Plat-Based Education System – NewVistas Education Structure
Introduction
Education is key to the overall wellbeing of the community. It is a lifelong quest that is pursued not just by the young but also all participants throughout their life. Besides being an essential engine in providing the social and economic prosperity that the community promises, this fact is heavily hinted at by the large number of available classrooms in the 24 buildings that are just the right size for groups of 12 or less and demands a unique approach to how instruction is given in classes. This smaller class size demands a completely different approach than what is common in current public education.
“Plat-based education” refers to the education system in plat-based communities. The education system closely follows principles that are central to the plat. The system provides equitable access, is market-driven, with a strong emphasis on practical skills and lifelong learning.
Plat-based education system is regulated by the 5th agency, Life Planning. The agency ensures standards in delivery, monitoring how tutor/ instructors work, and the progress of students. The agency determines that tutor/ instructors can offer the classes they intend to offer, and that students, especially in the first years of “formal education (K-12)” follow the right progression, and that thereafter, all embrace lifelong learning.
Guiding principles and aspects of the Plat-based education system
Tutor/ instructor v teacher
The plat-based education system uses the terms “tutor” or “instructor” because in many cases the term “teacher” requires certifications and/ or degrees which are not required in our system. An instructor, while imparting knowledge, is focused on teaching a skill, technique, and can either be in formal or informal settings. A tutor, on the other hand, teaches individualized instruction to a small group of students. A tutor focuses on specific subject areas, or student needs. Where a teacher follows a rigid curriculum within an organization, and assesses the entire classroom, a tutor is mainly focused on providing ongoing feedback.
Free Market Pricing and Web-Based Promotion
All courses are priced independently by each tutor/instructor. There are no fixed rates. Tutor/instructors are expected to maintain a business webpage listing their courses, schedules, learning outcomes, and pricing at least one year in advance. Students are encouraged to select courses annually, helping them plan their curriculum and allowing tutor/instructors to secure enrollment. Full payment is due at least one month before the course begins. If a student fails to pay on time, the tutor/instructor has one month to replace that student. Tutor/instructors retain all payments, pay for substitutes if needed, and must maintain quality to remain competitive and meet all the regulations of the Life Planning Agency.
Transcript System and Business Integration
Rather than issuing diplomas or degrees, the plat-based education system maintains a transcript for each participant, listing every course completed along with a final grade and a narrative evaluation from the tutor/instructor. This approach is more detailed and useful for business and life planning. Many business plans require evidence of specific course completion before approval or completion during an agreed on business plan.
If a student is not performing well in a class, they may withdraw from the course rather than having that grade or transcript on their record any time prior to the last day of the course. Students may re-take a course but they or their guardian will of course have to pay in advance for any course that they sign up for and the tutor/instructor will have to agree to allow the student to take the course again.
Technology Integration:
In the modern educational landscape, technology plays a crucial role in enhancing personalized learning. By integrating AI-driven platforms and learning management systems, [lat-based education can offer tailored educational experiences that adapt to individual student needs.
Technology can facilitate real-time feedback, track progress, and provide resources that complement tutor/instructor-led instruction. Additionally, virtual classrooms and digital collaboration tools can expand access to education, allowing students to engage with content and peers beyond traditional settings.
Assessment Methods:
Moving beyond traditional grading, plat-based education implements alternative assessment strategies that focus on skills and competencies. This approach emphasizes mastery of subjects through project-based learning, peer reviews, and self-assessment. By providing detailed feedback and narrative evaluations, students gain a deeper understanding of their strengths and areas for improvement, fostering a growth mindset and lifelong learning habits.
Community Involvement:
Participants play a vital role in enriching the educational environment. By participating as mentors, guest speakers, or volunteers, they can provide real-world insights and support to students. This involvement not only enhances learning but also strengthens community bonds, creating a supportive network that encourages student success and engagement.
Global Comparisons:
The plat-based education model aligns with several innovative educational systems worldwide, such as Finland’s emphasis on student autonomy and Singapore’s focus on lifelong learning. By comparing these models, the system can identify best practices and areas for improvement, ensuring that its approach remains competitive and effective in a global context.
