Luxembourg

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Luxembourg
Overview of the education system (EAG 2026)
  • In Luxembourg, the share of adults with tertiary attainment reaches 54.8% (OECD average : 42.7%), while the share of adults with upper secondary or post-secondary non-tertiary attainment stands at 27.6% (OECD average : 39.9%) and 17.7% of 25-64 year-olds reached below upper secondary education (OECD average : 17.9%).
  • Some 90.5% of children aged 3 are enrolled in early childhood education (OECD average : 81.5%), while 95.8% of children aged 3 to 5 are enrolled in early childhood education (OECD average : 86%).
  • In upper secondary education, 53.5% complete their education within the theoretical programme duration (OECD average : 76.2%), while 80.1% of new entrants complete a general or vocational programme within two years after the end of the theoritical programme (OECD average : 84.9%).
  • Government expenditure on educational institutions, before transfers, on primary to tertiary education equalled 3.3% of GDP in 2023 (OECD average : 4%), while private expenditure equalled 0.1% (OECD average : 0.6%).
  • In 2023, Luxembourg allocated an average of 7.3% of total government expenditure to education from primary to tertiary levels (OECD average : 9.8%), equivalent to 3.4% of GDP (OECD average : 4.2%).
  • Total expenditure on educational institutions per full-time equivalent student equalled 64008 equivalent USD for tertiary education in Luxembourg (OECD average : 22402 equivalent USD), while it added up to 31112 equivalent USD for primary education (OECD average : 13552 equivalent USD).
  • On-site work varies with the level of education, while 58.5% of tertiary-educated workers sometimes or usually work from home in Luxembourg (OECD average : 42.5%), 23.4% of workers with upper secondary or post-secondary non-tertiary attainment did so (OECD average : 17.7%).
  • In Luxembourg, annual typical teaching hours were 810 hours in primary education (OECD average : 770 hours) and 739 hours in lower secondary education (OECD average : 710 hours).
  • Women represent 94% of pre-primary teaching staff in Luxembourg (OECD average : 95.9%) and 59.9% in lower secondary education (OECD average : 68.2%).
  • In Luxembourg, there are 85.4% of fully qualified teachers in primary and secondary schools (OECD average : 90.9%). However, 1.9% of fully qualified teachers in primary and secondary education left the profession through retirement or resignation in 2025 (OECD average : 6.4%).
    • | Education at a Glance 2026 (EAG 2026): OECD Indicators | Country note | Annexes from Education at a Glance 2026 | OECD Handbook for Internationally Comparative Education Statistics 2018 | Ministère de l'Éducation nationale et de la Formation professionnelle (Ministry of Education and Professional Development) | Ministère de l'Enseignement Supérieur et de la Recherche (Ministry of Higher Education and Research) (in French) | OECD Education Policy Outlook: Luxembourg |

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    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.

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    Attainment

    The level of upper secondary or post-secondary non-tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (28.4 %, rank 36/41 , 2025) Download Indicator

    The level of upper secondary or post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (27.6 %, rank 37/41 , 2025) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (54.8 %, rank 5/41 , 2025) Download Indicator

    The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (62.4 %, rank 5/41 , 2025) Download Indicator

    Luxembourg has one of the highest percentages of 25-64 year-old adults with less than primary education. (2.1 %, rank 9/30 , 2025) Download Indicator

    In Luxembourg, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the largest among countries with available data. (35 %, rank 1/37 , 2025) Download Indicator

    Attainment by gender

    The proportion of 25-34 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (59.5 %, rank 5/41 , 2025) Download Indicator

    The proportion of 25-34 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (65.3 %, rank 8/41 , 2025) Download Indicator

    The share of 25-34 year-old men who attained upper secondary or post-secondary non-tertiary education in Luxembourg is one of the smallest among OECD and partner countries with available data. (30.4 %, rank 38/41 , 2025) Download Indicator

    The share of 25-34 year-old men who attained upper secondary or post-secondary non-tertiary education in Luxembourg is one of the smallest among OECD and partner countries with available data. (28.6 %, rank 37/41 , 2025) Download Indicator

