EDUCATION

EDUCATION IN FREA

The following educational reforms are paramount and must be implemented throughout the Federal Republic to ensure a unified and progressive system.

All educational facilities shall be nationalised. Private educational facilities whose owners do not wish to be integrated into the national system will be offered the opportunity to be incorporated into community Tech Hubs, fostering a symbiotic relationship between education and technological advancement.

All A-level high school educational facilities shall be repurposed into community artisan and technology hubs, providing practical skills and fostering innovation at the grassroots level.

All primary schools shall be remodelled into day schools closely linked to their local communities. Primary schools will be division-specific, ensuring that parents enrol their children in schools within their designated division, promoting community cohesion.

All secondary schools shall be boarding schools, providing well-facilitated student housing to create a conducive learning environment.

All schools and institutions must adopt a mixed-sex enrolment pattern, allowing learners to experience the positive influence of both sexes in their formative years in a controlled and supportive setting.

All primary and secondary schools must implement a half-day (6 hours) academic programme complemented by a half-day co-curricular programme, ensuring a well-rounded education.

All tuition fees for primary and secondary schools shall be covered by the Federal Republic Government, guaranteeing access to education for all children, regardless of their socio-economic background.

Parents and guardians must provide all the necessary scholastic materials for their children to attend school. These requirements may vary from school to school, reflecting the unique needs of each institution.

All teachers are esteemed professionals with high-level training and commensurate remuneration. Exceptional teachers will be recognised and celebrated as heroes of FREA, inspiring excellence in the teaching profession.

For all primary and secondary schools, the teacher or instructor’s title shall be Mwalimu, a term of respect and endearment.

Practical learning is to be highly emphasised across all subjects and levels.

All instructors must possess a thorough understanding of FREA's philosophy and heritage, guiding their instruction and instilling these values in their students.

Any teacher who fails to uphold these principles will be deemed to have neglected their duty and will be subject to immediate dismissal from the employment of FREA.

A Mwalimu must never resort to violent or uncouth methods of instruction, fostering a positive and respectful learning environment.

Students must not be coerced in the learning process but rather inspired, mentored, and guided to discover their full potential.

Instructors are tasked with making detailed observations of individual students and conducting thorough research on their progress and the effectiveness of the educational system as a whole.

Termly examinations and frequent tests are to be conducted strictly for assessment purposes and not for promotion or categorisation of pupils or students. Assessment will not be limited to a mere mark but will encompass a comprehensive (at least 5-page) document analysing each student in detail. To achieve this, we must strive for a 1:10 teacher-to-student ratio.

The expected number of learners per classroom should be 50. This necessitates a collaborative teaching approach, where one teacher takes the lead while four others observe and support the students, ensuring individualised attention.

There shall be automatic annual promotion to the next level or class. A comprehensive record will be maintained for every student, used to monitor their progress and provide tailored support.

There are no special vacations between primary and secondary or secondary and tertiary levels; learning should be as comfortable as time spent at home, fostering a seamless transition between educational stages.

Teachers are trained to nurture the child’s mind, support their thought processes, and allow for diverse perspectives to flourish under proper tutorial guidance.

The system does not provide meals for students and pupils; these costs shall be borne by parents.

Club activities and practical learning are highly emphasised, providing students with opportunities to explore their interests and develop practical skills.

Competition should be aimed at fostering individual growth and not at academically ranking learners. School-to-school academic competition is therefore prohibited.

At all levels, there must be an emphasis on the virtues of true Africanism, in alignment with the spirit of peace, unity, and technological excellence.

EDUCATION LEVELS

Nursery Schools - State-run Day Schools.

Ages [4-5]

Classes: arithmetic, drawing, writing, reading, religion, singing, dancing, drama. Basic computer skills, diary keeping.

Term structure:

Term 1: February, March, April, May

Vacation 1: June, July

Term 2: August, September, October, November

Vacation 2: December, January

Primary Schools - State-Run Day Schools.

Ages [6-12]

Class 1, class 2, class 3, class 4, class 5, class 6, class 7

Principal Subjects at Primary School Level:

Mathematics

Africaneta [A variety of relevant languages including English and elaborate communication skills]

Heritage [including African history, African culture, world history and cultures, geography, general knowledge]

Science [including the Empirical System, Paper Writing, hygiene, cosmology, space science introductions, general knowledge]

Computer skills

Panafricanist philosophy and general logical debate.

Co-curricular subjects at Primary School Level:

Music, Art, Dancing, Sports, Reading, Clubs, Religion, Diary keeping, etc.

