Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

Luxembourg
Change country

Data profiles:



Luxembourg
Overview of the education system (EAG 2021)
  • In Luxembourg, men are more likely than women to pursue a vocational track. In 2019, 51% of upper secondary vocational graduates were men, compared to 55% on average across OECD countries.
  • In Luxembourg, 64% of 25-34 year-old women had a tertiary qualification in 2020 compared to 53% of their male peers.
  • In 2018, Luxembourg invested a total of USD 23 376 per student on primary to tertiary institutions compared to USD 10 454 on average across OECD countries. This represents 3.3% of GDP, compared to 4.9% on average across OECD countries.
  • In 2019, 88% of 3-5 year-olds were enrolled in early childhood education and care programmes and primary education in Luxembourg, compared to 88% on average across OECD countries.
  • Statutory salaries of teachers with maximum qualifications at the top of their salary scales are 75% to 77% higher than those of teachers with the minimum qualifications at the start of their career at pre-primary (ISCED 02), primary and general lower and upper secondary levels in Luxembourg compared to 86% - 91% on average.
  • Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Attainment

    The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (51.3 %, rank 4/46 , 2020) Download Indicator

    The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (5.3 %, rank 37/40 , 2020) Download Indicator

    The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (2.5 %, rank 4/36 , 2020) Download Indicator

    Participation in education

    The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/43 , 2019) Download Indicator

    The enrolment rate of 20-24 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (19.5 %, rank 42/42 , 2019) Download Indicator

    The enrolment rate of 25-29 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (5.8 %, rank 41/42 , 2019) Download Indicator

    The enrolment rate of 30-39 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (1.7 %, rank 37/41 , 2019) Download Indicator

    The enrolment rate of 40-64 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 41/41 , 2019) Download Indicator

    In Luxembourg, the enrolment rate of children under 3 is one of the lowest among OECD and partner countries with available data. (1.3 %, rank 35/39 , 2019) Download Indicator

    The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the smallest among OECD and partner countries with available data. (49.3 %, rank 31/35 , 2019) Download Indicator

    Graduation expectancy

    Luxembourg has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (7.3 %, rank 31/31 , 2019) Download Indicator

    Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (5.7 %, rank 27/27 , 2019) Download Indicator

    The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the lowest among OECD countries and partner economies with available data. (5.1 %, rank 29/29 , 2019) Download Indicator

    Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (1.5 %, rank 27/27 , 2019) Download Indicator

    Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to complete a doctoral or an equivalent education before the age of 30. (0.2 %, rank 24/26 , 2019) Download Indicator

    Among OECD countries and partner economies with available data, Luxembourg has one of the lowest percentages of young people expected to graduate from tertiary education before the age of 30. (10.3 %, rank 28/28 , 2019) Download Indicator

    The proportion of young people expected to be first-time graduates from post-secondary non-tertiary education before turning 30 is one of the lowest among OECD countries and partner economies with available data. (0.9 %, rank 21/24 , 2019) Download Indicator

    Graduation

    In Luxembourg, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator

    In Luxembourg, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator

    The share of doctorate graduates in public institutions is relatively high in Luxembourg. (100 %, rank 1/35 , 2019) Download Indicator

    In Luxembourg, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator

    Graduation by gender

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (22.7 %, rank 25/25 , 2019) Download Indicator

    In Luxembourg, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (9 %, rank 34/38 , 2019) Download Indicator

    In Luxembourg, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (42 %, rank 1/43 , 2019) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Luxembourg. (2.6 %, rank 43/43 , 2019) Download Indicator

    In Luxembourg, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (5.9 %, rank 21/24 , 2019) Download Indicator

    Graduation by age

    In Luxembourg, the percentage of first-time doctorate graduates younger than 35 is relatively high. (91.7 %, rank 1/29 , 2019) Download Indicator

    Graduation by field of education

    The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (9 %, rank 39/43 , 2019) Download Indicator

    The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (42.2 %, rank 1/44 , 2019) Download Indicator

    The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (6 %, rank 42/44 , 2019) Download Indicator

    The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Luxembourg is relatively large. (35.2 %, rank 3/44 , 2019) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 43/44 , 2019) Download Indicator

    In Luxembourg, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (29.3 %, rank 4/34 , 2019) Download Indicator

    In Luxembourg, the proportion of upper secondary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (6.2 %, rank 30/34 , 2019) Download Indicator

    In Luxembourg, the percentage of post-secondary non-tertiary vocational graduates in the field of business, aministration and law is relatively low. (0 %, rank 24/24 , 2019) Download Indicator

    In Luxembourg, the percentage of post-secondary non-tertiary vocational graduates in the field of health and welfare is relatively low. (0 %, rank 22/23 , 2019) Download Indicator

