African Entrepreneurship Records Chapter 629

Chapter 629 Education

The Austrian businessmen's plan is to bring students from East Africa to Austria to work as workers. This contrast is actually not surprising, just like many Filipino maids in previous generations had university degrees. In addition, East Africa itself has promoted compulsory education at the middle school level, but the locals have digested it. If you don't want to lose it, many people still need to engage in agriculture, so working as an industrial worker in Austria is also a good choice.

Middle school students like those in East Africa who have academic qualifications, have certain cultural literacy, and most importantly speak German can become high-quality industrial workers with a little training, and the price will definitely be lower than that of talents with the same level of education in Austria, and the price-performance ratio is high, so this Very reasonable.

"Mayor Kranis, I would like to ask, have all your cities in East Africa implemented universal compulsory education like Mogadishu?" Austrian businessman Teller still doesn't believe that East Africa has the ability to provide education nationwide. Universalize the compulsory education system at the secondary school level.

 No matter how small the city is, Mogadishu is still the capital of a province in East Africa, so its status is very different from other ordinary cities, so it is not surprising that there is a middle school.

Mogadishu has a population of less than 10,000 in the urban area. It is indeed a small city, so one middle school is enough.

As for the first baby boom in eastern East Africa about ten years ago, in four to five years it will be almost the age for this new generation to enter middle school. By then, the number of middle school students in East Africa will usher in a qualitative leap.

 Mogadishu City will not be affected, because East Africa annexed and developed the Northern Province much later than the east, especially in the inland and southern regions, which was later than Mogadishu City.

But even so, there are a lot of middle school students in East Africa. There are now more than 1.7 million people (approximately 12 to 17 years old), which is larger than the population of some small countries. About 30 people graduate every year. Around 10,000.

East Africa mainly attracts middle school students in several aspects. First, they need to continue their studies. Several local universities cannot recruit many students. The number of local college students in schools has not exceeded 10,000, with only more than 3,000. The school where they go enrolls only about 100 students per grade. The school has only a few hundred students. In addition, there are 4,000 international students every year, and the total number is only more than 7,000.

This number is not small. You must know that when Germany was unified in 1871, the number of higher education students in the country was only more than 13,000. By 1880, the number of college students in Germany had only grown to more than 20,000. East Africa can save so much wealth. It has been quite difficult.

This is because East Africa is a German country. Otherwise, there is no way to send international students. Monarchy countries such as Germany, Austria, and Sweden are important destinations for East African students.

For example, Japan can only send thousands of international students to Europe and the United States every year, and the price is not cheap. However, there are several friendly countries in East Africa that cooperate with international students, so the cost is greatly saved and there are more places.

 The second is the army, with the navy being the largest one. Among them, the navy and army academies, namely the Hechingen Military Academy and the Ferdinand Naval Academy, occupy a certain share and belong to the military system.

The third is factories. Factories absorb some of them, but in areas like Mogadishu where there is no industry, there is no relevant demand. Most jobs can be completed with low or even no academic qualifications, while in Dar es Salaam Industrial cities such as Nairobi and Mbeya have a much higher absorption rate.

Kranis didn't think much about it, and just said in response to Teller's question: "This is natural. The popularization of compulsory education in East Africa is very strong, and it is relatively early. Although it is not as compared to the developed areas of your Austro-Hungarian Empire, it is still better. Those backward areas are much better off, and basically every city in East Africa has universalized compulsory primary and secondary education.”

  Compulsory education in the Austro-Hungarian Empire is more mature than that in East Africa only in Austria, the Czech Republic and other regions. As for Hungary, it is slightly worse. In other regions with more backward economies, the popularity is even less comparable to that in East Africa.

“How many cities in East Africa have universal compulsory secondary education?”

"Of course it's all, maybe some remote areas, or our undeveloped areas, where compulsory education has not been universalized in the future, but there is definitely no problem in many older cities. Schools will be built immediately in every city, so East Africa Every city in the country has a high school.” Kranis also didn't know how to explain to Teller the difference between East African administrative cities and European cities, because East African cities, like the previous Far Eastern Empire, also had a large number of areas under their control. , including towns and villages, and cities and villages in Europe are very clearly distinguished.

Because of this, Kranis doesn't know how many cities there are in East Africa, but according to European standards, the number must be no less than fifty. After all, there are more than twenty provincial capital cities alone. Some provinces are well developed and have a large number of cities. There will be more, such as the Central Province, which has six cities.

And the administrative divisions of East Africa change frequently. Take the Plateau Province as an example. The Plateau Province includes the original Plateau Province, Kilimanjaro Province, Southern Great Lakes Province, (old) Hohenzollern Province, and the grassland area in the regional era. So now there are five cities in Plateau Province that have served as provincial capitals or regional capitals.

However, administrative divisions change frequently, which also shows that the self-regulation ability of East African countries is currently in a healthy state. After all, East Africa is a new country, and its territory is constantly expanding, so the original administrative divisions will not keep up with the development of the times.

What Teller wanted to ask was not this, but the specific number of cities in East Africa. He could estimate the number of middle school students in East Africa, but he subconsciously ignored the existence of rural middle schools in East Africa.

Although I visited the No. 1 Middle School in Mogadishu, Mogadishu is a provincial capital and an ancient city, so the presence of a middle school does not surprise the Austrians.

However, Teller didn't quite believe Kranis's previous statement about universalizing compulsory middle school education across the country, even after visiting the No. 1 Middle School in Mogadishu.

This is the prejudice of Europeans. Although East Africa calls itself a German country, this will not affect the stereotype of East Africa by traditional German countries such as Germany and Austria. That is, East Africa is a colony. Even if it is larger now, it is nothing more than a big colony. point colony.

  After all, top powers like the Austro-Hungarian Empire have not completely universalized compulsory education at the primary school level. How can a colony in East Africa further promote compulsory education at the middle school level throughout East Africa?

This point actually makes sense. Whether East Africa can be considered as promoting compulsory education at the middle school level needs to be verified. At least according to European standards, middle schools in East Africa can only be regarded as semi-finished products. The expenditure on compulsory education at the middle school level in East Africa is no more than that at the primary level. More or less, it is nothing more than preparing textbooks for another five years and doubling the number of teachers.

If Kranis knew about Teller's psychological activities, he would definitely have to refute it. Economically, East Africa is naturally not as good as the Austro-Hungarian Empire, but politically the Austro-Hungarian Empire may not be any better than East Africa.

Taking compulsory education as an example, it does not entirely consider economic issues. It is also a political project that tests the national government's ability to allocate resources. In this regard, East Africa is much better than the noisy Austro-Hungarian Empire in the country.

It can be imagined that if East Africa and the Austro-Hungarian Empire carried out national mobilization at the same time, East Africa would completely defeat the current Austro-Hungarian Empire, both in terms of efficiency and scale, because the populations of the two countries are now at the same level.

East Africa also focuses on standardization, including public infrastructure such as telegraphs, railways, and roads. On the other hand, in the Austro-Hungarian Empire, there are various railway gauges, and various telegraph companies also work on their own. That is to say, East Africa is too large, which may drag down East Africa. The operating mechanism of this aspect.

But on the other hand, the size of the land gives East Africa a great sense of security, and it can effectively use space in exchange for time. Tsarist Russia must be deeply aware of this. It is more difficult for the two countries to build roads and railways than other countries. After all, The amount of work is larger.

 (End of this chapter)

Chapter end