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).