Corporate Children

Low Level

This applies to all corporate children below the upper-management layer.

A child who is taught in the Corporate Metafamily is properly supervised and disciplined in corporate day care and preschools regardless of the number of parents in the family, the opportunity for individual attention is encouraged. The classical style is encouraged, and most instruction is given in classrooms. At an early age, all instruction is basic communications and computation skills. The only other area of significance is in physical education; including health and sex education.

At age eight the children are assigned to cells of about six to twenty members. The cell is analogous to the Spartan fraternities, and will effect the child for the rest of his/her corporate life. The cell is intentionally mixed in assignment. All eligible children regardless of sex, status, or ability are assigned to cells. The base idea is to train all of the members in teamwork, hence all members live, and eat together. They participate in competitive team sports and projects to force team bonding. If the parents have opted for boarding (often encouraged by the corps) then they will bunk together as well. Even if the parents don’t opt for boarding, most of the projects and competitions after school are mandatory.

The curriculum includes business, communications and computation along with history, a second language and higher mathematics. Aptitude testing and more specialized training is begun after age twelve. At age fourteen the students are given a test examination, and the final curriculum for each student is decided upon. At age fifteen, the student is given their final examination. This examination will determine where the student will begin his/her career within the Corporation. After the examination the student enters into specialized training for about a year.

There are several obvious faults to the cell system. Though supervision is good, the students lack a large selection of role-models. The cell also mirrors several of the elements of gang culture. As members move up in the company, they usually try to promote and assist other members of the same cell. This can lead to cronyism and bullying. The second major flaw is the great amount of self-guided study. If a student is not motivated, or is injured due to another’s mistakes the results can be very negative. Dropouts and defection are also met with a negative reaction, as are the occasional newcomer replacements. The system also does not prepare the students for radical change outside of the direct working situation.

High Level

This would be parents in high level management and lower executive bands.

In the middle and upper corporate levels, child-rearing has again become much more personalized. Having worked their way through the “hard times,” those corporate parents that can afford to raise their children at home, with the help of au pairs, servants, and a new group of exclusive care centers utilizing European methods. A child growing up in this environment will have a strong sense of elitism, matched only by the most exclusive of his peers.
This is fostered by Upper Management in order to refine and strengthen the inherent class structure of the Corporation. Among the parents, there is a constant current of vicarious competition (the “stage-mother” syndrome), as the triumphs of their children allow them to score social points against other corporate parents. Such success is supportive of the prevailing notion that these offspring will be the rightful inheritors of the mother’s and father’s company positions. Some social scholars have postulated that in a decade or so, the final result will be a “Corporate Feudalism,” in which hereditary upper-management positions rule over selected corporate fiefs (areas of operation), run by a corporate-born and -raised "serf’ class of technicians and office people.


School means private instructors, personal tutition and powerful educational AI’s. This is one of the reasons why upper class Juves get bored much more quickly than others – there is very little social interaction in the majority of their study time. They start looking for things to do, including “sluming it” in the local mallplex to meet people. Some Goldenkids have even taken to importing Juves into their private classes, buying friends in exchange for a high-class education.


Public School

There are the traditional and ineffective outlets of the public education system. These aren’t so public any more, with corporations often sponsoring all stages of the education system so they can recruit from the cream of the corp. They look for the bullies, the nerds, the leaders and recruit them into security, technical or management services, providing them with a post school vocational qualification, or in some cases a scholarship to get onto the regular corporate track (and join the corporate system above).

Public schools tend to be less authoritarian (in some areas boarding on anarchy) and have lower resources, higher class numbers and hence a lower educational result.Still they do sometimes have the best teachers, who would rather work with the less resources but more freedom in the outside than be tied to the corporate lesson plan and party line.

Reformation Schools

Street Juves who don’t go to school (like squats) will tend to be picked up by the police or BuReloc and dropped off at a reformatory institution for a few weeks. Think the worst combination of the corporate metafamily system with low level education and military/penal attitude. After a few weeks of “reformation” they are dropped back off at PS with their “corrected” attitude. If they get picked up too many times then it is clear that reformation is not working, and they are shipped off to a BuReloc re-education and vocational training camp. When that’s your other option, most opt to stay in school.


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