Financing construction projects - Enough equity?

OT: I remember an extra-called parent meeting many years ago because a group of about 10 students kept massively disrupting the class. After the class teacher’s presentation, I asked him, being aware that my little one might be among them, WHO the students he mentioned were, so that we as parents would also know and could do something together. After all, no one at home can be held collectively responsible without knowing if they are actually part of the gang. However, he didn't want to say this in front of the parents, nor even in a direct conversation. But he kept threatening to take the toughest measures against this group.
It was supposed to be about 10 students out of 28.
Suddenly, one parent after another spoke up, reporting the innocence of their own little one and how disturbed they felt by this gang and thus prevented from achieving further top performances. These parents reported uniformly how disturbed their child felt by the group... it was heart-wrenching :D
After the 27th parent had expressed the same positive opinion about their own child, I stood up once again, pointed out my weakness in math but concluded that apparently a part of us parents must have a "dreamy" perception if now 27 out of 28 claim their children can only be angels; that much math had stuck with me. So some parents are mistaken in this regard or the teacher up there is lying when he named 10 students. This is exactly what I notice more and more these days: with children there are only model Einsteins or winners. There aren't seconds or thirds anymore, just as parents only talk about university, an apprenticeship no longer crosses most of their minds. The problem is PRIMARILY us, the parents, but how easy it is to shift one’s own deficits to the school, the university, the training company, employer, neighbor, or spouse instead of taking one’s own broom in hand. In my opinion, this puts an immense pressure on the children to live up to the often surreal ideal image their parents have of them.
But where are all these Einsteins? I don’t see them in this breadth.
For me back then it would have been rather "normal" if my little one had been part of it; I find it downright ridiculous and often embarrassing how parents cling so desperately to the idea that their offspring is particularly enlightened; it was enough for me if mine developed somewhat "normally" and only allowed themselves such blunders that they can somehow fix on their own in life.
This story is still a running gag with my kids 20 years later; when my son heard the names of the parents whose children are supposed to be enlightened or, of course, the best/most intelligent, he held his belly from laughing.

The speed of writing and the handwriting of the young adults was equally poor. [...]
Apart from that, children also learn through copying that in real life, unpleasant and subjectively unnecessary tasks have to be conscientiously completed.

Well, only if the parents don’t decide before these abilities are reached that such idiotic tasks are beneath the dignity of their offspring...
( Please read a wink into this harsh jab!)

What you, , are addressing here is a consequence of changes in families, while schools have simply not changed enough (so much for: It used to work that way). The educational losers produced in the past (the poor performance in PISA was not born overnight) have reproduced themselves over several generations, and the number of students in families with an education-unfriendly environment has continuously increased. However, schools still rely, as in the “good old days,” on the minimum requirements for secondary virtues—today concentration ability, capacity for practice combined with frustration tolerance, self-discipline and self-organization, etc.—being developed within the families.

Since this is now infinitely far from reality, a few social workers have been stuck on like a bandage over an open fracture.

You then admire the result, for example, in adult education. And to say this very clearly: this is NOT(!) the fault of the teachers at the schools. It is structurally caused by the school system.
And a bit also by the full-service mentality of the parents with which they approach the school, sorry to say so.

Addition to above:
post describes a classic, which however also frequently appears on the other side, the education budgets.
I have not yet precisely understood why this appears with an increasing trend (that is, the completely uncritical attitude towards one's own offspring), but I believe that it has essentially always existed.
The trends of doing jobs (means to earn money) instead of professions (things that interest you, that you are passionate about) and the general undermining of the value of teachers in society (I am not debating this, the thread provides enough illustrative material) lead to:

a) Children become the only true meaning-givers of one's own life and are thus sacrosanct. Bringing in money and consuming it simply does not provide long-term life satisfaction.

b) It is easier and even feels appropriate not to take teachers seriously and to distrust them regarding one's own (made sacrosanct) offspring.

Situations like those described above increasingly arise. And by the way, they create additional work for... oh, never mind.

Exactly this is something I notice more and more today, there are only the Einstein or winner models among children. There are no second, third places anymore, just as parents only talk about university studies, an apprenticeship doesn’t even occur to most anymore.

A thousand-fold agreement.

Many no longer even consider that children could do an apprenticeship as a craftsman instead of studying Gender Studies and might even have a more fulfilling life. But as a parent, you then appear as a "loser" compared to the other children’s parents. The offspring absolutely have to become academics.

Yes. The ability to earn a lot of money because one has studied something is equated with "having it good" "having a fulfilling life."

Why: Because we evaluate people based on their ability to consume.

This is my opinion now, not an argument.

Aside from that, children also learn by copying that in real life, unpleasant and subjectively unnecessary tasks must be diligently completed.

You may actually be right about that, but when I still see my eldest sitting on homework after 2-3 hours, I have to show him a way to reduce the time expenditure without skipping homework.
Such methods are now even offered by teachers themselves, because I can’t remember having had the option in the late 80s to receive and redeem homework vouchers for secondary virtues.

Minimum requirements for secondary virtues, today concentration ability, practice ability along with frustration tolerance, self-discipline and self-organization, etc. must be developed in the families.

The very necessity of grading these skills nowadays in elementary school is enough to indicate how things stand with this type of skills.

The development of the aforementioned skills can only take place in a triad -> school, home, and the child’s existing “potential.” The less pronounced one of the three is, the more the other two must compensate (in my opinion).
By potential, I don’t only mean intelligence; that would be too narrow.