The Third Place: General Overview of the SSE

The Total Educational Effort occurs throughout the secondary and tertiary educational levels. Everyone attending a secondary school or a university is a member of the Student Body and therefore under the jurisdiction of the SSE’s Student Government. As soon as an individual Student begins secondary school, they are expected to receive several important items. Half of everything was discussed already, and others are related to new concepts which have been alluded to in the preceding Entry. The Student Body, upon beginning secondary school, will receive the following items as part of their formal rite of passage into adulthood:

  • Full Citizenship. Everyone receives citizenship, which entitles them to the many different Legal Rights and Legal Duties enjoyed by their families and the rest of the Totality.
  • Social Rank. Everyone starts at the lowest-possible Social Rank and are expected to eventually attain higher Social Ranks over the course of their lifetime.
  • ID Papers and Service Record. These documents will be issue to each Student alongside their Social Rank. All personal information is to be stored in those documents and shall not be shared with any unauthorized persons whatsoever. The Service Record will be updated to reflect any new licenses, certifications, registrations, medals, awards, letters of commendation, promotions, prizes, or any other events affecting its recipient. This also includes documents related to medical conditions and personal finances.  
  • Regulation Uniform. A regulation uniform is provided to each Student. Its initial appearance will be based on similar regulation uniforms worn by the Vocational Civil Servants of the Council State. Depending on what each Student does over the course of their secondary education, the regulation uniform can be altered to reflect any new Social Ranks and Professions they attained.    
  • Interpersonal Compact. Everyone at the secondary educational level will complete this document twice over the course of their secondary education. The recipient, to the best of their ability, fills out their first document by describing who they are as an individual Self, their expectations of young adulthoods and their aspirations for what they wish to do later on in Life. Their expectations and aspirations will be put to the test by their school curricula of the secondary educational level. Prior to graduating from secondary school, everyone completes another copy of this same document, only this time they will be reevaluating their original experiences from the first Interpersonal Compact as part of identifying their future Vocations on a personal level.

Attending secondary school in the Total Educational Effort will always be distinguishable from the Custodial-Care Function of the OECD-Type Student Economy. A regular school week will be split into classroom instruction and field training. The curriculum is split into two categories: “Academic Classes” and “Specialty Classes.”

Academic Classes will include Language Composition, Social Sciences and History, Mathematics and Natural Sciences, Physical Education and the Arts. The Intent of these courses is to reinforce and consolidate the prior knowledge that the Student Body had accumulated throughout the primary educational level. Everybody is expected to complete them before their graduation.  

Specialty Classes are courses where Students will be learning hands-on field training and classroom instruction related to a chosen Profession. As part of their secondary education, individual Students will choose a “Specialty” that they wish to learn and gain valuable experience. A Specialty Class replaces the need for the Total Educational Effort to have optional Electives and Afterschool Clubs, both of which are characteristics associated with the OECD-Type Student Economy’s Custodial-Care Function. Electives and Afterschool Clubs are manifestations of the intended aims of the Custodial-Care Function, which is to have the national educational system act as a babysitter and as a facilitator of “helicopter parenting.” Therefore, the goal of each Specialty is designed to instill into each Student a given skillset and expertise in a field where they will then conduct practical applications of what was learned within the SSE. 

In the Total Educational Effort, choosing a Specialty can affect the Student in ways that will become noticeable by the Student Body. Certain Specialties may alter the appearance of their regulation uniform and others might render them eligible to attend a secondary school outside of the immediate proximity of their parents’ Household. Should the latter be the case, the Student Government is expected to provide them with Student Housing.

Note that all Specialties correspond to the Domains of the Work-World in the form of Professions and Enterprises available to the Student Government, courtesy of the Council State’s Ministry of Education. Field training of Specialties are conducted among the various Professions and Enterprises currently operating as part of the SSE’s “Student Tournament.” Unlike the official Tournament at the VCS Economy, the Student Tournament is essentially an area where field training exercises for Specialties are conducted outside of the classroom.   

Successfully applying the Specialty throughout secondary education will allow a Student to obtain licenses and certifications related to certain Professions. They may be entitled to receiving letters of commendation, medals, awards, promotions to the next Social Rank, and prizes from the Council State. Practicing their Specialty within the SSE’s Student Tournament will create Actual Arbeit and Actual Geld, adding on top of the Actual Arbeit and Actual Geld that the teachers and faculty are already contributing to the Life-Energy Reserve. By doing so, the Student will be able to receive their very own Paygrade from the Council State, separate from their parents’ Paygrade.

