Secondary education covers two phases on the International Standard Classification of Education scale. Level 2 or lower secondary education is considered the second and final phase of basic education, and level 3 (upper) secondary education is the stage before tertiary education. Every country aims to provide basic education, but the systems and terminology remain unique to them. Secondary education typically takes place after six years of primary education and is followed by higher education, vocational education or employment. Like primary education, in most countries secondary education is compulsory, at least until the age of 16. Children typically enter the lower secondary phase around age 11. Compulsory education sometimes extends to age 19.
A grammar school is one of several different types of school in the history of education in the United Kingdom and other English-speaking countries, originally a school teaching Latin, but more recently an academically-oriented secondary school, differentiated in recent years from less academic secondary modern schools.
Education in Bangladesh' is overseen by the Bangladesh's Ministry of Education. Ministry of Primary and Mass Education are responsible for implementing policy for primary education and state-funded schools at a local level. In Bangladesh, all citizens must undertake twelve years of compulsory education which consists of eight years at primary school level and six years at high school level. Primary and secondary education is financed by the state and free of charge in public schools.
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Education in Sudan is not free and/or compulsory for children aged 6 to 13 years. Primary education consists of eight years, followed by three years of secondary education. The former educational ladder 6 + 3 + 3 was changed in 1965. The primary language at all levels is Arabic. Schools are concentrated in urban areas; many in the South and West have been damaged or destroyed by years of civil war. In 2001 the World Bank estimated that primary enrollment was 46 percent of eligible pupils and 21 percent of secondary students. Enrollment varies widely, falling below 20 percent in some provinces. Sudan has 19 universities; instruction is primarily in Arabic. Education at the secondary and university levels has been seriously hampered by the requirement that most males perform military service before completing their education.
Udayan Higher Secondary School Dhaka, formerly known as Udayan Bidyalaya is a private higher secondary school in Bangladesh, established in 1955 by the University of Dhaka. It is a co-educational institution.
The Department of Education is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improving the quality of basic education. It is the main agency tasked to manage and govern the Philippine system of basic education. It is the chief formulator of Philippine education policy and responsible for the Philippine primary and secondary school systems. It has its headquarters at the DepEd Complex in Meralco Avenue, Pasig City.
Education in the Philippines is provided by public and private schools, colleges, universities, and technical and vocational institutions in the country. Funding for public education comes from the national government. For the academic year 2017–2018, about 83% of K–12 students attended public schools and about 17% either attended private schools or were home-schooled.
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Constitution of Cambodia establishes that the state shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living. The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the state controls public and private schools and classrooms at all levels. The Cambodian education system includes pre-school, primary, general secondary, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
Education in Ethiopia has been dominated by the [[Ethiopian Orthodox Church|southern nations of for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated illiteracy rate well above 90% and compared poorly with the rest of Africa in the provision of schools and universities. After the Ethiopian Revolution, emphasis was placed on increasing literacy in rural areas. Practical subjects were stressed, as was the teaching of socialism. By 2015, the literacy rate had increased to 49.1%, though this is still poor compared to most of the rest of Africa. Recently, there has been massive expansion throughout the educational system. Access to primary is limited to urban locations and they are mostly owned by the private sector and Faith Based organizations. Primary school education consists of two cycles from grades 1 to 4 and grades 5 to 8. Secondary schools have two cycles from grades 9 to 10 and grades 11 to 12. Primary schools have over 90% of 7 year olds enrolled although only about half complete the two cycles. This situation varies from one region to the other and it is even worst in agro-pastoral locations, such as Somali and Afar regions, as well as in the growing regions such as Gambella and Benshangul Gumz. A much smaller proportion of children attend secondary school and even fewer attend the second cycle. School attendance is lowest in rural areas due to lack of provision and alternative occupations. The school curriculum in later years covers more subjects at a higher level than curricula in most other countries. Low pay and undervaluation of teachers contributes to poor quality teaching. This is exacerbated by large class sizes and poor resources resulting on poor performance on national assessments. There is evidence of corruption including forgery of certificates. Many primary schools have introduced mother-tongue teaching but there have been difficulties where small minority languages are concerned. English medium instruction remains a problem throughout the later years of education. Girls' access to education has been improved but early marriage decreases their attendance. Girls' educational attainment is adversely affected by gender stereotypes, violence, lack of sanitary facilities and the consequences of sexual activity. Jimma University is addressing some problems women experience in higher education. TVETs have introduced competence based assessments although many lack adequate resources. Teacher training has been up-graded. All higher education has been expanding but this has not been accompanied by sufficient expansion in staffing and resources. There have been difficulties in introducing BPR with poorly paid university staff supplementing their incomes where possible. Universities need to match training to market demands. All colleges and universities suffer from the same disadvantages as schools. Library facilities are poor, classes are large and there is lack of equipment.
