Handover of Power - Education E-Book

Andreas Seidl

• Herausgeber: Books on Demand
• Kategorie: Geisteswissenschaft
• Serie: Handover of Power - Global Version
• Sprache: Englisch
• Veröffentlichungsjahr: 2022

Seitenzahl: 304

Beschreibung

Education rethought Do you also sometimes worry that learning gives you more fear than pleasure? And do you also wish for an environment where you can learn everything easily and quickly? How can an education system cater to teachers and learners at the same time? This book tells us: ... how learners can choose suitable teaching methods - depending on their learning type - and decide for themselves when they want to learn which knowledge from the curriculum. ... how teachers and learners can democratically administer their educational institution themselves and together become researchers and developers who produce products or realise inventions in an alliance. ... which educational paths everyone can take in order to learn the parts they want from the knowledge available worldwide at any time. After 20 years of work on this book series, Andreas Seidl thus ventures a step towards founding a party. In doing so, he entertains his readers both intellectually and visionarily. If this work can give you hope, inspire you or move you to action, it has fulfilled its purpose. Available in German and English

Leseprobe

For You

Volume 1: Summary

Volume 2: Derivation

Volume 3: Constitution

Volume 4: State Organisation

Volume 5: Digital

Volume 6: Media

Volume 7: Labour

Volume 8: Planned Economy

Volume 9: Social Market Economy

Volume 10: Barter Economy

Volume 11: Free Market Economy

Volume 12: Finance

Volume 13: Innovation

Volume 14: Education

Volume 15: Health

Volume 16: Infrastructure

Volume 17: Security

Volume 18: Justice

Volume 19: Foreign Affairs

Volume 20: Integration

Volume 21: Family

Acknowledgements

My thanks go to my family and friends who have made me who I am today. Special thanks to all those who supported me in writing this book. I would like to thank all my classmates, teachers, fellow students, lecturers, demonstrators, activists, colleagues, companies and countries with whom I have had the privilege of sharing the experiences from which all the ideas in this book have emerged. I would like to thank the staff of Books on Demand for their kind helpfulness. I thank the citizens of Seligenstadt for the harmony and solidarity in which I was able to write.

Foreword

This policy concept contains a variety of proposals for possible political reforms. It can be peacefully and democratically adapted to any current political system of any state in the world, but also to political systems in families, clubs, associations or companies. Wherever humans make or submit to rules that manage living together, the following proposals can be helpful. Readers who find the proposals so helpful that they would like to implement them together with like-minded people can contact the author. The contact form on the last page can be used for this purpose.

Faults and defects

I ask for your understanding that this volume was not professionally proofread. I could only afford professional proofreading for the summary. Spelling errors and unfortunate phrasing may therefore occur. As soon as this volume has sold enough to pay for a professional proofreading, it will be done. After that, a new edition will be published.

English version

Please understand that this volume has been translated automatically. I could only afford a professional translation for the summary. Poor wording and spelling errors may therefore occur. In case of doubt, the German version shall prevail. As soon as this volume has sold enough to pay for a professional translation, it will be done. After that, a new edition will be published. It was more important to me that no one in the world should have an information advantage than individual translation errors in the complete work.

References

If something has been quoted directly, it is set in italics. If the headings contain footnotes, the sources for direct and indirect quotations apply in the chapter for which the heading stands. Otherwise, quotations or source references are directly at the word or at the end of the sentence or paragraph. This book contains parts of text based on the Federal Constitution of the Swiss Confederation of 18 April 1999 (as of 12 February 2017), abbreviated to BV1 and the Constitution of the Canton of Bern of 6 June 1993 (as of 11 March 2015), abbreviated to KV2 .

If the constitutional paragraph, or individual paragraphs thereof, are based in whole or in part on extracts from the BV or KV, this is indicated in a footnote. The references to the corresponding footnotes for constitutional paragraphs are usually found after the heading of the affected chapter and sometimes in the body of the text. Articles used in the Swiss constitutions are listed in the footnote with a number after the title of the constitutional paragraph. Example: §123 Sample title: BV Art.123, KV Art.123.

All internet sources are fully cited in the footnotes. They were last accessed on 30.09.2021. All literature sources are also listed in full in the footnotes.

