Editing Secondary education (section)

==Future directions for secondary education==
[[UNESCO]] believes that in order to prepare young people for life and work in a rapidly changing world, secondary-level education systems need to be re-oriented to impart a broad repertoire of life-skills. These skills should include the key generic competencies, non occupation-specific practical capabilities, [[information and communications technology]], the ability to learn independently, to work in teams, entrepreneurship and civic responsibility.{{sfn|ED-2005/WS/37|2005}}
[[File:GCED for the rule of law learning outcomes at the secondary level.svg|thumb|GCED for the rule of law learning outcomes at the secondary level]]
They may be best instilled through a shared foundational learning period and by deferring the directing of students into academic and vocational streams for as long as possible, and then there should be flexibility to ensure the free movement of students between the streams depending on their aptitudes and inclinations. Accreditation in one stream should have equal recognition in the other as well as for access to higher education. This will equip young people with multiple skills so that they are prepared to enter and re-enter the workforce several times in their working lives, as wage employees or self-employed entrepreneurs, and to re-train themselves when their skills become obsolete.{{sfn|ED-2005/WS/37|2005}}

It recognizes that there is no single model that will suit all countries, or even all communities in a given country. Secondary-level education policy should be under continuous review to keep in step with scientific and technological, economic and societal change.{{sfn|ED-2005/WS/37|2005}}

=== Promoting the Rule of Law ===
[[Adolescence]] is associated with a time of significant growth where identity, belongingness, and socialization, especially among peer groups is particularly important. Secondary schools play an important role in youth's socialization, development and forming their ideas and approach to [[justice]], democracy and [[human rights]].<ref name=":0">{{Cite book|url=https://unesdoc.unesco.org/ark:/48223/pf0000370901?posInSet=2&queryId=a05595b4-f5b2-48ce-b649-f8177b6036fe|title=Empowering students for just societies: a handbook for secondary school teachers|publisher=UNESCO|year=2019|isbn=978-92-3-100340-0}}</ref>

[[Education]] systems that promote [[Education for Justice|education for justice]], that is, respect for the [[rule of law]] (RoL) together with international human rights and fundamental freedoms strengthen the relationship between learners and public institutions with the objective of empowering young people to become champions of peace and justice. Teachers are on the front line of this work and, along with families, play a formative role in shaping the future of youth's attitudes and behaviours.<ref name=":0" />

=== Career and Life Planning Education ===
Career and Life Planning Education (CLPE) activities as well as (Career) Development Education take place at secondary schools in [[Education in Hong Kong|Hong Kong]]. Students' transition from study to work is important in Hong Kong and career education in senior secondary schooling in this country is hence provided. [[Job shadowing]] is not yet done in their secondary schools however.<ref>{{cite journal| url = https://link.springer.com/article/10.1007/s10671-016-9202-y| title = Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong)| year = 2017| doi = 10.1007/s10671-016-9202-y| last1 = Lee| first1 = John Chi-Kin| journal = Educational Research for Policy and Practice| volume = 16| pages = 61–75| s2cid = 151763255}}</ref>