Education in Caphiria

From IxWiki
Jump to navigation Jump to search
Education in Caphiria
Ministry of Education
Prime Minister of Education
(Praeministrum Ludones)

Most Educated One (Eruditionis)
Maenas Gratulus


Flachus Valeon Calpurian
National education budget (2025)
Budget $2,039,400,000,000
General details
Primary languages Latin, English
System type National
Compulsory education 1672
Enrollment (2025)
Total 225,452,240
Primary 195,390,260
Secondary 21,322,980
Post secondary 8,739,000

Education in Caphiria is provided in public and private environments. The imperial education system took its present form in the 16th century, at the culmination of Emperor Magnus' federal reforms. In its original manifestation, it was a reflection of classical pedagogy, employed for over 1300 years, and of Platonic thought. Along the latter lines, the Senate and Emperor recognized that the education of the young largely determined the state of adults. For the Imperium to possess healthy, sane and productive citizens, the concept of arete (excellence) needed to be cultivated early.

The Ministry of Education sets overall educational standards, though private schools are generally free to determine their own curriculum and staffing policies, with mandatory accreditation and regulation from the Ministry. This allows for more "creative" and "third wave" educational systems to have the chance to develop on top of the already established educational standards. By law, education is compulsory over the age of two and ends at seventeen. The public education system in Caphiria is highly complex and segmented, operated jointly by provincial and local governments. The educational stages are: Children's School (discatorium), Primary/Lower School (grammaticus), University (universalis), and Academy (Academiae).

From age two to age ten, children are given a purely physical and musical education. Nearly every ten year old is fluent in at least two instruments and is able to run two miles. The designers of this system sought to avoid building a nation of weight-lifters or of softened souls and so a certain balance was struck. Exposure to academic topics is provided at this time but education of that kind is not compulsory until age eleven.

At primary school (grammaticus), students will learn Caprivian history, basic geography, arithmetic, algebra, geometry, logic, basic chemistry, mechanics, electrostatics, music, ethics, cellular biology, basic micro and macro economics, epistemology and Latin reading, writing and literary analysis. Room is left in a student's timetable to attend advanced courses calculus, international economics, Caprivian and international politics, anatomy, modern physics, industrial chemistry, biochemistry, metaphysics, manual work or other languages once they reach the age of 15. These are offered on a voluntary basis, to satisfy interested students. There is no official enrollment in advanced classes and no penalty for opting not to attend any of them.

Higher education is done in either academies (academiae) or universities (universales), whether one wants to receive an Academy Degree and become a Doctor (PhD) or not respectively. While attending a grammaticus is compulsory for all citizens, higher education can be avoided in order to take an apprenticeship in manual work. At this level, courses are distinguished into the classical branches of philosophy. Graduating as a doctor in one's field is not only prestigious but beneficial for one's career as well. Modern lawyers, senators, medical doctors, scientists, generals and economists are almost unanimously doctores. There's no distinct school system for medicine or law as these already have academies like other subjects.

Children's Education

After the first year of life, a human begins to walk. Once properly developed in a toddler, this key formative skill allows a child to maintain personal health by continued physical activity. Caprivian's encourage youthful exercise by enrolling two-year olds into the first term of an eight year program. Its curriculum is a simple progression from games to athletic training, such as long-distance running and wrestling, and musical training. An educated and well-balanced Caprivian ten-year old is able to run two miles, lift 10 kg and play two instruments. These sorts of abilities are commonplace for Caprivian youth.

Despite this incredible result, children's classes are far from intensive. Caprivian children can expect no longer than six hours in school per day, much of which is spent in supervised playtime outside or in a youth gym. Exercise is encouraged with competitive games and a variety of play structures. Fighting between kids is tolerated since serious injury is almost impossible and the parents are responsible for the actions of their children so the school is immune from litigation for anything done by other children. During meals, nature and history videos are displayed to familiarize students with such things. Little lessons are given haphazardly but firmly throughout these nine years, covering the subjects of grammar, geometry, and ethics.

Every child is enrolled in a class with other children born within the same one or two months. A rigid curriculum is imposed on instructors so that any discatorium (children's school) follows a national format. Private schools for the age group of two to ten are nonexistent in the Empire. All discatoria are public although anyone is permitted private tutors.

Lower Education

After their 45th session, children graduate from the discatorium without pomp to a new method of instruction. Physical and musical lessons in youth have created a solid psychological and physiological basis for further education. The lax style of learning fades into compulsory classes and more academic material is introduced.

In addition to their trained excellences, the ten year olds beginning sessions in some Caphiravian grammaticus (lower school) have received familiarity in a small range of topics. Virtually all such children can speak and write in Latin, usually with a vocabulary of around 15,000 well-understood words, while some (26%) have proficiency in a second language such as Greek or Coptic. Every Caphiravian discatorial graduate has already spent years becoming familiar with two- and three-dimensional shapes and how to draw them using a ruler and compass. Furthermore, they can all count to 1000, understand how addition with natural numbers derives from counting, and use basic mathematical notation (for adding, subtracting, associating, and equating). Children are selected at their teachers' discretion over the last two years for one-on-one tests of these skills and knowledge. Those who do not pass their test are entered into specialty classes on free days before being retested toward the end of the eighth year.

