Education in Nowapan

Historical Background

Literacy has been maintained at a high level for centuries due to the importance the empire placed on education as one of the primary tools of Nowanization. The Ttépozhí had maintained schools po.'ú.ka in temple complexes in most cities and towns. There, young students in gender segregated classes, were taught to read and write, basic arithmetic and a basic catechism of Dteza. Attendence was neither compulsory nor free but clan members generally went together to send their most promising children. If the Ttépozhí felt a student was particularly promising, he (it would have been very unusual for it to have been a girl) would be sent to a 'university' po.húl.ngór where over a period that varied from 10-15 years, he would be further educated. Career paths varied from that point with some going on to take Civil Service tests and entering the bureaucracy, others the priesthood, and so forth. Po.húl.ngór were found all over the country and most specialized in various subject areas.
Those individuals who did not attend a po.húl.ngór still had opportunities for self-education. A ubiquitous part of the small town scene was the professional booklender. They did a brisk business lending out books for a small fee with several families sometimes combining to rent books. Newspaper like publications were produced in most of the larger cities, usually every 5 days, and often sold throughout the surrounding areas.

The old system of education received its first real taste of change in 1840, when as one of his first acts, the Emperor Ttúm.li.yu.qóm sent some of the nation's best scholars abroad to learn European science. While sending Nowans to Europe and America, he also inticed nearly 100 European scientists and scholars into coming to Nowapan in order to instruct Nowan scholars who had stayed behind. Less noted but very important, was the fact that he also sent merchants abroad with instructions to buy European and American books. Nearly 12,000 volumes were sent back over the next two years. In 1841, he ordered one of the po.húl.ngór in Nowaka converted to a European style university and the books were added to its library as they arrived. Over the next 30 years, almost all po.húl.ngór were converted to the European/American models even though often retaining a strong core of Nowan subjects. Costs increased for the best schools and as a result, even while Nowapan began to turn out worldclass engineers, chemists, and mathematicians, there were fewer students able to attend.

This situation worsened and caste restrictions were introduced which exacerbated the situation. In 1880 the Army and the Navy opened their new military academies, the former at the new town of The.wa.nin and the latter at Tosh. Only Ttéhanpir and Ttéra were allowed to attend, a sharp break with past traditions of always seeking out the best possible military minds no matter the caste. That Ttéshá were later admitted only signals the corruption that was becoming pervasive in the later Empire.

Education Today

Since the Revolution, Nowapan has aspired to have an educated, literate population which is capable of reasoning and adaptable to new situations and development. They recognize that not all children will have the same talents or aptitudes but in so much as possible, they give all children the same tools. Schools are funded in the national budget and funding is distributed in proportion to the number of students. Education is generally free (exceptions are noted below) and compulsory. It is not coeducational below the graduate school level and uniforms are standard through the equivalent of high school. There is a strong emphasis on physical education but nothing like the American team sport environment. All children receive the same core education and use the same textbooks.

The Nowan child matures more slowly than the equivalent Homo sapiens child. For this reason they begin formal schooling at a later age, typically 8. The first two years of school are called Basic School po.píl.ngór. Here a child is taught to read, write, and do basic arithmetic. Also at this time, the child is exposed to another Pani language and expected to start learning it. Most Nowan children speak Nova as their first language, but a substantial number still speak Mré, Luizamen and a few other languages. If the student's first language is Nova, then Mré will be the language taught in Basic School. If the student's first language is anything else, Nova will be taught first.

At age 10, the child begins Primary School po.sha.ngór. Here they begin instruction in a third Pani language and begin to learn the rudiments of society and his/her place in it. They are also exposed to increasingly more complex mathematics, reading, and introduced to the arts. Primary school lasts for four years.

