Education

Elevated Concepts to Guide Societies and People towards Social & Economic Synergy.

~ ~ ~ Education ~ ~ ~

Progressive Concepts

All societies educate their citizens to be part of the society. Great efforts as needed to ensure citizens are educated to the level they may function well, finding their best field and having them understand personal responsibility and benefits continue for self-growth, strengthening family-social harmony, equitable prosperity and continuity.

The Foundation Schools (Basic and Expansion) are the primary/secondary, grammar, middle/junior and high schools of the past, and are maintained as Communities within Townships through the Education Commission. Each Foundation School forms the center of Communities within Townships and are Networked with other schools.

Private and home schooling have to hold to the same high standard. Advanced Education includes collages, universities and trade school.

Education tutelage remained important for the population and it handled by the Counties/Shires within Communities of Townships oversight from the Provincial Councils subject to the Council of Education within the Bureau of Civil Services.

Community Foundation Schools are Networked. Students would function between 4-7 schools, depending on the Network.

Sidebar Note

Like many elements in this Arinora Society website, there are references to Cascadia as a solution. Many of the considerations presented here is based on a campaign environment for Universal Tales as created by Jeremiah Zimmerman. >>[See JZFiction.com for the author; or Galaxy Frontiers for the game site.]

In that environment, Cascadia has both Counties and Shires, which are considered the same for all government purposes.

Also mentioned throughout the education presentation is Age of Commitment, a reference to when a person is responsible for their own actions and beyond the authorization of parents/guardians.

There are also references to various dates that reflect the Arinorin-Cascadian calendar, discussed elsewhere on this website.

Another area of discussion – this is yet to be added to the website – is the Civil Retirement-Insurance Fund. This is a comprehensive assurances that evolves from the U.S. Social Security and the Canadian Pension Fund. More to come on that subject.

Treat any reference to provinces as states. The concept of Cascadian provinces is a grouping of smaller states to reduce the number of national regions to 9 – a more manageable collective.

Reference to CCP is to government pensionaries, the extension of U.S. Civil Service to include government officials, including the Presidency, with the incomes directly associated to the Least Civil Wage (Minimum Wage). More to come on that subject, as well.

To Galaxy Frontiers

~ ~ Education Proposal Outline ~ ~

~ ~ Education Progression ~ ~

With the clarity that each person has individual strengths, Foundation Schools have the general mandate to ensure each student finds their true natural potential. Instructors, Counselors and Staff would stimulate student creativity and growth to prosper within the equitable society. To do this, counselors, instructors and staff guide student’s education to recognize strengths without predisposed expectations. The tutelage of students is to stimulate advanced thinking, and provide meaningful knowledge for inquisitive minds.
There are set Core Knowledge criteria that each student is expected to have some familiarity, so to function within the society. To that, they have the availability to Expansion Knowledge, whether in arts, music, politics, science, business formation, employment ethics, research/development, journalism, trade craft, linguistics, etc., etc., etc.
The motivation of the faculty is to grow each student to their highest potential in their unique qualities, protecting them from false expectations and damaging stigmatism, while fostering healthy competition related to their personal strengths – not predisposed expectations.
Private institutions are not to gain government funding. Doing so removes monies from public education system. Furthermore, all private education institutions are levy 12% of their full income, the monies going to the funding of public education. Like the rationale for medical institutions, private education institutions favor the higher affluent population. For handling administrative distribution, the national economic commission gains 5% of the collected amount. The rest is transferred to the Education Commission for equitable distribution to all the education Networks.

