Secondary education covers two phases on the International Standard Classification of Education scale. Level 2 or lower secondary education (less common junior 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.
Since 1989, education has been seen as a basic human right for a child; Article 28, of the Convention on the Rights of the Child states that primary education should be free and compulsory while different forms of secondary education, including general and vocational education, should be available and accessible to every child. The terminology has proved difficult, and there was no universal definition before ISCED divided the period between primary education and university into junior secondary education and upper secondary education.
In classical and mediaeval times secondary education was provided by the church for the sons of nobility and to boys preparing for universities and the priesthood. As trade required navigational and scientific skills the church reluctantly expanded the curriculum and widened the intake. With the Reformation the state wrestled the control of learning from the church, and with Comenius and John Locke education changed from being repetition of Latin text to building up knowledge in the child. Education was for the few. Up to the middle of the 19th century, secondary schools were organised to satisfy the needs of different social classes with the labouring classes getting 4 years, the merchant class 5 years and the elite getting 7 years. The rights to a secondary education were codified after 1945, and countries are still working to achieve the goal of mandatory and free secondary education for all youth under 19.
Secondary education is in most countries the phase in the education continuum responsible for the development of the young during their adolescence, the most rapid phase of their physical, mental and emotional growth. It is at this very education level, particularly in its first cycle, where values and attitudes formed at primary school are more firmly ingrained alongside the acquisition of knowledge and skills.— From UNESCO, Secondary Education Reform: Towards a Convergence of Knowledge Acquisition and Skills Development, 2005
The 1997 International Standard Classification of Education (ISCED) describes seven levels that can be used to compare education internationally. Within a country these can be implemented in different ways, with different age levels and local denominations. The seven levels are:
Within this system, Levels 1 and 2 – that is, primary education and lower secondary – together form basic education. Beyond that, national governments may attach the label of secondary education to Levels 2 through 4 together, Levels 2 and 3 together, or Level 2 alone. These level definition were put together for statistical purposes, and to allow the gathering of comparative data nationally and internationally. They were approved by the UNESCO General Conference at its 29th session in November 1997. Though they may be dated, they do provide a universal set of definitions and remain unchanged in the 2011 update.
The start of lower secondary education is characterised by the transition from the single-class-teacher, who delivers all content to a cohort of pupils, to one where content is delivered by a series of subject specialists. Its educational aim is to complete provision of basic education (thereby completing the delivery of basic skills) and to lay the foundations for lifelong learning.
Lower secondary education is likely to show these criteria:
The end of lower secondary education often coincides with the end of compulsory education in countries where that exists.
(Upper) secondary education starts on the completion of basic education, which also is defined as completion of lower secondary education. The educational focus is varied according to the student's interests and future direction. Education at this level is usually voluntary.
(Upper) secondary education is likely to show these criteria:
More subjects may be dropped, and increased specialism occurs. Completion of (upper) secondary education provides the entry requirements to Level 5 tertiary education, the entry requirements to technical or vocational education (Level 4, non tertiary course), or direct entry into the workplace.
In 2012 the ISCED published a further work on education levels where it codified particular paths and redefined the tertiary levels. Lower secondary education and (upper) secondary education could last between 2 and 5 years, and the transition between two often would be when students were allowed some subject choice.
Terminology for secondary schools varies by country, and the exact meaning of any of these varies. Secondary schools may also be called academies, colleges, gymnasiums, high schools, lyceums, middle schools, preparatory schools, sixth-form colleges, upper schools, or vocational schools, among other names. For further information about nomenclature, see the section below by country.
A form of education for adolescents became necessary in all societies that had an alphabet and engaged in commerce. In Western Europe, formal secondary education can be traced back to the Athenian educational reforms of 320BC. Though their civilisation was eclipsed and they were enslaved, Hellenistic Athenian teachers were valued in the Roman system. The Roman and Hellenistic schools of rhetoric taught the seven liberal arts and sciences – grammar, rhetoric, logic, arithmetic, geometry, music and astronomy – which were regarded as a preparation for the study at a tertiary level of theology, law and medicine. Boys would have been prepared to enter these schools by private tutors at home. Girls would have only received tuition at home. When the Romans retreated, all traces of civilisation were erased.
