The Secretariat, headed by the Director-General, implements the decisions of these two bodies. While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. (Jacinto, 2011: 2). Substantial curriculum investments must yield regenerative and sustainable results. The United Nations Organization for Education, Science and Culture (UNESCO) was founded on 16 November 1945 as the United Nation’s specialized agency. However, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum at different levels of education. Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms. UNESCO » Natural Sciences » Science & Technology » Engineering  » Engineering Education » Secondary Education. Burkina Faso 1. The governing body of the Institute is the IBE council, composed of 12 representatives from Member States designated by UNESCO’s General Conference, for four year office terms. Jacinto, Claudia. Broadly speaking, secondary education aims at learning at an intermediate level of complexity. Level 2 or lower secondary education is considered the second and final phase of basic education, and level 3 or upper secondary education is the stage before tertiary education. Questions and comments should be sent to, Data for Sustainable Development - UIS Blog, Acquisition of machinery, equipment, other capital goods, and software, Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education, Agricultural and veterinary sciences (for R&D data), All staff compensation as % of total expenditure in public institutions, Attitude towards environmental science and geoscience, Average number of hours worked by persons employed in cultural industries, by sex, Average number of hours worked by persons employed in cultural occupations, by sex, Average number of hours worked by persons employed in non cultural industries, by sex, Average number of hours worked by persons employed in non-cultural occupations, by sex, Average teacher salary relative to other professions requiring a comparable level of qualification, Business enterprise expenditure on R&D (BERD), Business enterprise sector (for R&D data), Capital expenditure as % of total expenditure in public institutions, Capitalised computer software (in capital R&D expenditures), Completion rate (primary education, lower secondary education, upper secondary education), Confidence in environmental science and geoscience, Current expenditure as % of total expenditure in public institutions, Current expenditure on staff compensation, Current expenditure other than for staff compensation, Current expenditure other than staff compensation as % of total expenditure in public institutions, Distribution of enrolment in secondary education by orientation of education programme, Distribution of graduates in tertiary education by field of education, Distribution of students in tertiary education by field of education, Distribution of students in tertiary education by ISCED level, Domestic broadcasting media organizations, Donations by bilateral and multilateral sources, Early childhood education (ISCED-P level 0), Education expenditure per student by level of education and source of funding, Educational and research digital resources, Educational attainment of the population aged 25 years and above, Employed population / Persons in employment, Engineering and technology (for R&D data), Expenditure on education as % of total government expenditure (all sectors), Expenditure on school books and teaching material as % of total expenditure in public institutions, Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment, Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations, Fields of research and development (FORD), Firms with only abandoned or ongoing innovation activities, Full-time equivalent (FTE) of R&D personnel, GERD by fields of research and development, Government budget allocations for R&D (GBARD), Government expenditure in educational institutions as % of GDP, Government expenditure on education (millions), Government expenditure on education as % of GDP, Government expenditure per student as % of GDP per capita, Government expenditure per student in constant PPP $, Government expenditure per student in constant US$, Government expenditure per student in US$, Government tax relief for R&D expenditures (GTARD), Graduation (from an educational programme), Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development, Gross enrolment ratio for tertiary education, Gross graduation ratio from first degrees programme (ISCED 6 and 7) in tertiary education, Gross intake ratio to the last grade (primary education, lower secondary general education), Gross national expenditure on R&D (GNERD), Hampering factors for innovation activities, Higher education expenditure on R&D (HERD), Household payments to educational institutions, ICT-enabled distance education programmes, Income from admissions/membership fees/selling services and goods, Information and communication technologies (ICT), Information and communication technology (ICT) in education, Intergovernmental transfers for education, International (or internationally mobile) students, International Classification of Status in Employment, International Standard Classification of Education (ISCED), International Standard Classification of Occupations (2008), ISCED 4: Post-secondary non-tertiary education, Knowledge of environmental science and geoscience, Labour costs (in current R&D expenditures), Land and buildings (in capital R&D expenditures), Level of formal qualification (for R&D data), Machinery and equipment (in capital R&D expenditures), Medical and health sciences (for R&D data), Minimum proficiency level (reading and mathematics), Natural sciences (for ICT in education data), Natural sciences and engineering (for R&D data), Net Intergovernmental transfers on heritage, Newspaper geographic coverage (national coverage of newspapers), Newspaper geographic coverage (sub-national coverage of newspapers), Non-instructional educational institution, Non-teaching staff compensation as a percentage of total