    The share of 25-64 year-old women who attained upper secondary or post-secondary non-tertiary education in Luxembourg is one of the smallest among OECD and partner countries with available data. (26.5 %, rank 36/41 , 2025) Download Indicator

    Entrance

    The share of women among new entrants to tertiary education is one of the smallest compared to OECD and partner countries with available data. (52.4 %, rank 30/34 , 2024) Download Indicator

    In Luxembourg, the average age of new entrants in doctoral programmes is one of the lowest among OECD and partner countries with available data. (27.6 Years, rank 40/40 , 2024) Download Indicator

    The proportion of women among the new entrants in master's programmes in Luxembourg is relatively low compared to other OECD and partner countries. (53.2 %, rank 37/42 , 2024) Download Indicator

    In Luxembourg, the share of first-time entrants in master's programmes is one of the lowest among OECD countries and partner economies with available data. (0 %, rank 24/25 , 2024) Download Indicator

    Participation in education

    Enrolment in early childhood education (ISCED 0) among 3- to 5-year-olds placed Luxembourg among the highest across countries. (95.8 %, rank 8/37 , 2024) Download Indicator

    The enrolment rate of children under age 3 in ECEC (ISCED 01) was one of the highest across participating countries. (68.2 %, rank 2/30 , 2024) Download Indicator

    The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (57.2 %, rank 9/41 , 2024) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in Luxembourg is one of the highest among OECD and partner countries with available data. (98.4 %, rank 3/43 , 2024) Download Indicator

    The percentage of students in government-dependent tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 21/24 , 2024) Download Indicator

    The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 33/35 , 2024) Download Indicator

    In Luxembourg, the share of female students in lower secondary general programmes was among the smallest internationally. (47.3 %, rank 43/43 , 2024) 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. (53.1 %, rank 36/39 , 2024) Download Indicator

    In Luxembourg, the percentage of students enrolled in private institutions at all early childhood education level is comparatively high. (50.8 %, rank 10/34 , 2024) Download Indicator

    The percentage of below-two year-olds in early childhood education in Luxembourg is one of the highest among OECD and partner countries with available data. (61.3 %, rank 1/43 , 2024) Download Indicator

    The percentage of below-two year-olds in other registered ECEC services in Luxembourg is one of the lowest among OECD and partner countries with available data. (0 %, rank 12/16 , 2024) Download Indicator

    The percentage of two-year-olds in other registered ECEC services in Luxembourg is one of the lowest among OECD and partner countries with available data. (0 %, rank 14/16 , 2024) Download Indicator

    The percentage of three-year-olds in other registered ECEC services in Luxembourg is one of the lowest among OECD and partner countries with available data. (0 %, rank 11/15 , 2024) Download Indicator

    The percentage of five-year-olds in early childhood education in Luxembourg is one of the highest among OECD and partner countries with available data. (98.5 %, rank 6/44 , 2024) Download Indicator

    The share of female students enrolled in post-secondary non-tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (18.1 %, rank 29/29 , 2024) Download Indicator

    Graduation

    In Luxembourg, the average age of first-time tertiary graduates is relatively low. (23.8 Years, rank 28/30 , 2024) Download Indicator

    The share of first-time short-cycle graduates is relatively low in Luxembourg. (0 %, rank 27/28 , 2024) Download Indicator

    The average age of first-time graduates from bachelor's or equivalent programmes in Luxembourg is among the youngest. (23.8 Years, rank 25/30 , 2024) Download Indicator

    Graduation by gender

    Among OECD and partner countries with available data, Luxembourg has one of the largest shares of women graduates from tertiary programmes. (64 %, rank 2/32 , 2024) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (21 %, rank 27/27 , 2024) Download Indicator

    Graduation by field of education

    The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (4.3 %, rank 35/38 , 2024) Download Indicator

    The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (5.9 %, rank 38/38 , 2024) 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. (6.6 %, rank 37/38 , 2024) Download Indicator

    The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.5 %, rank 36/38 , 2024) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 37/38 , 2024) Download Indicator

