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The Ecumenics Party

"biblical solutions to social problems"

All youth must be educated to the limit of their abilities simply because it adds value to our human capital. 

Education Policy

Progressives are not concerned about the cost of their social policies; they have an agenda to enact and so the end justifies the means. 

Social Positivists believes there are repercussions to this way of thinking. When stakeholders are not consulted the social costs of policy are often not fully appreciated.

An educated youth has more value than one who is not educated. Society suffers a loss when its young people fail to live up to their full potential. Without a proper education kids cannot contribute to society to the degree civilization requires.

All youth must be educated to the limit of their abilities simply because it adds value to our human capital. There may be an issue with where this money is to come from and how it is to be administered but the reality is the next generation must be educated to fit them for their future.

Young people have a right to be treated equally in terms of the equity they represent and to the value they create for society by acquiring new skills and understanding. To expect children to acquire an education without any recompense is to impose the cost of education on them, despite the value this represents to society. Society needs them to be educated so justice demands all students are paid for responding to this social need. It behooves society to pay students for acquiring an education since what they are doing adds value to the community. Society pays a wage to students consistent with the equity they create individually and collectively. An average payment is provided that is varied according to the performance of the individual student.

Direct markets ensure a two-tiered educational system is not present. Direct Policy ensures children from privileged homes do not acquire a better or higher education than those who come from less advantageous backgrounds when abilities are equal. Society is best served by ensuring those with the most talent receive the best education. Direct markets mean graduates of higher education will not need to command a premium because of the greater expense a degree represents. They will have been paid for this achievement and time expended. Positivist education policy ensures the most capable students will enter the field of study that best reflects their interest and ability scaled to the Demand for more practitioners in that field.

Each student earns credits for the felicity with which he or she acquires his or her education.

We believe this is a policy all local educational agencies ought to adopt to ensure all students have an equal and fair access to a quality education.

​The purpose of an education is to teach the children useful knowledge not to further the social engineering objectives of globalism. Social engineering policies especially as applied to the most vulnerable is divisive.

Educational hours have to be treated as a valuable resource applied according to the value added. The objective is to equip the student to be a valuable member of society and to make him or her the best example of themselves they can be.​

It is parents that must define the educational priorities of the educational system. The Education Exchange in each jurisdiction sets out the basic curricular for the school. The basic courses are to be taught with a focus on reading and writing and arithmetic. These are the core studies and must meet certain levels or displace other secondary studies. ​

The subjects taught, the time allocated, and their priority level is specified. Items can be added as time become available once minimum levels of proficiency in higher level core subjects are met. School Boards are elected by the parents. All significant changes to the setting of the curricula has to be approved by parents during Board meetings of the Educational Exchange, that local stakeholder’s association that governs the educational system.

​Teachers’ salaries and the salaries of Board Members are set by the Exchange at Board Meetings.

Exchanges self-fund. Exchanges 'spend' credits as needed. Exchanges are not given a budget in the usual understanding of the term. Each school spends what it must to fulfill its mandate. The schoolboard oversees this spending and the members can make policy during meetings, but the day-to-day spending is in the hands of the base. Members of the Educational Exchange are the stockholders and can vote to adjust any failures by the administration or to support positive events during regular and special meetings of the Board.

To better understand how the educational system is financed please study how Exchanges operate as direct markets. 

​If you have comments or suggestions regarding this or other policies please make your views known through our contact page.

​To understand how this policy can be implemented click here.