~ ~ Foundation School Management ~ ~

Foundation Schools have campuses for the education of all citizens, having an extra year on what would have been known as K‑12th grades in the U.S.
Students attending Foundation School are tracked by the number of Years after kindergarten (1st to 13th) within Tiers I-VI, as well as Course Study Level (Core Knowledge I-VI, roughly associated with Tiers) and Specialty Knowledge Courses I-III (not matching Tiers).
The goals of each Foundation Schools is to help advance the innate quality of the citizen students, building on intrinsic ability and give them routes to thrive within the society and be understanding to wide variety of cultures. It is not the intent to mold the youths into narrow standards. Excepting their inherit attributes and physique, curriculum and programs are custom to that endeavor, no matter expectations of parents, guardians or social group philosophies.
Foundation Schools are situated within 20 minute drive of 3+ other Foundation Schools, providing transportation between them, the same for students and Rotation Instructors use (see further in the area).
Each Community School is managed by a Dean and their staff. The Dean structures their staff as they see fit under higher oversight.
Kindergarten (German for ‘Children’s Garden’) continued as a preliminary preparation school for any citizen child able to socialize and understand instructions, often starting by the age of 5. This is not considered the first year of Foundation Schools, though is attached to the administrative area of such schools. The main focus is social integrity and responsibility, establishing roots with communications, cooperation, language, math, etc. Hours are flexible with the parents/guardians, with hours ranging from 8:00 A.M. to 4:00 P.M. The parents/guardians may drop off and pick up their children at their convenience.
Classes are fluid, usually in study group discussions with short lectures from the primary instructor (the one overseeing the progression of the session) and any Revolving Instructors (see further in the area). The fluid nature allows more interaction with the students, sharing studies and knowledge, testing each other’s knowledge with the instructor guiding discussions, adding what is not known.
Funding for schools is managed by the Counties/Shires, overseen by the Provincial Councils and Education Commission through the Bureau of Civil Services. Funding for public Foundation Schools is distributed relative to the Networks in balance with each school, the number of students in the Network and the number of instructors/classrooms having 22 student.
Progressive education for instructors are associated with such funding to ensure advanced application to all the students, no matter their social-economic situation.
As seen in the past, overcrowding of classrooms is a problem. Each school should work to alleviate such problems by targeting 22 students in school averaging within each Network, understanding the overlapping aspects of Networks. Funding is partially based on the ability of each school and Network to achieve the 22 student goal, providing management assistance and oversight to ensure proper education of the students. Classrooms having too few students lacks the interacting levels between students through questioning and perspectives – hence the 22 student per instructor/classroom target.
Determination of funding takes into account the number of students within each of the overlapping Networks, the number of instructors/classrooms within the schools and Networks and programs for the Networks. As with other agencies, request for additional funding will trigger a review of management efficiency.
Troubled areas – those schools/Networks with low performance – will attract an infusion of funding to make improvements. With that in fusion, a team of inspectors and counselors will rotate into the problematic areas for no less than 2 seasons, evaluating management, providing guidance to ensure improvements are achieved. After the initial infusion and guidance, seasonal evaluations will take placeuntil it is found to be functioning smoothly.
Understanding there are between the genders when it comes to learning, shaping class scheduling around that it is important. Providing more physical classes interspersed with academic for the boys is needed to handle their more active nature. Tranquilizing our students creates greater problems for the future – even dependency on such medications.
Boarding schools became popular, especially for rural students.
With the layered flexibility of Foundation Schools, students with learning conditions gain assistance in normal course of process, including tutoring during normal school time.
Schools layouts will have 3 general Instruction Areas connected to the Administration Area. Administration area would include cafeteria, library, offices, gym, kindergarten, etc. The 3 general instruction areas are based on Education Tier Standing with Tier‑I/II in one section, Tier‑III/IV in another, and Tier‑V/VI in the third. These areas are adjacent to enable students to advance in the strong subjects, while gaining assistance in weaker subjects without stigmatizing progression issues created from strict grade composition of prior school formats of Europe and the U.S.

~ ~ Student Advancements ~ ~

The general ages/grades for Tier-I would be 6+ (first-third grades); Tier-II at 8+ (third-fifth); Tier-III at 10+ (fifth-seventh); Tier-IV at 12+ (seventh-ninth); Tier-V at 14+ (ninth-eleventh); and Tier-VI at 16+ (eleventh-thirteenth).
With overlapping grades for the Tier and all Tiers function within the same school, students have the community relation of education, reflective of more historical times.
This also allows students to progress in course studies of different Tiers according to their academic ability in each. More knowledgeable course studies may be at higher Tiers, where those they are lagging would be at lower Tiers, with each gaining attention as needed.
Grade references are for general exam and progression schedule the number of years attended by students.
There is no grading or GPS for the classes or courses. Once the student passed Tier Exams for the course, they met the requirement and may progress. Private universities and colleges may use their own examination methods for rating potential students, as long as they are not discriminatory.