    In Luxembourg, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (18.9 %, rank 30/33 , 2024) 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. (5.9 %, rank 30/33 , 2024) 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 21/21 , 2024) Download Indicator

    In Luxembourg, the percentage of post-secondary non-tertiary vocational graduates in the field of health and welfare is relatively low. (3 %, rank 20/21 , 2024) Download Indicator

    In Luxembourg, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.5 %, rank 37/38 , 2024) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (4.8 %, rank 34/38 , 2024) Download Indicator

    The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (9.4 %, rank 37/38 , 2024) Download Indicator

    In Luxembourg, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.8 %, rank 35/38 , 2024) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Luxembourg. (33 %, rank 33/38 , 2024) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Luxembourg. (3.3 %, rank 38/38 , 2024) Download Indicator

    Completion rates

    A relatively low share of upper secondary students complete their studies within the theoretical programme duration. (53.5 %, rank 26/26 , 2022) Download Indicator

    A relatively low share of students in upper secondary general programmes complete their studies within the theoretical programme duration. (24.6 %, rank 24/26 , 2022) Download Indicator

    A relatively low share of upper secondary students complete their studies up to two years later than the theoretical programme duration. (80.1 %, rank 20/24 , 2024) Download Indicator

    A relatively high share of students in upper secondary vocational programmes complete their studies up to two years later than the theoretical programme duration. (50.3 %, rank 4/24 , 2024) Download Indicator

    A relatively low share of students in upper secondary general programmes complete their studies up to two years later than the theoretical programme duration. (29.8 %, rank 22/24 , 2024) Download Indicator

    Fields of education

    In Luxembourg, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (7.9 %, rank 27/27 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (10.3 %, rank 22/27 , 2024) Download Indicator

    In Luxembourg, the share of new entrants to tertiary education in the field of services is comparatively low. (0.4 %, rank 27/27 , 2024) Download Indicator

    The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (0 %, rank 27/27 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of agriculture, forestry, fisheries and veterinary is relatively low, compared to other countries with available data. (0 %, rank 29/31 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively low, compared to other countries with available data. (5.3 %, rank 27/31 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of engineering, manufacturing and construction is relatively low, compared to other countries with available data. (6.2 %, rank 30/31 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively low, compared to other countries with available data. (0 %, rank 30/31 , 2024) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of services is relatively low, compared to other countries with available data. (0 %, rank 26/31 , 2024) Download Indicator

    In Luxembourg, the share of new entrants in short-cycle tertiary programmes in the field of services is one of the smallest among countries with available data. (0 %, rank 24/28 , 2024) Download Indicator

    The percentage of new entrants in engineering, manufacturing and construction bachelor's programmes is relatively low in Luxembourg among countries with available data. (7 %, rank 31/32 , 2024) Download Indicator

    In Luxembourg, the proportion of new entrants in agriculture, forestry, fisheries and veterinary bachelor's programmes is especially small, compared to the other countries with available data. (0 %, rank 32/32 , 2024) Download Indicator

    In Luxembourg, the proportion of new entrants in services bachelor's programmes is especially low, compared to the other countries with other data. (0 %, rank 32/32 , 2024) Download Indicator

    The percentage of new entrants in engineering, manufacturing and construction master's programmes is relatively low in Luxembourg among countries with available data. (8.6 %, rank 27/32 , 2024) Download Indicator

    In Luxembourg, the share of new entrants in agriculture, forestry, fisheries and veterinary master's programmes is especially small. (0 %, rank 32/32 , 2024) Download Indicator

    In Luxembourg, the share of new entrants in health and welfare master's programmes is relatively small, compared to other countries with available data. (4 %, rank 32/32 , 2024) Download Indicator

    Student mobility

    Luxembourg has a large share of international students among tertiary graduates compared to other OECD countries and partner economies. (23.1 %, rank 3/30 , 2024) Download Indicator

    Luxembourg has one of the largest proportions of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (51.5 %, rank 1/42 , 2024) Download Indicator

