• We have updated our Community Code of Conduct. Please read through the new rules for the forum that are an integral part of Paradox Interactive’s User Agreement.

Victoria 3 - Dev Diary #27 - Technology

16_9.jpg

Welcome back to another Victoria 3 development diary! Today we will talk about something we’ve already had to touch on in numerous previous dev diaries, as it is a topic crucial to every part of the game: Technology.

The Victorian era saw revolutionary progress in three major areas: industry, military, and politics. The rise of automation and free enterprise brought about the promise of immense material wealth for anyone willing and able to put in the work. Military technology - on land, at sea, and eventually even in the air - progressed so rapidly it could render a nation’s centuries-old doctrines obsolete overnight. And along with these material changes came a fundamental reorganisation of the societies themselves - sometimes by redistributing power from the ancient noble regimes to benefit the common people, and at other times by reigning such democracies in through entirely novel power structures made up of bureaucrats, business magnates, or populist autocratic strongmen.

These three revolutions are represented in Victoria 3 through three distinct tech trees: Production, Military, and Society. Within each tree, the many technologies your country will discover through each game are organised such that each tech both requires one or several others and leads to one or several others. Modders might be interested to know that each tree automatically rebuilds and reorganises itself whenever changes are made, to make it pain-free to add, remove, or change the tech trees without having to tinker with tree layout or static image files.

To research Shaft Mining, which permits the construction of mining industries, you need both Enclosure (which permits private ownership of land) and Manufactories (which lets you establish basic industries that make finished products). Shaft Mining itself leads to Prospecting (which increases your chance of discovering new resources), Steelworking (which lets you build Steel Mills), and the Atmospheric Engine, a building-sized early steam engine employed to pump water out of mine shafts. Industrialised countries start the game with most or all of these technologies.
DD27 01.png

Production technologies are all about increasing your economic capacity in various ways. These tend to be very concrete inventions, such as Cotton Gin which increases the output of Cotton Plantations and Dynamite which can be employed for increased yields in all kinds of Mines. On some occasions they are more abstract, such as Enclosure which is a prerequisite for construction of modern, privately owned farms and ranches or Shift Work which more effectively utilises labor in your manufacturing industries. Production technologies also include advances to Railways, and some even unlock Goods unknown at the start of the game such as Rubber, Electricity, and Automobiles.

Military technologies improve your army and navy. These consist of a mix of new weapon technologies, doctrines, and ways of organising your Servicemen and Officers. Rifling lets you switch Production Methods from Muskets to Rifles in your Arms Industries, increasing their Small Arms production. Trench Infantry, once employed in your Barracks, organises your Battalions for trench warfare, which requires greater access to Small Arms but establishes a more reliable supply of manpower and causes fewer provinces to be lost when territory must be yielded to the enemy. The naval part of the tree is mostly dedicated to the invention of new ship types, but also includes a few new naval strategies that unlock or improve the effectiveness of certain naval Orders as well as upgrades to civilian Ports to improve your Supply Network and trade capacity.

Society technologies are all about new ideas for organising society. These include ideas pertaining to politics, finance, and diplomacy to name a few. Democracy permits the enactment of various voting franchise Laws as well as Republican principles of governing. Pan-Nationalism is a requirement for forming certain larger countries, and leads to Political Agitation which both makes your population more politically active and also gives you more Authority to deal with them. Several political ideas in this tree also unlocks specific Ideologies which may appear from that point on alongside new Interest Group Leaders and shake up the political landscape you had so carefully tuned, such as Feminism and Anarchism. Just as techs in the Production tree often unlock Production Methods, Society techs often unlock Laws - or Ideologies that can lend support for Laws previously thought utterly absurd by the political establishment.

In addition, Society technologies include improvements to your country’s financial system, such as Central Banking which increases your capacity for minting new currency and unlocks the Diplomatic Actions to Bankroll a country or Take on their Debt, as well as new forms of Institutions like Central Archives that unlock the Secret Police Law / Institution and leads to Identification Documents.