~ ~ Course Subject Studies ~ ~

Core Studies Courses are ranked into 6 Course Tier (I, II, III, IV, V and VI) for root knowledge. As already noted, each Tier level covers overlapping 3 years, where Tier‑I studies incudes years 1st, 2nd and 3rd, Tier‑II would be years 3-5, and so on. By the 11th to 13th year of Foundation School, the student would be completing their Base/Core Study Course Tier‑VI examinations. By the second year of each Tier, the student would normally start passing the Tier Exams. If they are struggling, instructors would start extra tutoring and studies, tapping upper students to assist.
Cascadia solution has set Core Knowledge Courses as Grammar (including evolution of the words, styles and cursive), General-Mathematics, Comparative-Cultures, Social Relations, General-History, Technologies, General-Science and General Arts/Crafts/Music.
There are many Specialty Knowledge Courses, ranked Level‑I to Level-III, available to Tier II-VI students. Prior general knowledge would be expected, and each of these courses would have the expectations. For graduation 1+ Level-III Specially exams would have to be complete, 3+ Level‑II and 7+ Level‑I.
Specialty Knowledge Courses include: Algebra, geometry, trigonometry, business science, accounting & business math, biology, zoology, astronomy, physics, geography, geology, chemistry, technology-engineering (mechanical, electronics, robotics, computers, etc.), computer operations-programming, alternate languages, politics, religions & faiths, international relations, specialized history (ancient, classical, medieval, renaissance, industrial, technical-era, breakup-era, social-renaissance), journalism, literature, arts/crafts (painting, sculpturing, film/video arts, etc.), woodworking, metalworking, textiles, photography, music, dance, domestic cultures1, etc.
A variety of trade shops are available within the Network, such as carpentry, plumbing, electrical, etc. Apprenticeships are available through these programs. Each Network has facilities to construct prefabricated homes (double-wide trailers) for sale or Transient Home Parks. Architectural class students design the layouts and trade classes construct these homes.
Within each Network, some schools would have Practical Knowledge courses (especially for hyper active students who display physical and mental challenges. These courses include trades (carpentry, masonry, etc.) where they build prefabricated structures for communities (park apparatuses, sections of homes, etc.). Also, agriculture courses maintain gardens and animal husbandry that would need attention, giving the students an outlet for physical and mental stimulation.
Vehicle restoration shops would be attached with certified mechanics and technicians where people and government agencies may donate vehicles for restoration and resale as a supplement revenue for the school, though mainly for training of students.
Martial Foundation Program is available to students, and is a good outlet for extra energies.
Cursive writing is taught as part of grammar courses.
Classes in Foundation School are fluid with general lectures from instructors and studies, though mostly having interactive discussions on the subject. This allows flexibility with the studies and for students to assist lower classmates with their subjects.
Selection of students into popular class enrollment is based on the students full seasons within the schools, allowing them first enrollment rights, no matter which school within the Network has the classes so they have a chance to attend the class before the graduation. They must have all prior requirements.