    The share of worldwide foreign and international students is one of the smallest among OECD and partner countries with available data. (0.1 %, rank 42/46 , 2023) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in doctoral or equivalent programmes is one of the largest among OECD and partner countries with available data. (88.6 %, rank 1/41 , 2024) Download Indicator

    In Luxembourg, the proportion of international new entrants in master's long first degree (LFD) programmes is relatively low. (0 %, rank 21/23 , 2024) Download Indicator

    In Luxembourg, the proportion of international students among first-time bachelor's graduates is relatively high. (23.1 %, rank 2/30 , 2024) Download Indicator

    In Luxembourg, the proportion of international students among first-time master's graduates is relatively high. (68.8 %, rank 1/30 , 2024) Download Indicator

    In Luxembourg, the proportion of international students among first-time doctorate graduates is relatively high. (90.4 %, rank 1/29 , 2024) Download Indicator

    In Luxembourg, the proportion of international or foreign students enrolled in bachelor's programmes is one of the largest among OECD and partner countries with available data. (24.4 %, rank 1/42 , 2024) Download Indicator

    In Luxembourg, the proportion of international or foreign students enrolled in master's programmes is one of the largest among OECD and partner countries with available data. (77.6 %, rank 1/42 , 2024) Download Indicator

    In Luxembourg, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (10.4 %, rank 6/35 , 2024) Download Indicator

    Student mobility by field of education

    The percentage of students enrolled in the field of engineering, manufacturing and construction among all international or foreign tertiary students in Luxembourg is relatively low. (6.5 %, rank 37/38 , 2024) 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. (3 %, rank 38/38 , 2024) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (64008 USD Equivalent, rank 1/38 , 2023) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (31112 USD Equivalent, rank 1/37 , 2023) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (34385 USD Equivalent, rank 1/37 , 2023) 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. (5521 USD Equivalent, rank 18/23 , 2023) Download Indicator

    Annual expenditure per tertiary student, excluding R&D activities, is one of the highest among OECD and partner countries with available data. (37519 USD Equivalent, rank 1/33 , 2023) Download Indicator

    Annual expenditure per student on research and development in tertiary education is one of the highest among OECD and partner countries with available data. (26489 USD Equivalent, rank 1/33 , 2023) Download Indicator

    In Luxembourg, government expenditure per full-time equivalent student on public tertiary educationial institutions is relatively largest . (56513 USD Equivalent, rank 1/41 , 2023) Download Indicator

    In Luxembourg, the total annual expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (51274 USD Equivalent, rank 1/38 , 2023) Download Indicator

    The total annual expenditure per full-time equivalent student on upper secondary general education is one of the largest among OECD and partner countries with available data. (32726 USD Equivalent, rank 1/31 , 2023) Download Indicator

    The total annual expenditure per full-time equivalent student on upper secondary vocational education is one of the largest among OECD and partner countries with available data. (34319 USD Equivalent, rank 1/30 , 2023) 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. (3.5 %, rank 31/37 , 2023) Download Indicator

    In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.5 %, rank 38/38 , 2023) Download Indicator

    In Luxembourg, government expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.4 %, rank 41/43 , 2023) 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 , 2023) 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 35/36 , 2023) Download Indicator

    Government expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Luxembourg. (3.3 %, rank 29/38 , 2023) Download Indicator

    The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively low in Luxembourg. (0.1 %, rank 33/35 , 2023) Download Indicator

    In Luxembourg, government expenditure as a percentage of GDP, from initial source of funds, on tertiary education is relatively smallest. (0.4 %, rank 39/39 , 2023) Download Indicator

    The share of private expenditure as a percentage of GDP, from initial source of funds, on tertiary education is relatively small . (0 %, rank 34/34 , 2023) Download Indicator

    Government 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. (2.6 %, rank 34/36 , 2023) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (6.1 %, rank 35/36 , 2023) Download Indicator

    The share of government expenditure allocated to tertiary education is relatively smallest compared to other OECD and partner countries. (0.9 %, rank 43/43 , 2023) 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. (3.1 %, rank 35/36 , 2023) Download Indicator