England provides a good case study. When Augustine of Canterbury brought Christianity there in 597, no schools existed. He needed trained priests to conduct church services and boys to sing in the choir. He had to create both the grammar schools that taught Latin, to enable the English to study for the priesthood, and song schools (choir schools) that trained the 'sons of gentlefolk' to sing in cathedral choirs. In the case of Canterbury (597) and Rochester (604), both still exist. Bede in his Ecclesiastical history (732) tells that the Canterbury school taught more than the 'intended reading and understanding of Latin', but 'the rules of metric, astronomy and the computus as well as the works of the saints' Even at this stage,there was tension, as the church was worried that knowledge of Latin would give the student access to non-Christian texts that it would not wish them to read.
Over the centuries leading to the renaissance and reformation the church was the main provider of secondary education. Various invasions and schisms within the controlling church challenged the focus of the schools, and the curriculum and language of instruction waxed and waned. From 1100, With the growth of the towns, grammar schools 'free' of the church were founded, and some church grammar schools were handed over to the laïty. Universities were founded that didn't just train students for the priesthood.
Whereas in mainland Europe the renaissance preceded the reformation, local conditions in England caused the reformation to come first. The reformation was about allowing the laïty to interpret the Bible in their own way without the intervention of priests, and prefereably in the vernacular. This stimulated the foundation of free Grammar schools- who searched for a less constrained curriculum. Colonialisation required navigation, mensuration, languages and administrative skills. The laïty wanted these taught to their sons. After Gutenberg1455 had mastered moveable metal type printing and Tyndale had translated the Bible into English (1525), Latin became a skill reserved for the catholic church and sons conservative nobility. Schools started to be set up for the sons of merchants in Europe and the colonies too- for example Boston Latin Grammar School (1635).
Comenius (1592–1670), a Moravian protestant proposed a new model of education- where ideas were developed from the familiar to the theoretical rather than through repetition, where languages were taught in the vernacular and supported universal education. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of many western school systems: kindergarten, elementary school, secondary school, six-form college, university. Locke's Some Thoughts Concerning Education (1693) stressed the importance of a broader intellectual training, moral development and physical hardening. .
The grammar schools of the period can be categorised in three groups: the nine leading schools, seven of them boarding institutions which maintained the traditional curriculum of the classics, and mostly served 'the aristocracy and the squirearchy' ; most of the old endowed grammar schools serving a broad social base in their immediate localities which also stuck to the old curriculum; the grammar schools situated in the larger cities, serving the families of merchants and tradesmen who embraced change.
During the 18th century their social base widened and their curriculum developed, particularly in mathematics and the natural sciences. But this was not universal education and was self-selecting by wealth  The industrial revolution changed that. Industry required an educated workforce where all workers needed to have completed a basic education. In France, Louis XIV, wrestled the control of education from the Jesuits, Condorcet set up Collèges for universal lower secondary education throughout the country, then Napoleon set up a regulated system of Lycee. In England, Robert Peel's Factory Act of 1802 required an employer to provide instruction in reading, writing and arithmetic during at least the first four years of the seven years of apprenticeship. The state had accepted responsibility for the basic education of the poor. The provision of school places remained inadequate, so an Order in Council dated 10 April 1839 created the Committee of the Privy Council on Education.
There was considerable opposition to the idea that children of all classes should receive basic education, all the initiatives such as industrial schools and Sunday schools were initially a private or church initiative. With the Great Exhibition of 1851, it became clear just how far behind the English education system had fallen. 
Three reports were commissioned to examine the education of upper, middle and labouring class children. The Clarendon Commission sought to improve the nine Great Public Schools. The Taunton Commission looked at the 782 endowed grammar schools (private and public). They found varying quality and a patchy geographical coverage, with two thirds of all towns not having any secondary school. There was no clear conception of the purpose of secondary education. There were only thirteen girls' schools and their tuition was superficial, unorganised and unscientific. They recommended a system of first-grade schools targeted at a leaving age of 18 as preparation for upper and upper-middle class boys entering university, second-grade targeted at a leaving age of 16 for boys preparing for the army or the newer professions, and third-grade targeted at a leaving age of 14 for boys of small tenant farmers, small tradesmen, and superior artisans. This resulted in the 1869 Endowed Schools Act which advocated that girls should enjoy the same education as boys.
