Exposing a myth:
looking up Australia's total superannuation nest egg, I came up with:
End of 2015 figure of almost $2 trillion.

I assume most superannuation funds carry and or recommend government bonds as a percentage of investment portfolios. Assuming government bonds are Australian government bonds. Having government bonds in investment portfolios... means governments need to run budget deficits in order to create debt (yielding interest payments) to sell in bond markets.
How can federal governments and or even state governments be so concerned with surpluses, when surpluses should mean there exists no government bonds for markets to invest in?

Than there's an idea that the more people invest in shares on Australia's limited amount of S&P 200 approved shares available to buy. Stock brokers must be inventing shares out of nothing to supply ever increasing demand for shares, including overseas share market investors. As shares require dividend earnings per share, increased earnings must be invented out of thin air.
Borrowing money for Margin Call investors, increases demand for what supposed to be limited numbers of shares.

Superannuation funds reaching $2 trillion as the share market has fallen to around 5,000 index from a peak index of 6,000. that government bond yield returns are extremely low.

Superannuation in January 2013 was stated at $1.4 trillion. In the past 3 years Australian Superannuation funds have increased in value by $600 billion.

I keep trying to point out that lies exist in everything, that everything is a lie.

Is 2016 meant to be a bad year?

January 16, New York Stock Exchange Equity Strategist Sam Stovall appeared on Australian SBS one television finance news, warning “I would characterise the market as vulnerable, vulnerable to a Bear Market”... “the world and the US once again of falling into recession”.

Using Pythagoras reducing numbers down to a single number: 2016, 2 + 0 + 1 + 6 = 9.
Number 9 is a symbol for the devil. 666 Revelations 6 is 9 upside down. 6 + 6 + 6 = 18, 1 + 8 = 9.

Other bad market years:

2007, 2 + 7 = 9, was the year Paul Keating marked as the end of the last economic growth period, 2007 was the year US sub-prime mortgages scandal came to light, causing 2007 and again in 2008 market falls GFC.

1998 was the year ending NYSE and world markets 1994 to 1998 market run-up. Several market IPOs Initial Public Offering also known as floats, AMP was one ipo float.

June 1998 AMP IPO, broker recommendations to “buy at any price”, predicted to start float at $20 a share, investors buying at spiked $34 a share, AMP immediately falling back to $20 a share. John Howard stated an inquiry into AMP float that to my knowledge never happened.
AMP July 2001 a high $21.52 a share, falling to around $5.01 a share by July 2003.

October 1989 was the month Paul Keating gave Australia “this is a recession that Australia had to have”.

1980 was a period of high interest rates caused by US Federal Reserve Bank new interest rate policy to increase interest rates to fight inflation. October 1979, Gold futures peeked sharply at US$800 an oz. High interest rates messed with 1977 to 1979 two years of property investment boom. Gold futures falling back to US$400 an oz.

I know no other years reduced to 9, bad years.

Is there an in the know group of investors?

Also aids a belief that markets are manipulated to suit planned growth periods ending in market crashes.

January 18, 2016 several television channel news programs ran a story on the results of a 300 businesses survey, SBS saying, Nine out of ten bosses are complaining about basic: reading; writing; maths; English communication skills. Other channels on the day exampling waitresses can't correctly take orders. Computer programmers can't correctly perform maths.

My accusations are that education is not about learning skills. Government supervised school education is about working day after day under mentally stressful conditions to condition students to continuously work zombie tasks.

School curriculum forced tasks are rotated daily to aid exhausting child curiosity learning desires. Teachers don't teach and guide individual students problems towards easier solutions, fixing failing learning behaviours.

Children growing into teenagers are baby sitting each other, learning each others bad social behaviours, rather than having responsible adults baby sitting children, guiding child behaviours. Behavioural social skills depends on learning from visual images of social skills from their friends, being that children and teenagers desires to fit in with friendship groups, often keeping conversations dumb so as not to feel anyone is learning something.