All references to tasks undertaken by other ministries and described in more detail there are given in footnotes. Example: Model Ministry - 1.2.3 Model Chapter.

All footnotes are to be viewed in comparison to the respective source, so-called indirect quotations. Direct quotations are set in italics, but hardly ever occur. The source reference is intended to enable further investigation and to take copyright into account.

1 This is not an official publication. Only the publication by the Swiss Federal Chancellery is authoritative. https://www.fedlex.admin.ch/eli/cc/1999/404/de On 14.12.2021

2 This is not an official publication. The Bernese Official Collection of Laws is authoritative. https://www.belex.sites.be.ch/frontend/versions/2420?locale=de#ART71 On 16.12.2021

Table of contents

1 Goals of the Ministry of Education

2 Departments

2.1 Central Department

2.1.1 Staff

2.1.1.1 Education and training for the state service

2.1.1.2 Childcare for state service employees

2.1.2 Organisation

2.1.3 Language Service

2.2 Management Department

2.3 Education Department

2.4 Department for Educational Institutions

3 Tasks of the Ministry of Education

4 Education system

4.1 Scientific freedom

4.2 Central education system

4.3 Financing

4.4 Learning objectives of the education system

4.4.1 Research circuit

4.4.2 Curriculum development

4.5 Education Authority

4.6 Examinations Office

4.6.1 Central performance record

4.6.1.1 Project exam

4.6.1.2 Written exam

4.6.1.3 Oral exam

4.6.2 Testimonial

4.7 Institute for Education

4.7.1 Matching educational institutions and companies

4.7.2 Matching degrees and appeals

4.7.3 Suitable teaching methods for learning types

4.7.4 Survey among learners

4.8 Recognition of degrees

4.8.1 Domestic recognition

4.8.2 Foreigner recognition

4.8.3 Need for degrees

4.9 Education through work

4.9.1 Cooperation between educational institutions

4.9.1.1 Nursery school & primary school

4.9.1.2 Primary school & comprehensive school

4.9.1.3 Comprehensive school & college

4.9.2 Cooperation between educational institutions and companies

4.9.2.1 Nursery schools and companies

4.9.2.2 Primary schools and companies

4.9.2.3 Comprehensive schools and companies

4.9.2.4 Colleges and companies

4.9.2.5 Production network

4.10 Education through research

4.10.1 Inventor advice

4.10.2 Inventive activity

4.10.3 Innovative activity in the alliance

4.10.4 Research network

4.10.4.1 Research project

4.10.4.2 Division of labour

4.10.4.3 Research in the classroom

4.10.5 Prize competition

4.11 Teachers

4.11.1 Training for teachers

4.11.2 Hiring

4.11.3 Duration of employment

4.11.4 Survey

4.11.4.1 Questionnaires

4.11.4.2 Recipes for success of popular teachers

4.11.5 Career path for teachers

4.11.6 Educational institution manager

4.11.7 Remuneration

4.12 Ministry of Education services for teachers

4.12.1 Correction

4.12.1.1 Forms of examination

4.12.1.2 Examiner

4.12.1.3 Digital exams

4.12.1.4 Control

5 Educational institutions

5.1 Differences between educational institutions

5.2 Harmonisation

5.3 School law

5.4 Compulsory education

5.5 Children and youths

5.5.1 Parenting

5.6 Integration

5.7 Building

5.8 Files

5.9 Education Directory

5.9.1 Profiles

5.9.1.1 Educational programme

5.9.1.2 Timetable

5.9.2 Groups

5.9.2.1 Suggestions for improvement

5.9.2.2 Teaching videos

5.9.2.3 Research projects

5.9.2.4 Elections of persons

5.10 Rights for learners

5.10.1 Management

5.10.1.1 Council of managers

5.10.2 Teachers

5.10.2.1 Teachers’ council

5.10.3 Student council

5.10.4 Quorums

5.10.5 Committee

5.10.5.1 Year group committee

5.10.5.2 Plenary assembly

5.10.6 Parents’ council

5.10.7 Education court

5.10.8 Duty to inform

5.10.9 Educational policy content

5.10.9.1 Curriculum implementation

5.10.9.2 Representation of interests

5.10.9.3 Advice and complaints system

5.10.9.4 Feedback round

5.11 Education tests

5.11.1 Developmental level test

5.11.2 Learning type test

5.11.3 IQ test

5.11.4 Results

5.12 Lesson planning

