Education in Gabrielland
 | |
| Gabrielt and Arsyan People's National Board for the Purposes of the People's Enlightenment | |
|---|---|
| Coordinator | Prof. Knīez Thnakhmā |
| National education budget (2020-2021) | |
| Budget | ɢ2.82 Trillion |
| General details | |
| Primary languages | Gabrielt languages, Arsyan languages |
| System type | Curriculum |
| Literacy (2019) | |
| Total | 97.9% |
| Male | 98.2% |
| Female | 96.6% |
| Primary | 99.4% |
| Secondary | 95.7% |
| Post secondary | 52.8% |
| Attainment (2020) | |
| Secondary diploma | 74% |
| Post-secondary diploma | 21% |
Education in Gabrielland falls under the jurisdiction of each individual province's educational board or department, however are coordinated at a regional level with the regional education advisory board, at a realm level, and at the national level with the Gabrielt and Arsyan People's National Board for the Purposes of the People's Enlightenment through a system of educational decentralization and deconcentration. Since 2002, it has been mandatory for all citizens to undertake twelve years of compulsory education, which consist of five years of elementary school, two years of middle school, and five years of high school, with various categories or types of schools within each stage. Jurisdiction over religious-based schools have been transferred from the National Board for Religious Affairs since 2005. Students are able to pick between government-run non-sectarian public schools, government-run religiously affiliated schools, or private schools.
Collectively, the government spends around 4% of GDP, roughly equal to more than 2.8 Trillion Gabrielt Gabiros for the academic year of 2020-2021, subsidising the majority of public-funded schools as well as some programs and facilities in private schools. This is done through a complex system of educational decentralization and deconcentation wherein each individual province possesses the powers to allocate the regional budget however one sees fit, although with constraints and mandatory obligations from either the regional, realm, or national level through series of legislation. Subsequently, education in Gabrielland as a whole is more unequal than in various other countries. As an example, in the entirety of the Arsyan realms, education is free and mandatory for all until at least an associate's degree since 2014, however, in the Gabrielt Kingdom or in the New Frontier, only some regions or provinces provide free educational services and facilities. The confederate nature of the nation as a whole prevents national legislation which would burden one party by a wide margin, as the poorer yet more populated Gabrielt provinces and regions would suffer massive budget deficits if education were to be made free.
The system as a whole is conducted using a curriculum system with set goals and objectives agreed at a national level, with very much leeway and flexibility for individual provinces or regions to contribute, modify, or suit to their personal needs. Some regions even have a standardized curriculum for that region agreed upon by all the provincial educational authorities responsible, with the first region to do so being the East Arsya Region in 2010 when the 2010 East Arsyan curriculum was revealed and first implemented. The current "national curriculum" of 2016 only facilitates the bare minimums and standardizations in respect to how long each phase should be, mandatory subjects, as well as the types of schools available to parents and students. Although differing in set standards and objectives measured in each different curriculum, diplomas from all accredited institutions must be accepted or be valid throughout the entire nation.
The language of instruction used in schools in Gabrielland differs according to the curriculum used, and consequently according to where a school or institution is located in. While the teaching and use of Standard Gabrielt is mandated and even encouraged, individual regions or schools have the freedom to teach in whatever language is proper or appropriate, with the vast majority of curriculums and subsequently schools mandating that teachers teach using the local language, with Standard Gabrielt reserved only for lessons regarding the language itself, or other mandated subjects. As an example, all schools in the capital Vailhims use Standard Gabrielt as a medium of instruction, while all schools in Sangur use standard Arsyan. This policy has led to the revival of some local languages and a surge in active and fluent speakers.
History
There have been many institutes for education which have catered towards the pursuit of knowledge throughout Gabrielt history. During the ancient and classical periods of Gabrielt history, study halls and public libraries served as the primary institutions of education, though no set standards or curriculum was present. Private tutoring and mentoring also occured, especially for those in nobility or with strong connections. Subjects ranging from arithmetic, ancient Gabrielt poetry, philosophy, history and linguistics were popular subjects as in order to become a government minister or to be employed by a well-respected employer, knowledge in the classics was emphasized. The first universities were thus opened around the 9th and 10th century under the name "grand study" after a series of educational reforms in order to easily identify which candidates possessed the skills and knowledge necessary for a selct field of occupation. The oldest university still operating in Gabrielland, the Andzaka University, was founded in 1189 CE at the behest of King Nadzari III.
