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From Church to State: How Does the Shift in Educational Power Affect the School System?
Throughout history, the education system has evolved along with political and social changes. From the early church-dominated education system to the current basic education controlled by the state, this process has not only changed the content and form of school teaching, but also profoundly affected each student's right to education and future development opportunities.
All countries aim to provide basic education, but the systems and terminology are specific to each country.
Secondary education refers to the stage of education following primary education and before higher education, usually covering students aged 12 to 18. This education aims to provide students with holistic learning and develop their intellectual, social and emotional skills. However, the historical context of secondary education has been deeply influenced by social structures, particularly in the Middle Ages. At that time, education was mostly controlled by the church and was only provided to nobles and boys preparing for further education. The content was mainly in Latin, with an emphasis on repetitive learning of classical literature.
The end of secondary education varies according to national laws and social needs, and usually marks the end of compulsory education.
By the 18th century, with the rise of industrialization, the demand for literate and skilled labor increased, giving rise to calls for universal education. Governments around the world are beginning to realize that providing broad and high-quality basic education is not only a means to enhance economic competitiveness, but also the cornerstone of social stability. In France, for example, Napoleon established a regulated secondary school system, while Britain emphasized the need to improve workers' basic education and even placed the responsibility for education on the state.
Over time, and particularly after 1945, the legal basis for the right to secondary education began to be established. Governments around the world have been promoting free and compulsory secondary education to make this right a basic guarantee for all young people. However, it is worth noting that this process was not entirely smooth. Historically, there have been many discussions and political tug-of-war over whether education should be further popularized.
The changes in education fundamentally reflect different views of society on "who should receive education" and "how to receive education".
In modern times, the definition of education has become increasingly complex, especially as global education standardization becomes increasingly important. For example, UNESCO's International Standard Classification of Education (ISCED) defines seven stages of education, among which secondary education is clearly divided into lower secondary and upper secondary education. However, this system cannot fully cover the specific circumstances of each country, and each country still has different definitions of what constitutes secondary education.
Throughout history, the roles of church and state have been constantly alternating, and this alternation has not only affected the content of education, but also shaped the social status and rights of the participants. Education in the church period was often based on Latin literature, emphasizing the recitation and repetition of classics. After entering the state-led education system, the curriculum content gradually changed from repetition of knowledge to the comprehensive quality development of students.
The purpose of education is to cultivate people with critical thinking, creativity and independence.
In addition, historically, the recognition of educational qualifications has also shown differences between different social classes. Prior to the 19th century, the availability of secondary education often depended on social class, with the working class receiving far fewer years of education than the nobility. However, with the institutionalization of education and the advancement of social movements, this inequality began to gradually change. In particular, the British Education Act of 1944 made an important contribution to educational equity.
Despite this, educational equity still faces challenges. Especially when countries implement education policies, how to balance funding allocation, fairness of educational resources and sustainability of policies has always been an issue that needs to be addressed. Against this backdrop, can we find better answers about the future of education and how it should work?