5.12.1 Hybrid concept

5.12.1.1 Frontal teaching

5.12.1.2 Project teaching

5.12.1.3 Free learning

5.12.2 Selection and dial-up

5.12.3 Teaching materials

5.12.3.1 Practical examples

5.12.4 Performance records

5.12.4.1 Failed central performance records

5.12.4.2 Digital performance records

5.12.5 Question time

5.13 Compulsory services

5.13.1 Corridor service

5.13.2 Tutoring

5.14 Holiday care

5.15 Work and social behaviour

5.15.1 Precision

5.15.2 Body control

5.15.3 Sense of duty

5.15.4 Willingness to learn

5.15.5 Hierarchy awareness

5.15.6 Ability to work in a team

5.16 Behavioural stages of adolescents

5.16.1 Mobbing

5.16.1.1 Criminal proceedings before the education court

5.16.1.2 Psychological reappraisal

5.17 Punitive measures

5.17.1 Penalty work

5.17.1.1 Lesson protocol

5.17.2 Detention in school

5.17.3 Parents’ meeting

5.17.4 Monetary fine

5.17.5 School exclusion

5.17.6 Expulsion from school

5.17.7 Upbringing camps

6 Special school

6.1 Special school for the behaviourally disturbed

6.2 Special school for the learning disabled

6.3 Special school for the gifted

7 Nursery school

7.1 Concept

7.2 Building & outdoor area

7.3 Equipment for children

7.4 Special nursery school

7.5 Voluntary nursery school

7.6 Infant care

7.6.1 Crèche

7.7 Observation and documentary

7.7.1 Education and research

7.8 Support areas

7.8.1 Goals and examinations

7.8.2 Pre-school test

8 Primary school

8.1 Form of teaching

8.2 Change of school

8.3 Seating arrangement

8.4 Special primary school

8.5 Knowledge transfer

8.6 Grading

8.6.1 Transfer

8.7 Timetable

8.7.1 Times

8.7.2 Breaks

8.7.3 Rubbish

8.7.4 Subjects

8.7.4.1 National language

8.7.4.2 Maths

8.7.4.3 Font and design

8.7.4.4 Ethics

8.7.4.5 Sex education

8.7.4.6 People’s Computer

8.7.4.7 Art

8.7.4.8 Sport

8.7.4.9 Music

8.7.4.10 Homeland and subject lessons

8.7.4.11 Textile work

8.7.4.12 Craft

8.7.5 Project week

8.7.6 Project day

8.8 Afternoon care

8.8.1 Lunch

8.8.2 Homework

8.8.2.1 Homework mentors

8.8.3 Leisure

8.8.3.1 Game collection

8.8.3.1.1 Project example: Producing a film

8.8.4 Clubs

8.8.5 Voluntary pensioners

8.8.6 Pickup

9 Comprehensive school

9.1 Hours per week

9.2 Certificates

9.3 Teaching method

9.3.1 Projects

9.3.1.1 Mobile Innovation Labs

9.3.1.2 Research groups

9.4 Type of teaching

9.5 Breaks

9.6 Change of school

9.7 Computers for the lessons

9.8 Seating arrangement

9.9 Transfer

9.10 Timetable

9.11 Tutoring

9.12 Canteen

9.13 Opening hours

9.14 Free time in the all-day school

9.15 School subjects

9.15.1 One-year subjects

9.15.1.1 Subject in the fifth learning year: Learning

9.15.1.2 School subject in the sixth learning year: Inventing

9.15.1.2.1 Innovation project

9.15.1.3 School subject in the seventh learning year: Integration

9.15.1.4 School subject in the eighth learning year: Election

9.15.1.5 School subject in the ninth learning year: Nutrition

9.15.1.6 School subject in the tenth learning year: Job application training

9.15.1.7 School subject in the eleventh learning year: House building

9.15.2 Perennial subjects

9.15.2.1 Maths

9.15.2.2 National language

9.15.2.3 Sport

9.15.2.4 Economy

9.15.2.5 Music

9.15.2.6 Computer Science

9.15.2.7 Chemistry

9.15.2.8 Physics

9.15.2.9 Biology

9.15.2.10 Geography

9.15.2.11 Technology

9.15.2.12 Crafts

9.15.2.13 Policy

9.15.2.14 History

9.15.2.15 Psychology

9.15.2.16 Ethics

9.15.2.17 Languages

9.15.2.18 Art

9.16 Foreign exchange

9.17 Student exchange

9.18 Final years 11 to 13

9.19 Final examinations

9.19.1 Basic qualification

9.19.2 Advanced qualification

9.19.3 College entrance qualification

9.19.4 Examination method

9.19.5 Examination procedure

9.19.6 Examination period

9.19.7 Repeating final examinations

10 People’s Service

11 College

11.1 Subject areas

11.2 University

11.3 Vocational training college

11.4 Free time at the college

11.5 College and Educational Television

11.6 Teaching

11.6.1 Application

11.6.1.1 Choice of subjects

11.6.1.2 Selection of the study location