Within the Arsyan realms, education was solely reserved for the elites, with many travelling to the south into the Kingdoms of the Gabrielt states in order to pursue an education, as the education system in the individual Gabrielt Kingdoms was tuaght to have fared better and was more sophisticated than existing educational institutions back home. However, by the late 16th century, prominent thinkers and scholars began to create the first universities and study halls catering specifically towards the renaissance of the Arsyan peoples and cultures, and focused not on Gabrielt philosophy and linguistics, but in Arsyan history and poetry, thus creating a golden age for Arsyan poetry and culture.
With the establishment of both the Gabrielt Confederation and the Arsyan Union in the late 19th century, the standardization and modernization of education was deemed necessary. Accross the unions, systems of education mimicking what is present in modern-day Gabrielland took root, with a set framework in the type of schools, materials taught, as well as grade levels being offered. However, education was still not mandatory, and by 1900, only 15% of the Gabrielt and Arsyan population knew how to write. Grammar schools, normal schools, and other types of schools were constructed in both Gabrielland and the Arsyan realms, whose graduates would in turn fill in the seats of the prestigious universities established prior to the confederalization of the Gabrielt states. It is important to note that both the Gabrielt and Arsyan Confederations at this point were two indepdenent entities from one another, and possessed vastly different standardizations of education.
After unification and centralization in 1926, the first national curriculum for a modern Gabrielland was promulgated and passed by the newly-formed ministry of education. The main goal of the new education system was to support the unification progress in terms of culture, customs, and language, and veheminently proposed to enrich the status of the Standard Gabrielt Language within the populace, as the artificial language created by linguists shortly before unification was highly unintelligible and foreign for the vast majority of the population. In conjunction with the formal education system aimed at students, most of which were young, a non-formal illiteracy eradication program was set up by the ministry of education, primarily in rural areas. Illiteracy eradication programs were deemed very successful in eradicating adult illiteracy, with the amount of people being able to read and write in any of the national scripts surging from 23% in 1926 to nearly 75% in 1940. As the population of the new frontiers were still largely nomadic, those populations suffered the most from inadequate government resource allocation as nearly no centers in the far south of Gabrielland was established or conducted.
In the early days of unification, Standard Gabrielt was the medium of instruction in all schools with the exception of the Arsyan Realms, in which the status of Standard Gabrielt was made equal to that of Standard Arsyan. Privately owned schools usually run by foreign institutions may keep their original language of instruction, although with the stipulation that Standard Gabrielt be used for the subjects of math and history. Minority schools, such as within the Arasatian community, also got to keep teaching in the Arasatian language, although with more stipulations and regulations than both the Arsyan-run schools and the internationally-run ones. Local language lessons were eventually introduced in 1932 due to mounting regional pressures and fears of seccesionism.
The system remained in place throughout the first iteration of the Gabrielt Republic, until a civil war broke out in 1976 which split the country into Dzakwanist Gabrielland to the south and the Arsyan Republic to the north. In Dzakwanist Gabrielland, all forms of education and enlightenment were banned and destroyed, with intellectuals and other educated persons being targeted and killed for their supposed counter-revolutionary subplot. In the Arsyan Republic, the previous curriculum remained the standard, although with minor revisions and modifications to cater radical changes in the nation.