Cupeyville School is a private, non-sectarian, co-educational college preparatory institution located in San Juan, Puerto Rico.
Education in Victoria, Australia is supervised by the Department of Education and Training (DET), which is part of the State Government and whose role is to 'provide policy and planning advice for the delivery of education'. It acts as advisor to two state ministers, that for Education and for Children and Early Childhood Development.
Holy Infant Montessori Center (HIMC), is a private non-sectarian institutional facility of Filipino basic education, offering K-12, situated in Caloocan City, Philippines, and operating as a recognized institution subject to the Division of City Schools of Caloocan. While a private school, the school site is the official polling station for Barangay BF Homes during national and local elections. The relatively small enrollment population of the school allows for more effective implementation of the Montessori method, and consequently, gives the school stature as one of the most acclaimed private schools in the city of Caloocan.
Cagayan de Oro College – PHINMA Education Network is a private non-sectarian college on Max Suniel St, Carmen, Cagayan de Oro City, Philippines. The college offers a wide range of courses including criminology, education, arts and sciences, engineering, commerce, nursing, and vocational education. It is one of the leading educational institutions in the country in the field of criminology, having produced a number of topnotch graduates since its inception in 1947. The college also offers preschool, elementary and secondary education, which primarily serve as laboratory schools for its teacher education programs.
Marcelo H. del Pilar National High School is the largest secondary school in Central Luzon in terms of population. It has an average population of 7000 students and 250 teachers. MHPNHS is one of the oldest secondary schools in the Philippines established in 1905. It offers the three curricula endorsed by the Department of Education: the Engineering and Science Education Program, the Basic Education Curriculum and the Special Program for Sports. The academic year 2010–2011 pioneers the revised curriculum of the Basic Education Curriculum and changed to Secondary Education Curriculum for freshman students.
Colegio de San Pascual Baylon or the College of St. Paschal Baylon (CSPB, formerly Escuela Catolica and St. Pascual Institution is a collegiate school at Obando, Bulacan in the Philippines. The school started as a catechetical school on February 11, 1913, through the efforts of Rev. Fr. Juan Dilag, then parish priest of Obando. It became a pre-elementary school, and elementary institution in 1936, added a secondary level in 1939 through 1943, then became a college. Formerly managed by the Sisters Religious of the Virgin Mary, it is currently managed by the Dominican Sisters of St. Joseph, a religious congregation in Bulacan. It was formally recognized by the government of the Philippines in 1921. Its name was derived from one of Obando, Bulacan’s patron saints.
The Leyte Progressive High School is a private and non-sectarian academic institution. It is the oldest existing Chinese school in Tacloban City. It is colloquially known as Heng-hwa by the local Chinese Filipino community.
The Sacred Heart Academy of Santa Maria Bulacan is a private, non-sectarian educational institution located in Santa Maria, Bulacan. Founded by "Ka Carling" in 1963. It is the oldest private education institution in Santa Maria, Bulacan.
