Bryden Allen's Website

Education and Welfare

We must all spend a considerable amount of our life learning about new subjects, ideas, facts and techniques. And similarly we must spend a lot of time looking after our bodies, giving them the correct amount of food and exercise. But, when we are young or old or things go wrong, we will need some welfare to help us get through these problems. In this webpage I want to talk about these two complex subjects.


In the current world, most nations have very large education and welfare systems, which look after these subjects. Now, in the current world, there are a large number of poor people who cannot look after themselves and so these huge systems are very necessary. But, in the egalitarian system I am proposing, there should be almost no poor people at all and so all people can look after themselves. So all people can choose to receive their education and welfare when and where they want it. And then they would simply pay for these services, when they receive them, in the normal monetary manner. So our systems can be very different.
           It is this possibility that I wish to discuss in this webpage. So in this case I am reverting to free-enterprise. But, when all people are in an equal situation, this can be a better way of doing things. So people could receive their education on a subject when they want to learn it. And people could pay for their welfare when they know their body is cracking up.


These two problems occur in different ways: at the hamlet level, at the village level and at the town level. I will talk about the Hamlet level first.


This picture, when full of people, should show you what a

perfect place this would be to bring up young children.

We normally learn the most important facts of life from our parents, brothers and sisters, besides all our friends, enemies and acquaintances. This is the real natural way of learning about life. And our closely knit little hamlet communities will foster this learning process very well indeed. The picture on the right shows how naturally these interactions will occur. Most parents like to play and look after their children some of the time. So in this case, I don’t think this activity needs to involve any money.
            The same situation applies to welfare for our old people. When people have plenty of free-time, most people want to do their duty and look after their old people a little, if they need help because they can’t cope. So again, I don’t think monetary recompense is necessary.


This is our village centre where the village school and the

medical facilities are situated.

Our young people will start their formal learning at the village school (which will not be further than a 200 m walk). The teachers will just be normal people so they will be paid at the same rate as everyone else. So there should be no problem. The village would probably put a levy on all village members for these various schooling costs.
            Each village will have its own medical centre as shown in the diagram on the right. The doctors could now charge at a higher rate, if they wish to (e.g. a cit-hour for a half-hour consultation). This can be fair because there are over-head costs and and sometimes there are simply no patients. There would also be many different degrees of qualifications that these medical professionals might have. So all these medical people should be charging at different rates. So the patients can choose to be served by the medical people with the qualifications they require at a cost they are prepared to accept. I will discuss this whole problem more carefully, later in my hospital section.
            But, before I can go any further, I must discuss the very difficult subject of “Courses and Exams”.


            Courses and Exams
As you know, this system will require a large number of officers, of all different kinds. So I have suggested we would need: 16 officers at the hamlet level; 25 officers at the village level; and 50 officers at the town level. And each officer will be quite different in the knowledge they must attain. So there must be close on 100 courses and exams to satisfy these various needs. So giving these courses and setting these many exams must involve a very large amount of difficult work.
            The place where this work should be done is the building I call “Library, Tutors and Research”. Now the problem of creating a new exam question is the hardest task a person can possibly do (at least this is certainly true in my subject which is mathematics). But for such a hard task, money becomes irrelevant. People do these difficult tasks because of the recognition, which the people get from their fellow workers. People who do this task should be rewarded simply by recognition rather than just money. (I talk about this subject in my next webpage called "Information and Recognition".)
            But, in our society, exam questions will be seen by everyone. And the name of the person, who created the question, can be attached to the question. (But a person, who creates the problem must also give the solution, as well.)  So there can be quite an incentive to create good questions and their solutions. But there will be a high demand for good questions. For one exam of perhaps 2 or 3 hours, there will need to be about 10 substantial questions (usually in the form of problems). To cover one subject well, I think there needs to be about 100 questions. And all people, who wish to sit for these exams, can see all these possible questions and their solutions. Then, in any particular exam, 10-questions will be chosen randomly. So this exam system can be completely fair to all people. And this is precisely the system I knew when sitting my exams in the 1950s and 1960s in London.
            So, to cover all 100-subjects there must be about 10,000 questions that all people can study in the many different fields. But there are 100,000 people living in our town-state. So this requires only one person in 10 to present a good question/problem to the society.  (And, of course, often examiners can create slightly different question/problems by using different lengths or times.)

            So I think our society can create a large examination system that all people can see and all people can see that it is completely fair to all people. Similarly, the various texts, which make up a course, will be available on the society’s computer system. So all people can see and sit for an exam whenever they want to. I will refer back to this system in the following sections.


These are the the facilities associated with

education, welfare and exams in out town centre.

             The Town Centre
The three large building associated with these subjects are all next to each other and they are shown in the picture on the right.
            So our town-state will have its own high school. But now our students will have the option of doing whatever courses they want to, when they want to. (My experience of life is that people never learn anything - unless they really want to, because they can see it is really useful.) Clearly all the normal courses on: mathematics, the sciences, history, geography, languages, political forms, literature, philosophy, entering webpages on the Internet, manufacture, etc, will be given in the usual way. But who will want to attend these courses will be difficult to say. It is also difficult to say to what extent these courses should be paid for by the students or by a general levy on all town-citizens. I will simply say that, in general, we will follow the system that gives rise to the best set of qualified officials who can run our country.
            I don’t think our high-school courses should include the officer’s courses. But all students should know, which high-school courses are very useful to the many officer courses.
          And so students will choose to do high-school courses, which will help them get an officer position, which they really fancy. (This might be to just become a “Social Officer”, which would have a lot of prestige associated with it. But this position might also be the hardest position of all to attain. I don’t think I personally would have the qualities that would make a good Social Officer.)


The next relevant building on this subject is the town-state’s Hospital. But this would no longer be a hospital mostly run simply by the medical and nursing professions. Instead the hospital would be a building, which patients could come to, to meet the doctors they want to see. Also these people would meet the various nurses, who could help them with their differing problems while in the hospital.                     Clearly some patients might simply like to pay for the services they receive (this is what I would do). But there would probably be a large number of workers there, who simply wish to use some of their plentiful free-time helping people, who really are in need. So many patients, in need, could be helped to recover in this hospital largely free of charge. So this hospital would be a place where many people could come to and work out a procedure by which they might become healthy again.


The last building, associated with these problems, is our “Library, Tutors and Research” centre. This is where our many officer examinations will take place. But I have covered this building’s most important role in my “Courses and Examinations” section just above. So I will say no more here.


In my large "Town Centres" webpage I discuss what goes on in these 3-different buildings from a different perspective. So you should read this webpage as well to get a slightly different angle on these subjects.


Associated with these three buildings there would also be a "Welfare Society", a "Education Society" and a "Research Society". All people would be encouraged to join these three different societies. And all these people would then get recognition for the free-time they give to these various societies.



My next normal webpage is about:"Free-Time and Clubs".


          You might now also like to look back at:

either my "Home Page" (which introduces this whole website and lists all my webpages),

or "Green Living" (which introduces this major set of webpages),

or "Forming Green Communities", (which introduces this set of webpages).


Updated on 11/11/2016.