expenditure in public institutions, Not in the labour force / Outside the labour force, Number of attacks on students, personnel and institutions, Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks, Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks, Other current costs (in current R&D expenditures), Other intellectual property products (in capital R&D expenditures), Other preparations for product and process innovations, Other supporting staff by sector of employment, Out-of-school children, adolescents and youth (number), Out-of-school rate (1 year before primary, primary education, lower secondary education, upper secondary education), Parity indices (female/male, rural/urban, bottom/top wealth quintiles and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated, Participants in adult literacy programmes, Participation rate in organized learning (one year before the official primary entry age), Participation rate in technical and vocational programmes (15- to 24-year-olds), Participation rate of illiterate youth/adults in literacy programmes, Participation rate of youth and adults in formal and non-formal education and training, Percentage of a specific age group that are employed in cultural industries, Percentage of children over-age for grade (primary education, lower secondary education), Percentage of children under 5 years experiencing positive and stimulating home learning environments, Percentage of employees in a specific cultural domain that are temporary, Percentage of employees in cultural occupations that are females, Percentage of employees in cultural occupations that are temporary, by sex, Percentage of employees in non cultural occupations that are females, Percentage of employees that are in cultural occupation, by sex, Percentage of graduates by field of education (tertiary education), Percentage of persons employed in a specific cultural domain that are females, Percentage of persons employed in a specific cultural domain that are part-time workers, Percentage of persons employed in a specific cultural domain that are self-employed, Percentage of persons employed in cultural industries that are females, Percentage of persons employed in cultural industries that are in a specific age group, Percentage of persons employed in cultural industries that have a cultural occupation, Percentage of persons employed in cultural industries that have attained a specific level of education, Percentage of persons employed in cultural industries that hold a secondary job in cultural industries, by sex, Percentage of persons employed in cultural industries, by sex, Percentage of persons employed in cultural occupations and working in non cultural industries, Percentage of persons employed in cultural occupations that are females, Percentage of persons employed in cultural occupations that are in a specific age group, Percentage of persons employed in cultural occupations that are self-employed, by sex, Percentage of persons employed in cultural occupations that are working in a specific cultural domain, Percentage of persons employed in cultural occupations that are working in cultural industries, Percentage of persons employed in cultural occupations that attained a specific level of education, Percentage of persons employed in cultural occupations that have more than one job, by sex, Percentage of persons employed in cultural occupations that hold a secondary job in cultural occupations, by sex, Percentage of persons employed in cultural occupations that work part-time, by sex, Percentage of persons employed in cultural occupations with more than one job that are females, Percentage of persons employed in cultural occupations with only one job that are females, Percentage of persons employed in cultural occupations, by sex, Percentage of persons employed in cultural occupations, by socio-demographics characteristics (Indicator group), Percentage of persons employed in non cultural industries that are females, Percentage of persons employed in non cultural industries that are in a specific age group, Percentage of persons employed in non cultural industries that have a cultural occupation, Percentage of persons employed in non cultural industries that have attained a specific level of education, Percentage of persons employed in non cultural industries that hold a secondary job in cultural industries, by sex, Percentage of persons employed in non cultural occupations and working in cultural industries, Percentage of persons employed in non cultural occupations and working in non cultural industries, Percentage of persons employed in non cultural occupations that are females, Percentage of persons employed in non cultural occupations that are in a specific age group, Percentage of persons employed in non cultural occupations that are self-employed, by sex, Percentage of persons employed in non cultural occupations that are working in cultural industries, Percentage of persons employed in non cultural occupations that attained a specific level of education, Percentage of persons employed in non cultural occupations that have more than one job, by sex, Percentage of persons employed in non cultural occupations that hold a secondary job in cultural occupations, by sex, Percentage of persons employed in non cultural occupations that work part-time, by sex, Percentage of persons employed in non cultural occupations with more than one job that are females, Percentage of persons employed in non cultural occupations with only one job that are females, Percentage of persons employed in the cultural sector, Percentage of persons holding a secondary job in cultural industries that are females, Percentage of persons holding a secondary job in cultural occupations that are females, Percentage of persons holding a secondary job in non cultural industries that are females, Percentage of persons holding a secondary job in non cultural occupations that are females, Percentage of persons in cultural employment, Percentage of persons of a specific age group that are employed