Among other things, it considers how responsibilities for school organisation and operation are distributed; how school quality assurance and development are structured (e.g. school self-evaluation, externality in quality assurance); how school leadership is organised, distributed and prepared; how resources in schools are organised to create environments conducive to effective teaching and learning (e.g. organisation of learning, outreach to parents and communities); and how school facilities and materials are used to support such environments (e.g. use of school facilities outside instruction hours). In Uruguay, 41.4% of 15-year-olds sitting the PISA 2012 assessment were enrolled in lower secondary education, and 58.6% in upper secondary education. Almost all students who sat the PISA assessment followed a general programme (97.3%) (OECD, 2013a, Tables IV.2.4 and IV.2.6).