We are aiming for roundabout 175 of these technologies in the game on release, split up across the three trees. Many countries will start with 20-30 of these technologies already researched, as their starting economies, legal systems, militaries, and diplomatic relations rely on them. On average, leading edge countries will discover perhaps one new technology per year, though this pace can vary greatly from country to country.

An early part of the Society tech tree that deals mostly with finance and diplomacy. While a pre-industrial country might want to prioritise crucial Production technologies, missing out on elementary Society ideas that let you adjust Relations or perform effective International Trade is inadvisable. A rapidly developing country without allies could easily fall under the influence of an ambitious Great Power.
DD27 02.png

Embarking on the research of a new technology is a simple matter of clicking on the tech in the tree you’d like to focus on, and time will take care of the rest. But time is perhaps your most precious resource in Victoria 3, since falling behind your neighbours could be a death sentence - or at least might force you to cede your right to self-determination. The pace at which your research progresses is therefore of the utmost importance.

The rate by which countries develop new technologies is measured by Innovation. All countries start with a small amount of Innovation capacity. Those countries who can afford to do so can construct and fund University buildings, which employ Academics and Clerks to boost Innovation and thereby speed up the pace at which a country discovers new things.

Another way to improve research speed is to ensure the Industrialists, Armed Forces, or Intelligentsia are satisfied with the state of the country, as this will cause the effective cost of Production, Military, and Society techs respectively to drop. If only one of these groups are pleased with the society you’ve built, this will incentivize focusing your research on that tree since it’s relatively advantageous. As a result, a country with a large army and Laws favouring Patriotic, Loyalist, and Jingoist Ideologies would also progress faster in their Military technologies, though they may fall behind on Production and Society.

The amount of Innovation you can use to actively research your chosen technology is capped by your country’s Literacy. Even if your Universities are top-notch, your country’s ability to effectively incorporate new learnings will be hampered by a poorly educated population. Those countries who aim to be the guiding light of global progress must maintain a solid primary school system in addition to Universities that carry out their research.

Mexico is evidently on the fast-track of becoming the innovative powerhouse in the Americas, but its current Literacy rate doesn’t quite support making full directed use of the Universities they’ve built - for now.
DD27 03.png

Literacy is a product of a Pop’s Education Access. If a given Pop has 30% Education Access, over time 30% of individuals in that Pop will become Literate. The pace by which this value changes is dependent on the birth- and death rate of the Pop, since this sort of learning happens mostly in the early years.

A Pop’s Wealth provides it with a base level of Education Access, and Wealth often varies substantially depending on Profession, making higher-paid Professions have greater Education Access. However, Literacy is often a limiting factor to a Pop’s ability to Qualify for those jobs in the first place, so relying solely on Wealth for Education Access could severely limit your country’s social mobility and opportunity for economic growth. This is where your school system comes in.

The main source of Education Access comes from the Education Institution, which must be established by a Law and can be run by either the religious authorities, the private sector, or by a public administration depending on your school system Law. Each of these systems have their advantages: a religious school system keeps your priesthood strong and helps ensure unity of faith; a private school system works just peachy for Pops with high Wealth levels and ensures the working class don’t get strange ideas; and a public school system lets you enact mandatory schooling for children and encourages cultural assimilation.

A country’s Literacy is simply the percentage of their Pops in Incorporated states that know how to read and write at any given point. This means that if the most educated people in your society decide they’ve had enough and move abroad, your average Literacy will drop, to the benefit of the other country. If a war utterly devastates the backwaters of your nation and slaughters the hundreds of thousands you conscripted to defend it, your average Literacy might increase.

After the Texan Revolutionary War, these Clerks found themselves once again subjects of Mexico. While they currently all know how to read and write, their offspring are unlikely to enjoy the same benefits. Mexico has no formal school system in place and their Wealth doesn’t buy much of an education. To add insult to injury the Catholic Church Interest Group in Mexico is currently spreading Pious Fiction to ensure the children aren’t led astray by heretical ideas. The next generation of Clerks are unlikely to qualify to follow in their parents’ footsteps.
DD27 04v2.png

