Labor Cooperation

No matter how widely compulsory education had spread in East Africa, it did not hinder Terrell's calculations. He said to Kranis, "Mayor Kranis, since East Africa has so many secondary school students yet cannot provide them with better jobs, isn't that a tremendous waste of social resources?"

"Mm, we had considered that as well. After all, educational investment is no small sum, especially with ten full years of compulsory education. But this matter is decided by the Central Government, so all we can do is carry it out." Kranis honestly voiced his thoughts.

If more money was spent without receiving the returns it deserved, doubts would naturally arise. However, East Africa did this to better conform to the tides of history in the future. Ernst knew that as the times developed, the demand for talent would only grow. Germany now had over twenty thousand university students nationwide, fewer than the number in an ordinary university in his previous life.

What Ernst had in mind were long-term benefits, but East Africa truly lacked the ability to arrange so many jobs at present.

"That is precisely it. We in the Austro-Hungarian Empire would not be so rash in our educational investments, yet that has not prevented Austria from becoming one of Europe's centers of civilization," Terrell said.

The Austro-Hungarian Empire did not invest little in education either, but compared with the East African government, the Austro-Hungarian Empire Government was undoubtedly far more careful with its calculations. Or rather, their paths differed: one pursued elite education and valued quality more, while the other pursued mass education and valued quantity more. Yet as the saying went, quantitative change gives rise to qualitative change. That too was East Africa's path.

There was no distinction of superiority or inferiority between the two; in purpose, they led