in cultural occupations, Percentage of persons self-employed in cultural occupations that are females, Percentage of persons self-employed in non cultural occupations that are females, Percentage of persons self-employed that are in cultural occupation, by sex, Percentage of persons with a specific level of education that are employed in cultural industries, Percentage of persons with a specific level of education that are employed in cultural occupations, Percentage of persons with more than one job that are employed in cultural industries, by sex, Percentage of persons with more than one job that are employed in cultural occupations, by sex, Percentage of persons with only one job that are employed in cultural occupations, by sex, Percentage of persons working full-time in cultural occupations that are females, Percentage of persons working full-time in non cultural occupations that are females, Percentage of persons working full-time that are employed in cultural occupations, by sex, Percentage of persons working part-time in cultural occupations that are females, Percentage of persons working part-time in non cultural occupations that are females, Percentage of persons working part-time that are employed in cultural occupations, by sex, Percentage of regular employees in cultural occupations that are females, Percentage of regular employees in non cultural occupations that are females, Percentage of regular employees that are employed in cultural occupations, by sex, Percentage of schools that provide life skills-based HIV and sexuality education, Percentage of students by programme orientation (ISCED 2, 3, 4 &5), Percentage of students experiencing bullying in the last 12 months, Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Percentage of students in primary education who have their first or home language as language of instruction, Percentage of teachers by highest level of education completed, Percentage of teachers qualified according to national standards, by level of education and type of institution, Percentage of teachers trained to use Information and Communication Technology (ICT) to support teaching, Percentage of teachers who received in-service training in the last 12 months by type of training, Percentage of teachers with permanent contract, Percentage of temporary employees in cultural occupations that are females, Percentage of temporary employees in non cultural occupations that are females, Percentage of temporary employees that are employed in cultural occupations, by sex, Percentage of total aid to education allocated to least developed countries, Persons in cultural employment per million inhabitants, Post-secondary non-tertiary education (ISCED 4), Preparations for organisational innovations, Private expenditure on heritage (Percentage), Private non-profit expenditure on R&D (PNPERD), Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex, Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex, Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex, Proportion of schools offering basic services, by type of service, Proportion of schools with access to adapted infrastructure and materials for students with disabilities, Proportion of schools with access to basic drinking water, Proportion of schools with access to computers for pedagogical purposes, Proportion of schools with access to Internet for pedagogical purposes, Proportion of schools with basic handwashing facilities, Proportion of schools with single-sex basic sanitation facilities, Proportion of teachers with the minimum required qualifications, by education level, Proportion of total government spending on essential services (education, health and social protection), Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill, Public expenditure on culture as a percentage of GDP, Public expenditure on culture as a percentage of total public expenditure, Public expenditure on heritage (Percentage), Public expenditure on heritage as a percentage of total public expenditure, Public expenditure on heritage as a percentage of total public expenditure on culture, Public general university funds (GUF) (for R&D data), Pupil-qualified teacher ratio by level of education, Pupil-trained teacher ratio by education level, Reading, writing and literature (for ICT in education data), Regular employees with contracts without limits of time, Regular employees with fixed term contracts, Research and experimental development (R&D), Researchers by fields of research and development, SDG Indicator 11.4.1: Total expenditure (public and private) per capita spent on the preservation, protection and conservation of all cultural and natural heritage, Second languages (for ICT in education data), Share of a specific cultural domain in exports, Share of a specific cultural domain in imports, Share of exports of cultural goods in all goods, Share of imports of cultural goods in all goods, Social sciences (for ICT in education data), Social sciences and humanities (for R&D data), Sources of information for innovation activities, Successfully completed a basic computer skills (or computing) course, Teacher attrition rate by education level, Teachers trained to teach basic computer skills (or computing), Teachers trained to teach subjects using ICT facilities, Teaching staff compensation as a percentage of total expenditure in public institutions, Thematic channel (as opposed to generalist), Total expenditure on ICT in education from international (foreign) sources, Total R&D personnel by formal qualification, Total R&D personnel by sector of employment, Total R&D personnel per million inhabitants, Total R&D personnel per thousand employment, Total R&D personnel per thousand labour force, Transfers from international sources to all levels of government, Unemployed population / Persons in unemployment, Video-on-demand service offering mainly feature films (VOD), Volume of official development assistance flows for scholarships, Youth/adult educational attainment rates by age group and level of education.