~ ~ Academic Examination ~ ~

As a note, students must complete no less than 448 exams through the 13 years of Foundation School. That is 6 Levels of 8 Core Courses, 7 course for Level‑I Advanced Course, 3 at Level‑II advanced courses, and one Level-III advanced course. Each course requires 7 successful exams to pass. As a comparison, students of the U.S. easily do well over 600 exams within their 1‑12 commitment. Once these exams are done, the student is awarded an Associate’s Degree in their favored studies and would be considered reaching Age of Commitment.
Though grading of exams is not a factor in graduation, superior knowledge in the subject would become obvious with the progression of the students advancing in that subject.
Formatted as the voting requirements, examinations/testing for course studies, students are required to accumulate 7 (not 3) passing sheets, having randomly assembled questions from thousands. Each sheet has 20 multiple choice questions each, making 140 complete question for the course. For the course, student requires 70% passing score on each sheet, making 14+ correct questions of the 20 questions on each sheet.
The student may have scrap paper, pens, pencils, independent calculators (not computer, omnivices, communication devices, etc.) and any material allowed for the specific exam within the exam area. Exam Monitors will have such items available for use by the students.
Exam/Question Composition consists of the question statement, having 5-6 presented answers, where 1-3 are correct in combination with all parts needed to be correct.
Examinations would be placed in the confidential file for the student and registered as proof of completion. The student and parents/guardians have the right to review their file at any time during normal hours of operation for the school. Once the course is complete and certificates issued, the sheets in the records would be destroyed inappropriate manner.
Course exams are extensive, with many thousands of questions related to each Level of each course and, having more added each month.
Exam-Evaluation Devices is a contained, isolated printer-scanner computers at each school that assembles and prints exams on demand for students to conduct in the booth or setting (class for Tier-I). When the students arrive for the exams, the Monitor inserts their recognition fob and personal code after validating the student’s exam needs, having the exam printed, filling out information.
Once the student completes the exam, it is passed through the device, which scans and evaluates, then overprints results and scoring. The device assembles and evaluates the tests, and does not track students/instructors. The Monitor records the use of each test chronologically in a separate logbook for each season for verification and inspection. The monitor also issues an exam receipt to the student, making note within the records.
Regional technicians and inspectors evaluate the device on a monthly/seasonal basis respectively, and rotates for oversight. Periodically throughout the day the Dean or authorized management staff certifies the Monitor for verification.
Tier-I exams are conducted within the classrooms as a group. The Monitor assembles the exams and witnesses the conduct in the classroom.
Students are allowed to take exams at any school within their Network. Exams done away from their home school will be sent to the home school through proper channels.
For quality control, instructors shall, once a week for 50 weeks a year, take one exam in their specialty of education, filing a critique, with any corrections needed. Also, they are obliged to present 3 questions in that report to the Examination Council for possible inclusion in future exams. When formatting questions, instructors will have differing amount of question arrangements for their submissions to create a variety of responses needed (say a question needing 2 correct answers out of 6, the next with 2 correct answers out of 6 and another with 1 correct answers out of 5 possible).
Instructors could use questions students asked during the course to guide their input questions for future examinations. Such proposals would be assembled and distributed randomly to instructors for critique and review, then set as part of the exams for future use. These elements may be reviewed by the Dean and Education Board for efficiency of instructors. Remember, this is done nationally and the extensive number of questions that would arise would broaden the scope of all schools, alleviating elite favoritism.
The reviewing Instructors conduct of the examinations creates an academic scoring based on their them taking those exams. This is to help ensure the instructor maintains high level of competence within the field they are instructing.