At age 14, the child enters High School po.ptar.ngór. For the next four years, the student will face ever increasing challenges as the expected level of academic achievement rises. All students begin learning a non-Pani language (one of English, French, German, Russian, Chinese, or Japanese). They are taught the basics of the most important sciences, study world and Nowan history, are expected to understand how their government works, are expected to be able to play a musical instrument, and to demonstrate some ability with the arts. Whatever their religion, they are expected to understand the basic concepts of not only it, but all of the major religions of Pan.

Intermediate Education

At age 18, students in Nowapan face several choices. Most women and a small percentage of males end their schooling at this point which is the end of mandatory education. Women have several choices if they choose to pursue their education. Nowapan has produced a great number of outstanding women scientists and scholars but most of the women who choose to continue their education choose the Women's College po.ma.ngór rather than the path that leads to a university or polytechnic degree.

Most males go on for at least another two years. There are two main options; Industrial Schools po.wé.ngór or College Prepatory Schools po.pet.nin. Industrial schools are often closely affiliated with (even partially funded by) one of the castes and several co-operatives. They are schools of the Industrial Arts and students spend a part of each school day or week in apprentice programs with the supporting cooperatives. There are several tracks available and future engineers take more mathematics and physics at this time.
The College Preparatory Schools are designed to get students ready for college. Students receive extensive preparation in oratory, grammar, writing, mathematics, and foreign languages.

Higher Education

Higher education in Nowapan is split into several branches which rarely share physical plants. Gender segregation continues through the equivalent of undergraduate schools. Graduate schools are seperate facilities with their own faculties, libraries, etc.
Undergraduate schools include colleges po.mon.'ú.ka, polytechnics hám.po.ngór, and Women's Colleges po.ma.long. The last is an entirely seperate phenomenon and there are both men-only and women-only po.mon.'ú.ka. There are a very few women-only hámpongór.

Those students who have completed Industrial School generally go on to Polytechnic Schools hámpongór. These schools are designed to turn out trained professionals, engineers, designers, technicians, etc. They generally offer 1 year (hám.po.sha.long), 2 year (hám.po.yál.long), 3 year (hám.po.wáng.long), and 5 year (hám.po.ptar.long) Degrees. There is also a seperate graduate degree (hám.po.ptóm.long) requiring 3 additional years. All Polytechnic degrees require passing a comprehensive examination.

Those who have finished College Prepatory School go on to the colleges. College degrees (po.long is the general term) generally require at least 3 years attendance and the degree granted is the Primary Degree po.sha.long (a 3 year degree). The college education attempts to give students a broad education, but also a focused one. As a result, the Primary Degree student often has a better grasp of his or her field of study than one from a 4 year program in the United States but will not have taken the broad range of subjects that the American student has. To be granted a poshalong, one must have completed at least the following;

The Women's College is a special, women only, form of higher education. Women are given a broad general education over a 3-4 year period. They generally are expected to finish 3 Minor Certificates of Study but are generally not expected to specialize further. In addition to students who have just graduated from poptarngór, many of the students are women returning to school after having raised their children. The general goal is to produce women who are schooled in the traditional areas of special interest to them while also being comfortable in the presence of worldly individuals. The degree granted is called the po.ma.long.

Such is the value placed on education in Nowapan that many adults return to college in later life and specialized diplomas are offered for the completion of typically 8-12 courses in an area.

Military Academies po.han.ngór, of which there are now 3, take students from both Industrial and College Preparatory Schools. The undergraduate military degree po.han.long requires 4-5 years and may cover a wide range of possible majors but always requires a strong component of military history, strategy, tactics, and logistics.

The graduate school or University is called by the old name of po.húl.ngór. Most universities grant a Master's Degree po.ptar.long (3 more years), and a Ph.D. po.ptóm.long(at least 3 more years.)
The poptarlong student must complete the following;


The poptómlong student has a lot more freedom to choose courses, most disciplines require about 10-15 courses and extensive research. A thesis is required but not an examination.

There are additional types of graduate level education, including, medical, business, law, religious and military schools. Most of these offer only one level of degree which varies from 2-4 years to fulfill.


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&169; 2001 Brad Coon

Revised August 29, 2001

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