The Newcastle Commission inquired "into the state of public education in England and to consider and report what measures, if any, are required for the extension of sound and cheap elementary instruction to all classes of the people". It produced 1861 Newcastle Report and this led to the 1870 Elementary Education Act (Forster Act).
The school boards set up by the 1870 Elementary Education Act (Forster Act) and were stopped from providing secondary education by the Cockerton Judgement of 1899. The school leaving age at this time was 10. The Judgement prompted the 1902 Education Act (Balfour Act). Compulsory education was extended to 12. The new Local Education Authorities (LEA)s that were formed from the school boards; started to open Higher Grade Elementary Schools (ISCED Level2) or county schools to supplement the endowed grammar schools. These LEAs were allowed to build second-grade secondary schools that in the main became the future secondary modern schools. 
In the "1904 Regulations for Secondary Schools", the Board of Education determined that secondary schools should offer a:
a four year subject-based course leading to a certificate in English language and literature, geography, history, a foreign language, mathematics, science, drawing, manual work, physical training, and, for girls, housewifery. 
The Education Act 1918 (Fisher Act) extended compulsory full-time education to 14, and recommended compulsory part-time education from 14–18. The Hadlow report, "Education the Adolescent" (1926) proposed that there should be a break point at eleven, establishing primary schools and secondary schools.
The United Nations, founded in 1947, was committed to education for all but the definition was difficult to formulate. The Universal Declaration of Human Rights (1948) declared that elementary and fundamental education, which it didn't define, was a right to be enjoyed by all. The Education Act 1944 (Butler Act) made sweeping changes to the funding of state education using the tripartite system, but wasn't allowed to tackle private schools. It introduced the GCE 'O'level at 16, and the 'A' at 18, but only raised the school leaving age until 15, making the exam inaccessible to the majority. But one year of ISCED Level 3 (Upper) secondary education was mandatory and free. 
In 1972 the school leaving was raised to 16. The Education and Skills Act 2008, when it came into force in the 2013 academic year, initially required participation in some form of education or training until the school year in which the child turned 17, followed by the age being raised to the young person's 18th birthday in 2015. This was referred to as raising the "participation age" to distinguish it from the school leaving age which remains at 16. Thus the UK is following the ISCED Level 3 (Upper) secondary education guideline.
The United Nations was strong in its commitment to education for all but fell into linguistic difficultly defining that right.
“Article I: Purposes and functions 1. The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.”
The Universal Declaration of Human Rights (1948) declared that elementary and fundamental education was a right to be enjoyed by all, but again could not define either elementary and fundamental education.
Article 26 :(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
It was assumed that elementary education was basic education, the entitlement for children- and fundamental education was a right for the working man, but for a lawyer the definition is neither qualitative (stating what education means) or quantitative saying when it starts and when it is completed. The term secondary is not defined or mentioned. Together this has enabled countries to terminate free, compulsory, basic education at 11 or only continue education past eleven to boys.
Article 28, of the Convention on the Rights of the Child (1989) stated that primary education should be free and compulsory while different forms of secondary education, including general and vocational education, should be available and accessible to every child. Free education should be provided and financial assistance offered in case of need.  In 1990, at Jomtien again tried to define the content basic education and how it should be delivered. ‘Basic education’ is defined as ‘action designed to meet ‘basic learning needs’. ‘primary schooling’ is considered as ‘the main delivery system of basic education’.  Which is explained in Principals for Action that:
addressing the basic learning needs of all means: early childhood care and development opportunities; relevant, quality primary schooling or equivalent out-of-school education for children; and literacy, basic knowledge and life skills training for youth and adults.’ 
The assumption being made that basic knowledge and life skills training for youth was the function of secondary education. This was codified by the ISCED documents.  The Dakar Framework for Action 2010 goal 2 states: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory (primary in the sense basic) education of good quality. The Dakar Framework for Action 2010 goal 5 states: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. 
“My goal is to make sure every child, girl and boy, they get the opportunity to go to school." “It is their basic human right, so I will be working on that and I will never stop until I see the last child going to school.” 
