User:Devink/sandbox6

Education in Mutul

Tz'akab of Education and Learning
Tz'akab	Ox Wi Naab'
National education budget (2018)
Budget	$ 120 billions solidus
General details
Primary languages	Mutli
System type	National
Literacy (2016)
Total	96.8 %
Male	98.2 %
Female	95.5 %
Primary	13.6 million (2007)
Secondary	10 million (2007)
Post secondary	1.4 million (2007)

Education in the Mutul is organized in a highly centralized manner and piloted by the Tz'akab of Education. It is divided into the three stages of primary education, secondary education, and higher education, with two separate cursus: one for commoners,the Ch'ok Nah , and the other for the aristocracy, the Nawi. School is mandatory from 11 to 20 years old. Younger children are not mandated to join their local "Communal School" and familial instruction is legal, but children nonetheless have to present themselves regularly at the Communal School to test their progress.

There are currently 25 millions students in the Mutul, a fifth of the total population. In 2009, the whole system costed 600 billions Baats, or 120 billions solidus, around 6% of the total GDP of the Divine Kingdom.

The Mutulese education is famed for its difficulty and strict control over the sutdent's live. Boarding is mandatory, and the school year is rythmed by religious rituals, physical activities, classes, and Evaluations. Corporal punishments are still practiced, as well as self-sacrificing (which is part of the Religious education. Punishments are especially harsh in the Nawi, especially toward students from noble lineages. Students from lower status allowed to join a Nawi are mostly kept in line by threats of expulsion.

Despite efforts made to include more and more students from poorer situations into Nawi, the system remain a vector of social inequality, as Ch'ok Nahob teach mostly practical skills and aim for an immediate integration of their students on the job market, while gaining a grant for a Nawi remain one of the best ways to climb the social ladder. Such grants are accessible only the students who have been especially brilliant during their Evaluations and have been recommended by their teachers. Another possibility for commoners is, after they finished their cursus, to go through a Nawi's Annual Examination. Hundred of thousands of Mutuleses attempt each year such an Examination, but only around 10% are allowed to join a Nawi.

Laws regulating the system of education include the; Regulation on Academic Degrees, the Teachers Law, the Education Law, and the Laws on Religious Education.

History

The Chik'in Kingdom was one of the first state in the world to have mandatory education for nearly all children, regardless of gender, rank, or station. When they conquerred the Mutul and founded the Kuy Dynasty during the 5th century AD, this education system was naturally exported to the rest of the Divine Kingdom. It has since then become a staple of the Mutul, remaining the same at its core despite numerous reforms and modifications thourough the centuries.

Since then, all Ward/District of the Mutul are required to maintain at least one Ch'ok Nah, or "House of the Youth". This school is generally associated to the local Temple, which provide the faculty's staff in the most impoverished wards.

During the first half of the 20th century, the Mutul allowed private schools to operate inside its borders, and greatly encouraged its youth to pursue their studies in foreign countries, such as Sante Reze or Tsurushima. The Orientalists pushed through many reforms to liberalize and secularize education, all in the goal to gear it toward economic modernisation. But after the fifties and the fall of the Orientalists, the Conservative Clergy regained control over education, with notably the creation of a "Commission for the Initiation of the Youth" part of the Clerical Assembly. It has since then remained a point of contention between religious conservatives (if not integrists), and reformists (first the Occidentalists, then the Rezeists), and no reform in the past seven decades having been possible without the direct involvment of the Divine Throne. It has nonetheless been greatly inspired by Technocratic ideals, with the standardization of regular Evaluations and Examinations and a greater focus on academic performance, especially when it come to the formation of social or political leaders.