All technology is organised into Eras, which are rough estimates of progress through the game’s timespan. Anything in Era I is considered pre-1836 technology, going back as far as the very idea of Rationalism to the invention of Steelworking. Era II ranges from the start of the game to around the 1860s - Railways and Percussion Cap ammunition both belong here (though some countries did have railways a little earlier than 1836; this is not an exact science). Era III runs from the early 1860s to the end of the 1880s, and includes Civilizing Mission as a justification for colonisation and Pumpjacks, heralding the rise of the oil industry. Era IV from late 1880 to the early 20th century includes both War Propaganda and Film, both which might make it easier to justify the horrors which are to come in Era V - including Battleships, Chemical Warfare, and Stormtroopers. Era V also sees truly modern civilian inventions such as the Oil Turbine to make Electricity from Oil and Paved Roads to improve your national infrastructure.

The Eras act as an indicator of roughly where you are at in a given tree, but also serves a role in ensuring that rushing a certain late-game technology is difficult. Not only do technologies in later Eras take more innovative effort to research, but each technology you have not yet researched in that tree from previous Eras makes it harder and harder to make progress. This means techs aren’t unlocked on specific years in Victoria 3, and there is never a hard block preventing you from making your Universities develop technologies earlier than they were historically invented. But keep in mind that it’s a less efficient use of time and resources, so ensure that acquiring that technology ahead of everyone else is actually crucial for your strategy, as it will not come easily.

Trying to take a shortcut from the Atmospheric Engine (Era I) through Water-tube Boiler (II) and Rotary Valve Engine (III) straight to Combustion Engine (IV) so you’re able to manufacture Automobiles in the mid-1800s is certainly possible given enough money and grit, but would be far from the best use of your resources. Even skipping a few Era III Production techs before going for the Combustion Engine could easily yield this 30% time penalty, the difference which might buy you a whole Era III tech. Besides, you might want to research Rubber Mastication and set up a few Rubber Plantations before you start building Automobiles, unless you want your factories to be wholly dependent on foreign rubber for the tires...
DD27 05.png

The final yet crucial point about technological development is that government funding and steering of national research is not the dominant way most countries are exposed to new ideas. For each of the three categories of technology (Production, Military, and Society) there is always one technology that is spreading in your country. Which exact tech that spreads to you in each category is out of your hands, but it will always be something in your current technological Era which has already been invented elsewhere.

The speed by which technology spreads to you is highly dependent on your population’s Literacy. In addition, any Innovation you generate in excess of the Literacy cap is funnelled into improving tech spread rate. In other words, oversizing your Universities compared to your school system can assist in catching up to the rest of the world but can never be used to get ahead of the others.

Technology spread is also affected by your Freedom of Speech Laws. Stricter censorship provides you with more Authority but hinders the assimilation of new knowledge throughout your country. This is often to your detriment but could also very well be exactly what you intended! The downside of having a well-educated population is that they get exposed to foreign ideas more easily, and some of those ideas might not be what you had in mind. A bit more state control over what people are allowed to talk about can help keep your population focused on the ideas you want them to know about.
DD27 06.png

The technology system in Victoria 3 is meant to shape and change the game as your campaign evolves. While a few techs apply straight bonuses to various attributes of your country, the primary function of most techs is to unlock new actions, options, and even challenges. Very often, discovering a new technology doesn’t have any immediate effect on your country but gives you new ways to run your country and new tools in your toolbox. The introduction of new inventions and ideas can also act as a catalyst for emerging situations in your country, with certain parts of your populace demanding these new developments be adopted - or shunned. Much of this is driven by the Journal system which we will talk more about in a few weeks, but before that we will cover another feature of crucial importance to grand strategy games - Flags! See you next week!
 