    In Luxembourg, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.3 %, rank 43/44 , 2019) Download Indicator

    Fields of education

    The percentage of students enrolled in the field of services among all national tertiary students in Luxembourg is relatively low. (0.2 %, rank 39/42 , 2019) Download Indicator

    In Luxembourg, the share of new entrants to tertiary education in the field of services is comparatively small. (0.5 %, rank 35/37 , 2019) Download Indicator

    Student mobility

    Luxembourg has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (48.6 %, rank 1/44 , 2019) Download Indicator

    In Luxembourg, the proportion of international graduates among bachelor's first-time graduates is relatively high. (20.5 %, rank 3/29 , 2019) Download Indicator

    In Luxembourg, the proportion of international graduates among first-time doctorate graduates is relatively high. (87.4 %, rank 1/28 , 2019) Download Indicator

    Student mobility by field of education

    The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Luxembourg is relatively low. (6.8 %, rank 30/33 , 2019) Download Indicator

    The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Luxembourg is relatively high. (39.4 %, rank 2/33 , 2019) Download Indicator

    The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Luxembourg is relatively low. (8.5 %, rank 32/33 , 2019) Download Indicator

    The percentage of students enrolled in the field of health and welfare among all international or foreign tertiary students in Luxembourg is relatively low. (2.8 %, rank 33/33 , 2019) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Luxembourg is relatively low. (0.2 %, rank 39/42 , 2019) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/34 , 2019) Download Indicator

    Adult learning

    In Luxembourg, the number of annual hours of participation of adults in formal education and training is comparatively low (298 %, rank 22/26 , 2016) Download Indicator

    In Luxembourg, the number of annual hours of participation of adults without an upper secondary education in formal education and training is comparatively low (197 %, rank 8/10 , 2016) Download Indicator

    In Luxembourg, the number of annual hours of participation of adults with upper secondary or post-secondary education in formal education and training is comparatively low (275 %, rank 20/24 , 2016) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (47694 USD Equivalent, rank 1/37 , 2018) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (24973 USD Equivalent, rank 1/37 , 2018) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (21143 USD Equivalent, rank 1/37 , 2018) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (25421 USD Equivalent, rank 1/37 , 2018) Download Indicator

    Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (2045 USD Equivalent, rank 18/19 , 2018) Download Indicator

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (27984 USD Equivalent, rank 2/34 , 2018) Download Indicator

    In Luxembourg, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively high. (23376 USD Equivalent, rank 1/37 , 2018) Download Indicator

    At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively high in Luxembourg. (24603 USD Equivalent, rank 1/38 , 2018) Download Indicator

    In Luxembourg, the total expenditure per full-time equivalent student on primary, secondary and post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (21378 USD Equivalent 2015, rank 1/37 , 2018) Download Indicator

    The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Luxembourg. (26021 USD Equivalent, rank 1/37 , 2018) Download Indicator

    In Luxembourg, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (22839 USD Equivalent 2015, rank 1/37 , 2018) Download Indicator

    The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively high in Luxembourg. (42978 USD Equivalent, rank 1/36 , 2018) Download Indicator

    In Luxembourg, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (43617 USD Equivalent 2015, rank 1/37 , 2018) Download Indicator

    Expenditure in education and national wealth

    In Luxembourg, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the lowest among OECD countries and partner economies. (3.3 %, rank 36/37 , 2018) Download Indicator

    In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.4 %, rank 37/37 , 2018) Download Indicator

    In Luxembourg, public expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.4 %, rank 40/41 , 2018) Download Indicator

    In Luxembourg, private expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0 %, rank 37/37 , 2018) Download Indicator

    In Luxembourg, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (0.1 %, rank 35/37 , 2018) Download Indicator

    In Luxembourg, expenditure on educational institutions as a percentage of GDP for tertiary education is low compared to 2015. (79 Index, rank 29/32 , 2018) Download Indicator

    In Luxembourg, international expenditure as a percentage of GDP on primary to post-secondary non-tertiary education from initial source of funds is relatively high. (0.1 %, rank 3/28 , 2018) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively low in Luxembourg. (-0.1 %, rank 27/31 , 2018) Download Indicator

    In Luxembourg, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator

    The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Luxembourg. (3.1 %, rank 22/25 , 2018) Download Indicator

    The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively small in Luxembourg. (0.1 %, rank 23/25 , 2018) Download Indicator

    At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively low in Luxembourg. (0.4 %, rank 27/27 , 2018) Download Indicator

    The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively low in Luxembourg. (0 %, rank 26/26 , 2018) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Luxembourg is one of the highest among OECD and partner countries with available data. (3.5 %, rank 4/30 , 2018) Download Indicator