11.6.1.3 Application procedure

11.6.1.4 Expansion

11.6.2 Acclimatisation phase

11.6.3 First semester

11.6.4 The following semesters

11.6.4.1 Performance certificates

11.6.4.2 Seat certificates

11.6.5 International students

11.6.6 Cleaning and catering

11.6.7 Sanctions

11.6.8 University degrees

11.6.8.1 Bachelor & Master

11.6.8.2 Diploma & Master’s Graduate

11.6.9 Final testimonial

11.7 Research

11.7.1 Research community

11.7.2 State research institutes

11.7.3 Publications

11.7.4 Research projects with companies

11.7.5 Policy advice

12 Free education

12.1 Social Village boarding school

12.2 Open educational institutions

12.3 Adult Education Center (AEC)

12.4 Digitised education

12.4.1 Training glasses

12.4.1.1 Example construction work

12.5 Passive education

12.6 Global education

12.7 Knowledge Directory

12.7.1 Profiles

12.7.2 Control and correction

12.7.3 Administration

12.7.4 Assessment test

13 Switching to the new system

13.1 Centralise education system

13.2 Centralise curriculum

13.3 Changes to the school system

13.4 Changes in the vocational schools

13.5 Integrating adult education centres into the education system

13.6 Conversion of the old ministries

Contact form

1 Goals of the Ministry of Education

The ministry’s goals are to shape education and research in such a way that learners and teachers are researchers at the same time and create knowledge together as colleagues.

Because every human learns differently and has different strengths and preferences, different types and methods of teaching are offered in which learners, teachers and researchers can democratically choose. Democratic and self-determined education is a goal of the Ministry of Education, which is achieved through the democratic management of educational institutions and the independent election of timetables and educational qualifications.

The Ministry of Education aims to ensure that as many humans in the country as possible are as highly educated as possible. On the one hand, this allows everyone the freedom of choice to take up any profession or follow any appeal. On the other hand, more educated humans are more likely to come up with innovative inventions because they know the state of the art and have enough knowledge in their specialist department to push the limits of today’s science and technology. Most of the time, ideas emerge when different knowledge is combined. The Ministry of Education achieves this combination by allowing all members of all educational institutions to express their ideas and receive feedback on how the idea could be implemented. If the idea creators and their colleagues at the educational institution do not have sufficient knowledge, they can turn to their colleagues from any other educational institution. Last but not least, a population that is as educated as possible is essential so that the state and its organs can be effectively controlled and managed by the people. To this end, eligible voters must have sufficient knowledge to be able to understand policy deciders.

Another goal of the Ministry of Education is to create synergies between education and research. Educational institutions provide training for new researchers, jointly conduct research studies for each other and share their latest research findings with each other. In a research alliance, research projects of any size can be initiated as long as all those affected agree by a majority. Any individual educational institution that is professionally equipped to do so can participate in an alliance or open an alliance. The research tasks are carried out in a division of labour by all educational institutions capable of doing so. The research association acts true to the motto: One educational institution for all educational institutions and all for one.

2 Departments

The departments are divided into sub-departments and enumerations are usually considered as their individual units. Many tasks of some departments are completely taken over by other ministries as a service.