Attachments

  • 16_9.jpg
    16_9.jpg
    870,2 KB · Views: 0
  • DD27 01.png
    DD27 01.png
    1 MB · Views: 0
  • DD27 02.png
    DD27 02.png
    1 MB · Views: 0
  • DD27 03.png
    DD27 03.png
    246,8 KB · Views: 0
  • DD27 04v2.png
    DD27 04v2.png
    1,1 MB · Views: 0
  • DD27 05.png
    DD27 05.png
    127,8 KB · Views: 0
  • DD27 06.png
    DD27 06.png
    269,6 KB · Views: 0
Last edited by a moderator:
  • 245Like
  • 88Love
  • 17
  • 17
  • 7
Reactions:
That's what I've been gathering. This law is not just about who administers the schools, but also who funds the schools. Religious schools primarily get their funding from religious organizations, private schools primarily rely on pop wealth - hence why only wealthy pops get access, and public schools get most of their funds from the government's coffers. There could be mixes, but this law basically sets the backbone of your education system, on which all the other, mostly unsimulated schools would be tacked on.

It makes sense that religious schools would have a capped education efficiency, as they would be basically reliant on stuff like charity for their funding, but allow for cheap and reasonably effective education for all. Private education could in theory get 100% efficiency, but that would rely on 100% of your pops being wealthy enough for that, unlikely in all but the most prosperous microstates. And of course, public education can get as much money as the state is willing to give, making it easy to picture why it could reach 100% if the state can keep up. Each have their own secondary benefits too: religious keeps the faith high, private helps curb revolutions and public boosts assimilation.

Also, unless I'm mistaken, there's also a fourth education law: Big fat load of nothing. The cheapest but also the most rubbish option as far as literacy is concerned. I imagine it's less literally no schools and more absolutely no standards, a mess of different systems with no real rhyme nor reason to them.
But then religious pops pushing for them doesn't make sense. Religious pops would most likely want a school system operated by the church/religious authorities but still funded by the state.
 
But then religious pops pushing for them doesn't make sense. Religious pops would most likely want a school system operated by the church/religious authorities but still funded by the state.
Letting religious authorities make decisions about curriculum and pedagogy does not tend to lead to good outcomes, in general.
 
  • 11
  • 1
Reactions:
Letting religious authorities make decisions about curriculum and pedagogy does not tend to lead to good outcomes, in general.
Based on what? In the real world, religious schools consistently perform on par with secular schools. Unless your complaint, is about what values they teach, in which case that should be reflected not in quality of education but in religious schools bring supported by religious IGs and secular schools being supported by liberal/progressive IGs.
 
  • 9
  • 2Like
  • 1
  • 1
Reactions:
Based on what? In the real world, religious schools consistently perform on par with secular schools. Unless your complaint, is about what values they teach, in which case that should be reflected not in quality of education but in religious schools bring supported by religious IGs and secular schools being supported by liberal/progressive IGs.
School systems, not schools. None of the top scoring nations have religious authorities running their school systems.
 
  • 9
  • 2
Reactions:
But then religious pops pushing for them doesn't make sense. Religious pops would most likely want a school system operated by the church/religious authorities but still funded by the state.
I'm not entirly sure about that tough. The great thing about public school was that it reached corners of the realm private religious schools often did not care about. In this cases any school often was welcome, no matter who ran it. Especially since public schools often had, and in many countries still have, religous stuff in their curiculum.
 
  • 3
  • 1
Reactions:
School systems, not schools. None of the top scoring nations have religious authorities running their school systems.
Looking at top ranked school systems: Britain, who have state funded religious schools alongside state funded secular schools; Australia, who have state funded religious schools alongside state funded secular schools; Canada, who have state funded religious schools alongside state funded secular schools; the Netherlands, who have state funded religious schools alongside state funded secular schools; Denmark, whose state funded schools are required to teach a Christian Studies class although it's become very watered down over the years; Sweden has only secular state funded schools; France has only secular state funded schools; Germany has only secular state funded schools; Switzerland has secular state funded schools but with optional religious education; Israel has state funded religious schools as well as state funded secular schools; Japan has only secular state funded schools; Finland has only secular state funded schools but with religious classes; Belgium has religious classes within the secular state funded school system; Singapore has state funded religious schools alongside state funded secular schools; Norway has religious classes within it's secular state funded school system; Slovenia has secular state funded schools only; South Korea has secular state funded schools only; Taiwan has secular state funded schools only; America has secular state funded schools only.

So most are secular but not all, and many of the secular ones were religious in the recent past and often still have some secular component. And that's only looking at state funded schools.
 