UNESCO believes that in order to prepare young people for life and work in a rapidly changing world, secondary-level education systems need to be re-oriented to impart a broad repertoire of life-skills. These skills should include the key generic competencies, non occupation-specific practical capabilities, ICT, the ability to learn independently, to work in teams, entrepreneurship and civic responsibility.
They may be best instilled through a shared foundational learning period and by deferring the directing of students into academic and vocational streams for as long as possible, and then there should be flexibility to ensure the free movement of students between the streams depending on their aptitudes and inclinations. Accreditation in one stream should have equal recognition in the other as well as for access to higher education. This will equip young people with multiple skills so that they are prepared to enter and re-enter the workforce several times in their working lives, as wage employees or self-employed entrepreneurs, and to re-train themselves when their skills become obsolete.
It recognizes that there is no single model that will suit all countries, or even all communities in a given country. Secondary-level education policy should be under continuous review to keep in step with scientific and technological, economic and societal change.
Each country has developed the form of education most appropriate for them. There is an attempt to compare the effectiveness by using the results from the PISA that, each third year, assesses the scholastic performance on mathematics, science, and reading of a representative sample of 5000 fifteen year olds from each country.
The Board of Secondary Education, Odisha (Odia: ମାଧ୍ୟମିକ ଶିକ୍ଷା ପରିଷଦ, ଓଡିଶା) (abbreviated BSE) is a board of education for public and private schools under the state government of Odisha, India.Boards of Education in India
( www.cobse.org.in ) Council of Board of School Education,
The following boards of education are present in India:
Andhra Pradesh Board of Secondary Education
Andhra Pradesh Board of Intermediate Education
Andhra Pradesh Open School Society
Board of Higher Secondary Education Delhi
Assam Higher Secondary Education Council
Assam sanskrit board
Assam State Open School
Bihar Board of Open Schooling and Examination
Bihar Sanskrit Shiksha Board
Bihar School Examination Board
Central Board of Secondary Education, CBSE
Uchchatar Madhyamik Shiksha Parishad Under MSMED Act 2006 Koshambi
Chhattisgarh Board of Secondary Education
Council for the Indian School Certificate Examinations, ICSE / ISC
Council Of Secondary Education Mohali
Goa Board of Secondary & Higher Secondary Education
Grameen Mukt vidhyalayi shiksha sansthan(GMVSS)
Gujarat Secondary Education Board
Haryana Board of School Education
Himachal Pradesh Board of School Education
Himachal Pradesh State Open School
Jammu and Kashmir State Board of School Education
Jammu and Kashmir State Open School
Jharkhand Academic Council
Karnataka Secondary Education Examination Board
Kerala Higher Secondary Examination Board
Kerala State Open School
Board of Secondary Education, Madhya Pradesh
Madhya Pradesh State Open School
Maharashtra State Board of Secondary and Higher Secondary Education
Meghalaya Board of School Education
Mizoram Board of School Education
Nagaland Board of School Education
National Institute of Open Schooling
Odisha Board of Secondary Education
Odisha Council of Higher Secondary Education
Punjab School Education Board
Board of Secondary Education, Rajasthan
Rajasthan State Open School
Tamil Nadu Board of Secondary Education
Telangana Board of Intermediate Education
Telangana Board of Secondary Education
Tripura Board of Secondary Education
Board of High School and Intermediate Education Uttar Pradesh
Uttarakhand Board of School Education
West Bengal Board of Madrasah Education
West Bengal Board of Primary Education
West Bengal Board of Secondary Education
West Bengal Council of Higher Secondary Education
West Bengal Council of Rabindra Open Schooling
Madhyamik Shiksha Parishad, DelhiCentral Board of Secondary Education
The Central Board of Secondary Education (CBSE) is a national level board of education in India for public and private schools, controlled and managed by Union Government of India. CBSE has asked all schools affiliated to follow only NCERT curriculum. There are approximately 19,316 schools in India and 211 schools in 28 foreign countries affiliated to the CBSE.Education in England
Education in England is overseen by the United Kingdom's Department for Education. Local government authorities are responsible for implementing policy for public education and state-funded schools at a local level.
