Students in the General Education Program who successfully graduate secondary school may go on to future academic paths in CEGEP, vocational education,
and university.


The Ministère de l'Éducation, Loisirs et Sports (MELS) in its "Regulation Respecting the Basis of Secondary School Organization" has stressed that "Secondary school education should allow the adolescent to continue his general education and to begin to understand his place in life as a person and as a member of society”. The objectives of secondary education take into consideration the existence of two principal age groupings:

The First Cycle: Secondary I - II
The objectives of the first cycle recognize that adolescents’ intellectual capacities have reached a high level of development, and that at the same time their learning is closely connected with their social and affective experience.

The following are the proposed objectives:

  • to introduce students to the various fields of knowledge and skills with which general education will be concerned;
  • to instil the habits of work and the mental discipline needed to foster the progressive development of independent thinking;
  • to supply an education which will encourage the integration of knowledge and personal experience;
  • to lead the students to a gradual recognition of the demands and challenges of the society of which they are members.

The Second Cycle: Secondary III - IV - V
The second cycle of secondary school is oriented toward the adolescent's progressive development of a personal identity. The general development of the first cycle will be further extended with a greater emphasis on variety and choice in the courses offered.

The following objectives are suggested:

  • to consolidate and deepen the students’ areas of knowledge and skills through more systematic studies;
  • to encourage their personal involvement which can accentuate the sense of belonging, and encourage participation and a spirit of creativity;
  • to develop in young people a sense of individual and community responsibility;
  • to foster the development of coherent thought;
  • to develop critical judgement when confronted with various currents of thought;
  • to help young people find meaning in their lives;
  • to facilitate access to their future vocations.