  • 8
  • 2Like
  • 2
Reactions:
Looking at top ranked school systems: Britain, who have state funded religious schools alongside state funded secular schools; Australia, who have state funded religious schools alongside state funded secular schools; Canada, who have state funded religious schools alongside state funded secular schools; the Netherlands, who have state funded religious schools alongside state funded secular schools; Denmark, whose state funded schools are required to teach a Christian Studies class although it's become very watered down over the years; Sweden has only secular state funded schools; France has only secular state funded schools; Germany has only secular state funded schools; Switzerland has secular state funded schools but with optional religious education; Israel has state funded religious schools as well as state funded secular schools; Japan has only secular state funded schools; Finland has only secular state funded schools but with religious classes; Belgium has religious classes within the secular state funded school system; Singapore has state funded religious schools alongside state funded secular schools; Norway has religious classes within it's secular state funded school system; Slovenia has secular state funded schools only; South Korea has secular state funded schools only; Taiwan has secular state funded schools only; America has secular state funded schools only.

So most are secular but not all, and many of the secular ones were religious in the recent past and often still have some secular component. And that's only looking at state funded schools.
So none of those countries have what Vicky 3 classifies as a Religious Schools law? Seems like you’re proving my point here.
 
  • 11
  • 2
Reactions:
Religious pops would most likely want a school system operated by the church/religious authorities but still funded by the state.
...Uhhh, yes, and...? The same is true of private schools, and public schools for that matter. Any organization is liable to whine about their funding until the government gives them some tax money if the organization thinks it can get away with it. That doesn't change at all between the systems, hence why you have an education institute level separate from the law.

What does change is the core education structure. And no matter the funding or administrative resources, it doesn't change the fact that since a religious school system would rely on a Sunday school type structure, they simply would not have the potential for proper full-scale education the way private and public schools do. No matter how much the state takes on the workload from the partnering religious organizations, the core structure just does not support the sort of general education we today think of. It's a cheap option for good-enough general education at low governmental budget, but as the government takes on more of the burden, the return starts looking worse and worse.

So most are secular but not all, and many of the secular ones were religious in the recent past and often still have some secular component. And that's only looking at state funded schools.
Precisely none of those are "religious school systems" as far as the game is concerned, all of those would be either private or public school systems. The law determines the core system, not the possible minor alternative schools that exist. It's the backbone, not literally everything. A modern religious school run by a church would still answer to the overall board of education or equivalent, and it would structurally not be a "religious school" as this game considers it.

This is not about removing religion from schools, this is about the over-arching structure of the education system and its funding source.
 
  • 7
  • 2
Reactions:
...Uhhh, yes, and...? The same is true of private schools, and public schools for that matter. Any organization is liable to whine about their funding until the government gives them some tax money if the organization thinks it can get away with it. That doesn't change at all between the systems, hence why you have an education institute level separate from the law.

What does change is the core education structure. And no matter the funding or administrative resources, it doesn't change the fact that since a religious school system would rely on a Sunday school type structure, they simply would not have the potential for proper full-scale education the way private and public schools do. No matter how much the state takes on the workload from the partnering religious organizations, the core structure just does not support the sort of general education we today think of. It's a cheap option for good-enough general education at low governmental budget, but as the government takes on more of the burden, the return starts looking worse and worse.


Precisely none of those are "religious school systems" as far as the game is concerned, all of those would be either private or public school systems. The law determines the core system, not the possible minor alternative schools that exist. It's the backbone, not literally everything. A modern religious school run by a church would still answer to the overall board of education or equivalent, and it would structurally not be a "religious school" as this game considers it.

This is not about removing religion from schools, this is about the over-arching structure of the education system and its funding source.
Why would a religious school system rely on a Sunday school type structure? Why wouldn't they have the potential for proper full-scale education like private and public schools? Why doesn't the core structure support general education? Why would a religious organization deliberately hamper itself by not having the educational institutions it controls reach as large a section of the populace as possible?

These are arbitrary restrictions put in place by Paradox that have no basis in reality.

Also, you just said earlier in your post that it wasn't about funding source, so which is it?

