Chapter 722： personnel retraining

Chapter 722 Personnel Retraining

East African military industry is mainly based on heavy industry. Light industry has a short production cycle, low investment, and quick results. It can quickly withdraw funds and achieve profitability.

On the contrary, it is the shortcoming of heavy industry. Of course, in the 19th century, the development of heavy industry was in its early stages, and these problems were not yet obvious. In countries such as Britain, France, and Germany, the profits of heavy industry were considerable. Under normal circumstances, the risk was basically very small, so investment Heavy industry is profitable and relatively stable.

At the same time, it is good for competition among countries. In the 19th century, the military was the basic guarantee for national development. Otherwise, the country could produce with peace of mind. The next day, the great powers would directly open the country with "strong ships and cannons" and destroy local industries. Development is out of the question.

"Our country's military industry is one of the few industrial categories that can achieve self-development and design capabilities. The country invests limited talents in the development of the military industry, while the civilian industries that have this capital are limited to a few such as railways, steel, electricity, automobiles, etc. Industry, and according to the talent training cycle in East Africa, if we want to reach the level of European and American countries, we will have to wait until at least 1895."

This is the current status of the talent pool in East Africa. East African talents mainly rely on the training of early Hechingen schools, that is, the various schools established by the Hechingen royal family in Europe. In addition, East Africans are currently studying and working in Europe as a supplement. Local talent training The cycle lasts for more than ten years or even decades.

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As of 1888, there were still more than 700 language schools in East Africa, with more than 8,000 teaching staff in these schools.

"Re-education of these teachers must be done. We are planning to eliminate most of them and retain only more than a hundred, which can meet most needs. Focus on retaining the languages ​​​​of many areas in the central and western regions, coastal areas, and the east. Schools can be eliminated.”

Language schools are a key project in the assimilation work in East Africa. At the peak of the 1970s, there were nearly 10,000 language schools in various forms, mainly built to popularize German.

School conditions vary widely, some do not even have fixed school locations, and some are directly integrated into the East African compulsory education system.

As a special school that has existed in East Africa for more than 20 years, language schools have made great contributions to East Africa. The most important thing is to ensure the dominance of German in East Africa. At present, the German-speaking population in East Africa can ensure the independent assimilation of immigrants with other languages ​​without the need for policies. mandatory implementation.

This is just like the Slavs immigrating to Germany. Many Slavs from Poland and other places go to live in big German cities such as Berlin. If they don't take the initiative to learn German, they will inevitably find it difficult to move forward.

"Abolition of hundreds of language schools at one time will cause so many teachers to face career choices. Based on the educational level of these teachers, we believe that the government should lead them to further deepen their studies, because they have been engaged in education all year round and their learning ability is relatively strong. , re-education can be achieved by going to our local higher education institutions or to the German region of Europe."

In order to quickly popularize German in East Africa, the choice of language teachers is very limited, and they are basically young people. Many of them have only been exposed to very elementary compulsory education or the low-level education established by the Hechingen royal family in Europe.

So the age of language teachers is actually not too old, and their long-term teaching work has made them very talented in German, especially in writing. At the same time, they have access to more learning channels, so their cultural level is not too low.

But similarly, being only responsible for German education all year round also makes their educational level very narrow, mainly focusing on language and literature, and there is a feeling that they are not good enough and not good enough.

After all, now that German is widely spoken in East Africa, the value of German education has declined, and they have no experience in other jobs. Ernst: "Although there is a certain gap between language teachers and real teachers, their foundation is still good. Many of them went to school in Germany and interrupted their studies in order to popularize German in East Africa. Therefore, we teach them according to their interests and hobbies. First receive short-term training in local colleges and universities, then study abroad, and then achieve re-employment in other fields in East Africa. This can also effectively supplement East Africa's highly educated talents."

The training cycle for talents to normally accept the East African education system is very long. The compulsory education stage alone lasts as long as ten years. Therefore, these teachers who have been teaching in East Africa for many years are in a very embarrassing situation.

It will be difficult for them to study for a longer period of time. After all, they are too old compared to ordinary students, so they can only be crammed into schools in East Africa for training, and then go to Europe to study.

Although they are a little hasty, their foundation is much better than that of Japanese and Far Eastern Empire students. First of all, there is no language barrier. Secondly, their teaching experience in East Africa gives them a good literary foundation. And the older they are, the easier it is to cherish them. Given the hard-won opportunities, East Africa does not kick them away, but provides them with the opportunity to continue their studies.

Of course, Ernst cannot abandon these people directly. An important task of language schools is to promote cultural public opinion on immigrants.

Hence, the “ideological awareness” of these people is definitely one of the highest in East Africa, and many language teachers are orphans. It was the royal family of Hechingen that provided them with early life security and learning opportunities.

Originally, according to Ernst's idea, these people were to follow the normal learning channels in Germany, but East Africa expanded too fast and disrupted the rhythm. The talents that originally took several years to cultivate have all turned into quick-form talents in a few months. .

Letting them go back and rebuild now is also to make up for the original regrets, but this requires coordination from the East African government, especially since the number of places for government students to study abroad in East Africa is limited each year. Fortunately, in recent years, a number of higher education institutions have been built in East Africa. , you can put them into these schools first and then arrange them slowly.

"After all, the number of people studying in Europe is limited. In recent years, Germany and the Austro-Hungarian Empire have built many private higher education schools. We can negotiate with them, but the effect may not be ideal. After all, the educational level of these schools is The differences are uneven, and the charging issues are not uniform. It requires a professional team to identify and then negotiate for the plug, which is probably a big expense."

Ernst: "Just let it go. Studying abroad is an important talent training model, and European education inherently needs to be differentiated. Now some capitalists have specially opened 'pheasant universities' to recruit students from backward areas. If we If East Africa doesn’t pay attention, I’m afraid he will be deceived!”

Ernst did not blush at all when he said this. In fact, Ernst himself was the one who opened the most "pheasant" schools in the German region of Europe.

It can be said that he made this bad start, and along with it, the educational atmosphere in the entire German region has deteriorated. This was a bad idea that he came up with in order to earn tuition fees for international students from Japan and other countries, but it was extremely successful.

Those people mainly suffered from their lack of understanding of Europe. In addition, the Hechingen Consortium took the initiative to place advertisements in the Far East. It was difficult not to be fooled.

In fact, even the East African government was fooled by this. Fortunately, the staff of the Hechingen Consortium and Ernst reported this matter, otherwise it would be a real joke.

(End of this chapter)