England also has a tradition of independent schools (some of which call themselves "public schools") and home education; legally, parents may choose to educate their children by any permitted means. State-funded schools are categorized as selective grammar schools or comprehensive schools. Comprehensive schools are further subdivided by funding into free schools, other academies, any remaining Local Authority schools and others. More freedom is given to free schools, including most religious schools, and other academies in terms of curriculum. All are subject to assessment and inspection by the Office for Standards in Education, Children's Services and Skills, or Ofsted.
The state-funded education system is divided into stages based upon age: Early Years Foundation Stage (ages 3–5); primary education (ages 5 to 11), subdivided into Key Stage 1 (KS1) Infants (ages 5 to 7) and Key Stage 2 (KS2) Juniors (ages 7 to 11); secondary education (ages 11 to 16), subdivided into Key Stage 3 (KS3; ages 11 to 14) and Key Stage 4 (KS4; ages 14 to 16); Key Stage 5 is post-16 education (ages 16 to 18); and tertiary education (for ages 18+).At age 16 the students typically take exams for the General Certificate of Secondary Education (GCSE) or other Level 1/2 qualifications. While education is compulsory until 18, schooling is compulsory to 16, thus post-16 education can take a number of forms, and may be academic or vocational. This can involve continued schooling, known as "sixth form" or "college", leading (typically after two years of further study) to A-level qualifications (similar to a high school diploma in some other countries), or a number of alternative Level 3 qualifications such as Business and Technology Education Council (BTEC), the International Baccalaureate (IB), Cambridge Pre-U, WJEC or Eduqas. It can also include work-based apprenticeships or traineeships, or volunteering.Higher education often begins with a three-year bachelor's degree. Postgraduate degrees include master's degrees, either taught or by research, and doctoral level research degrees that usually take at least three years. Tuition fees for first degrees in public universities are up to £9,250 per academic year for English, Welsh and European Union students.The Regulated Qualifications Framework (RQF) covers national school examinations and vocational education qualifications. It is referenced to the European Qualifications Framework, and thus to other qualifications frameworks across the European Union. The Framework for Higher Education Qualifications (FHEQ), which is tied to the RQF, covers degrees and other qualifications from degree-awarding bodies. This is referenced to the Qualifications Framework of the European Higher Education Area developed under the Bologna process.Elementary and Secondary Education Act
The Elementary and Secondary Education Act (ESEA) was passed as a part of United States President Lyndon B. Johnson's "War on Poverty" and has been the most far-reaching federal legislation affecting education ever passed by the United States Congress. The act was an extensive statute that funded primary and secondary education. It also emphasizes equal access to education and establishes high standards and accountability.In addition, the bill aimed to shorten the achievement gaps between students by providing each child with fair-equal opportunities to achieve an exceptional education. As mandated in the act, the funds are authorized for professional development, instructional materials, for resources to support educational programs, and for parental involvement promotion.
The act was originally authorized through 1965; however, the government has reauthorized the act several times since its enactment—often well after the expiration of the previous reauthorization. The reauthorization of ESEA by President George W. Bush was known as the No Child Left Behind Act of 2001. ESEA was reauthorized on December 10, 2015 as the Every Student Succeeds Act (ESSA) by President Barack Obama.GCE Advanced Level
The A Level (Advanced Level) is a subject-based qualification conferred as part of the General Certificate of Education, as well as a school leaving qualification offered by the educational bodies in the United Kingdom and the educational authorities of British Crown dependencies to students completing secondary or pre-university education. A number of countries, including Singapore, Kenya, Mauritius and Zimbabwe have developed qualifications with the same name as and a similar format to the British A Levels. Obtaining an A Level, or equivalent qualifications, is generally required for university entrance, with universities granting offers based on grades achieved.A Levels are generally worked towards over two years. Normally, students take between 3 and 5 A Levels in their first year of sixth form, and most cut back to 3 in their second year. This is because university offers are normally based on 3 A Levels. Unlike other level 3 qualifications such as the International Baccalaureate, A Levels have no specific subject requirements, so students have the opportunity to combine any subjects they wish to take. However, students normally pick their courses based on the degree they wish to pursue at university: most degrees require specific A Levels for entry, such as A Level Mathematics for a Mathematics degree.In legacy modular courses (last assessment