The potential Specialties that a Student may acquire throughout their education does not end at the secondary level. Should they graduate and decide to enter the tertiary level, additional Specialties will be made available. This in turn eliminates the need for “Internships” because these Specialties immediately translate into Professions found within the VCS Economy, the Reciprocal-Reserve Banking System, the Council State, and the National Intranet. We know two of those Specialties as being related to the training and instruction of future Economic Planners and Inspectors.

The overarching theme of the Total Educational Effort is that every Student, no matter who they are or where they are in the Social Ranking System, will be able to make a full transitional entry into the Totality within the State of Total Mobilization. Everyone who joins the Totality is expected to have their own Vocation, their own ideas on how they intend to live their personal and professional lives. The role of the SSE is to facilitate this important process.         

The Student Tournament

The economic organizations of the SSE are all of the Enterprises described earlier in Sections One and Two. Cooperatives, Small Businesses, and Workshops are organized into “Student Guilds” which are led and operated by their associated Professions. Department Stores, Supermarkets, Antiques and Second-Hand Stores are larger Enterprises which can be brought under the direct ownership and administration of the Student Government. Together, they correspond to the five economic organizations of the VCS Economy, the PDEs (Public-Directed Enterprises), POEs (Public-Owned Enterprises), NSEs (National-Socialized Enterprises), SOEs (State-Owned Enterprises), and SAEs (State-Administrated Enterprises). As part of the instruction and training of Economic Planners and Inspectors in the conduct of MTEP, the Social Ranks of all Enterprises within the SSE are organized under a “Student Tournament,” which also has its own online presence in the National Intranet.      

It precisely because of the Student Tournament that enables the SSE to insulate itself from the official Tournament of the VCS Economy and still contribute Arbeit and Geld to the Life-Energy Reserve. In the LER and LERE Processes, the sources of Arbeit and Geld created by the SSE are separate from those created by the VCS Economy. Even though the SSE technically does not create Arbeit and Geld as part of the VCS Economy, it can however receive Actual Geld from the VCS Economy whenever somebody buys goods and services in the Student Tournament. As with the Actual Geld that Enterprises in the VCS Economy receive from the Tournament, in the SSE, any Actual Geld from transactional sales in the Student Tournament goes straight to the receiving Enterprise. This gives the Student Body opportunities to practice Life-Energy Charging (LEC) within the Enterprises of a given Student Guild, the Actual Geld distributed among its members.  

The composition of the Student Tournament is always changing. Enterprises created by individual Students may be transferred to the official Tournament with its current Social Rank unchanged. It is possible for Enterprises from the official Tournament to be transferred to the Student Tournament and brought under the oversight of the Student Government. That could be done as part of a Work-Plan, a Scholarship, an Apprenticeship, or a Sponsorship, the latter three being arranged by Kontor Office VI, Group D. But whatever happens, the Student Government has a Constitutional Intent and a Constitutional Obligation to ensure that a minimum number of Enterprises are operating within the Student Tournament for educational purposes. If the Student Government cannot do that, then the Ministry of Education will intervene, requesting the Council State to establish new Enterprises for the SSE.     

Interactions with Reciprocal-Reserve Banking System

Unlike the central government of the Council State, the SSE does not have its own Financial Regime. Instead, it has to rely on the Financial Regime. A Financial Regime consists of the State Council, the Head of State, and the Central Bank. The Central Bank is responsible for controlling the Mechanization Rate, the Devaluation/Revaluation of the Sociable Currency, and the Life-Energy Reserve’s Total Productive Potential (TPP) and Requisitionary Productive Forces (RPF). The Central Bank is also responsible for the Fixed-Exchange Rate of the Sociable Currency and the Council State’s Foreign Accounts as part of the conduct of Real Trade Agreements (RTAs).

Therefore, it should not be surprising to discover that the SSE is more limited in terms of what it can achieve through the Reciprocal-Reserve Banking System. The activities that can do, however, include the borrowing of Work-Tenures from National-Socialized Banks (NSBs), the depositing of Actual Arbeit and Actual Geld in State Banks, and those related to the State Commissariats of Wages and Prices and the Kontore (Financial Offices). The borrowing of Work-Tenures by individual Students are limited to those who have the prerequisite Social Rank because the Actual Geld which the Reciprocal-Reserve Banking System can lend is limited. The same is also true for the purchasing of NSFIs (National-Socialized Financial Instruments), which require attaining a prerequisite Social Rank as well as paying the Service Fee.   

For Enterprises owned and operated by the Student Government or the Student Body, all Work-Tenures and NSFIs can be made available for the Student Tournament of the SSE. That includes the SSE’s exclusive NSFIs, namely the Scholarships, Apprenticeships and Sponsorships. Everything that the Totality can do at the State Commissariats can also be done as well, up to and including the Transvaluation of All Arbeit.           