Also if Universities are public, private or religious is not modeled: the Law and Institution are about lower level (mostly primary) education, and if Religious has less total effectiveness is probably because each Law serve different purposes:

1: Religious increasse Conversion, which is good in the long term in a multireligious empire to reduce Turmoil. Also increases Devout strenght, which is good if you want a conservative society. Probably cheaper than Public Schools, bureaucracy wise
2: Private probably works like Private Healthcare, which we saw had scaling effects depending on Pops Wealth. So very bad if you have poor Pops, as they won´t be educated well, but more effective if your society is richer: if it is rich enough it may be even the better system, depending on how it scales. Probably increases Industrialists strenght, and is again probably cheaper in a bureaucracy cost
3: Public would be the most effective for educating all the population, but will probably be very expensive compared to the others (so if you are a poor state it may be better to rely on Religious). If it adds strenght to any IG, will probably be Inteligentsia, which may be good or bad (depending on your ideas for your country)

If it works like this, each one would have a different niche and serve a purpose: if Religious was as good as Public, there would be no motive to even implement Public, after all.
Sure there would be: public would be supported by different IGs than religious, and you might want to court them instead. The current portrayal of religious schools just plays into Paradox's history of anti-religious bias: in EU3, you had to sacrifice technology if you wanted to have missionaries to spread your religion with (innovative vs. narrowminded), for most of EU4's history embracing the Counter-Reformation or becoming Defender of the Faith gave a tech cost penalty, CK2 and CK3 both are quite cynical and mocking towards religious beliefs and portray believers as violent fanatics, etc. It's a pattern across Paradox's titles.
 
Last edited:
  • 5
  • 1Like
  • 1
Reactions:
Why would a religious school system rely on a Sunday school type structure? Why wouldn't they have the potential for proper full-scale education like private and public schools? Why doesn't the core structure support general education? Why would a religious organization deliberately hamper itself by not having the educational institutions it controls reach as large a section of the populace as possible?

These are arbitrary restrictions put in place by Paradox that have no basis in reality.

Also, you just said earlier in your post that it wasn't about funding source, so which is it?
Think for a moment here.

What do religious institutions do like 99% of the time? Well they preach to people right? Educate them in the ways of the lord and do charity to help the poor, deal with marriages, deaths, record keeping - quite often they even had a role in maintaining law. There is a lot religious institutions have to deal with, and at this point in time, with booming populations, mass migrations into cities they were losing influence, money, they were over burdened, over stretched and places where they did have the capacity to deal with things were often in towns and villages and not in cities.

Even though they did attempt to reach out to the largest section of people as possible, they simply couldn't outside of offering the basics of literacy and perhaps some numeracy skills simply because they still have a few dozen other functions to work with. And then you'd have to compare this with a system of schooling, made solely for schooling - I mean... of course the latter is going to be better. I mean, take Britain for example, while for much of the century literacy was slowly climbing it really only got to about the high 50's or 60's by the time the Elementary Education Act was passed - and things really took off after then (especially for girls) by reaching around 95% by the end of the century.

The first religious schools of the Sunday school variety were set up in 1751, available for everyone. It took 30 years for public schooling to achieve a near 100% literacy rate - something 120 years of Sunday schooling could not.

But you are also forgetting one more crucial thing. Religious schooling was not mandatory. A pauper family in 1850 quite frankly would not give a damn about about having their daughter to read when their meagre shilling they could earn on Sunday in the mines could mean the difference between freedom and living in the workhouses. This would really only change when not sending your child to school would be less financially beneficial than doing so.

It should be abundantly obvious that what paradox is trying to represent here is the difficulties of education people, from the early years of religious schooling to the financial investments of compulsory primary schooling. And throw in a little bit of elitist schooling if you so wish. See dev diary 7 "But Laws can also permit or disallow the use of certain actions, such as Public Schools which permit the Compulsory Primary School Law; permit the Decree to Promote Social Mobility in a certain state; and even alter the effects of other parts of your society, like boost the efficacy of your Education System Institution."