    Public and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (2.9 %, rank 34/37 , 2018) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (5.6 %, rank 36/37 , 2018) Download Indicator

    The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1 %, rank 41/41 , 2018) Download Indicator

    Luxembourg has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (3.2 %, rank 35/37 , 2018) Download Indicator

    In Luxembourg, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.5 %, rank 39/41 , 2018) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively large. (90.1 %, rank 3/37 , 2018) Download Indicator

    In Luxembourg, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (93.9 %, rank 5/37 , 2018) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (2.9 %, rank 22/26 , 2018) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (3.1 %, rank 23/25 , 2018) Download Indicator

    In Luxembourg, the relative share of public expenditure from initial source of funds on tertiary education is one of the largest among OECD and partner countries with available data. (90.9 %, rank 3/26 , 2018) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (4.8 %, rank 24/26 , 2018) Download Indicator

    Nature of expenditure

    In Luxembourg, the share of capital expenditure on post-secondary non-tertiary education is comparatively low. (0 %, rank 16/17 , 2018) Download Indicator

    In Luxembourg, the share of current expenditure on post-secondary non-tertiary education is comparatively high . (100 %, rank 1/17 , 2018) Download Indicator

    Who the teachers are

    The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (26.9 %, rank 20/20 , 2019) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (33.5 %, rank 30/32 , 2019) Download Indicator

    The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (35 %, rank 38/39 , 2019) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (17.3 %, rank 36/38 , 2019) Download Indicator

    The percentage of upper secondary teachers older than 50 is especially low. (26.5 %, rank 33/37 , 2019) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (21.8 %, rank 34/37 , 2019) Download Indicator

    In Luxembourg, the share of female teachers younger than 30 in tertiary education is relatively small . (36 %, rank 33/33 , 2019) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially low in Luxembourg. (48.9 %, rank 32/35 , 2019) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Luxembourg. (30 %, rank 31/33 , 2019) Download Indicator

    Teachers' salaries

    The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (92 Index, rank 24/25 , 2020) Download Indicator

    The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (92 Index, rank 23/25 , 2020) Download Indicator

    The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (92 Index, rank 22/24 , 2020) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (109204 USD Equivalent, rank 1/33 , 2020) Download Indicator

    The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively small in Luxembourg. (92 Index, rank 19/20 , 2020) Download Indicator

    Teachers' salaries progression

    Starting salaries for teachers with minimum training in primary education are especially high. (69425 USD Equivalent, rank 1/37 , 2020) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially high. (122650 USD Equivalent, rank 1/34 , 2020) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (78681 USD Equivalent, rank 1/37 , 2020) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (98959 USD Equivalent, rank 1/34 , 2020) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (4.9 Ratio, rank 34/34 , 2019) Download Indicator

    The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (9 Ratio, rank 43/44 , 2019) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (8.3 Ratio, rank 41/42 , 2019) Download Indicator

    The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.2 Ratio, rank 33/37 , 2019) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Luxembourg. (9 Ratio, rank 17/21 , 2019) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Luxembourg. (9.1 Ratio, rank 16/19 , 2019) Download Indicator

    In Luxembourg, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (4.6 Ratio, rank 28/28 , 2019) Download Indicator

    In Luxembourg, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (7.2 Ratio, rank 33/33 , 2019) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Luxembourg. (25.5 Ratio, rank 1/39 , 2019) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Luxembourg. (9.4 Ratio, rank 15/19 , 2019) Download Indicator

    In Luxembourg, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (8.8 Ratio, rank 41/42 , 2019) Download Indicator

    In Luxembourg, the number of students per teacher in private upper secondary education is one of the lowest among OECD and partner countries with available data. (6.7 Ratio, rank 38/40 , 2019) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Luxembourg. (9.6 Ratio, rank 18/20 , 2019) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in independent private institutions is especially low in Luxembourg. (5.6 Ratio, rank 23/23 , 2019) Download Indicator

    In Luxembourg, the number of students per teacher in all public secondary education is one of the lowest among OECD and partner countries with available data. (9 Ratio, rank 35/38 , 2019) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Luxembourg. (9.5 Ratio, rank 16/18 , 2019) Download Indicator

    Organisation of the education system

    The number of instruction days per year for lower secondary students is one of the lowest among OECD and partner countries with available data. (169 Days, rank 33/37 , 2021) Download Indicator

    In Luxembourg, total intended instruction time for lower secondary students is relatively short. (2535 Hours, rank 25/29 , 2021) Download Indicator

    Class size

    Classes in public primary institutions are comparatively small in Luxembourg. (15 Students, rank 36/36 , 2018) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Luxembourg. (18 Students, rank 33/34 , 2018) Download Indicator