The Student Government

The Student Government is led by members of the Student Body who have demonstrated leadership and organizational skills and have ambitions to someday govern the Council State. Anyone aspiring to attain administrative and governmental positions inside the Council State needs to have had prior experience in running the Student Government. The same is to be expected to for the registered political parties, from the ruling “People’s Party” to any other parties affiliated with its “United Front.” This is done to separate the statesmen who know what they are doing from the career politicians looking to inflate their egos and demagogues seeking to rely on divisive rhetoric. The Council State wants only the best Students who have what it takes to govern Council Democracy. The Student Government of the SSE is a lifetime opportunity to do exactly that.

The Student Government has its own Heads of State and Government and its own legislative. A “Student President” acts as the Head of the State, a “Student Chancellor” as the Head of Government, and the “Student Council” as the legislature. A “Student Ambassador” presides over the diplomatic affairs of the Student Government with other Student Economies. The Students at the Student Government are considered to be “Youth Leaders,” who are accountable to “State Functionaries” from the Ministry of Education.

All electable positions in the Student Government have similar term limits as those found in the Council State. But unlike the Council State, the Student Government comes with its own exclusive “Generational Term Limit.” Since the SSE is situated in the secondary and tertiary educational levels, only Students between the ages of 14 and 34 can run for positions in the Student Government. Once somebody turns 35, they can no longer run for any positions. This was done to account the fact that the tertiary educational level can include people older than 35, who are there to complete either their graduate or their doctoral education. Young people need Students from their own generation, who share their sentiments and concerns, in positions of power in the Student Government. At the same time, the Generational Term Limit serves to remind those in positions of power that the Student Government is meant to be treated as a stepping for true governance at the Council State.   

Interactions with National Intranet

The Student Tournament maintains its own presence on the National Intranet, independent of the official Tournament of the VCS Economy. Similar to Enterprises in the VCS Economy, the Enterprises of the SSE have their own websites, offering goods and services to those interested. These websites will have their own servers and networks separate from those of the VCS Economy.  The SSE, like the VCS Economy is also capable of creating Digital Arbeit and Digital Geld from its own economic activities, provided that the Student Tournament has access to the National Intranet. Once the LERE (Life-Energization Reciprocal Electrification) Process becomes applicable, the Digital Arbeit and Digital Geld will supplement the SSE’s sources of Actual Arbeit and Actual Geld.

To recall the specifications of the LERE Process, remember that Digital Arbeit and Digital Geld will only be created on the National Intranet as part of the digital realm. Neither can be sourced from any economic activities occurring offline. When somebody creates Digital Arbeit in the National Intranet, their Digital Arbeit is related to an “LERE Refinery,” where it is then converted into Digital Geld and transferred to Central Bank to be turned into Actual Geld. Always keep that in mind when deciding to conduct economic activities on the National Intranet.  

For the SSE, the diversity of Enterprises on the National Intranet warrants some discussion. Aside from working alongside Kontor Office VI, Group D, the SSE will also get to work with Office VI’s Group C, which concerns itself on matters related to Intellectual Property and Mass Communications applications. The Student Government may be persuaded by Group C to consider having members of the Student Body establish a “Student Media” that could be disseminated throughout the country and abroad. Literature and music, television shows and movies, video games and machinima can all be distributed on websites affiliated with the Student Government and created by the Student Body. In these circumstances, Digital Arbeit will be registered from the production process and successfully selling copies to customers, both of which can be converted into Digital Geld. Customers will also be purchasing the copies with Digital Geld. While an individual Student can theoretically create Digital Arbeit from just producing online content for Student Media, their contributions will not be worth as much as the contributions from popular award-winning content.

Any distribution of Student Media across international borders will be conducted on the International Internet. In the current Empire of Liberty, that would be the World Wide Web (WWW). In that Socialist World Order of The Work-Standard, it will be “Heliopolis.” Whichever version it happens to be, the Student Government cannot disseminate Student Media on its own. It must convince the Council State to negotiate for it as part of a Real Trade Agreement (RTA).

It should come as no surprise that the National Intranet can be used to facilitate international trade with other Student Economies across international borders. By having the Council State negotiate for it under the terms of a Real Trade Agreement (RTA), the Student Government will be able to reapply the methodology of Real Trade to its own economic activities. All of the basic ideas about Real Trade that had been discussed back in Section Three can then all be done by the Student Government. Note that the involvement of the Student Government within RTAs will add toward the “Economic Foreignization” of the Socialist Nation. Matters related to Economic Foreignization fall under the auspices of Kontor Office VII (“Economic Foreignization”).  

Categories: Third Place

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