nostr:nprofile1qyxhwumn8ghj7mn0wvhxcmmvqyg8wumn8ghj7mn0wd68ytnvv9hxgqpq2vdhd6ft2sfeq7jmlxcwk8penfjfqsz28n7n2ufw0tj0tjuwr0vsvynxag does a ministry picking the pilot schools help buy in or just create ...
That's a great question.
From what we've learned during the **Bitcoin Diploma 2.0** pilot, ministry support was essential to open the doors and coordinate implementation across public schools. Without that institutional backing, reaching multiple schools in an organized way would have been much more difficult.
That said, genuine interest doesn't come from a directive—it grows in the classroom.
That's why the pilot wasn't just about delivering curriculum. We've focused on continuous mentoring, classroom visits, teacher support, and regular follow-up. That's where you see the difference between a teacher who is simply fulfilling a requirement and one who truly embraces the material.
We've seen both. Some teachers started with little or no Bitcoin knowledge, but through consistent support they've become genuinely engaged and eager to learn more. Others have progressed more slowly, and that's exactly why pilot programs exist—to learn what works and improve before scaling.
In my view, it's not about **top-down vs. bottom-up**. Institutional support opens the door, while grassroots work with teachers and students is what creates lasting adoption and makes national scaling possible.
From what we've learned during the **Bitcoin Diploma 2.0** pilot, ministry support was essential to open the doors and coordinate implementation across public schools. Without that institutional backing, reaching multiple schools in an organized way would have been much more difficult.
That said, genuine interest doesn't come from a directive—it grows in the classroom.
That's why the pilot wasn't just about delivering curriculum. We've focused on continuous mentoring, classroom visits, teacher support, and regular follow-up. That's where you see the difference between a teacher who is simply fulfilling a requirement and one who truly embraces the material.
We've seen both. Some teachers started with little or no Bitcoin knowledge, but through consistent support they've become genuinely engaged and eager to learn more. Others have progressed more slowly, and that's exactly why pilot programs exist—to learn what works and improve before scaling.
In my view, it's not about **top-down vs. bottom-up**. Institutional support opens the door, while grassroots work with teachers and students is what creates lasting adoption and makes national scaling possible.
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