    In Luxembourg, total government expenditure on primary through tertiary educational institutions as a percentage of total government expenditure is comparatively low. (7.3 %, rank 36/42 , 2023) Download Indicator

    The share of government expenditure on educational institutions, for tertiary education is comparatively large in Luxembourg. (88.3 %, rank 2/36 , 2023) Download Indicator

    In Luxembourg, the share of government expenditure on educational institutions, for primary to tertiary education is comparatively large. (93.9 %, rank 5/36 , 2023) Download Indicator

    Nature of expenditure

    In Luxembourg, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (85.3 %, rank 34/37 , 2023) Download Indicator

    In Luxembourg, the share of capital expenditure on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (0 %, rank 21/21 , 2023) Download Indicator

    In Luxembourg, the share of capital expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (1.5 %, rank 37/37 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the smallest across OECD and partner countries with available data. (94 %, rank 31/40 , 2024) Download Indicator

    The share of women among teaching staff in primary education is one of the smallest across OECD and partner countries with available data. (76.4 %, rank 35/43 , 2024) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the smallest across OECD and partner countries with available data. (59.9 %, rank 33/40 , 2024) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the smallest across OECD and partner countries with available data. (52.4 %, rank 36/42 , 2024) Download Indicator

    The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest across OECD and partner countries with available data. (31.3 %, rank 23/23 , 2024) Download Indicator

    The share of women among teaching staff in bachelor's, master's, doctorate or equivalent education is one of the smallest compared to OECD and partner countries with available data. (36.3 %, rank 37/39 , 2024) 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. (37.2 %, rank 38/41 , 2024) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (17.1 %, rank 41/42 , 2024) Download Indicator

    The percentage of lower secondary teachers older than 50 is especially low. (22.2 %, rank 36/39 , 2024) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (22 %, rank 39/42 , 2024) Download Indicator

    In Luxembourg, the share of women among teaching staff in vocational upper secondary education is one of the lowest among OECD and partner countries with available data. (49.7 %, rank 27/32 , 2024) Download Indicator

    In Luxembourg, the share of female teachers younger than 30 in tertiary education is relatively small . (41.5 %, rank 38/38 , 2024) Download Indicator

    The percentage of female teachers aged 50 or more in upper secondary education is especially low in Luxembourg. (47.1 %, rank 37/41 , 2024) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Luxembourg. (30.8 %, rank 36/38 , 2024) Download Indicator

    In Luxembourg, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (25.3 %, rank 23/25 , 2024) Download Indicator

    In Luxembourg, the share of bachelor's, master's and doctoral level teachers older than 50 is relatively low, compared to other countries with data available. (13.5 %, rank 36/36 , 2024) Download Indicator

    In Luxembourg, the share of tertiary teachers older than 50 is relatively low, compared to other countries with data available. (14.3 %, rank 36/36 , 2024) Download Indicator

    In Luxembourg, the share of bachelor's, master's and doctoral level female teachers younger than 30 is relatively low, compared to other countries with data available. (41.1 %, rank 37/38 , 2024) Download Indicator

    In Luxembourg, the share of short-cycle tertiary female teachers older than 50 is relatively low, compared to other countries with data available. (40.3 %, rank 19/24 , 2024) Download Indicator

    In Luxembourg, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively low, compared to other countries with data available. (29.5 %, rank 36/38 , 2024) Download Indicator

    The percentage of teachers aged 50 or more in pre-primary education is especially low in Luxembourg (15.8 %, rank 35/37 , 2024) Download Indicator

    In Luxembourg, the share of upper secondary vocational education teachers aged 50 or more is relatively small, compared to the other countries with available data. (26.7 %, rank 28/32 , 2024) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively small in Luxembourg, compared to the other countries with available data. (39.4 %, rank 17/22 , 2024) Download Indicator

    In Luxembourg, the share of post secondary non-tertiary education teachers under 30 is one of the small among OECD and partner countries with available data (3.2 %, rank 20/22 , 2024) Download Indicator