~ ~ Education Proposal (continued) ~ ~

~ ~ Class Structure & Networking ~ ~

Upper Classmates would tutor Lower Classmates in courses they have completed as part of their own training. This assists instructors and reinforces the knowledge of the subject with the upper class members, gaining another means for instructors to review student knowledge so to guide their further education. Each student of and higher level (starting at Tier-III standing) will spend 2 periods a week in a lower class, as an assistant. If it becomes a problem for upper classmates to instruct lower classmates, they would be tasked with basic chores around the school.
There are Subjective Courses, including Art, Literature, Music and Theater. Each student would participate in 2 different field courses per year. Due to the subjective views of these areas, grading is done by Roving Instructors which gives seminars on the subject and reviews the student work while there. Written papers on the subject would be done and reviewed as well. The averaging of the highest 12 reviews, make up the grade. In this way, should the student doing many works, they may raise their grades. There has to be at least 12 reviews to pass the course. Any reviews from a previous session carries to the next until completed.
Study materials and exams will be reflective with each other, and critiqued by instructors as part of their testing.
Study workbook and materials containing the information within the examinations are produced at the national level, having input articles from instructors. No private material shall be purchased or considered with national funding. Such practices in the past became personal income of people at the expense of other citizens, narrowing perspective, and creating favoritism.
The full school system produces a monthly magazine (say the American School Gazette), weekly paper (American School Journal) and a series of softcover books (several per year), as well as internet publications. Each are rated as Primary (for Tier-I through IV) or Advanced (Tier-IV through VI). Articles are from students essays, as well as instructors, submitted from the best in each school. Papers are generally local, where Gazette and books are national, allowing the sharing of information between students and faculty. Advertising helps finance the publication, though may not exceed 20% of periodical volume. Books are a compile relation of earlier works. The publications focuses on knowledge base and assist students with core studies, giving helpful advice for proceeding with their education.
Foundation School schedules are set to a general standard. There are 4 Course Seasons each year. Each Course Season has 2 Course Sessions lasting 6 weeks each, making 8 school sessions for the year (48 instructional week each year). There is a 1 week break between sessions and 2 weeks between seasons.
School Sessions begin on a regular schedule. Flex ability is with course studies and the 10 periods with the Sessions. Each of the 8 annual Sessions begin on 1 January, 13 February, 1 April, 13 May, 1 July, 13 August, 1 October and 13 November.
The schools’ Operational Hours are 6:00 A.M. to 6:00 P.M. Check-In for Tier-III+ is done on arrival at the cafeteria between 6:00 to 6:45 A.M. Tier-III and above class schedules begin at 7:00 A.M., concluding at 5:00 P.M., with courses in different rooms with specialty instructors. Students having later first classes will check in with the office.
Scheduling for Tier-II students is from 8:00 A.M. to 4:00 P.M. with Check-In at their first class by 7:50 A.M. Tier‑II has more flexible rooms than Tier-I, having separate instructors for the Base-Core Studies.
Tier-I daily schedule is from 9:00 A.M. to 4:00 P.M. with Check-In at their class by 8:50 A.M. These students attend their class in one room.
Tier-III+ classes begin at the top of the hour starting at 7:00 A.M., lasting 50 minutes. The final class of the day begins at 4:00 P.M., ending at 4:50 P.M., making 10 class periods available for the student.
At the x:45 minute of each class period there is a single chime – a warning to the instructors and students to wrap the session up. At x:50 minute, there is a double chime indication the end of the class. There is a triple chime at the top of each hour announcing the beginning of the class period.
Tier-III+ students are expected to attend 7 classes a day. The schedule and courses are up to the students, as long as requirements for studies are accomplished.
In the U.S., the standard number of academic day for the year ranged close to 180-190 days, at 6.5 hours each, giving rough average yearly class hours of around 1200 school hours. Level-III+ student attending 7 classes each day in the 10 hours available for 4 days a week, 6 weeks of each session, for 8 sessions (48 instructional weeks) gain 1300+ hours of class time for the year.
Each school is linked with 3-6 neighboring schools, creating a local Network.. The Networks of 4-7 schools will overlap with neighboring schools, allowing a greater sharing of instructor-student knowledge.
All schools in the Network become the general center of Communities, and those Communities shall be adjacent so not to have lengthy map layouts. All adjacent Communities will be part of the Network, with the next closest school/community adopted in the Network. No consideration based on elite status shall be considered. If such consideration is discovered, a review of administration shall take place. Community size and schools would vary, though relative balance would be a focus to prevent inequitable situations.
School Network Buses (touring style) provide transportation at 6:15 A.M., 11:15 A.M. and 5:15 P.M. (20-30 minute drive time) for instructors and students holding courses in different schools within the Network. The seats behind the driver are in pairs for students with drop-down trays for meals and study. The seats on the front door side are single and wider for instructors, also with trays. In this way instructors may monitor and assist students.
School meal packs are prepared and chilled the day before for students and instructors (if they wish) who are riding the Network Buses.
Civil Transportation Services provide access to and from schools. Many parents arrange pooling for students. Since there is no separations of the ages in the community schools, there is less distances on average as there were in the past. With the rotation of some instructors and students, Tiers of education is spread more evenly throughout the schools.
Some school areas may provide shuttle buses for picking up and dropping off students to and from school, homes and special event.
Rotation Instructors are specialists in a field, who maintain a route with 4 schools, scheduled for two 12-hour instruction days, morning and afternoon at different schools each of the 2 selected days of the week, and one 8 hour administrative day at their home school. This is to allow more schools to have their specialty knowledge. These instructors are transported by the Network Buses at 6:15 A.M., 11:15 A.M. and 5:15 P.M. (20-30 minute drive time), with meals available and room to relax or work.
Primary Instructors are a morning or afternoon schedule for 1+ schools for all 4 days of the week. They may have classes in different schools each day, though not functioning as a Rotation Instructor.