Summer 2019), A Levels are split into two parts, with students within their first year of study pursuing an Advanced Subsidiary qualification, commonly referred to as an AS or AS Level, which can either serve as an independent qualification or contribute 50% of the marks towards a full A Level award. The second part is known as an A2 or A2 Level, which is generally more in-depth and academically rigorous than the AS. The AS and A2 marks are combined for a full A Level award. The A2 Level is not a qualification on its own, and must be accompanied with an AS Level in the same subject for certification. Due to the fact that AS Levels are considered less academically rigorous, the A* grade is reserved for those taking the subject to A2 standard, so only A2 units contribute to this grade. Additionally, students who are displeased with results from their AS units have the ability to resit. However, this has been widely criticised as nurturing a 'resit culture' and causing perceived 'grade inflation'.GCE Ordinary Level
The O Level (Ordinary Level; official title: General Certificate of Education: Ordinary Level) is a subject-based qualification conferred as part of the General Certificate of Education. It was introduced as part of British educational reform alongside the more in-depth and academically rigorous A-level (official title of qualification: General Certificate of Education – Advanced Level) in England, Wales and Northern Ireland. Those three jurisdictions replaced O Levels gradually with General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) exams over time. The Scottish equivalent was the O-grade (replaced by the Standard Grade). The O Level qualification is still awarded by CIE Cambridge International Examinations, the international counterpart of the British examination Board OCR (Oxford, Cambridge & Royal Society of Arts), in select locations, instead of or alongside the International General Certificate of Secondary Education qualifications. Both CIE and OCR have Cambridge Assessment as their parent organisation. The Cambridge O Level has already been phased out, however, and is no longer available in certain administrative regions.General Certificate of Secondary Education
In the United Kingdom, the General Certificate of Secondary Education (GCSE) is an academic qualification, generally taken in a number of subjects by pupils in secondary education in England, Wales and Northern Ireland. State education in Scotland does not use GCSEs, instead its Scottish Qualifications Certificate operates National / Intermediate exams at the equivalent level, however, certain private schools in Scotland offer GCSEs, and the proportion of Scottish pupils taking GCSEs to facilitate admission to English universities is increasing.
Each GCSE qualification is in a particular subject, and stands alone, but a suite of such qualifications (or their equivalent) is generally accepted as the record of achievement at the age of 16, in place of a leaving certificate or baccalaureate qualification in other territories.
Studies for GCSE examinations generally take place over a period of two or three academic years (depending upon the subject, school, and exam board), starting in Year 9 or Year 10 for the majority of students, with examinations being sat at the end of Year 11. The GCSE was introduced as a replacement for the former O-Level (GCE Ordinary Level) and CSE (Certificate of Secondary Education) qualifications.Indian Certificate of Secondary Education
The Indian Certificate of Secondary Education (ICSE) is an examination conducted by the Council for the Indian School Certificate Examination, a private board of school education in India. It has been designed to provide an examination in a course of general education, in accordance with the recommendations of the New Education Policy 1986 (India), through the medium of English.The examination allows secure suitable representation of governments responsible for schools (which are affiliated to it) in their states or territories. Private candidates are not permitted to appear for this examination. The Indian Certificate of Secondary Education (ICSE) will reportedly conduct examinations for classes V and VIII from 2018. However, ICSE CEO Gerry Arathoon said there will be no pass-fail tags. He added the board examinations will be only a "periodical evaluation exercise to have an idea on the progress of the students' learning after a particular level."International General Certificate of Secondary Education
The International General Certificate of Secondary Education is an English language based examination similar to GCSE and is recognized in the UK as being equivalent to the GCSE for the purposes of recognizing prior attainment. It was developed by University of Cambridge International Examinations. The examination board Edexcel and OxfordAQA also offer its own versions of International GCSE's. Most Students begin learning the syllabus at the beginning of Year 10 (Grade 9) and take the test at the end of Year 11 (Grade 10). Unlike pre-2017 GCSE, coursework of any kind is not a compulsory component.
The qualifications are based on individual subjects of study, which means that one receives an "IGCSE" qualification for each subject one takes. Typical "core" subjects for IGCSE candidates include a First Language, Second Language, Mathematics and one or more subjects in the Sciences.
