134. Within the framework of the school reform, the Ministry in charge of education designed and developed the curricula, teaching materials of cycle 4, the programmes for grade 7, 8 and 9. Training of teachers and educational coaches have been organised since September 2013. 135. Teacher training institutions are being restructured with the aim of harmonising the number of teaching staff with the actual needs of teachers on the one hand, and making training more practical for greater skills of teachers on the other hand. 136. Improving the quality of education is a consequence of the management and piloting of the school system as well as decentralisation, considered as key elements of school governance. To this end, the initiatives focus on the transfer of competences to deconcentrated structures, the operation of planning services at the commune level, the recruitment and transfer at the commune level, the redeployment of teaching staff in order to address the lack of teachers in certain communities, the close educational follow-up provided by the municipal inspectorates, as well as the setting up of a consultation framework with the local authorities. 137. The school's management committees are set up in basic schools and are revitalised in the secondary schools. 138. Table II of annex 2 in relation to education shows the evolution of indicators in this sector.  General and pedagogical secondary education 139. Burundi is expanding this level of education thanks to the development of communal schools, which host 79.8 per cent of the total secondary and general education students. The number of students has tripled over the past ten years, from 132,062 to 443,226 between 2003 and 2013, and the proportion of girls has increased from 40% to 45% over the period. In addition, despite the aforementioned increases in attendance, the gross enrolment rate is low at only 41.1%. School retention is also low especially for girls whose completion rate is estimated at 26% and 11.5% for Cycle 1 and 2 respectively, compared to 28% and 16.2% for boys. 140. Nevertheless, this level of education is characterised by poor performance, which is reflected in a success rate of less than 50%, compared to nearly 80% for school-based assessments.35 These poor performances are linked to the lack of qualified teachers, of school infrastructures, equipment and adapted laboratories. Challenges : 35 - Insufficient level of teacher training; - Insufficient and disproportionate infrastructure compared to the number of students; - School laboratories are not equipped. Annex 2 : Basic public education 33