~ ~ Related Concepts ~ ~

Young Students, generally under 8 years of age (Level-I), are kept in the same class, having breaks and meals together under the supervision of the instructor or attendants.
The student assembly at the residence school (the one each student lives near) would elect seven “envoys) from Tier V and VI to form the School Student Advisory Council. That Counsel would represent all the students in the school Network associating with that particular school, and would assist in resolving problems. They would elect among themselves a Secretary of the Council, who functions as the primary student for the Council. Twice a month, they would meet with the Dean to discuss school matters.
Sporting events are usually scheduled for the Saturday or Sundae, from mid-morning to early afternoon, or Thursday, after 6:00 P.M. With the interconnection of the schools, sports teams are assembled from the students with each School Network.
As part of the schools Network, sports teams are made up of students within the Network. This gains broader source of players. Students must maintain their curriculum and not fall behind studies and exam schedule.
The cafeteria begin serving at 5:20 A.M., ending for the day at 5:30 P.M. The Level-II+ students may arrange their eating times as they desire with their personal course schedule. There is no charge for meals, though each student will have to present their Identity Card (or be with their class for younger student).
The Dean (CCP-21) in the head of the community school faculty, with the Chief Administrator (CCP-20) as their vise. First/Second/Base Administrators (how many depends on the school’s size) are raked in order. Base Administrators (CCP-17) are general managers, overseeing the examinations, as well as Other staff, including school nurses (CCP-18), cafeteria staff/cooks (CCP-13/CCP‑14), counselors (CCP-16), librarians (CCP-15), maintenance (CCP‑16), gardener (CCP‑13), day porter (CCP‑12), janitorial (CCP‑11), etc.
Income for Foundation School staff and instructors are set, and applied to all schools throughout the nation. The Dean is ranked at CCP-21, the Chief Administrator is CCP-20 and the First, Second and Base administrators are from CCP-19 to CCP-17. Tier-VI Instructors are ranked at CCP-19, and consecutively lower Tiered instructors are one rank lower, with Tier-I Instructors being CCP-14.
Instructor substitutes are a CCP level higher than the active instructor (e.g.; CCP-18 for Tier-IV). This is to compensate for their need to respond at a moment’s notice. They would hold similar schedules as the instructors in the Network that they cover and may be tasked to fill in on lower Tiers (not Tiers above). When not covering classes for absent instructors, they would sit in and assist active instructors to gain a feel for teaching styles and progression, assisting where appropriate. Their insight to administrators is also helpful.
Civil Libraries are attached to the community schools and are shared by the students and the citizens. Conduct within the library is to be proper, enforceable by the Sheriffs.
Day porter at the schools are for general cleaning throughout the day. Night janitors have throughout the night (6:30 P.M. to 5:30 P.M.) to perform more detailed cleaning. Maintenance and gardeners attend the grounds of several schools as needed.
As with other government Pensionaries, instructors and staffs of Foundation Schools and Provincial Universities are not allowed to strike. Pay and benefits are rated as all Pensionaries.
Private schools and homeschooling may maintain their own routine, as long as the students meet evaluation standards, including knowledge of evolution, world cultures and general faiths. Students being homeschooled will need to conduct examinations at local schools, during normal hours. Private schools would pay a nominal fee for examination packets (randomly selected), and must have a suitable private area for students to take the examinations. Such schools must allow spontaneous (unannounced) inspections, to ensure proper procedures and conduct.
Some parents opt for private boarding schools. Such facilities often provide specialty knowledge (such as art, music, military, etc.). The examinations are done in the Township School grounds and are required for graduation. No government funding is available for private schools, though government loans are available to citizens and would be attached to their Civil Retirement-Insurance Fund.
Students with disabling or impeded conditions are managed within each school as needed to bring such students to full educational ability. This may include specialized transportation, desks, mechanics, electronics, etc. Exam requirements still apply, though an assistant monitor may handle aspects that are limited, such as marking the sheets, reading the questions, etc.
There is no official time limits for examinations, though individual exams must be completed in the same sitting during school hours. Any uncompleted or none passed pages are not placed in the records. Since discussing the questions among student causes them to think of the information, there is no restriction to such discussion, and such discussions are encouraged, finding students learn more when doing so. The student may take completed exams with them for review by others. This helps with their understanding of the questions.
Beyond required examinations, students would be reviewed in a variety of ways by their instructors to discover their strengths and weakness, guiding their knowledge and study directions. These examinations are not part of the requirement for passing the courses, though would help students in their studies.
Course progression reports would be issued at the end of each season, giving the completed courses, as well as the current completed exam count for the next course tier level.
Rural Community Schools are held to the same standards, though school hours are more flexible with home tutoring from other students and parents. Local Deans work with the parents to ensure proper knowledge levels.
Each Province operates a closed boarding school for particularly troublesome students who the County/Shire Foundation School find disruptive. Since education is mandatory for all citizens students under the Age of Commitment, if the families are unable to control the student, this may become their only option. The students residing here are restricted to campus rules.
School makeup days for lost days due to weather or other reasons, are on the next feasible Saturday, and handled as the day that was lost, even as rotation of instructors and students.