Long-term Outcomes:
The plat-based model aims to produce participants who are not only academically proficient but also career-ready and personally developed. By focusing on practical skills, critical thinking, and adaptability, students are better prepared for the demands of the modern business environment. Long-term studies and case examples can illustrate the positive impacts of this approach on career success and personal fulfillment.
Challenges and Solutions:
Implementing the plat-based education system may present challenges such as resistance to change, resource allocation, and maintaining quality standards. To address these, the community can develop clear communication strategies, provide training and support for educators, and establish robust evaluation mechanisms. By proactively identifying and addressing potential obstacles, the system can ensure a smooth transition and sustained success thereafter.
Tutor/instructor Training and Development:
Ongoing professional development is essential for maintaining high-quality instruction in the education system. The Life Planning Agency will facilitate workshops, peer collaboration opportunities, and access to the latest educational research.
These opportunities, which tutor/instructors pay where applicable as part of their business cost, are strongly encouraged, and in some cases mandated as part of business plans. Tutor/instructors can continuously improve their skills and adapt to new teaching methods. This commitment to professional growth ensures that educators remain effective and motivated.
Equity and Access:
Ensuring equitable access to education is a core principle of the plat-based education model. Business plans are adjusted for each limited partner to make sure the business can pay for whatever education is needed for the limited partner and dependents. This means that the community can decisively address potential socioeconomic barriers. The approach also guarantees that all students, regardless of background, can benefit from the innovative educational opportunities offered by this education model.
Classes’ flexibility
Classes are not restricted by age. Instead, learners are restricted by normal academic progression, such that a tutor, instead of focusing on a learner’s age, focuses on what they have already learnt, and thereby determine whether they have the necessary foundational knowledge to take the course. This feature affords the platy-based education model great flexibility, so that students are not tied down in a “grade. “In exceptional circumstances, tutor/instructors can require that learners reach a certain age before they can enroll. This can be informed by their reasoned opinion that the course requires students of a certain age due to complexity or other factors.
Organization of the plat-based education system
Physical organization
A unique design feature of the 24 buildings that are prescribed in the 1833 “Plat of Zion” is that there are 76 “schoolrooms” in each of the 24 buildings. This means a total number of 1824 schoolrooms in just the 24 central buildings.
These schoolrooms are small compared to normal modern school rooms. They are 13.75’ x 16.5’ and are just big enough for 12 students and a tutor/instructor. In the US today, smaller classrooms are 26 x26 feet, with larger ones at 33 x 33, and holding between 19 and 30 students.
There are also four larger school rooms on the first floor of each of the 960 apartment buildings. This means that there are a total of 5,664 schoolrooms in the community, with 3,840 located right in the apartment buildings. This makes it very convenient for parents and children. All nursery care centers, and 0-8thth grades are in apartment buildings on the first floor as well as most adult classes and classes that are associated with business plans as most of these courses would be at night and would need to be close to the apartments.
The image above shows how the classrooms were defined as the higher part of the inner court in all 24 buildings (LDS D&C95:17). These rooms end up 13.75’ x 16.5’ . Although the prescription was provided on June 1st of 1833, it still holds true today by every study that has been completed showing that smaller class sizes and much more personal attention by the tutor/instructor helps to radically improve the performance of the student. Additionally, it radically improves the experience for the tutor/instructor so that they do not burn out and quit.
Tutor/instructors
Tutor/ instructors offer courses on a part-time basis. In their regular time, they run their own business and can only offer a maximum of three hours per day, for 4 days a week.
Limited partners are the key building block of the community, running successful businesses and having invested their net worth in the community. They embody the community’s spirit, which champions entrepreneurship and individual agency, within active community participation. In order to ensure these values are passed on to the children, and to ensure that there enough manpower to deliver the various classes, as many limited partners as possible have part-time tutor/instructor businesses.
A community of 96,000 includes about 16,000 youth aged 4-18 (1/6). With a requirement of three daily classes, Monday through Thursday, each student attends 156 sessions per quarter.