    Teachers' salaries

    Compared to 2015, the change in statutory salaries for primary education teachers with 15 years of experience and the most prevalent qualifications in Luxembourg was relatively small. (89 Index, rank 31/33 , 2025) Download Indicator

    Compared to 2015, the change in statutory salaries for lower secondary education teachers with 15 years of experience and the most prevalent qualifications in Luxembourg was relatively small. (91 Index, rank 31/33 , 2025) Download Indicator

    Compared to 2015, the change in statutory salaries for upper secondary education teachers with 15 years of experience and the most prevalent qualifications in Luxembourg was relatively small. (91 Index, rank 31/33 , 2025) 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. (150897 USD Equivalent, rank 1/42 , 2025) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (150897 USD Equivalent, rank 1/42 , 2025) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (140924 USD Equivalent, rank 1/35 , 2025) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (140924 USD Equivalent, rank 1/42 , 2025) 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. (89 Index, rank 25/26 , 2025) Download Indicator

    Teacher shortages

    In Luxembourg, the proportion of fully qualified teachers in primary and secondary schools is one of the smallest among OECD and participating countries. (85.4 %, rank 24/31 , 2025) Download Indicator

    In Luxembourg, the share of fully qualified primary and secondary teachers who left the profession is relatively low compared to other participating countries. (1.9 %, rank 22/24 , 2025) Download Indicator

    Between 2015 and 2024, Luxembourg reported an increase in the number of students enrolled in education. (120 Index, rank 1/40 , 2024) Download Indicator

    Between 2015 and 2024, Luxembourg reported an increase in the number of full-time equivalent classroom teachers. (157 Index, rank 2/40 , 2024) 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. (4.5 Ratio, rank 36/36 , 2024) Download Indicator

    The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (8.9 Ratio, rank 32/38 , 2024) 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. (8.2 Ratio, rank 42/43 , 2024) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially low. (9.4 Ratio, rank 32/39 , 2024) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (8.8 Ratio, rank 40/42 , 2024) Download Indicator

    The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (8.8 Ratio, rank 38/39 , 2024) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Luxembourg. (8.1 Ratio, rank 19/20 , 2024) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Luxembourg. (6.7 Ratio, rank 19/23 , 2024) Download Indicator

    In Luxembourg, the ratio of students to teaching staff in bachelor's, master's, doctoral or equivalent programmes is one of the lowest compared to other OECD and partner countries with available data. (4.2 Ratio, rank 33/33 , 2024) 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. (8.4 Ratio, rank 37/37 , 2024) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially low in Luxembourg. (8.1 Ratio, rank 29/32 , 2024) Download Indicator

    In Luxembourg, the number of students per teacher in public upper secondary education is one of the smallest among OECD and partner countries with available data. (8.3 Ratio, rank 42/44 , 2024) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Luxembourg. (8.3 Ratio, rank 23/24 , 2024) Download Indicator

    In Luxembourg, the number of students per teacher in all public secondary education is one of the smallest among OECD and partner countries with available data. (8.8 Ratio, rank 37/41 , 2024) Download Indicator

    In Luxembourg, the number of students per teacher in all private secondary education is one of the smallest among OECD and partner countries with available data. (8.4 Ratio, rank 33/38 , 2024) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Luxembourg. (9 Ratio, rank 21/22 , 2024) Download Indicator

    In Luxembourg, the number of students per teacher in public institutions at the tertiary level is one of the lowest among countries with available data. (4.5 Ratio, rank 38/38 , 2024) Download Indicator

    In Luxembourg, the number of students per teacher in public institutions at the short-cycle tertiary level is one of the lowest among countries with available data. (8.1 Ratio, rank 18/20 , 2024) Download Indicator

    In Luxembourg, the student-teacher ratio for bachelor's, master's, doctoral or equivalent programmes in public institutions is among the lowest across participating countries. (4.2 Ratio, rank 35/35 , 2024) Download Indicator

    Organisation of the education system

    Classes are particularly small in lower secondary schools. (19 Students, rank 32/37 , 2024) Download Indicator