    Employment and educational attainment

    The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Luxembourg. (70.3 %, rank 3/43 , 2020) Download Indicator

    The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Luxembourg. (84.8 %, rank 2/43 , 2020) Download Indicator

    The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (90.2 %, rank 1/34 , 2020) Download Indicator

    The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (79.9 %, rank 3/40 , 2020) Download Indicator

    The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (80.7 %, rank 4/40 , 2020) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-34 year-old women with below upper secondary education is compartively high in Luxembourg. (54.4 %, rank 5/43 , 2020) Download Indicator

    Unemployment and educational attainment

    The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Luxembourg. (20.5 %, rank 40/43 , 2020) Download Indicator

    The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Luxembourg. (9.5 %, rank 42/43 , 2020) Download Indicator

    Earnings and educational attainment

    The gap in average earnings between 25-64 year-old women with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (153 Index, rank 29/33 , 2019) Download Indicator

    Earnings, gender and educational attainment

    The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (88.9 %, rank 3/28 , 2019) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (23.3 %, rank 27/28 , 2019) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (33.4 %, rank 28/28 , 2019) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (85.1 %, rank 5/37 , 2019) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the highest among countries with available data. (83.2 %, rank 2/37 , 2019) Download Indicator

    Neither in education nor employed

    The share of youth neither employed nor in education or training among 25-29 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (9.9 %, rank 37/40 , 2020) Download Indicator

    The proportion of youth neither employed nor in education or training among 15-29 year-olds in Luxembourg is one of the smallest among OECD and partner countries with available data. (7.9 %, rank 36/40 , 2020) Download Indicator

    Participation in education by gender

    In Luxembourg, the proportion of men (excluding international students) expected to enter bachelor's programmes before the age of 25 is relatively small. (8.9 %, rank 32/32 , 2019) Download Indicator

    In Luxembourg, the proportion of women (excluding international students) expected to enter bachelor's programmes before the age of 25 is relatively small. (10.9 %, rank 32/32 , 2019) Download Indicator

    Excluding international students, Luxembourg has one of the lowest percentages of men expected to enter master's programmes before turning 30. (2.4 %, rank 33/33 , 2019) Download Indicator

    Excluding international students, Luxembourg has one of the lowest percentages of women expected to enter master's programmes before the age of 30. (2.7 %, rank 33/33 , 2019) Download Indicator

    The proportion of men (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.2 %, rank 27/30 , 2019) Download Indicator

    The proportion of women (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.1 %, rank 28/30 , 2019) Download Indicator

    In Luxembourg, the percentage of men (excluding international students) expected to enter tertiary education before the age of 25 is relatively low. (13 %, rank 29/29 , 2019) Download Indicator

    In Luxembourg, the percentage of women (excluding international students) expected to enter tertiary education before the age of 25 is relatively low. (15.5 %, rank 29/29 , 2019) Download Indicator

    Entrance

    In Luxembourg, the average age of new entrants in doctoral programmes is one of the lowest among OECD and partner countries with available data. (27.7 Years, rank 35/35 , 2019) Download Indicator

    In Luxembourg, the percentage of young people expected to enter in a bachelor's or equivalent programme before the age of 25 is relatively low. (13 %, rank 37/37 , 2019) Download Indicator

    In Luxembourg, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (18 %, rank 32/32 , 2019) Download Indicator

    The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively low in Luxembourg. (9.9 %, rank 32/32 , 2019) Download Indicator

    The proportion of youth (excluding international students) expected to enter tertiary education before the age of 25 is comparatively low in Luxembourg. (14.2 %, rank 29/29 , 2019) Download Indicator

    In Luxembourg, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the largest among OECD and partner countries with available data. (79 %, rank 1/35 , 2019) Download Indicator

    The share of young people expected to enter master's programmes before the age of 30 is one of the lowest among OECD and partner countries with available data. (6.7 %, rank 35/38 , 2019) Download Indicator

    Excluding international students, Luxembourg has one of the lowest percentages of young people expected to enter master's programmes before turning 30. (2.6 %, rank 33/33 , 2019) Download Indicator

    The proportion of today's young people (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.2 %, rank 28/30 , 2019) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                            
    • One in five adults across the OECD has not attained upper secondary education.
    • In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
    • In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
                            
    • In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
    • Women also earn on average about 76-78% of men’s salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
    • Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
                            
    • On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
    • The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
    • In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
                            
    • In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
    • Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
    • In most countries, teachers above 50 years of age make up more than a third of the teaching force.
    • Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
                            
    • On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
    • There are 15 children for every teacher at pre-primary level on average across OECD countries.
    • Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Key
    Diagram of funding flows - Luxembourg

    Click on the coverpage to see the full OECD iLibrary version
    Key
    Country Reviews for Luxembourg

    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.

    B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.