This produces 2.4 million youth sessions per quarter, requiring 199,600 sessions of12 students per session. If tutor/instructors average 1.5 courses, around 10,000 active tutor/instructors are needed per quarter, primarily part-time entrepreneurs, retirees, or caregivers
In addition, the 35 – 40,000 limited partners in the community are encouraged to take at least one course per year. Spread evenly, this generates 8,750 adult sessions per quarter requiring 730 additional classes and approximately 500 instructors quarterly. Many adults take classes during the day, with flexibility built into the system. Others may take their classes over lunchtime, early in the morning, or in late afternoon after leaving their place of business.
Many of the tutor/instructors in the community will be those who are in a stage of life where they have children at home. They will likely like to be close to their children, fully participating in their care and education, while running a gainful business.
Once students get to the point of needing specialized and advanced courses, the courses will be provided by adults who are full-time business owners and are experts in the areas that the student wants to pursue.
Full-time business owners will most likely offer courses early in the morning, at noon, or during the evening. Therefore, most advanced courses will be spread throughout the day. This spread-out schedule also allows the more advanced students to have meaningful jobs, and participate in sport or arts during the day. Working adults or retired business owners are the most likely ones to provide the advanced courses for those over 16 years. These students already have a business but want to advance their education in a specific area so that they can expand their business or become a specialized sub-contractor to another business.
Some retired adults may be willing to teach multiple courses but on average we expect retired adults to average one course per person. Most of the university level courses will likely come from very well-educated and experienced retired adults who want some motivation to keep their specialty current by having the challenge of teaching a course on that subject.
Students will not be encouraged to go to external universities. While this is not prohibited, it is just not encouraged. Additionally, it is not an objective for any business plan or life plan since self-education or guided tutor/instructor education is the most productive and the least expensive.
There are no certifications or degrees required for any tutor/instructor because the community relies on the market and peer-to-peer recommendations to determine who are the best tutor/instructors. Market forces determine the rate that each tutor/instructor can set for their course. The community does not set any minimum or maximum fees.
Tutor/instructors are encouraged to pattern their class as a 15-minute lecture/instruction period followed by a 30-minute homework/question/answer hands on learning period. The entire session, therefore, takes 45 minutes.
Teenagers and young adults as tutor/instructors
Teenagers between the ages of 12-16 are encouraged to work for their parent’s business. They work as subcontractors, which provides them with the ability to save up so that by the time they are 16, they are able to become a fully invested Limited Partner by investing $20,000 in the community.
Childcare and lower-level education is a great place for teenagers to begin their first work experiences. Limited Partners dependents who are between the age of 12-16 will work for their guardian’s company which will be a sub-contractor to a childcare center, pre-school class, or grade 1-5 tutor/instructor. The dependent teenager works for the parent or guardian’s company until they are 16. Thereafter, they can become a limited partner and apply for and obtain a contract directly with the care center or tutor/instructor. They will then provide services directly or have their own care or teaching business.
Most Young Adults between 18-25 will be limited partners and will also be able to have their own care or teaching business with their own web site where the post services or classes are available for others to sign up for.
Regulation and other aspects of organization
The fifth agency, Life Planning, which oversees life planning, is also in charge of education. The agency meets with and assists all participants to develop a full life plan in which education is a key element. This is along with the other key life goals of the other agencies in that bureau – health and nutrition and participation in sports, recreation, and the arts.
The agency regulates education – monitoring classes, quality assurance, and other steps geared towards ensuring that the education offered in the community is of the highest standards possible. Regulating the education system ensures it runs well and is continuously improving the intellectual and skill level of the community. To do this, it needs contractors to provide quality assurance, monitoring, and other services. To pay them, the Life Planning Agency charges all tutors/instructors a fee of 2% of their revenue.
Education regulatory agents attend and observe classes remotely. They then hold one-time classes of their own with 12 tutor/instructors with similar issues to help them improve their classroom performance. Each tutor/instructor would likely attend 6 of these specialty-based classes per year. If the Life Planning Agency determines that they need more support for each tutor/instructor, the district president serving the agency will apply to their board to increase the fee to a higher rate. Once the full 12-person board approves then the community at large would have to vote for approval since all are affected. A 50%+ secret vote approval would be required.