    Classes are particularly small in primary schools. (16 Students, rank 35/38 , 2024) Download Indicator

    Classes in public primary institutions are comparatively small in Luxembourg. (15 Students, rank 38/40 , 2024) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Luxembourg. (18 Students, rank 35/38 , 2024) Download Indicator

    In government-dependent private institutions at primary education level, the average class size is relatively small in Luxembourg among OECD and other partner countries with available data. (15 Students, rank 18/22 , 2024) Download Indicator

    In Luxembourg, classes in primary education are comparatively small. (16 Students, rank 35/38 , 2024) Download Indicator

    In government-dependent private institutions at lower secondary level, the average class size is relatively small in Luxembourg among OECD and partner countries with available data. (17 Students, rank 18/22 , 2024) Download Indicator

    In Luxembourg, classes in lower secondary education are comparatively small. (19 Students, rank 32/37 , 2024) Download Indicator

    Employment and educational attainment

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low across participating countries. (72.1 %, rank 34/41 , 2025) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-64 year-old men with upper secondary or a post-secondary non-tertiary education is comparatively low across participating countries. (75.7 %, rank 39/41 , 2025) Download Indicator

    Earnings and educational attainment

    Earnings of 25-64 year-old full- and part-time workers with a short cycle tertiary education degree are comparatively high across surveyed countries. (126.5 %, rank 6/24 , 2024) Download Indicator

    Earnings of 25-64 year-old full- and part-time workers with a bachelor's or equivalent education are comparatively high across surveyed countries. (143 %, rank 8/25 , 2024) Download Indicator

    Compared to other countries with available data, earnings of 25-64 year-olds with below secondary education compared to those of adults with an upper secondary education are relatively low in Luxembourg. (76.1 %, rank 22/29 , 2024) Download Indicator

    Compared to other countries with available data, the relative earnings of full-time, full-year workers aged 25-64 with vocational upper secondary or post-secondary non-tertiary education (relative to those without an upper secondary education) are comparatively low in Luxembourg. (111 Index, rank 18/20 , 2024) Download Indicator

    Compared to other countries with available data, the relative earnings of full-time, full-year workers aged 45-54 with vocational upper secondary or post-secondary non-tertiary education (relative to those without an upper secondary education) are comparatively low in Luxembourg. (111 Index, rank 19/20 , 2024) Download Indicator

    The share of 25-64 year-old workers with tertiary education earning at or below half the overall median in Luxembourg is one of the lowest among countries with available data. (4 Index, rank 24/28 , 2024) Download Indicator

    Earnings, gender and educational attainment

    The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary or post-secondary non-tertiary education. (74 Index, rank 25/29 , 2024) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary or post-secondary non-tertiary education and income from employment) are one of the highest among countries with available data. (83.6 %, rank 7/28 , 2024) 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. (82.1 %, rank 6/29 , 2024) Download Indicator

    In Luxembourg, the proportion of young women's earnings as a percentage of men's earnings (25-34 year-olds with tertiary education working full-time full-year), is relatively high compared to OECD and other members with available data. (92.9 %, rank 4/29 , 2024) Download Indicator

    Neither in education nor employed

    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. (8.6 %, rank 35/39 , 2025) Download Indicator

    Social outcomes

    The share of employed adults aged 25-64 with upper secondary or post-secondary non-tertiary attainment who sometimes or usually work from home was among the highest in Luxembourg compared with other countries with available data. (23.4 %, rank 10/32 , 2023) Download Indicator

    In Luxembourg, the share of employed adults aged 25-64 with tertiary attainment who sometimes or usually work from home was among the largest across countries with available data. (58.5 %, rank 8/32 , 2023) Download Indicator

    In Luxembourg, the share of adults aged 25-64 with upper secondary or post-secondary non-tertiary attainment who kept worrying about work when not working some or most of the time was among the largest across countries with available data. (63.7 %, rank 1/26 , 2024) Download Indicator

