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External sources (not reviewed)

[...] be placed on promoting systemic reform of secondary education curriculum as well as national policies [...][...]

The education survey, for example, now includes items on class sizeand secondary [...]

Development and improvement of access to quality basic formal and non-formal education, support for general, technical and vocationaleducation atthe secondary level, and implementation of a long-term policy for the development of higher education and scientific and technological research are defined as priority areas for action in the national policy documents, the implementation of which requires a synergy of actions among all national public and private partners and international partners.

[...] [...] sustained support to secondary education and highereducation.

Moreover, clear pathways showing how secondary education, technical and vocational education and training (TVET), and higher education are implicated in the EFA process will be elaborated as will be the methodology and concrete approaches for UNESCO’s contribution to quality education.

Priority was givento five thematic areas: literacy, teachers, secondary education, technical and vocational education and training, monitoring of the right to education, and HIV/AIDS and education.

[...] [...] retained: education for a culture of peace; science and technology education; technical and vocational education; distance education; secondary education, and higher education.

Building on the considerable successes of efforts to increase enrolment in primary schooling, UNESCO must now focus on improved delivery at the secondary level and of technical and vocationaleducation and training.

[...] [...] of female teachers andaddressing obstacles to the transition of girls to secondary education.

Full gender equality, particularly at the secondarylevel, also [...]

Secondary education: There is a growing demand from Member States, whose education systems already include junior secondary as part of basic education and those who have already achieved universal primary education, for the expansion of secondary education, including [...]

To date, nine months into implementation, gaps in national and institutional capacity have been identified and are in the process of being strengthened, particularly in the areas of teacher education, secondary education, technical and vocational education (TVET), as well as non-formal education (NFE).

[...] compulsory primary educationand the country is moving towards achieving universal access tosecondary education.

There are unified junior and senior secondary education schools that operate as one school offering junior and senior high school education in one institution; schools that operate separately but are under the supervision of one institution and act as one unified school; schools that are different institutions but are in the same municipality or town and work together to have exchange between the junior high school and senior high school staff and students as well as building an unified curricula.

[...] [...] education and the subsequent higher levelsof education.

Steps have been taken to expand the coverage of middle and secondary education and to improve the quality of educationthrough innovations in the curricula and the establishment of elementary and secondary schools in communities that have none.

[...] primary and secondary educationandfosters the [...][...]

Algeria: UNESCO technical support to the reform of school education was upstream, developing capacity of the National Curriculum Commission, the National Institute for Educational Research and key departments of elementary and secondary education, teacher training and evaluation.

The recent results achieved in terms of basic education schoolingdemonstrate that in the short term there will be a heavy demand for secondary level, and it is urgent that the current infrastructures and human resources are adapted to meet this impending situation.

[...] [...] approach to the teaching of science in secondary education, and provided [...][...]

The delegates emphasized the need for UNESCO to remain committed to the entire EFA agenda and to adopt a sector-wide approach to education, focusing in particular on the need to strengthen further activities in secondary education, technical and vocational education, and teacher training as well as the use of ICTs in education, including digital educational games.

[...] [...] staff withmedium education and 24.3% (66,339 [...]

He drew attention to the initiatives being undertaken by the Government of Trinidad and Tobago in the area of education, such as increasing the number of early education centres, action taken inhigher education, enhancing the quality of basic and secondary education systems, organizing science fairs at the secondary level to raise student awareness of the applications of science in everyday life, distributing laptops to each secondary school student and improving Internet access in the country.

[...] [...] primary and secondary educationfor theirpart [...][...]