>>13
Unless you claim otherwise, I'll take this as largely agreement with a different emphasis. At least I largely agree with your assessment as a description of other aspects of the same situation.
One of the closest points to disagreement appears to be over whether education is used as a method of controlling society. My claims are significantly limited in this regard, specifically to omission of information portraying the country in a negative role (e.g. outright failure to mention or downplaying of various genocides and embarrassing political missteps), control over youth labor and mischief, and conditioning for sedentary lifestyles.
I'm relatively confident in those claims, as they're relatively minor and halfhearted sorts of controls compared to the legal/penal system and the routine raiding, gassing, gunning down, plea bargain charades in lieu of trials on pain of disproportionate prosecutory efforts and longer sentences ("revenge" for the expense of a trial to discourage anyone from insisting on having one), and dumping into industrialized rape camps (a.k.a. "prisons") the government responds to any sort of dissent with. By and large what we've ended up with is the government volunteering to be a mass babysitter and throwing some educational window dressing and government propaganda atop it.
The second is the unyielding competition claim. Such a state of affairs as "equal education" would be unstable, like an inverted pendulum. It would quickly evolve to a state of unequal education such as exists now as self-reinforcing advantages are achieved by other aspects of chance, circumstance, and so on. Access to information is an asset like any other, and the upper classes will collect disproportionate amounts of that just as they do all other assets.