For those who end up disabled, the job is essentially being phased out of existence, or simply aging out of being able to do a job, that's another issue and types of programs entirely.

For those folks, going back to school is almost a necessity unless family members would rather them do something like being a jack-of-all-trades for 'house' work and/or caring for others in the neighborhoods or such. But that's up to families and neighborhoods to decide. But if the option is school and taken, things will change, but also not.

As far as retraining due the three statuses I've mentioned, that would allow a person to work in something they are fully able to do based on their abilities at the time. So, someone who is in construction, might end up behind the desk in a construction company and instead of being hands-on in the construction of building, that person might end up being a manager, bidder, or something of the like that exists today. Even going into engineering or architecture if their estimated work-life remaining is long enough to support that retraining and repayment. Erf may or may not have certain positions that exist now and also may or may not have new positions open up.

Now, today, there is hardly any retraining programs at all, yet, we've millions on the streets simply because of jobs being shipped out of the US, and employers unwilling to keep those folks hired doing other jobs or retraining them into working jobs more along the lines of what employers want to have. I understand that it's about the fat bottom line, that younger people will hire for those jobs at lower cost and such. But, is it worth losing experience and outlooks from similar field experience? I know what corporate America will say: yes. However, working America would say either maybe or no. The reason is related to the issue that I mentioned about ladder climbing on degrees and jobs in the previous section. You can have someone who worked on call center floors working low level administration jobs, teach basic skills that cover the job, or situations. In short: corporate America complains about unqualified persons, yet they also complain about having to pay for training (and trying to get out of that and force employees to pay for training), and they do not avail themselves of those who already know their corporate culture and structure/expectations and retrain that person. Or even take responsibility of taking a job away from a person, then essentially force that person into a situation that will render them without a home, transportation and such and still bitch about paying taxes lower than the normal working class American. Unacceptable.

So, re-training would also be in the mix under education in Erf. It would be part of that 'socially aware and socially supportive' aspects of the economy I put out a few articles ago. Sorry, I don't remember which one and most of my articles cross lines so it's somewhere or multiple somewheres.

An economy isn't just money, although I'm fairly sure between nations or nation/states, it will be goods/services as more or less a type of barter system or straight out money. That's up to the population of the Earth in general when that issue can be addressed.

Closing

Education isn't a social waste of time. It opens minds, creates ideas, allows for a variety of positives that is more than just training for a job. Being an artist can be a natural talent, but also learned. Personally I can't even make a period straight, so therefore I leave art to others. Writing is...well, if you like my style here, this isn't my normal writing style. This is more like a conversation that I can't hear your side until you comment, message me, or similar. However, I do fiction writing in the hopes one day I will be published and the amount of work and workmanship I put into my writing can be enjoyed by others.

Socially, I believe education that isn't in bubbles and insulated schooling environments is a boon for mankind.

I know some would call it polluting their culture or some such. To those, I say this: you want a single culture in a nation that is built in multiple ways and means by no one culture. America, and therefore Erf, is a melting pot and stating that it's anything other than that is wiping out over half this nation in all categories and means. That includes your own 'culture', because how you were raised and believe is influenced, even unintentionally, by those around you and your family—that also means your ancestry. That means you are from somewhere else and that part of your life still follows you even generations between and your original 'American' ancestor. That is unless your Native American, AKA Indian, but even then the knowledge of heritage and history may be limited or has been erased by politics and believes of a bygone era.

Think hard about those ancestors history and culture and what that says about your attitudes. Also, those of you who have family that came from 'the south' and slave owning states/areas back in the day: many slave holders and white foremen had children by black slaves. Those who hold onto the 'one-drop' theory, and there have been documented cases, might fall into that category. So, think about that: you may think you're one thing, yet be another and what that might mean for yourself and your decedents by that same thinking.

This is why I insist on unvarnished, truthful history and Civics be taught, in addition to all the advances in science and mathematics done by people of color and women: you might want to not think about it, bury your head in the sand, or make it illegal to teach that information. However, it did happen, it will continue to happen even if you make it illegal or hide that information, burn books and such. It also teaches your children an inflated ego and allow a form of acceptance of being superior that has not been earned or worked toward, which creates friction not only within our nation but around the world. Not to mention, allowing a once great nation who lead in various ways, sometimes dark and violent, become a weak nation that ends up being eroded to qualify for the very same category that is and was demonized: a Third World Nation.