Chapter 722 Personnel Retraining

East Africa's military industry is mainly based on heavy industry, while light industry has a short production cycle, requires little investment, and has quick results, which can quickly recover funds and achieve profitability.

On the contrary, these are the disadvantages 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 quite considerable. In normal years, the risks were basically very small, so investing in heavy industry was profitable and relatively stable.

At the same time, it is beneficial for competition among countries. In the 19th century, military was the basic guarantee for national development. Otherwise, if one side could produce with peace of mind, the next day the powerful countries would come with "strong ships and powerful guns" to blast open the country's gates and destroy local industries, and then there would be no development to speak of.

"my country's military industry is one of the few industries that can achieve self-development and design capabilities. The country has invested limited talents in the development of the military industry, while the civilian industry that has the capital is limited to a few industries such as railways, steel, electricity, and automobiles. According to the talent training cycle in East Africa, if we want to reach the level of European and American countries, we have to wait until at least after 1895."

This is the current status of East African talent reserves. East African talents mainly rely on the training of early Hechingen schools, that is, various schools established by the Hechingen royal family in Europe. In addition, there are currently East Africans studying and working in Europe as a supplement. The local talent training cycle is as long as 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.

"We need to retrain these teachers. We plan to close most of them and only keep about 100 to meet most needs. We will focus on retaining language schools in the central and western regions and coastal areas, and many language schools in the east can be closed."

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

The conditions of schools vary greatly, some do not even have a fixed location, and some are directly incorporated 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 huge contributions to East Africa. The most important thing is that they have ensured the dominant position of German in East Africa. At present, the German-speaking population in East Africa can ensure the autonomous assimilation of immigrants speaking other languages ​​without the need for compulsory policy implementation.

This is just like the Slavs immigrating to Germany. Many Slavs from Poland and other places went to live in big German cities such as Berlin. If they did not take the initiative to learn German, they would inevitably have difficulty moving forward.

"If we close hundreds of language schools at once, so many teachers will face the problem of finding jobs. Based on the cultural level of these teachers, we believe that the government should guide them to further their studies. Since they have been engaged in education for many years, their learning ability is relatively strong. They can receive further education by going to our local higher education institutions or to the German region in Europe."

In order to quickly popularize German, East Africa has limited choices for language teachers, which are basically young people, many of whom have only received very basic compulsory education or the low-level education established by the Hechingen royal family in Europe.

Therefore, the language teachers are actually not that old, and years of teaching have given them a good talent for German, especially in writing. At the same time, they have access to more learning channels, so their cultural level is not too low.

But at the same time, being solely responsible for German education for many years has made their cultural level very narrow, focusing mainly on language and literature, giving them a feeling of being neither high nor low.

After all, German is now widely spoken in East Africa, so 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, they still have a good foundation. Many of them were originally studying in Germany and interrupted their studies to popularize German in East Africa. Therefore, according to their interests and hobbies, we let them receive short-term training in local colleges and universities first, and then go abroad to study. In the future, they can find re-employment in other fields in East Africa. This can also effectively supplement the highly educated talents in East Africa."

The normal talent training cycle in the East African education system is very long. The compulsory education stage alone lasts for ten years, so these teachers who have been teaching in East Africa for many years are in a very embarrassing situation.

It would be a bit difficult for them to study for a longer period of time. After all, compared with ordinary students, they are too old. So they can only be sent to schools in East Africa for training first, and then go to Europe to study.

Although it was a bit hasty, their foundation is much better than that of the international students from Japan and the Far East Empire. First of all, there is no language barrier. Secondly, their teaching experience in East Africa has given them a good foundation in literature. Moreover, the older they are, the more likely they are to cherish the hard-won opportunities. East Africa does not kick them away, but provides them with the opportunity to continue their studies.

Of course, Ernst couldn't just abandon these people. An important task of the language school was to carry out cultural propaganda for immigrants.

Therefore, the "ideological awareness" of these people is definitely one of the highest in East Africa, and many of the language teachers are orphans, and it was the Hechingen royal family who provided them with early living security and learning opportunities.

Originally, according to Ernst's idea, these people were to go through the normal learning channels in Germany, but the rapid expansion in East Africa disrupted the rhythm. The talents that originally required several years of training were all turned into quick-trained talents that could be trained in a few months.

Letting them go back to school for retraining now can also make up for the regrets in the past, but this requires coordination from the East African government, especially since the number of government places for studying abroad in East Africa is limited each year. Fortunately, a number of higher education institutions have been built in East Africa in recent years, so they can be stuffed into these schools first and then arranged slowly.

"After all, the number of students studying in Europe is limited. In recent years, many private higher education schools have been built in Germany and Austria-Hungary. We can negotiate with them, but the effect may not be ideal. After all, the education levels of these schools vary, and the fees are not uniform. We need a professional team to identify them and then negotiate to get people in, which may be a considerable expense."

Ernst: "Just go for it. Studying abroad is an important talent training model, and European education needs to be discerned. Now some capitalists have set up "fake universities" to recruit students from backward areas. If we in East Africa don't pay attention, I'm afraid we will be deceived!"

When saying this, Ernst was not at all embarrassed. In fact, Ernst himself was the one who opened the most "fake" schools in the German region of Europe.

It can be said that he set this bad precedent, and as a result, 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 from international students from Japan and other countries, but it was extremely successful.

Those people mainly suffered from their lack of understanding of Europe, and with the Heixingen Group taking the initiative to place advertisements in the Far East, it was hard not to be deceived.

In fact, even the East African government was fooled by this. Fortunately, the staff of the Hexingen Group and Ernst reported the matter, otherwise it would have been a real joke.

(End of this chapter)