The Institute welcomes feedback from users. Education transforms lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective. UIS. The UIS Glossary includes statistical terms related to education, science, technology and innovation, culture, and communication & information . Éradiquer la pauvreté et assurer à tous une éducation équitable, inclusive et de qualité sont deux Objectifs de développement durable (ODD) étroitement liés. Etico provides a resource platform on ethics and corruption in education maintained by UNESCO International Institute for Educational Planning. The curriculum is one of the most effective tools for bridging the gap between education and development.

In collaboration with its partners, the UNESCO Engineering Initiative is increasing the visibility of engineering in secondary schools. The council’s role is to approve the IBE’s draft programme and budget for each biennium for submission to the General Conference, as well as to ensure consistent and complementary activities in line with the education sector's strategy and programmes. The examples of South Korea and Minas Gerais, Data and information in our country which enables us to know who is excluded, Distinction between education leadership and learning leadership, Examples of countries’ definitions of key/core competencies, Holistic Early Childhood Development Index, Key resolutions of the 2011 Global Policy Forum on Learning: Back to Learning, 5 July 2011, University of Hong Kong, Learning communities, learning cities and learning regions, Multi-sectoral returns on investment in the early years, Recognition, Validation and Accreditation of the Outcomes, Teacher policies: Preparation, Recruitment and Retention of Quality Teachers/Educators, The Composite Learning Index and European Lifelong Learning Indicators, Competency-based Education and Training (CBET), ICCS (International Civic and Citizenship Education Study), Information and Communication Technologies (ICT), International Standard Classification of Education (ISCED), International assessments of student achievement, International benchmarking (and the curriculum), Mainstreaming (in special needs education), National assessments of student achievement, PIRLS (Progress in International Reading Literacy Study), PISA (Programme for International Student Assessment), Pre-primary education or preschool education, Technical and vocational education and training (TVET), TIMSS (Trends in International Mathematics and Science Study), Vertical and horizontal articulation (of the curriculum). One of UNESCO’s mandates is to advance secondary education, especially for girls, in its member states. At IBE we identify, select, and interpret research findings for policy-making and practical application in curriculum and learning. Primary age Lower secondary age Upper secondary age 400 Source: UNESCO Institute for Statistics database. As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank jointly launched the Survey on National Education Responses to COVID-19 School... Share. One of UNESCO’s mandates is to advance secondary education, especially for girls, in its member states. The Organization focuses, in particular, on two global priorities, Africa and Gender equality, and supports the implementation of the Sustainable Development Goals (SDGs) adopted at the 70th session of the United Nations General Assembly, through all its programmes. UNESCO believes that education is a human right for all throughout life and that access must be matched by quality. Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Prakanong,

Broadly speaking, secondary education aims at learning at an intermediate level of complexity. IIEP Learning Portal provides a single window to comprehensive, up-to-date, relevant, and neutral information on learning issues, from primary through secondary education. Indicators are marked with an asterisk (*). © UNESCO-Kathleen ChiappettaStudents learn about computer aided engineering technology from a representative of the International Centre for Theoretical Physics at the 2013 World Teachers’ Day. Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. Angola 1. Resources collected at the Documentation Centre are part of the IBE knowledge base on curricula and education systems. IIEP Learning Portal - Terms and conditions, Using data to improve the quality of education.

Its mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information. ISCED distinguishes between lower and upper secondary education (ISCED levels 2 and 3). However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning.

This means over time countries must be able to strengthen their own curriculum development capabilities.

Secondary education provides learning and educational activities building on primary education and preparing for labour market entry, postsecondary non-tertiary education and tertiary education.

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