2.1 Central Department

Part of the Central Department is the Reception Office with the Courier and Mail Room, which directs all concerns, broadcasts and visitors to the appropriate place in the ministry.

2.1.1 Staff

The Human Resources Department is responsible for staff development and planning. For this purpose, it takes care of the recruitment of junior staff, intern and trainee programmes as well as the selection procedures for employees and special selection procedures for applicants with disabilities. For politicians and employees, the department prepares a job plan. In all its tasks, it works in voting with the personnel board.3

All other personnel matters are transferred to the respective ministries. The Ministry of Labour takes over the service law.4 This includes the labour and collective bargaining law of the employees of the state service, remuneration, personnel administration of all careers and employees, flexitime, holiday and sickness file, working time with or without flexitime in part-time or full-time at the place of work or in home work. The Ministry of Infrastructure provides housing assistance for all state employees.5 The Ministry of Finance’s Pay Office takes care of employees’ salary, expenses, travel and relocation costs.6 The Ministry of Health is responsible for the company medical service.7 It provides occupational health management, deals with the treatment, education and prevention of occupational accidents, controls and provides occupational health and safety through the health auditors8 of the Company Auditing Agency9 .

2.1.1.1 Education and training for the state service

The Ministry of Education maintains academies for state service in the colleges of all capital cities of the ministries. Depending on which ministry one wishes to work for, one attends the college in the respective capital city. Those who wish to work for several ministries consecutively or simultaneously must attend compulsory courses at the respective academy, if the job requires this.

Trainees new to the service or career changers can complete training courses for each type of service at the academies. Depending on the form of service, skills for behaviour, leadership, organisation, international diplomacy, personnel development and Information Technology are taught. Training courses for the specialist departments of the respective ministry can be attended by employees who wish to apply for another position in the state service. Whenever new technical devices are imported, affected staff receive the appropriate Information Technology training. All languages can be learned at the language learning centre. When foreign language skills are required for state service, the ministries send the affected staff to learn the foreign languages in the appropriate educational institutions.

3 Ministry of State Organisation - 2.1.1.1 Personnel board

4 Ministry of Labour - 4 State enterprises, 13 Labour Directory

5 Ministry of Infrastructure - 2.1.1.1 Housing assistance for state service employees

6 Ministry of Finance - 2.1.1.1 Staff remuneration

7 Ministry of Health - 2.1.1.1 Occupational Health Service

8 Ministry of Labour - 20.7.2 Health auditor

9 Ministry of Labor - 20 Company Auditing Agency

2.1.1.2 Childcare for state service employees

State employees can take their children to any nursery school of their election. They have a right to receive a place for their child from the Ministry of Education from the age of 2. If there are enough employees at the location who always have enough children to run a nursery school, it will be opened; otherwise, childcare places will be provided at the nearest state nursery schools. Sufficient free capacity is provided by the Ministry of Education.

2.1.2 Organisation

The ministries of media, security, justice, finance, labour, state organisation provide audit services for quality management in the ministry, evaluation of work performance, revenues and expenditures, as well as corruption prevention, sabotage protection and, if necessary, disciplinary matters.10

The Ministry of Labour regulates procurement law and ensures corruption-free state orders and procurement.11 The Ministry of Finance organises the annual budget vote and ensures proper accounting in each ministry.12 It regulates budget procedures, budget law, personnel budgets, departmental budgets, costs and cash management, and assists ministries in budget planning for the budget vote.

The Ministry of Digital Affairs supports the supply of Information Technology.13 In voting with the Procurement Office of the Ministry of Labour, it takes care of the procurement, provision, maintenance and service of technical devices and software. Much of this is produced in-house to ensure data protection in information and communication technology. Information technology and digitalisation officers audit and advise the ministries. Digital appointment calendar and documentation services are provided as well as a digital policy archive including a library.

2.1.3 Language Service

An interpretation service, general translation service and translation service for international law treaties ensure that state employees can communicate with affected persons in all necessary languages. All persons with a foreign language teaching assignment in the Ministry of Education are also called upon for translation work in the state service as part of their career. The Interpreting Service provides simultaneous translations and offers interpreters to accompany politicians or translation software that works through speech recognition and voice output through the People’s Computer14 . The general translation service first translates all necessary texts automatically and corrects the result afterwards. International law and international treaties are translated by specialists who also have knowledge of contractual clauses of the respective countries. For this purpose, the language service cooperates with the embassies of the affected countries.

