2010 goal 2 states: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory (primary in the sense basic) education of good quality. The Dakar Framework for Action 2010 goal 5 states: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. In 1996, the Council of Europe adopted the Revised European Social Charter, which guarantees secondary education. Malala Yousafzai, Nobel Peace Prize winner in a said in a 2017 interview that: “My goal is to make sure every child, girl and boy, they get the opportunity to go to school." “It is their basic human right, so I will be working on that and I will never stop until I see the last child going to school.” In 2017, Human Rights Watch adopted a policy calling on states to take immediate measures to ensure that secondary education is accessible to all free of charge, and compulsory through the end of lower-secondary school. This was a call for secondary education to be included as part of the minimum core of the right to education, and seen as an immediate obligation. 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, ICT, the ability to learn independently, to work in teams, entrepreneurship and civic responsibility. 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. It recognizes that there is