All these subjects are to be attended by each and every pupil in a consistent manner.

[8:00 am to 1:00 pm] principal subjects

[2:00 pm to 5:00 pm] co-curricular subjects

Term structure for primary schools:

Term 1: February, March, April, May

Vacation 1: June, July

Term 2: August, September, October, November

Vacation 2: December, January

The Ordinary Level Secondary Schools - State-run Boarding Schools

Ages [13-16]

Form 1, form 2, form 3, form 4

Classes taken are:

Compulsory classes:

Empirical Biology

Empirical Physics [with cosmology and modern particle physics inclusive]

Empirical Chemistry

Discussional History

Practical Geography

Practical Mathematics

Africaneta (English, African Languages and Communication Skills)

Pan-Africanism

Practical Computer skills (Introduction to Computer Programming)

Journal keeping

Complimentary subjects [two choices are to be taken from the subjects below]:

Students shall be allowed to flexibly choose any two of these subjects, provided they make their choice before the end of form two.

Music

Fine art

Technical drawing

Literature

Physical education

Agriculture

Advanced Level Secondary Schools - State-Run Boarding Schools.

Ages [17-18]

At this level, students shall select three subjects from either the sciences or general arts. These subjects must align with their desired programme at the tertiary level. During this time, students will attend advanced, purely practical sessions in their chosen subjects. Teachers will observe them and maintain a detailed record of their progress to inform their subsequent recommendations.

Philosophy, Journal Keeping, Africaneta, and Pan-Africanism shall continue to be administered alongside the other subjects, even during A-Level. This continues until the tertiary level, with a particularly important emphasis on the informal teaching style for these subjects.

Close to the end of secondary school, students will decide on their desired university course. The teachers who teach the subjects relevant to that course must provide a comprehensive joint recommendation (including all cumulative reports per student) advocating for the student to pursue that particular course or suggesting suitable alternatives. Critically, they can recommend the minimum number of years the student should take to master the material (of a professional course) in their chosen field, based on their observations of the student's ability over the years. The recommended duration shall vary from 2 years for exceptionally gifted students to 9 years for particularly disadvantaged students. The minimum recommendable duration shall also vary per course.

Recommendations shall apply to both Entrepreneurial and Professional Tertiary Education, but the recommendable duration shall only apply to Professional Tertiary Education.

The Tertiary Level

Ages 19 plus.

Tertiary Education will be primarily state-run, but only students classified as geniuses with exceptional and well-vetted academic recommendations from their secondary school teachers will be admitted on merit. All other students will either pay their fees upfront or be eligible for student loans. For genius students, the university’s admissions committee may request an interview with the student and their recommending teachers if any doubts arise. All the needs of genius students, including accommodation and upkeep, shall be provided by the state. All genius students will be expected to join a core technology or research sector within the country for at least five years after graduation, after which they may pursue other endeavours if they wish. All genius students will be admitted to core Professional Courses only.

There are two recognised forms of Tertiary education: Entrepreneurial Tertiary Education and Professional Tertiary Education.

It should be noted that a degree is the minimum qualification attainable at the tertiary level. Certificates and Diplomas will no longer be awarded in the Federal Republic.

Once a student chooses either Entrepreneurial Education or Professional Education, they will not be allowed to switch paths, even after completing a degree. Students who choose Entrepreneurial Tertiary Education will not be able to upgrade to Masters and PhD levels.

Entrepreneurial Tertiary Education

In this model, students begin immediately with an apprenticeship/internship, which they can undertake for two years and be awarded a fully recognised degree. These students will not attend conventional lectures but may attend public lectures and access materials distributed by the university during their internships. After two years, the university will require them to present a project of their choice in their field, overseen by their supervisor, which, upon successful completion, will allow them to attain their degree.

Professional Tertiary Education

The professional courses will retain most of their content as per the existing schemes in the Federal States. The courses include: Education, Law, Medicine, Architecture, any Engineering Courses, Agricultural Science, African Heritage, Sociology, Psychology, General Arts Research (any Arts Field).

Upgrading to Masters and PhD levels will not be free; however, scholarships may be awarded to exceptional students based on merit. Students may also choose to self-fund their studies if they can afford it, even if they are not on the merit list.

A more effective teaching method involves providing students with documents to review after they have acquired a substantial amount of knowledge, and then testing them on the content of those documents. In the exam, the correct content shall be mixed with fabricated content, and the pass mark will be awarded to students who can correctly identify the factual information.

Furthermore, students should be presented with challenges that require them to solve problems using the knowledge they have gained.