[size=150]Version 1.1 Development Preview[/size]
We’re currently working on three major areas for a big update to version 1.1. Here’s some snapshots from the development documents along with a description of what is being worked on:
[size=150]Bringing real-world government modelling into Democracy 3[/size]
A couple of weeks ago the UK Department for Education released the Teacher Supply Model - A Technical Description.This document sets out the Department’s analytical model for teacher training that is used to determine the number of teachers to train each year. The model looks at how teachers move around the system and enter and leave state funded schools.
This update will be bringing that real-life government analytical model into Democracy 3. Or, at least, a simplified version of it.
From the player’s perspective, the main difference will be a new simulation value called ‘Teacher Stocks’, which will have a lot of the things that fed into PTR feeding into it, and will in turn feed into PTR. This additional step allows for a lot of the more complex modelling, and will result in a more realistic teacher labour market.
Expected changes to gameplay will be that teachers no longer evapourate so quickly when training is reduced (changes come in over a much longer period) and there is a background supply of ‘inactive’ teachers that are trained but not currently teaching which will sometimes re-enter teaching after a period of absense. There are additionally some further factors being added and refined for the teacher stocks, such as the effect of the GDP on teacher wastage indicated in the Teacher Supply Model documentation.
[size=150]Social Workers and Children in Care[/size]
The primary addition in this section will be a system of children moving in and out of government care. A hidden pool of ‘at risk’ children will exist, with its size dependent on things like crime and poverty. Social workers will then work, at various effectiveness, to identify these children and take them into care as necessary. Children in government care can then be fostered or adopted, with fostered children potentially re-entering care at a later date.
‘At risk’ children, children in care and fostered children all have worse outcomes, and so will contribute to crime, health problems and the education gap, though ‘at risk’ children will contribute far more than those that are successfully cared for.
In addition to this, social workers will have other effects based on their other roles, such as providing care for the elderly.
In addition to the big new systems outlined above, there will be some smaller additions to add a little more flavour.
These will include:
- some new events related to the education situation in your country, from social work scandals to favourable international rankings,
- some new dilemmas to test your ability to navigate the murky political waters, such as whether to side with teachers or school inspectors after a controversial report, or whether or not to mandate teachers have to have teaching qualifications to teach in state funded schools,
- a new national curriculum policy that allows you to set the academic/vocational balance for your education system,
- and a new policy to set the mandatory school leaving age - will you require young people remain in school until 16? Or 18, or even 21?
This list is not necessarily final or complete, so if you have any further suggestions or thoughts about the coming update, please let us know!