Exhausted working parents and after school exhausted children are more into wanting to be left alone to rest. Opportunities to correctly communicate with other family members are more out of necessity, argumentative, than social. I assume many dissatisfaction life style families, building up to family violence. Attempting to solve dissatisfaction with alcohol and or drugs.

A need for restful after work entertainment finds news stories: murders; violence; wars; terrorism; illegal drug arrests, poor social skills examples. Teenagers forced to do dreaded homework.

School students undergo periodic examinations to gage how school students perform. Monday's January 18, stated 300 businesses surveyed, add conclusive evidence that school student education are designed to achieve truck driving zombie skills intelligence work force. Simple sports being most citizens increased desires for pursuing increasing intelligence skilled abilities.

I believe the strategy is to create specialist workers having little choice, in choosing provided available employment. Traumatised by schooling, difficult to train teenager young adults, once having found employment, simple employment tasks are difficult to learn. Employment limited tasks becomes a life long capable skill regardless how limited intelligence is needed to perform chosen employment. Workers become specialists feeling comfortable in doing the same tasks all their lives, even if workers don't enjoy doing work tasks.
My accusation is that many to most HSC capable A to F examination memory prompting graduates are conditioned to have learning disabilities. School leavers hate to learn anything new. Whatever employment is chosen, trying to function limited skilled tasks will feel similar to school pretend mentally stressful learning preparing for examinations traumas.

After students leave school: periods on unemployment benefits; time spent finding desired employment; parent and employment finding centres demands to except any employment; poor skills ability; the longer time spent being unemployed the difficult it is to obtain employment. All add to excepting any employer's offer for wage earning employment. Once employed, few incentives to self-learn new skills to find better wage earning, better conditions employment. The school system, corporate and government employment opportunities mind set has condition hopelessness into workers' desires to climb their way up employment opportunities by conditioning people to be begrudgingly satisfied with what employment workers obtained.
Worker's dissatisfaction for employment are often distracted by: turning work into opportunities of fun; watching simple sports; alcohol consumption; illegal drug taking.

As politicians and education experts aren't going to suggest solutions, I will indulge:**
*many children's television programs are violent and hyperactive, Power Rangers for one. Other children's television programs are plain dumb, providing little thinking inspiration. Cartoon images resembling Pablo Picasso art. Children maybe listening to media without caring to understand what's happening, because nothing is seen to be happening and or nothing resembling real life experiences. Listening without thinking about what's happening has little benefit to developing minds, words become meaningless sounds. Instead of parents guiding children through surroundings, parents place children with little regard for children's program content in front of damaging to developing intelligence television programs.

Children can easily choose not to watch what they don't feel is entertaining to watch, preferring to watch programs more entertaining on other channels.

*the problem with many adults are that childhood emotional reactions drive human behaviour. Mammals brains, especially human brains are emotional self-programming feels good is true, feels bad is false, repressing bad fearful emotions along with associated information.
I say that emotionally driven self-programming should be limited to physical movement. Seeing danger, quickly prompted by emotional fear having seen danger, physically reacting accordingly to danger, fight or flight.
Academic learning should not involve emotional fear and stimulated endorphins rewards self-programming. Information is information. Information shouldn't have fear and or gratification emotional associated attachments. People “shouldn't” believe certain types of information (exampling religion) because desired information allows believers to feel good therefore feeling true. Adults maintaining childhood emotional rewards for believing information forced onto adults when adults were children is psychological child abuse proven by adult behaviour. Child abuse in that most adults believe because by not believing feels wrong due to confusion that by being a child, not believing expressively prescribed information, fears of: being dumb; being dumber than many other children in a classroom; being wrong; being left out; being punished for not understanding or not knowing when asked about a prescribed information. Additional abuse is that forced prescribe information has limited use in daily life. Exampling religion: religion is about not going to hell; not committing sins; about a man nailed to a cross; many saints and sinner stories. I pose that fear of not knowing prescribed information forces beliefs and prompted behavioural thoughts towards believing what children are told by authority through media regardless what information was about. School education uses prescribed information to condition children to believe what they're told, that by believing what's stated and or prompted to memory comparisons, feels rewardingly intelligent.