They can be completely exam-based, like exams that test knowledge in individual subjects in the same way as Advanced Placement exams and SAT Subject Tests. Therefore they offer an alternative to GCSE for many home-schooling educators and in adult education.
In the UK there has been controversy over the fairness of private school students taking the exam as an alternative to GCSE.Maharashtra State Board of Secondary and Higher Secondary Education
The Maharashtra State Board of Secondary and Higher Secondary Education (Marathi: महाराष्ट्र राज्य माध्यमिक आणि उच्च माध्यमिक शिक्षण मंडळ) is a statutory and autonomous body established under the "Maharashtra Secondary Boards Act" 1965 (amended in 1977). Most important task of the board, among few others, is to conduct the SSC for 10th class and HSC for 12th class examinations. It is the most popular education board in terms of enrollment in high school in India only after the CBSE .It has been ranked 4th in the 'Futuristic Education Boards in India' among more than 35 educational boards in the country.Secondary School Certificate
The Secondary School Certificate, also called SSC or Matriculation examination, is a public examination in Bangladesh, India and Pakistan conducted by educational boards as completion exam of secondary education in these countries. Students of 10th grade/class ten can appear in these examinations. It is equivalent to GCSE in England and first two years of high schools in United States.Secondary education in France
In France, secondary education is in two stages:
collèges (French pronunciation: [kɔlɛʒ]) cater for the first four years of secondary education from the ages of 11 to 15.
lycées ([lise]) provide a three-year course of further secondary education for children between the ages of 15 and 18. Pupils are prepared for the baccalauréat ([bakalorea]) (baccalaureate, colloquially known as le bac), which can lead to higher education studies or directly to professional life.Secondary education in the United States
In most jurisdictions, secondary education in the United States refers to the last four years of statutory formal education [grade 9 (age 14–15) through grade 12 (age 17–18)] at a high school or schools split between three years of junior high school and another three at senior high school.Secondary school
A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system.
Secondary schools typically follow on from primary schools and lead into vocational and tertiary education. Attendance is compulsory in most countries for students between the ages of 11 and 16. The organisations, buildings, and terminology are more or less unique in each country.Telangana Board of Intermediate Education
Telangana State Board of Intermediate Education abbreviated TSBIE, is a Board of education in Telangana, India. It is established in 2014. It is located at Nampally, Hyderabad.
The board regulates and supervises the system of intermediate education in Telangana State. It executes and governs various activities that include devising of courses of study, prescribing syllabus, conducting examinations, granting affiliations to colleges and, providing direction, support and leadership for all educational institutions under its jurisdiction.
Honorable Minister of the State for Secondary Education acts as chairman and secretary to Government, Secondary Education as vice-chairman of the board. The secretary of I.A.S. Rank acts as the chief executive of the board.Tertiary education
Tertiary education, also referred to as third stage, third level, and postsecondary education, is the educational level following the completion of a school providing a secondary education. The World Bank, for example, defines tertiary education as including universities as well as trade schools and colleges. Higher education is taken to include undergraduate and postgraduate education, while vocational education beyond secondary education is known as further education in the United Kingdom, or continuing education in the United States.
Tertiary education generally culminates in the receipt of certificates, diplomas, or academic degrees.
The UNESCO stated that tertiary education focuses on learning endeavors in specialized fields. It includes academic and higher vocational education.The World Bank's 2019 World Development Report on the future of work argues that given the future of work and the increasing role of technology in value chains, tertiary education becomes even more relevant for workers to compete in the labor market.West Bengal Board of Secondary Education
The West Bengal Board of Secondary Education is the West Bengal state government administered autonomous examining authority for the Standard 10 examination (or secondary school level examination) of West Bengal, India.
West Bengal Board of Madrasah Education
West Bengal Board of Primary Education
West Bengal Council of Higher Secondary Education
School Education Department, West BengalWest Bengal Council of Higher Secondary Education
West Bengal Council of Higher Secondary Education is the West Bengal state government administered autonomous examining authority for the Standard 12 examination (or Higher secondary level or Pre-university level examination) of West Bengal, India.
Secondary education by country
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