The 24 public buildings in the center of the community will be reserved for 9th-12th high school level and university level classes. The plat-based education system does not form formal universities, nor any other formal “schools” for that matter. It does not have high school or university sports programs because the community already has extensive sports and recreational facilities and programs for arts and recreation. Therefore, the education system does not have to oversee these functions.
Childcare is part of the education system as it is also run by contractors, many of whom are stay-at-home parents, teenagers, and retired individuals. Child and nursery care is part of the formal education system that is regulated by the Life planning and education agency #5.
Lessons and lifelong learning
The “Plat” based education system reimagines learning as a lifelong, market-driven process governed by individual agency and business integration. This decentralized model replaces credential-based hierarchy with a transcript-driven structure aligned to business and life plan readiness. Every student, youth or adult, participates as either a learner or tutor/instructor or both.
Adults are encouraged to learn lifelong through incentives built into their business or life plan that the community agencies help them complete and update yearly. Some business plans may require a business owner to complete a specialized course within a certain time. Some life plans may suggest a specific course or courses each year to even retired adults
Students aged 5-18 must take exactly three courses per day. One with emphasis on reading; another with emphasis on writing; and the final with emphasis on Math. Subjects can vary widely covering subjects from any field of science or engineering or arts and sports and general life issues. Students, assisted by their guardians, select the three courses well in advance and pay for them directly.
While there is no paid public education, there is a by-law of the community that requires all 5–18-year-olds dependents of limited partners to attend school three classes per day year-round. If a family wants to take a vacation, they plan for their dependents to complete the course sessions in advance on-line.
Every tutor/instructor must post all the 48 sessions online in advance so that students and limited partners (guardians) are able to determine in advance if the course is right for their student. The actual class is not online however, as the tutor/instructor is present and does the lecture live each session. The session is also recorded for future use by the tutor/instructor or the student.
All classes are real-time video recorded so that tutor/instructors can improve their performance. This aspect helps boost safety/security, and enables guardians, regulatory agencies, and contractors to observe and help improve the system.
Alignment with local laws
Each community must obey the laws of the county, state, or nation that they are located in. Since each community is a gated community with its own by-laws regarding education, it will be necessary for the Life Planning Agency to obtain permission from the state or national education boards and regulators to operate differently.
It is expected that students who participate will be required by most state and national systems to pass standardized tests on a regular basis to demonstrate that the community’s education system is equivalent or superior to the systems offered by that state or nation.
Some states may require that parents or guardians who elect to home school their children report separately to the state the results of their home school system where they each adopt the community’s system. In many cases this may be the only way for the community to meet state regulations.
Many states or nations will require any home-schooled children to pass minimum competence tests, and the community would have the responsibility to assist parents in making sure that their children are able to pass those tests. Most nations allow Home Schooling but a few nations like Sweden or Germany will require that the communities certify their education system as a private school. Every state in the USA allows for homeschooling children. However, the regulations and requirements for homeschooling vary significantly from state to state. Here are some common aspects:
- Notification: Most states require parents to notify local or state education authorities of their intent to homeschool.
- Curriculum Requirements: States may have specific subjects that must be taught, though parents often have flexibility in how they cover these subjects.
- Assessment and Testing: Some states require periodic assessments or standardized testing to ensure educational progress.
- Record Keeping: Many states require parents to maintain records of their homeschooling activities, including attendance and academic progress.
- Qualifications: A few states have requirements regarding the educational qualifications of the parent or guardian providing the instruction.
It’s important for parents to familiarize themselves with the specific homeschooling laws and requirements in their state to ensure compliance. Parents or guardians can hire or contract with a tutor/tutor/instructor to teach their children as part of a homeschooling arrangement. Here are some considerations:
- Legal Compliance: The use of a tutor/tutor/instructor must still comply with state homeschooling laws, which may include notification, curriculum, and assessment requirements.
- Curriculum Control: Parents typically retain control over the curriculum and educational approach, even when a tutor is involved.
- Record Keeping: Parents are usually responsible for maintaining records of their children’s educational progress, regardless of who provides the instruction. The communities Agency #5 would assist the parents in their reporting processes.
