Posted by Civilian Kenzo B’tren-Hyrushi (Governor) in To Fashion Enlightenment (Tag Hyrushi, Holloway)

Posted by Civilian Karina Enger (Director of Education) in To Fashion Enlightenment (Tag Hyrushi, Holloway)

Posted by Civilian Kenzo B’tren-Hyrushi (Governor) in To Fashion Enlightenment (Tag Hyrushi, Holloway)
Posted by… suppressed (2) by the Post Ghost! 👻

(snip)
Karina wasn’t so sure she was ready to dismiss the threat to Holloway. Her past experiences told her that people who would go after someone like Holloway so publicly would not be hesitant to commit ‘collateral damage’ to get to him, nor would they give up so easily. It ate at her to have to put security measures in place at a school, but it would be necessary. And it wasn’t that Karina didn’t trust Hyrushi, she simply didn’t know him. She knew his reputation and it spoke for itself, but everyone made miscalculations. Karina was not willing to let children be part of those miscalculations.

“I am not able to sign anything with Dai Mon Hoka. All of the finances for the school, supplies, and staff are handled by the colonial government. I am not opposed to working with Ferengi, but it does require....caution and attention to…fine print.” Karina was pretty sure that was the phrase she was looking for.

Enger, ED

Hyrushi inclined his head and said “Exactly. I am happy to know we are on the same page, Director. Now… what do you need from me? How can I help you move forward with your plans?”

Hyrushi, Governor

“Space. This is no small undertaking. Making the educational facilities on the colony somewhere that everyone wants to be does not start at the university level. It starts all the way at the beginning with the very youngest children. We want their time in our schools to be so…mm…magnificent they want to stay here for their university or trade training. We do not want them dreaming of far off places - not yet. Our current facility is barely large enough to acco…to accommodate the number of children enrolled. So we need space and lots of it. Factoring in all the people that Holloway Heavy is bringing in, and your plans to make the entire planet livable we will need a lot of space. You have given me leeway to higher whomever I want. Part of getting those people is incentive. With educators money is a factor, but more importantly it is the facility that drives their decision on where to teach. Facilities that are packed like ta’ladies in a jar will not appeal. We need room and budget to hire enough staff to keep student-teacher ratios down.” She placed a PaDD in the space between them. It was a rough sketch, the architectural and building details rough, but enough to go on. It was a veritable city all dedicated to the schooling facilities on Oed along with auxiliary sites based on specific needs of the educational tract.

Enger, ED

Kenzo took the PaDD and started to review. As he did, he said “What is the ideal student to teacher ratio? That will determine the number of faculty we need. That can be addressed immediately. And what kind of incentive packages are you looking at? And yes, I understand that drawing noteworthy faculty and administrators here will require a good deal of appeal. The Vulcan Science Academy we are not…” and he glanced up and smiled slightly, “… at least, not yet.” and he went back to the drawings.

Hyrushi, Governor

Karina smiled, “Ah, but we will be.” Karina was determined. “The ratios depend on the age group, Governor. If you scroll to the next page the ratios are listed there. I could give you better ideas of how many teachers we need, but I have yet to get the numbers from Holloway Heavy for the influx of children.”

• Infant (younger than 12 months) – 1 trained adult should not care for more than 3–4 infants
• Young toddler (1–2 years) – 1 trained adult should not care for more than 3–6 young toddlers
• Older toddler (2–3 years) – 1 trained adult should not care for more than 4–6 older toddlers
• Preschooler (3–5 years) – 1 trained adult should not care for more than 6–10 preschoolers
• Elementary (1st - 5th grades) – 1 trained adult should not care for more than 10–12 school-age children
• Middle School (6th - 8th grades) – 1 trained adult should not care for more than 15-17 middle school-age children
• High School (9th - 12th grades) – 1 trained adult should not care for more than 17-20 high school-age children

“As far as incentives: salary and financial planning are a must, sign on bonuses, moving expenses. They are costly, and can often prevent someone from taking a position that they want. I don’t know what the budget here is, but if paying for their move is out of the question perhaps subsidized housing for a set time. Also having housing set aside so they don’t have to search is a huge help. Health care is already covered and Sacred Heart is well known and respected already, so that helps. Classroom budgets. I can think of most things but every teacher will have things they want and consumables need to be replaced. Small classroom ratios are a huge draw as well as the opportunity to write the curriculum and policy for the school. Also long term contracts. Moving to a distant colony world is a huge risk, especially if you aren’t sure you’ll get a contract the following year.” It wasn’t a perfect list but it was things that Karina knew would attract people to want to apply.

Enger, ED

“Five year contracts, no less, with performance based increases every year.” Hyrushi said flatly, obsidian eyes never seeming to move from the screen. “As far as moving and housing expenses go… that is where you should talk to the Dai’Mon. Ask him if he would be willing to sponsor… anonymously… educators coming to take on a contract with us. Tell him that in exchange for his doing so anonymously, you have convinced me through much negotiation and stalled conversations to name the Economics and Business School of the new university after him. And we will put into the charter that there will always be a Ferrengi professor on staff at the department. That will play to his ego and his desire to be seen as successful on Ferengar. And it will cost us nothing.” he finished as he continued reading.