2.2 Management Department

The Management Department is the minister’s department. With his office team, he provides policy planning and analysis for his ministry and coordinates the relationship between the nation and the municipality through exchanges with his deputies in the municipalities. He initiates cooperation with other ministries or citizens in committees and is supported by the Ministry of State Organisation.

The Ministry of Media Affairs, through its media service, provides press and public relations for the ministry, moderates civil dialogue, trains or provides a spokesperson for the minister, writes speeches and texts on request, and ensures the implementation of conferences and events.15

The Ministry of Digital Affairs is responsible for digital management and thus provides departmental management. It automatically produces business statistics, staff surveys and the current state of research through statistics. It automatically forwards proposals to the affected or empowered state employees. In document management, it ensures digitalisation and that ministries share forms with each other.16

2.3 Education Department

The Education Department ensures the operation of the central education system, the guarantee of academic freedom and funding through revenues from the educational institutions and tax money. In cooperation with the educational institutions, it sets the learning objectives and coordinates the inner research cycle between the educational institutions. In cooperation with the educational institutions and the ministries of labour and innovation, it draws up the curriculum in a committee and invites suitable representatives from sectoral associations of all economic forms.

It supervises the Education Authority, Examinations Office and the Institute of Education and develops draft legislation on requirements and services for teachers. It cooperates with the Examinations Office, the Foreign Office17 and the Employment Office18 to recognise qualifications. It coordinates cooperation between educational institutions and companies and establishes contact with the ministries of economy. It coordinates the alliance between educational institutions for research and development and works together with the Ministry of Innovation for this purpose.

In cooperation with the Ministries of Security, Planned Economy19 , Social Market Economy20 , Family, Infrastructure and Health, it ensures the operation of the People’s Service. In cooperation with the Ministries of Media and Digital Affairs, it operates the Knowledge Directory21 and the opportunities for free education.

2.4 Department for Educational Institutions

The Department for Educational Institutions ensures harmonisation between educational institutions and the effective use of their differences. It formulates the draft laws for the Minister of Education on how minors, learners, teachers and researchers work together in educational institutions. With the Company Auditing Agency, it monitors their compliance. In cooperation with the Ministry of Justice, it ensures the admissibility of punitive measures and deciders by the education courts.

It operates the Education Directory in cooperation with the Ministry of Digital Affairs and ensures the integration of the necessary data from and into the Research, Ideas, Labour and Knowledge Directories.22 It guarantees learners, teachers and researchers their rights and receives complaints directed against the Education Authority or the Examinations Office. It forwards motions addressed to the Minister of Education by learners, parents, teachers and researchers from their councils and committees.

It supervises special schools, nursery schools, primary schools, comprehensive schools and colleges. It provides conditions for easy entry and smooth transfer between educational institutions and their cooperation. In cooperation with the Ministry of Planned Economy, it ensures the operation of the special nursery school, special primary school and boarding school. With the Ministries of Innovation and Foreign Affairs, it ensures progressive and cross-border teaching, research and development through the colleges.

10 Ministries of Media, Security, Justice, Finance, State Organisation - 2.1.2.1 Audit services

11 Ministry of Labour - 6 Procurement Office

12 Ministry of Finance - 8 state revenues, 9 state expenditure

13 Ministry of Digital Affairs - 2.1.2.1.1 Supply of Information Technology

14 Ministry of Digital Affairs - 13.6 People’s Computers

15 Ministry of Media Affairs - 2.2.1.1 Media Service

16 Ministry of Digital Affairs - 2.1.2.1 Digital Service

17 Ministry of Foreign Affairs - 4.6 Foreign Office

18 Ministry of Labour - 12 Employment Office

19 Ministry of Planned Economy

20 Ministry of Social Market Economy

21 Ministry of Digital - 12 Directories

22 Ministry of Innovation - 5.3 Research Directory, 8 Ideas Directory, Ministry of Labour - 13 Labour Directory

3 Tasks of the Ministry of Education

The ministry’s task, in the spirit of subsidiarity, is to grant the educational institutions as much autonomy as possible to carry out the tasks they can best do themselves. Tasks that can be done better centrally are taken over by the Ministry of Education. To this end, it maintains authorities such as the Education Authority, Examinations Office and the Institute of Education, through which it also provides services for teachers and learners.

