Currently, the lives of Spaniards are much improved compared to before the revolution, and naturally, these children and youths who ought to be in school no longer need to enter factories to sell their labor.
Consequently, the illiteracy rate in Spain has officially dropped below 40%, more precisely below 39%.
Although there is no overly precise ratio, it can be confird that the illiterate population in Spain is now less than 7 million, and most Spaniards have received basic education.
As literacy efforts progress, the difficulty of promoting literacy continues to decrease. Initially, Spain was quite short on candidates for literacy work teachers, but currently, there is no shortage of literacy educators.
In the past, uneducated farrs were commonly seen in Spain, but now in small towns, educated and cultured individuals are commonly seen.
Those truly uneducated either remain in factories selling labor to earn money or engage in agricultural work, leaving them with little ti to receive education.
While the continuous decline in the illiterate population is a good thing, as literacy efforts proceed, a bottleneck phase will inevitably be reached.
After all, not all illiterate people can receive education; so are elderly and children, while others are family breadwinners who must earn a living.
After busy work, these people indeed lack the ti and energy to participate in literacy education. Carlo also understands this, so Spain’s literacy education goals have always aid not at clearing to zero but at reducing to below 20%.
For those truly unable to participate in literacy education, the governnt can only give up. However, more effort must be made in educating their next generation. This generation of Spaniards may be unsuitable for education, but the next generation will have ample opportunities for education.
One major reason for the smooth progress of literacy education is that Spain has not received too much immigrant population during this period.
The Ministry of Education only needs to focus on the dostic population of over ten million Spaniards. The work pressure is not that great.
If there were a large influx of immigrants every year, it would be an overwhelming burden for the education departnt. After all, most immigrants have not received very good education, these immigrants are scattered across the country, and so even don’t understand Spanish, making the spread of literacy education very difficult.
Compared to literacy education, the construction of Spanish universities is also quite rapid.
Currently, all universities in Spain collectively enroll more than 7,000 students annually.
Moreover, compared to the initial situation where fewer than 1,000 people chose physics and chemistry-related majors, Spanish universities now significantly emphasize these fields.
According to statistics from the Ministry of Education regarding the admission information of various universities, in 1874 among the more than 7,000 students admitted, over 3,000 students applied for majors in mathematics, physics, and chemistry.
The number of students in civil engineering has also exceeded a thousand, as Spain in its developnt stage has a high demand for civil engineering graduates.
In the past, Spain did not effectively manage dostic universities, leading to university specialization being determined by students’ application preferences.
At that ti, students preferred to apply for literature and arts, resulting in most Spanish universities focusing on these areas, followed by engineering and dical fields.
Currently, Spanish universities have shifted from constructing majors desired by students to constructing those needed by the country. Science-related majors have beco the most applied for by students, because Spain lacks talent in these areas.
Carlo’s attitude towards universities is simple: Spanish universities should cultivate more talents for the Spanish governnt and the nation.
Universities should nurture talents needed by their own country rather than talents needed by other countries. If a country’s universities only aim to cultivate talents for other nations, then what is the point of these universities? They might as well be abolished and rebuilt to et the country’s needs.
It’s worth ntioning that although the Royal Science Academy has not been established for many years, it has already beco one of the most renowned universities in Spain.
After all, being a school with emphasis from the Royal Family, plus the invitation of many famous European scientists and researchers, gaining fa in Spain is quite easy.
Even within Europe, the Royal Science Academy has so recognition, attracting a few non-Spanish students to apply.
Currently, the Royal Science Academy alone cultivates many talents in mathematics, physics, and chemistry for Spain every year. Most of them are experintal talents focused on practicality, and many focus on theoretical aspects, which are areas of shortage in Spain.
To help gifted students from underprivileged backgrounds, Carlo has established the Royal Scholarship across all universities in Spain.
eting the three criteria of being a Spanish citizen, academically excellent, and from a poor family, one can apply for the Royal Scholarship.
Currently, with more than 20,000 students enrolled across all Spanish universities, the Royal Scholarship established by Carlo provides over 2,000 scholarships annually, each worth more than 100 Pesseta, equivalent to half a year’s wages for an average Spaniard.
In reality, this is not much; all scholarships cost only 200,000 Pesseta annually.
But this grants Carlo great fa, as one in ten university students receives a scholarship, which is quite a significant probability.
Although Carlo is capable of providing scholarships for most or even every student, doing so isn’t necessarily positive.
Scholarships should only assist a portion of impoverished students, also letting everyone understand their value.
If the majority received them, naturally no one would cherish the scholarships. After all, the things one cannot obtain are the most precious; only a few can receive scholarships, highlighting their worth and Carlo’s benevolence in providing them.
In fact, besides this scholarship, the Royal Family’s investnt in education is not insignificant.
Every university has a university cafeteria, with extra al subsidies provided by the Royal Family for students. These students can spend less and enjoy more lavish als, forming one of Carlo’s thods to win hearts in universities.
The student group is still quite important for Spain. Through scholarships and al subsidies, these university students can develop fondness for the Royal Family and Carlo.
Among these students, so will rise to high positions in the country, and so will enter various industries to hold diverse roles.
No matter their future path, as long as they have fondness for Carlo from their university days, they are more likely to support Carlo’s regi in the future.
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