Qualifications: While most states do not require specific qualifications for tutors, parents may choose tutors based on their expertise and experience in particular subjects
Preprogrammed Courses in Tutor/instructor-Led Education
Preprogrammed educational platforms—such as Khan Academy, Coursera, edX, and others—offer high structured content that can aid tutor/instructors in lesson preparation and delivery. However, reliance on such without thoughtful integration risks undermining the personalized, interactive, and adaptive benefits of how tutor/instructor-led models (like the “Plat” based system) can properly integrate courses while maintaining autonomy, creativity, and responsiveness, and preserving a unique plat-based theme. It includes principles for responsible use, strategies, and example use-cases to maintain quality while reducing preparation time.
In tutor/instructor-led learning environments where each instructor sets their own course content, pricing, and availability of prebuilt courseware provides immense value. The aim is not to outsource teaching, but to augment tutor/instructors to focus on mentorship, adaptation, and student engagement.
Popular platforms include Khan Academy (math/science), Coursera (college-level courses), edX (unive Brilliant.org (math/logic), Udemy (practical skills), and YouTube channels like CrashCourse or Veritasiu
Principles for Responsible Integration
- Adapt, Don’t Adopt – Customize materials to the class.
- Preserve Tutor/instructor Presence – Ensure active instruction.
- Localize and Contextualize – Make it culturally relevant.
- Credit and Transparency – Always cite sources.
- Protect from Over-Automation – Maintain interactivity.
- Integrate technology in delivery – including integrating videos into tutor/instructor-led discussions.
- Support – but not replace – tutor/instructor – led instruction
As previously indicated, the plat-based education system involves 12-student classes. Each course must emphasize reading, writing or math. Preprogrammed content supports tutor/instructor creativity and student flexibility. Some examples follow.
- Algebra I Foundations (Khan Academy): $45–$80
- Intro to Computer Science (edX): $60–$120
- Storytelling in History (CrashCourse): $50–$100 – Ethics in AI (YouTube + articles): $75–$150
The Three required classes for 5–18-year-old students can be scheduled any time of the day Monday through Thursday 7 am to 9 pm. Students are expected to schedule time for family, eating, play, work, and arts/recreation. All these activities are in-between the 3 required courses each day.
Summaries of the Plat-Based education system
Summary I: Core educational policies and rules
This report outlines the structure, pricing model, participation rates, and the rationale for adopting a free-market approach.
| Category | Policy |
| Session Duration | 45 minutes each; Recommended 15-minute lecture/instruction; 30-minute homework |
| Start/End Time | Sessions begin hourly from 7am to 9pm; consecutive courses are not recommended |
| Min/Max Class Size | 12 students exactly; a tutor/instructor may refuse to accept a student for any reason: Tutors specifie age or qualification range and requirements. Classes are not age group babysitting, what is important is that the student is prepared well to handle the course successfully. Tutors may reject any student for any reason and especially if that student is not prepared to take the course. A younger person than norm may be prepared and so might be accepted over age only. No tutor has to accept a student just because he or she meats an age range. |
| Homework | None; all work/labs done during 45-minute class |
| Schedule | 13-week quarters, Mon-Thu only, Fridays off, all holidays off: year-round school; 48 sessions per quarter for all courses. |
| Sessions per Quarter | Exactly 48 sessions per course with schedule of days off published in advance |
| Tutor/instructor Payment | Paid in full upfront one month prior to start of course; tutor/instructor pays expenses. If student drops out they do not get a refund for any reason. |
| Course Price | Set by tutor/instructor when class is posted; must attract exactly 12 students, The tutor/instructor can reject any student, no student must take any specific course and so is also able to select the tutor/instructors that they prefer. |
| Substitute Coverage for sickness or vacation: | Tutor/instructor must pay out of own collected fees; Substitutes must be able to handle the subject matter being presented and not just be a babysitter for the time tutor is absent. |
| Advance Planning | Courses advertised online include with fixed price set by the tutor/instructor; 1 year in advance, paid 1 month prior to the start of course: If not enough are enrolling the tutor/instructor may reduce price but it applies to all who have already signed up. Tutor/instructors can raise prices for future courses if demand justifies. Or lower to create demand. |
| Max Courses | Tutor/instructor: max 3 per quarter; Student: max 3/ quarter: |
| Lecture Format | 15 min lecture + 30 min assisted work |
| Break between courses: | The community requires a minimum of one hour between courses. |
| Lifelong Learning | All adults are encouraged to take at least 1 course/year regardless of age |
| Grading and Evaluation | Formal transcript with grades and written evaluation of student by tutor/instructor at the end of every course. |
Summary II: sample of courses, fees (market rate), and total revenue for tutor/instructors
the following are a sample of courses that would be offered by different tutor/ instructors. The typical market rate is arrived at by considering current rates for both virtual and in-person courses in Western society.