The Ministry of Education is responsible for coordination with other ministries whenever cooperation is regular or requests come from educational institutions, ministries or companies. This includes, in particular, the preparation of curricula for all educational institutions.

The ministry’s tasks also include providing free education wherever educational institutions reach their limits. The adult education centres and digital education with the help of the Knowledge Directory serve to offer and demand any knowledge at any time.

4 Education system23

The Ministry of Education guarantees all nationals a lifelong right to education and research. To this end, it coordinates all its educational institutions in order to always be able to offer sufficient capacities. The education system is designed to carry out the tasks of education and research simultaneously through the cooperation of both sectors. Learners are always researchers who repeat past experiments in order to arrive at the same research results. This has a special potential for basic research and the continuous improvement of teaching and research.

The education system consists of a central and a decentralised level. The central level is taken over by the Ministry of Education and decides everything there that is generally binding throughout the country. The decentralised level is taken over by the educational institutions, where they decide everything that is necessary to adapt the central requirements to the local needs of their learners, teachers and researchers. The responsibility lies with the management of the educational institutions in voting with the deputy minister of education in their municipality.

4.1 Scientific freedom24

It is crucial that all learners, teachers and researchers are so free that they can express all research ideas and suggestions for improvement, try them out and, if successful, share them with all those affected. State requirements for science, research and teaching are limited to setting priorities in order to promote certain research areas for urgent societal challenges. Under no circumstances may research results or test procedures be influenced in order to make the result turn out in a certain way. All interpretations of science are free to be marked as true or false only by verifiable methods. For all results that allow a deviation, the probability of the deviation must be mentioned. Interpretations that are not verifiable must be marked as such. Only through the freedom of scientific teaching and research can impartial training be guaranteed. In this respect, freedom of science applies as a duty of the teachers and a right of the learners, who can check this and report violations.

4.2 Central education system25

The Ministry of Education ensures that humans in the education system receive high quality training without harm. High quality is set through curricula that learners must prove in examinations and teachers must prove in examination marks and learner surveys. To ensure that the education space in the country remains permeable, this evidence and proof is provided in the same way throughout the country. What skills are needed across the country for survival at the current state of the art is decided by the Ministry of Education in voting with the Ministries of Labour and Innovation in a committee26 .

The central education system is organised like a democratic community of researchers discovering the world together. Schools and colleges work within the national network for teaching and research. The requirement is to meet the learning goals. They represent the qualifications needed to survive self-determinedly in today’s society, which includes gainful employment, for which one must be qualified. For this, all the necessary qualifications are translated centrally in the Ministry of Education into a degree that fits the job role.

Curricula are democratically adopted by the research community by involving all participants in the development process. This includes learners, teachers, researchers and associations of companies and organisations where learners will work after graduation. The Ministry of Education facilitates the collaboration. Since curricula and learning goals are considered state requirements, the people always have a say here. Therefore, curricula can also be determined by a quorum through a People’s Committee.

Grades in numbers are there to see how much you can still learn. They are available on request and in all central performance records. A minimum level determines how much you have to learn at least in order to be able to do something. If the minimum is not mastered, the performance record is considered failed and must be repeated.

4.3 Financing27

Education is entertainment for the curious human being and should be financed by its innovative power through taxes, not through contributions or fees. The financing of the education system is managed through taxes and profits. The profits come from the cooperation with companies or People’s Innovation Company. They must not be used for specific purposes, but serve the entire education system. In particular, vocational training must not displace general education in order to collect more profits.

Educational institutions are Tax-funded for minors and nationals. The people determine the amount in the annual budget vote, but cannot dispose of the profits generated by educational institutions.

Training contributions are only levied at state educational institutions for foreigners of age of majority and companies in the Free Market Economy28 that require special training courses. The amount of the training contributions depends on the democratic decision of the respective educational institution. It must charge at least a cost-covering amount and pay it to the Ministry of Education. Should there be capacity bottlenecks, there may only be waiting lists for foreigners of age of majority and companies of the Free Market Economy.