Higher/Advance Education

Colleges, universities and technical schools are private ran with no direct government funding.
All citizens are able to draw government funding at the lowest possible interest to attend any institution they are accepted in.
Universities will have base-core requirements for specific degrees.
Each Province has universities fully run by the Province for the education of citizens. These Provincial Universities are not privately owned in any manner. Resident students of the provincial universities (having lived in the province no less than 3 years), pay base level tuition. Citizens from other Provinces would pay 120%-based tuitions, and may not exceed 30% total local enrollment numbers. Foreign national students with valid visas pay 150%, and may not exceed 15% of total local enrollment.
All higher education (colleges, universities, technical schools) state/provincial universities are private. Students may fund this education through their Civil Retirement-Insurance Fund. Family citizens may apply their education benefit to others in the family.
Some universities and colleges function as National Partnership Companies, though this is not the Provincial Universities. Fully private universities may handle their affairs as they see fit, in regulating guidance.
Hierarchy of Provincial Universities is similar to Foundation Schools, having Deans (CCP-23), Chief Administrators (CCP-22), etc., even gardeners (CCP-14), day porters (CCP-13) and janitors (CCP-12). Administrators would have a CCP ranking to levels above foundation schools, where other staff would be one rank higher. Professors are ranked based on their higher education level; with tenured professors being CCP-23, doctoral professors at CCP-22, master professors at CCP-20 and undergraduate professors would be CCP-19. Private universities may organize their staff as they see fit, those subject to the oversight of the Education Commission.
Government Education (Student) Loans for college/universities may be obtained each season for C£1,950 (450 × Civil Least Wage) linked to their Civil Retirement-Insurance Fund, having a starting loan of C£7,800. If they have work history, they may add 600 time their personal Rated Income level (C£2,600) of the Civil Retirement-Insurance Fund. These loans are at the lowest rate (CLR‑1), currently at 1.3%. Relatives may assist the student with loans from the government, linked to their own Fund at an amount 150 × of their current average weekly Rated Income (C£1,800 at C£12.00 hourly rate), and applied as CLR-1 interest with the student. Education loans hold the lowest possible interest, and have no penalties, and is payable over the lifetime of the citizen.
No grants from the government are available. Since all citizens are able to gain student loans, and they are expected to attain higher income degrees, they are expected to be able to repay loans. It was seen unfair for those who could not gain grants to have to repay their education cost where others who gain grants did not, as they gain the same income status after gaining degrees.
Students would be responsible for the cost of their education, motivating them to their studies, discouraging those who would got through the motions because they have no personal financial stake, which would be the case for full paid grants for individual or for every citizen.
Some companies may provide tuition assistance for later employment. Such opportunities would be regulated by the Education Commission.
Students may work through the County/Shire Home as CCP-1 or higher, to gain employment experience and tuition compensation as a Civil Pensionary. The Home will work with class schedules.
There are other avenues of affording higher education. While in military service, 80% of tuitions would be covered by the Ministry of Martial Affairs. Once out of service, with honorable discharge, prior service members gain a 40% tuition payment from Martial Affairs as a benefit for giving service to their nation. Civil pensionaries (government employees) gain a 20% tuition payment for classes they take.
Civil Employment Education Program is available for qualified full-time students, who will become civil pensionaries for duration of 3 years for each year of their degree (12 year service as government pensionary for a 4‑year bachelor’s degree). This is only available for specific needed fields for the government. The tuition would be registered as a loan, not to exceed a 4-year degree, or annual tuition of 5 × the monthly income for the CCP (Pensionary) pay schedule for the position they will take. They personally could have higher tuition costs, though the government will not compensate for it. Should they not complete the required program, the citizen is responsible for paying all remaining amount on the loan. This helps bringing educated, qualified persons into civil service for the nation, and provides a guaranteed job after graduation with their degree.
Prestigious private universities do have higher tuition costs. Since they do not gain funding from the governance, unless as part of the National Partnership Companies, these universities maintain their prestige on their own merits, and are under the oversight of the Education Commission and Safeties & Safety Commission.