| Course | Typical Market Rate | Sessions | Total Revenue | $/Hour Yield |
| Basic Reading Strategies | $120-$180 | 48 | $1,440-$2,160 | $24-$36 |
| Advanced AI Concepts | $400-$800 | 48 | $4,800-$9,600 | $80-$160 |
| Writing Persuasive Proposals | $200-$350 | 48 | $2,400-$4,200 | $40-$70 |
| Applied Algebra I | $180-$300 | 48 | $2,160-$3,600 | $36-$60 |
| Gardening & Soil Science | $160-$250 | 48 | $1,920-$3,000 | $32-$50 |
| Home-based Accounting | $220-$400 | 48 | $2,640-$4,800 | $44-$80 |
| Ethics & Philosophy through Literature | $180-$320 | 48 | $2,160-$3,840 | $36-$64 |
| Intro to Woodworking & Design | $200-$400 | 48 | $2,400-$4,800 | $40-$80 |
| Business Law Fundamentals | $300-$600 | 48 | $3,600-$7,200 | $60-$120 |
| Math for Robotics | $250-$500 | 48 | $3,000-$6,000 | $50-$100 |
| Health Science & Anatomy | $200-$450 | 48 | $2,400-$5,400 | $40-$90 |
| Public Speaking | $150-$275 | 48 | $1,800-$3,300 | $30-$55 |
| Modern African History | $160-$260 | 48 | $1,920-$3,120 | $32-$52 |
| Creative Non-Fiction | $220-$350 | 48 | $2,640-$4,200 | $44-$70 |
| Financial Modeling | $300-$550 | 48 | $3,600-$6,600 | $60-$110 |
Summary III: Sample Courses and Estimated Price Ranges
“Plat” based emphasizes entrepreneurial freedom, minimal bureaucracy, and educational relevance. Market-set pricing and lifelong transcript building produce more efficient, motivated outcomes compared to rigid, credentialism public systems.
| Example Course | Typical Market Rate (Range) |
| Basic Reading Strategies (age 4-6) | $120-$180 |
| Advanced AI Concepts | $400-$800 |
| Writing Persuasive Proposals | $200-$350 |
| Applied Algebra I | $180-$300 |
| Gardening & Soil Science | $160-$250 |
| Home-based Accounting | $220-$400 |
| Ethics & Philosophy through Literature | $180-$320 |
| Intro to Woodworking & Design | $200-$400 |
| Business Law Fundamentals | $300-$600 |
| Math for Robotics | $250-$500 |
| Health Science & Anatomy | $200-$450 |
| Public Speaking | $150-$275 |
| Modern African History (Reading Emphasis) | $160-$260 |
| Creative Non-Fiction (Writing Emphasis) | $220-$350 |
| Financial Modeling (Math Emphasis) | $300-$550 |
Summary IV: Why This Concept Outperforms Public Education
This section compares education as currently offered in public-funded schools v what the plat-based education model offers. Some of the highlights include a focus on skill development over credentialism, market driven v bureaucratic emphasis, and focus on individual business and life plans over standardization.