Hyrushi, Governor

Karina, unlike most of her people, was able to use double speak, half truths, and even lie. She was even able to appreciate the concept of privacy even if those things still felt very foreign to her. But the Ferrengi had always eluded her. She greatly respected them in matters of economics, but she had never engaged in negotiations with them. Purchased items from an established shop, yes, but nothing more than that. Hyrushi’s suggestion brought a grin to her face. She was immensely pleased that not only was he quick to offer a reasonable solution for job security for new teachers, he’d found a way to sweetin the offer, and give her a way to accept Hoka’s offer in a way that wouldn’t necessarily compromise the school into Ferenganar influence. “I think that is an excellent and poetic solution. I’m very glad I’m on your side, Govenor.”

“Most tend to be, Director…” the Governor replied cryptically.

Karina simply nodded, Hyrushi was one of those types. Of course before Jodar and she had been sent here, they had gotten the basics on him. She liked him and had no issues with him and his past, accurate or embellished. Her comment hadn’t been about that or feeling threatened or ill at ease. Despite her success and all her training, Karina still found the communication barrier a major obstacle and she was glad to be able to work with someone for whom that was not a problem.

“Now the university will be a whole other matter. There are no end to the degrees we could offer. Sacred Heart already takes in Cadets for their internships and residencies, but if we plan this correctly we could even open the university up to be an auxillarly Star Fleet Academy location. Not just the hospital but all the varying departments. Also with so much of the planet left to be developed we have, with the correct planning, the ability to really make an outstanding trade college as well. My inclination is to begin with the trade school. As Oed furthers in development those projects will be ideal on the job training for those degrees.”

Enger, ED

“No. We will not be pursuing that line, Director. While the Academy is a highly-regarded institute of higher learning, we will not be giving them any kind of say over how this colony addresses education… nor will we be providing them a platform for their propagating own agenda.” The Governor’s tone held a slightly sharper edge to it than normal, but his face remained passive as he read the last of the report and set the PaDD aside. Looking up, he said “Now that is not to say that we will not welcome Academy faculty as guests or asking them to lecture. That is fine. BUt under no circumstances are we going to dedicate or reserve any kind of infrastructure for their permanent use. Star Fleet has a large enough presence here… I will not expand on that in the foreseeable future. Is that going to be an issue, Director?” Kenzo opened his mind and read Enger’s emotions as he spoke. He wasn’t trying to shut her down… but more Fleet presence was the last thing the colony needed.

Hyrushi, Governor

Hyrushi would find reading Karina’s emotions a unique experience. Not only was Cairn telepathy extremely efficient and their thought processes unique, it caused empathic reading to be unique as well. Karina didn’t’ really still physically, she was relaxed, but her mind was alert, but her emotions were tranquil. She was neither offended nor disappoint. She’d obviously touched on a sore spot. She’d missed something. This was his school, his idea, his goal. She was simple the hired help. He had said he wanted an educational institution that rivaled all the rest. Star Fleet was a huge draw for high school graduates. So in her preliminary draft she had explored that road to make sure she covered every possibility she could come up with. Dropping that part of the plan would not hinder the development of the university Hyrushi wanted. Karina choose her words very carefully. She knew he was half Betazoid and Betzoids more than anyone were able to communicate with the Cairn telepathically, but it required training, practice, and exposure to it. Karina had learned not to rely on such, but it did mean that using verbal expression required careful word choice.

She spoke slowly, and he would get the correct impression it was because she desired to clearly express herself and not out rudeness or condensation. “It is not an issue. I wish to be clear, any part of this proposal can be removed with out it damaging the whole, things can be added that I missed that you wish to see. You gave me a very broad stroke for what you wanted, and I only wished to be thorough. I can assure you, Governor, that anyone trying to push their agenda on any level of the school here will go the way of the past school board. I will not allow anyone or anything to compromise the quality and integrity and well being of the students in my care. Any guest instructors or lecturers will be given curriculum in which to teach and be required to sign a contract that they will adhere to the rules and expectations of our university. However, this leads me to two questions because I do not wish for misunderstandings on my part.” Karina absolutely was not being argumentative or offended. She understood that sometimes she didn’t grasp nuances of verbal speech, and so she wanted to ensure she grasped the extent of his position.

“First, I intend to implement a very…vigorous apprenticeship program with in the primary and secondary schools. There will be parents and students who wish to seek such opportunities within the Star Fleet presence here. Star Fleet is easily by-passed if you object. The curriculum for such positions will be pre-determined by the school and will be the same whether fleet, public, or private establishments.”

“The second question has to do with transfer credits. Each individual college or university provides course overview, grading criteria, and grade to any institution a student wishes to have them sent. Do you want to…” how to word it? “Should we discourage Star Fleet Cadets or personnel from seeking courses here to transfer to the Academy? In such cases the Academy can only accept or reject the course work, they have no say in what is taught. It is the responsibility of the student to ensure the course will be accepted at their home institution.”

Enger, ED