    In Luxembourg, the share of adults aged 25-64 with tertiary attainment who kept worrying about work when not working some or most of the time was among the largest across countries with available data. (62.8 %, rank 2/26 , 2024) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    • Educational attainment remains at an all-time high in 2025 as more people obtain advanced qualifications. Across the OECD, 43% of working-age adults have a tertiary qualification, while the share of adults with upper secondary or post-secondary non-tertiary attainment is slightly lower at 39%.
    • On a similar note, the share of young adults without upper secondary attainment continues to decline across the OECD, standing at 12% in 2025. Therefore, while more young adults obtain a tertiary qualification, the share of individuals whose highest qualification is upper secondary with a vocational orientation is decreasing in almost all OECD countries. 
    • Regarding the share of young people being neither in employment nor in education or training, it stood at 14% as of 2025 across OECD countries. However, cross-country comparisons reveal a wide variety of trends, ranging from large falls in Croatia or Ireland to increases in Germany or Latvia.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • Most children aged 3 to 5 are enrolled in early childhood education, with an average participation rate of 86% across the OECD in 2024. Participation in early childhood education increases with age and tends to be higher in countries with stronger institutional support for participation.
    • 76.2% of students complete upper secondary programmes within the theoretical programme duration. This rises to 84.9% with two additional years on average across the OECD.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • In 2023, OECD countries allocated an average of 9.8% of total government expenditure to education, equivalent to 4.2% of GDP.
    • Total expenditure on education tends to rise with the level of education. In primary education, expenditure per student was USD 13 552 in 2023 on average across the OECD. This amount rises to USD 14 923 in secondary education and to USD 22 402 in tertiary education.
    • Tertiary education continues to expand, placing pressure on public budgets. Private sources represent a larger share of total funding at the tertiary level than at any other level of education. However, as a whole most investment in education comes from public sources. On average, across the OECD, government expenditure on primary to tertiary education corresponded to 4% of GDP in 2023, while private expenditure corresponded to 0.6%. Both of these figures are measured as initial source of funds, which implies that we are tracking the original provider.
    • Research and development represents around one-third of total expenditure across the OECD on tertiary educational institutions, underlining their dual role in both teaching and research. On average across the OECD, in 2023, USD 8 060 were invested annually into research and development for every student enrolled in tertiary education.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • Compulsory teaching time averages 770 hours per year for primary students and 710 hours for lower secondary students (general programmes), a difference of about 60 hours annually.
    • The ratio of children to teachers in primary education has slightly fallen across most OECD countries, decreasing from an average of 15 children per teacher in 2015 to 14 in 2024.
    • Teachers’ statutory salaries increase with the level of education taught. On average, across OECD countries and economies, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 60 437 at pre-primary level to USD 68 928 at upper secondary level.
    • Teachers’ actual salaries at primary and general secondary levels of education are 87-95% of the average earnings of tertiary-educated workers across OECD countries. School heads' actual salaries are usually higher than those of tertiary-educated workers.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Learning environment | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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    • On average across OECD countries, 9.1% of teachers in primary and secondary education are non-fully qualified, with shares exceeding 18% in Chile, Denmark, Estonia and Germany.
    • Furthermore, the share of fully qualified teachers leaving the profession in primary and secondary schools stands at 6.4% of the total teaching workforce.
    • The ratio of children to teachers in primary education has slightly fallen across most OECD countries, decreasing from an average of 15 children per teacher in 2015 to 14 in 2024.
    • Regarding job satisfaction among teachers, participating countries show wide differences. Japan, Spain and Czechia reported that teachers tend to be much more satisfied with their jobs than other employed adults. On the other hand, teachers in Hungary, Chile or Latvia tend to be less satisfied with their jobs than other employed adults.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teacher working conditions | Education policies: Teacher employment | 
    
                            
    
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            Diagram of funding flows - Luxembourg
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
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            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: https://www.oecd.org/en/about/members-partners.html
            

    
			
            Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. 
			However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
			

    
			To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
			

    
	    *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 
		Sources Methodologies and Technical Notes 
		of EAG 2025 for more details about the data collections.
		

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