In this way, everyone graduating from a Caphiravian discatorium is proficient in the linguistic and mathematical skills necessary for further education. As another requirement, students of the discatoria have the notion and implications of equality drilled into their young minds. They are made to understand that everyone has wants like they do, that these wants have equal merit to their wants, and that some wants conflict with this equal merit.

Necessary courses for a Caphiravian student to focus on each session are:

Sess. 11 years old 12 years old 13 years old 14 years old
1 Intro to Numbers

Descriptive Writing

Pain

Simple Literature

Addition (heavy focus)

Math Review (focus)

Accurate Drawing

Forces

Large Number Math

Intro to Biology

2 Counting (1-99)

nothing else

Multiplication

Grammar Review

3D Shapes

Story Writing

Popular Literature

Division

Essay Writing

The Virtues

Area and Volume

3 Verb Conjugations

Counting (1-999)

Right and Wrong

Sentence Clauses

Subtraction

Writing Dialogue

Decimal Notation

Virtue

Adjectives 101

Trigonometry (simple)

Property

Essay Writing

4 Word Games

Number Lines

Drawing

Dividing 2D Shapes

Multiplication Tables

10's, 100's, 1000's, etc.

Measurement/Units

Descriptive Writing

Art Studies

Wealth

Chemistry Expos

People as Ends

5 Noun Declensions

2D Shapes

Painting

Responsibility/Duty

Mechanical Games

Fractions

Intro to Motion (focus)

Adverbial Clauses

Variables (focus)

Motion - Maths

By 15, students: are well acquainted with arithmetic, understand basic geometry with some applications, have an intuition for the motion of objects in gravity (e.g. pendulums, rolling, bouncing, sliding), have rudimentary Latin writing skills for expressing ideas, can empathize with their fellow man, have a notion of duty to others, understand that other people are to be treated as ends not means, and are starting to familiarize themselves with variables. Caphiravians recognize that these are skills that will be necessary for any functioning member of society - syntax, for expressing thoughts; mathematics, for managing money; and ethics, for cooperating with other citizens.

By 15, students: are well acquainted with arithmetic, understand basic geometry with some applications, have an intuition for the motion of objects in gravity (e.g. pendulums, rolling, bouncing, sliding), have rudimentary Latin writing skills for expressing ideas, can empathize with their fellow man, have a notion of duty to others, understand that other people are to be treated as ends not means, and are starting to familiarize themselves with variables. Caphiravian recognize that these are skills that will be necessary for any functioning member of society - syntax, for expressing thoughts; mathematics, for managing money; and ethics, for cooperating with other citizens.

Athletic and musical training persist through these years, remaining an integral part of the education system until the age of 16, after which children have become citizens and may pursue health however they see fit. Opportunities to play music are ample in the final year of lower school since those students can freely mentor the younger kids.

The lessons at age 15 are somewhat more liberal than the preceding years. Mathematics shifts focus to algebra but students are not taught how to solve algebraic problems. The basic theory of solving for a numerical value of a variable is taught at first then students are given one or more problems to solve individually each lesson. The system is designed to foster independent problem solving skills and avoid rote memorization.

Moral lessons similarly shift to answering ethical problems. Students are presented with ethical dilemmas where they must evaluate what they should do. Like the algebraic problems, solutions are not given by teachers.

Science in Lower School

Exposure to how the natural world functions begins before the age of eight, with mechanical toys and demonstrations. Far from intending to teach anything about science, these are only meant to spark interests. In the 55th session, the demonstrations and games become more personal, with hours spent every week on them. After students learn about measuring units, actual scientific knowledge is introduced. Students are shown in the 60th session that objects fall at the same speed in a vacuum, that friction between objects brings them to a halt, and other basics that contribute to an intuition of moving objects. These lessons lead into explanations of what causes motion then, in the 65th session, students finally learn the mathematics of motion (kinematics).

Chemistry and biology are introduced in similar fashions, though later on than physics. By the time they graduate, students get how living things can be taxonomically categorized, have an intuition for the pH scale, grasp that everything is constantly chemically interacting with other things and know the animal body is a complex machine. Details are not given in the compulsory classes.

A wide variety of scientific information is available to most students in school libraries and by inquiring to science teachers to hear more. The understanding among lawmakers was that students do not learn well by compulsion and must be allowed to inquire out of interest. Having advanced knowledge, like that of calculus or organic chemistry, available but not forced onto students is seen by Caphiravians as the best way to instruct the young. It is not until upper school, after the age of 17, that students learn the complexities of the sciences.

University Education

Entry into a universalis (university) often follows the grammatica (lower school) level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses that are within the classical branches of Caphiravian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education.

The Academies

High intellectualism in the Caphiravian Empire is monopolized by the Academiae. Leading the Academies of the empire are the Five Schools. First, the Academia Imperia Scientiae represents the scientific community; second, the Academia Augustana represents the legislators, lawyers and ethicists; third, the Academia Teslae represents the mathematicians and logicians; fourth, the Academia Lingua represents the linguists; and fifth, the Academia Galena represents practitioners of medicine. Since they are immersed in the work of educating people, the Academies have the power to decide national educational policy in their capacity as the Ministry of Upper Education. Praeministrum Eruditia is the highest intellectual position in the entire empire, the most respectable post to which academics can aspire outside pure politics.

The reward for an academic education is becoming certified as a Doctor (PhD) of a particular field. A doctorate is a requirement for careers in medicine, law, politics, teaching, research and commanding military office.These are the jobs that Caphiravians believe need expertise to be properly performed.