4.4 Learning objectives of the education system

The educational system has educational institutions that are designed to enable humans to reach an ever higher level of knowledge when they attend them. In nursery schools, children learn to master their own bodies and how they create their rhythm of life with food, clothing, excretions, sleep and free play. Research is done on how humans develop, learn, play and whether regularities can be identified. In primary school, knowledge of the past is learned and research is done on how to survive in a civilisation without electricity. In comprehensive school, the knowledge of the present is learned and explored, how to survive in a civilisation with internet. In the colleges, the knowledge of the future is taught and how to create knowledge. Research is done on how human civilisation can survive even if one day the earth no longer exists.

4.4.1 Research circuit

The continuous improvement of research and teaching is determined by the inner and outer research cycles and finds its limits in the inviolability of human life and animal and plant ecosystems. The inner research cycle explores how which human can learn the fastest, forget the least, successfully apply what has been learned and invent the most successful ideas. All educational institutions are in this circuit.

The outer research circuit researches the environment and its use by humans. All educational institutions, ministries, researching and training companies and the population are in this circuit. In order for all humans to be able to comprehend the findings, the methods that led to the knowledge and the findings must be published in a form that can be understood by all humans.

4.4.2 Curriculum development29

The ministries of education, labour and innovation draw up the curriculum together with representatives of the business community and the educational institutions.30 The creation of the curriculum is like a direct or representative legislative process.31 The committee follows the direct legislative process. The representative form is chosen by default, in which the Minister of Education convenes a council that prepares a proposal. This proposal is then given to all learners, teachers and researchers in the educational institutions for revision, to be subsequently accepted or rejected by the Minister of Education.

The council, which is convened by the Minister of Education and of which he is the leader, has the following members: Firstly, a representative is sent from all party wings of the education party, chosen by the respective party wing. They present all the proposals of their working groups.

Secondly, a leader is selected from all subject areas of the colleges that train teachers. The selection is made by the Minister of Education. They draw up learning objectives and deadlines within which the objectives should be achieved. The learning objectives are based on what basic knowledge is necessary to be able to understand all further contents of a subject.

Thirdly, all sectoral federations send their leaders. The prerequisite is that a leader has already worked in his or her sector and has not only been employed by the association. They are to add learning objectives with necessary qualifications for their appeals.

Fourthly, the Ministry of Innovation sends staff from the Innovation Agency. The Minister of Innovation makes the selection. They assess which curricula are forward-looking and close to the state of the art.

Fifth, the Ministry of Labour sends responsible economic auditors from the Company Auditing Agency32 . They assess what economic impact curricula might have.

The council jointly prepares a proposal. The Education Directory publishes the process and all meetings of the council can be viewed via livestream. This first proposal of the curriculum is sent to all educational institutions. The written document is also available for download as an editable file in the Education Directory.

Now the teachers, learners and researchers from all educational institutions have the chance to change the text, delete passages and add new ones. In a teacher’s conference, the file or document is handed out and everyone is asked to read the general part about offers for appropriate work and social behaviour and the section for their subject. Primary school teachers pay attention to what learning will come after primary school. Comprehensive school teachers pay attention to what basic knowledge is already available and what knowledge is to be achieved at graduation. Lecturers at colleges pay attention to which qualifications for which appeals are in demand in the content of the final examinations. After the comments have been made, the education submitters send the file back to the Minister of Education. He can accept or reject this second proposal.

If it is rejected, the process can be repeated, but this time it starts with the educational institutions and ends with the council. If the Minister of Education rejects this curriculum again, it must be drawn up in a People’s Committee and put into effect by a referendum. All council meetings must be published simultaneously on Government Television33 . Once the veto quorum34 for this policy process reaches 30%, the curriculum must be created in a committee. The curriculum remains current until the repeal quorum of 50% is reached or the Minister of Education seeks a revision.

In the same way, a new educational programme can be established or an old one abolished as soon as one of the participants involved in curriculum development takes the initiative. Educational programmes are all educational objectives in nursery schools, subjects in school and study programmes in college.