| Feature | “Plat” based vs. Public School |
| Session Size | Fixed at 12 vs. 25-35+ in public schools |
| Tutor/instructor Accountability | Market-driven vs. bureaucratic tenure |
| Curriculum Relevance | Business or life plan-linked vs. state-standardized |
| Graduation | Grade and Tutor/instructor evaluation Transcript-based vs. diploma/degree emphasis |
| Lifelong Learning | Encouraged with incentives vs. optional or rare |
| Cost Efficiency | Lower overhead, competitive pay vs. high admin cost |
| Scheduling Flexibility | All-day options vs. rigid schedules |
| Tutor/instructor Autonomy | Self-employed tutor/instructors set pricing/content and can reject students for any reason: |
| Student Autonomy | Tutor/instructor and Course choice + transcript over time vs. grade-bound progression |
Summary V: Classes’ distribution
The following table shows the population age groups and number of classrooms needed to supply assuming 7am-9pm availability and 6 classes per day per room:
| Age Group | Population | Courses per Year | Sessions per Year | Classrooms Needed |
| 0-4 | 6,720 | 0 | 0 | 0 |
| 5-18 | 15,360 | 3 per day, 4 days a week, 13 weeks per quarter, 4 quarters | 2,400,000 | 1,923 |
| 19+ | 70,520 | 1 per year | 70,520 | 57 |
| Total | 92,600 | 2,470,520 | 1,980 |
Summary VI: number of classes and agency fees for regulation
The following table shows the number of courses by age group. It also shows the revenue that will support the life Planning Agency’s regulatory efforts. This will be around $100,000 per month and likely support 24 part time tutor/instructor improvement contractors ($50,000/year for each). This means that there will be a paid regulatory agent in every district helping the tutor/instructors in that district. The agent’s focus will be to improve the performance of their services and courses.
.
| Age Group | Population | Courses/Groups per Year | Sessions per Year | Classrooms/Groups Needed | Revenue per Quarter | 2% Fee per Month |
| 0-4 (Childcare/Nursery) | 6,720 | Year-round care | Not applicable | 560 | $2,016,000 | $13,440 |
| 5-18 (Youth Education) | 15,360 | 3 per day, 4 days a week, 13 weeks per quarter, 4 quarters | 2,400,000 | 1,923 | $6,922,800 | $46,152 |
| 19+ (Adult Education) | 70,520 | 1 per year | 70,520 | 57 | $5,289,000 | $35,260 |
| Total | 92,600 | 2,470,520 | 2,540 | $14,227,800 | $94,852 |
Summary VII: Where will the tutor/instructors come from?
By eliminating the requirement for tutor/instructors to obtain degrees or other specialized credentials the community frees up thousands of individuals who can fill the need for a high number of community tutor/instructors. The following table shows where the tutor/instructors will come from and the % of each group that will need to become a tutor/instructor.
| Group | Population | Courses per Quarter | Potential Tutor/instructors | Tutor/instructors Needed | Percentage Needed |
| Teens (12-16-18) | 5,120 | 1 | 5,120 | 1,950 | 38.1% |
| Young Adults (18-25) | 10,080 | 1 | 10,080 | 1,950 | 19.3% |
| Stay-at-Home Parents | 7,000 (Estimated 20% of adults) | 3 | 21,000 | 5,850 | 27.9% |
| Working Adults | 28,000 | 1 | 28,000 | 1,950 | 7.0% |
| Retired Adults | 7,000 | 1 | 7,000 | 1,950 | 27.9% |
| Total | 92,600 | 71,200 | 13,650 | 19.1% |
References
- Milton Friedman, Free to Choose, 1980
- John Taylor Gatto, Dumbing Us Down, 1992
- Ronald Coase, ‘The Nature of the Firm,’ 1937
- OECD, Education at a Glance, 2022
- Frederic Bastiat, The Law, 1850
- Adam Smith, The Wealth of Nations, 1776
7.Gaither, Milton. “Homeschool: An American History.” Palgrave Macmillan, 2008.
8.Murphy, Joseph. “Homeschooling in America: Capturing and Assessing the Movement.” Corwin Press, 2012.
9.Kunzman, Robert, and Milton Gaither. “Homeschooling: A Comprehensive Survey of the Research.” Other Education: The Journal of Educational Alternatives, vol. 2, no. 1, 2013, pp. 4-59.
Further references:
- https://www.khanacademy.org/about
- https://www.edx.org/about-us
- https://newvistas.com (educational structure and pricing models)