After a ceasefire was reached in 1980, and the eventual reunification of the two sides, the education system was completely rehauled and strongly emphasized a 'regional identity within a national framework'. The use of local languages to support a national agenda was strongly encouraged and used, and with the addition of mandatory 'patriotism and civics' class taught in the local language, it was hoped that the pains of the civil war would never have to be endured by any future Gabrielt generation. The federalization of the country in 1985 gave more powers towards hte provinces to control the curriculum, although with strong guidelines and boundary conditions set up by the former federal ministry for education. Financial responsibility was burdened onto the regional governments to create and promulgate, with the federal government only allotting a lump sum towards the provinces to do as they wish. The federal education system in 1985 would be the embryo of what is now the confederal system of education, which is arguably more deceentralized than the federal system.
In 2000, a confederal system of government was agreed upon by the three main geographic and cultural elements of Gabrielland, namely the Gabrielt Realm, the Arsyan Realm, and the New Frontiers. The confederal system would give individual provinces even more power to control their curriculum and budgeting, as well as to create legislation regarding the well-being and standards of schools. At the national level the Gabrielt and Arsyan People's National Board for the Purposes of the People's Enlightenment was created to coordinate education at the national level, and to legislate the most fundamental subjects regarding the education system, such as a baseline for the curriculum, national testing standards, and international cooperation. All realm representatives must agree on the issue at hand before any legislation takes effect. As such, there was no longer a need for all shcools to teach in Standard Gabirelt, though it was agreed upon that Standard Gabrielt would be a mandatory subject for all. The use of local languages surged greatly from this, as most provinces required all schools to teach in the local language, with Standard Gabrielt only used for select classes.
School Grades
Below is a list of school grades for the national curriculum of 2016. Some schools and institutions might separate their grades into different stratifications.
| Level/Grade | Typical age |
|---|---|
| Preschool | |
| Early Children's Education | 3-4 |
| Pre-school | 4-6 |
| Elementary School | |
| Elementary 1 | 6–7 |
| Elementary 2 | 7–8 |
| Elementary 3 | 8–9 |
| Elementary 4 | 9–10 |
| Elementary 5 | 10–11 |
| Middle School | |
| Middle 1 | 11–12 |
| Middle 2 | 12-13 |
| Middle 3 | 13-14 |
| High School / Vocational School | |
| High 1 | 14-15 |
| High 2 | 15–16 |
| High 3 | 16–17 |
| High 4 | 17–18 |
| High 5 (Only in Preparatory schools) and in some vocational schools) |
18–19 |
| Post-secondary education | |
| Tertiary education (College or University) | Ages vary (usually 17-21 or 18-22 for four years) |
| Graduate education | |
| Adult education | |
Curriculum
The national curriculum announced and passed by the Gabrielt and Arsyan People's National Board for the Purposes of the People's Enlightenment in 2016 serves as the sole curriculum in 99.7% of schools as of 2021. The 2016 curriculum serves as the major framework in the conduct of educationary standards throughout the nation whilst not forfeiting the individual independences deconcentrated back in 2000, and as a result, is more loosely bound and concrete than other national curriculums. Each individual province possesses its own curriculums based on the 2016 curriculum, and may modify it to suit each province's standards and budget. Even with the educational deconcentration and decentralization, some aspects of education are still highly regulated by the national curriculum, such as the inclusion of lessons regarding the Standard Gabrielt language as well as the nomenclature of schools in order to ease identification at the national level.
Entities above the province, which are namely regions and realms, may coordinate to make a standardized curriculum for their respective jurisdiction, although to date no realm has standardized the curriculum at the realm level. At the regional level, three regions have successfully standardized the curriculum with the consent of the provincial departments of education. As an example, in the Vantari region, where the curriculum has been standardized at the regional level, provincial departments of education serve as an extension of the regional board of education rather than acting as independent bodies.
International curricula have been historically banned from being implemented in Gabrielland, though with the decentralization of education, it has become the jurisdiction of each individual province to grant approval towards international curricula. The department to do so was the Vailhims Department of Education, legalizing foreign curricula since the year 2005. As of 2020, there were 18 schools in Vailhims, mostly international schools, who did not use the framework that is the 2016 curriculum. Diplomas from such schools are guaranteed by the provincial department of education, though outside of their jurisdiction, different regulations might apply, and graduates might need to take standardization tests in order for their diplomas to be considered valid.