During the 2009–2013 period, a number of policy level actions are taken. The program for secondary education development and the operational manual for educational activity resource center are approved, a child Friendly school Policy for basic education, and changes in course of study development. The in-service training systems for maths and sciences were developed. The local life skills, ICT, tourism program is approved and library standards for middle school are written.
The enrollment in and the quality of secondary education has improved slightly. The repetition rate has reduced slightly but the dropout rate has not modified. A lot of students have chosen science subjects; but, the quality of student learning these subjects is unclear as there's no national assessment test conducted at Grade twelve. Scholarships were provided annually. Students achieved mathematics and sciences medals from SEAMEO Olympiad and International Olympiad challenge.
National evaluation system has been institutionalized and is budgeted for. National examinations for grade nine and twelve are regularly conducted.
The number of lower secondary schools and upper secondary schools raised. 500th of lower secondary schools are upgraded to upper secondary school status. Secondary education resource centers (SRC) are developed in every Province. 141 lower secondary schools in eight provinces have computer rooms. Regional Teacher Training institutions and National Institute of Education provide pre-service teacher training openings and formal in-service fundamental education teacher training system is being dilated.
An in-service training system for mathematics and sciences is prepared for growth. All upper secondary school principals and a few lower secondary school principals have been trained in leadership and management. Technical group leaders of SRC and its networks received training on study program. The child friendly school policy has been enforced in 823 (50.74%) lower secondary schools.
In terms of quality, students graduating from grade twelve need relevant knowledge and skills for technical, vocational, and higher education. Several secondary schools, particularly in rural areas, lack quality inputs and in some areas teachers, teaching materials and equipment, textbooks, computer and language labs, sciences labs, and library packages. Teaching style presently characterised by formal teaching, copying, recitation and memorisation are going to be shifted to encourage critical thinking skills; teacher standards has to be enforced to better monitor, appraise and develop teacher performance.
Technical Education is a comparatively freshly established function in MoEYS and a policy on Technical Education had been approved. This policy remarks the creation of General secondary education and Technical Education highschool (GTHS). There are presently 2 GTHSs that implement four programs. All graduates from the programs found employment.
The current technical education program lacks both a robust quality framework and quality inputs. There’s neither an accreditation nor a school quality assurance system and connections between the school system and labour market are so limited. A school body and financial management system is yet to be established. Technical teaching service can learn from other countries. A lot of development partners are getting curious about these programs.