It has been assumed that primary education is basic education, the right to the child and basic education a right for the worker, but for a lawyer, the definition is neither qualitative (meaning education) nor quantitative to say when it begins and when it ends. The secondary term is neither defined nor mentioned. Together, this has enabled countries to end free and compulsory basic education at age 11 or continue education after eleven for boys. [19] In most countries, secondary education is the phase of the educational continuum responsible for the development of young people during their youth, the fastest phase of their physical, mental and emotional growth. It is precisely at this level of education, especially in the first cycle, that the values and attitudes formed in primary school are most firmly anchored alongside the acquisition of knowledge and skills. Upper secondary education begins with the completion of basic education, which is also defined as lower secondary education. The educational orientation is varied according to the interests and future orientation of the student. Training at this level is usually voluntary. Three reports were commissioned to examine the education of upper-, middle- and working-class children. The Clarendon Commission sought to improve the nine major public schools.

The Taunton Commission reviewed the 782 founding high schools (private and public). They found varying levels of quality and uneven geographical coverage, with two-thirds of all cities not having a secondary school. There was no clear idea of the purpose of secondary education. There were only thirteen girls` schools and their teaching was superficial, unorganized and unscientific. They recommended a first-grade school system targeting an exit age of 18 to prepare upper- and upper-middle-class boys to enter university, from the second grade to a drop-out age of 16 for boys preparing for the military or new professions. and the third year aims for an exit age of 14 for boys of small tenants. small merchants and superior craftsmen. This led to the Endowed Schools Act of 1869, which advocated that girls should have the same education as boys.

[13] The beginning of lower secondary education is characterised by the transition from a single-class teacher, who teaches all content to a cohort of pupils, to teaching in which the content is taught by a number of subject specialists. Its pedagogical objective is to complement the provision of basic education (and thus to complement the teaching of basic skills) and to lay the foundations for lifelong learning. [1] A student in Series L may specialize in one of his foreign languages (English is the most popular), a third foreign language or a dead language such as Latin or one of the following arts: music, theater, circus, plastics. The specialization adds a separate two-hour weekly course in the chosen discipline; In addition, it increases the weight of the chosen subject in the baccalaureate. The specialization class curriculum has nothing to do with the material learned in the general class. Specialization plays no role in the choice of a post-secondary career or subject at university, with the exception of a few courses for students in a particular series, who may also accept students from other series if they have completed a particular specialization. The college is the first cycle of secondary education in the French education system. A student who attends college is called a middle school student (boy) or college girl (girl).

Teachers at the middle and high school level are called teachers (in France, there is no official female profession, although the feminine form “teacher” has emerged and seems to be gaining ground in use). The city of Paris describes a college in English as a “high school”. [1] Until 1959, the term high school referred to a college with a complete curriculum (7 years, today College + High School) directly under the supervision of the State, then from 1959 to 1963 any high school with a complete curriculum. [3] Older high schools still have a college section,[4] so a student attending a high school may actually be a college student. In this system, levels 1 and 2 – primary and lower secondary education – together form basic education. In addition, national governments may apply the secondary education label to levels 2 to 4 together, to levels 2 and 3 together, or only to level 2. These level definitions have been developed for statistical purposes to enable the collection of comparative data at the national and international levels. They were approved by UNESCO`s General Conference at its 29th session in November 1997. Although they can be dated, they offer a universal set of definitions[1] and remain unchanged in the 2011 update. [3] The United Nations, founded in 1947, advocated education for all, but the definition was difficult to formulate. The Universal Declaration of Human Rights (1948) stated that basic and basic education, which it does not define, is a right of all.

The Butler Act of 1944 made profound changes to the funding of public education using the tripartite system, but was not allowed to take action against private schools. It introduced the GCE-O level at 16 and the “A” level at 18, but raised the school-leaving age only to 15, making the examination inaccessible to the majority. However, one year of level 3 of ISCED upper secondary education (upper secondary education) was compulsory and free of charge. [15] In the “Secondary Schools Regulations, 1904”, the Board of Education states that secondary schools shall offer: Unlike the practice in most other education systems, the school years in France are counted on a decreasing scale. Thus, students start their secondary education in sixth grade and move on to the second year (2nd year) in a high school. The final year is terminal. Lycées are divided into (i) the general lycée, which leads to two or more years of post-baccalaureate studies, (ii) the technological lycée, which leads to short-term studies, and (iii) the vocational lycée, a vocational qualification leading directly to a specific career. General and technical courses are given in “standard” high schools, while vocational courses are given in separate vocational high schools. In classical and medieval times, secondary education was provided by the Church for the sons of the nobility and for boys preparing for university and the priesthood. Because commerce required skills in navigation and science, the Church reluctantly expanded the curriculum and broadened admission. With the Reformation, the state struggled to control church learning, and with Comenius and John Locke, education shifted from repeating the Latin text to building knowledge in the child.

Education was for a few. Until the middle of the 19th century, secondary schools were organized to meet the needs of different social classes, with the working classes receiving 4 years, the merchant class 5 years and the elite 7 years. Rights to secondary education were codified after 1945, and countries are still striving to achieve the goal of free and compulsory secondary education for all young people under the age of 19. More subjects can be dropped, and increased specialization occurs. Completion of upper secondary (higher) education provides the conditions for entry into higher education at level 5, the conditions for entry into technical or vocational education (level 4, non-tertiary course) or direct entry into the labour market. A form of education for young people became necessary in all societies that had an alphabet and commerce. In Western Europe, formal secondary education dates back to the Athenian educational reforms of 320 BC. J.-C. Although their civilization was eclipsed and they were enslaved, Hellenistic Athenian teachers were valued in the Roman system. The Roman and Hellenistic schools of rhetoric taught the seven liberal arts and sciences—grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy—which were considered preparation for graduate studies in theology, law, and medicine.

The boys were reportedly prepared by private tutors at home to enter these schools. The girls would have received lessons only at home. [4] When the Romans withdrew, all traces of civilization were erased. They can be best conveyed through a common phase of basic learning and by deferring the training of students in academic and professional branches for as long as possible, and then there should be flexibility to ensure the free movement of students between branches according to their abilities and inclinations. Accreditation in one branch should be recognised in the other, as should access to higher education. This allows young people to acquire diverse skills, so that they are willing to enter and re-enter the labour market several times in their working lives as employees or self-employed and to retrain if their skills become obsolete. [25] The Universal Declaration of Human Rights (1948) stated that basic education was a right that all should enjoy, but again, it could not define either basic education or basic education. During the 18th century, their social base expanded and their curriculum developed, especially in mathematics and science.