I need it ASAP !changes and improvements in each period i.e. ancient, medieval and british period for project report 

Of the ancient peoples of the Middle East, the Jews were the most insistent that all children--regardless of class--be educated. In the 1st century   AD, the historian Flavius Josephus wrote: "We take most pains of all with the instruction of the children and esteem the observance of the laws and the piety corresponding with them the most important affair of our whole life." The Jews established elementary schools where boys from about 6 to 13 years of age probably learned rudimentary mathematics and certainly learned reading and writing. The main concern was the study of the first five books of the Old Testament--the Pentateuch--and the precepts of the oral tradition that had grown up around them. At age 13, brighter boys could continue their studies as disciples of a rabbi, the "master" or "teacher." So vital was the concept of instruction for the Jews that the synagogues existed at least as much for education as for worship.
 
Ancient Greece

The Greek gods were much more down-to-earth and much less awesome than the remote gods of the East. Because they were endowed with human qualities and often represented aspects of the physical world--such as the sun, the moon, and the sea--they were closer to man and to the world he lived in. The Greeks, therefore, could find spiritual satisfaction in the ordinary, everyday world. They could develop a secular life free from the domination of a priesthood that exacted homage to gods remote from everyday life. The goal of education in the Greek city-states was to prepare the child for adult activities as a citizen. The nature of the city-states varied greatly, and this was also true of the education they considered appropriate. The goal of education in Sparta, an authoritarian, military city-state, was to produce soldier-citizens. On the other hand, the goal of education in Athens, a democratic city-state, was to produce citizens trained in the arts of both peace and war.

Sparta. The boys of Sparta were obliged to leave home at the age of 7 to join sternly disciplined groups under the supervision of a hierarchy of officers. From age 7 to 18, they underwent an increasingly severe course of training. They walked barefoot, slept on hard beds, and worked at gymnastics and other physical activities such as running, jumping, javelin and discus throwing, swimming, and hunting. They were subjected to strict discipline and harsh physical punishment; indeed, they were taught to take pride in the amount of pain they could endure.

At 18, Spartan boys became military cadets and learned the arts of war. At 20, they joined the state militia--a standing reserve force available for duty in time of emergency--in which they served until they were 60 years old.

The typical Spartan may or may not have been able to read. But reading, writing, literature, and the arts were considered unsuitable for the soldier-citizen and were therefore not part of his education. Music and dancing were a part of that education, but only because they served military ends. 

Unlike the other Greek city-states, Sparta provided training for girls that went beyond the domestic arts. The girls were not forced to leave home, but otherwise their training was similar to that of the boys. They too learned to run, jump, throw the javelin and discus, and wrestle. The Athenians apparently made sport of the physique prized in Spartan women, for in a comedy by the Athenian playwright Aristophanes a character says to a Spartan girl:

How lovely thou art, how blooming thy skin, how rounded thy flesh! What a prize! Thou mightest strangle a bull.
 Athens. In Athens the ideal citizen was a person educated in the arts of both peace and war, and this made both schools and exercise fields necessary. Other than requiring two years of military training that began at age 18, the state left parents to educate their sons as they saw fit. The schools were private, but the tuition was low enough so that even the poorest citizens could afford to send their children for at least a few years.
The Middle Ages

The invading Germanic tribes that moved into the civilized world of the West and all but destroyed ancient culture provided virtually no formal education for their young. In the early Middle Ages the elaborate Roman school system had disappeared. Mankind in 5th-century Europe might well have reverted almost to the level of primitive education had it not been for the medieval church, which preserved what little Western learning had survived the collapse of the Roman Empire. In the drafty, inhospitable corridors of church schools, the lamp of learning continued to burn low, though it flickered badly.