Also for the record - given we can basically 'upgrade' these institutions it wouldn't surprise me if at the end of the day it is entirely possible to get 100% education access - so this whole argument is kinda pointless innit? Oh and the character of who ever leads the Religious IG could very well be more pro-education as well as anti-education - and this probably would apply to others as well. You could probably have an industrialist who is pro-education to get more qualified workers, or one more anti-education for cheep labourers. So again, kinda pointless innit? When your choices, omissions etc can actively harm or help things.

Damn never quite expected to write so much...

Erm... TLDR: It's complicated mess.
 
  • 4Like
  • 1
  • 1
Reactions:
The schools are "religious schools", so, since catholic is the religion of Mexico (and all others are probably discriminated against), the catholic religious IG saying "no, we will preach pious falsehoods" probably negatively impacts the education of any protestant children who enter their schools.
Since we're explicitly not talking about a public education system, you'd imagine that such a system would involve the kids being taught in different schools on sectarian or denominational lines. But I get it's a game, with game-y mechanisms at times.
 
  • 1
Reactions:
That being said, I don't think anyone in thread can say they understand exactly what Paradox means by the difference between "private" and "religious" education systems in this setting - never mind the overlap between religious and public education. Certainly for most of the V3 era in a lot of the most populous countries, there was no strong distinction. So the debate about whether religious bodies are permanently and immutably nerfed as school governors is ill-defined (and remember, this is a game where alt-historical outcomes about anarcho-syndicalism and pals are going to be warmly embraced).
 
  • 3
Reactions:
Probably rather unimportant, but will jazz be in Victoria 3?
I'm not sure it should be a "technology" in V3 sense, but it would be nice if the actual background music changed with time (as in Civilization).
 
  • 1
Reactions:
So the Intelligentsia can only influence the pace of adoption of Society technologies? Are they not representing the academic elite as a whole, but just the cultural sections of it? I get that the Armed Forces and Industrialists are the main IGs interested in their sector, but aren't they still developed by the academia's researchers?

Also, aren't universities more directable than a group as vague as "literate people"? It seems as though literacy would be better to express the scale of research while universities allow you to control the direction of research. Or do you have a different reasoning?
Brand New to Victoria Series in general, what does the armed services interest group do?
 
Brand New to Victoria Series in general, what does the armed services interest group do?
If you have a look at dev diary 6, that will explain all about interest groups! Long story short, interest groups represent the influence a group has on your nations politics, so the armed forces IG will back law changes that favour them etc.
 
Brand New to Victoria Series in general, what does the armed services interest group do?

We don’t really know because Vic 1 and 2 didn’t have interest groups, but from the dev diary (you should check it out), it looks like they provide a bonus to your country if they like you or a malus if they don’t like you. Also they can start a civil war or rebellion if they super duper hate you.
 
School systems, not schools. None of the top scoring nations have religious authorities running their school systems.
"Top Scoring" is only reflective of what tested items are weighted for importance. I could skew a National Test to favor basket-weaving with 99% of the weight of the scoring to reflect how many students are proficient at basket-weaving, so there is a foundational bias built in to these scoring systems that favors some aspects of education over others. In recent years, as example, many school system "results" have lessened their weight toward math skills. So, we have students who are excelling at social studies that can't add/subtract/multiply as well as prior generations.
 
... Canada, who have state funded religious schools alongside state funded secular schools; ...
I mean... kind of. It very much depends on the Province (which is in charge of education) and at least in Ontario it's a pretty contentious issue and crops up every so often in Provincial Elections (modern stuff ends here). (Cursory glance has it in the Territories, Alberta, and Saskatchewan - maybe Manitoba?)

It's a compromise of Confederation (if I recall correctly - Constitution of 1867) and only applies to the Catholics and their respective school boards (or Protestant, if they are the minority, can apply for the 'Separate School' status). This would be hard to represent in Victoria 3 I suspect as Canada would likely be more 'dominant' by Anglo-Canadian Protestants (using Victoria 2 terminology - Primary and Accepted Culture).
This is probably best represented by other laws in Victoria 3 and Public School would still make sense here.

Granted, it's been a while since I've looked into these things, but it's primarily a secular system with a side of religious schools.

Will take all corrections as this isn't my area of expertise