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Diagram of the education system

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    • Education system in Luxembourg

    Luxembourg
    Overview of the education system (EAG 2020)
  • On average, 62% of all upper secondary students enrol in VET programmes in Luxembourg, a higher proportion than the OECD average of 42%.
  • In 2019, 55% of 25-34 year-olds had a tertiary degree in Luxembourg compared to 45% on average across OECD countries.
  • In Luxembourg, in 2018, 25-64 year-olds with a tertiary degree with income from full-time, full-year employment earned 46% more than full-time, full-year workers with upper secondary education compared to 54% on average across OECD countries.
  • In 2017, Luxembourg invested a total of USD 23 324 per student on primary to tertiary institutions compared to USD 11 231 on average across OECD countries. This represents 3.2% of GDP, compared to 4.9% on average across OECD countries.
  • In 2018, 87% 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% - 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 78-80% on average.
    • | Education at a Glance 2020 | Country Note | Annexes from Education at a Glance 2020 | OECD Handbook for Internationally Comparative Education Statistics 2018 | Ministère de l'Éducation nationale et de la Formation professionnelle (Ministry of Education and Professional Development) (in French) | 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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    Educational outcomes

    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. (5.2 %, rank 35/38 , 2019) Download Indicator

    The proportion of 25-64 year-old men who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 35/38 , 2019) Download Indicator

    The proportion of 25-64 year-old women who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (5 %, rank 35/38 , 2019) 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 %, rank 3/36 , 2019) Download Indicator

    The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (60.3 %, rank 7/36 , 2018) Download Indicator

    The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (16.3 %, rank 27/34 , 2019) Download Indicator

    In Luxembourg, the average age of first-time tertiary graduates is relatively low. (24.5 Years, rank 21/28 , 2018) Download Indicator

    In Luxembourg, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (92 %, rank 4/30 , 2018) Download Indicator

    In Luxembourg, the percentage of first-time master's graduates younger than 35 is relatively low. (80.4 %, rank 22/29 , 2018) Download Indicator

    In Luxembourg, the percentage of first-time doctorate graduates younger than 35 is relatively high. (81.5 %, rank 3/30 , 2018) Download Indicator

    Attainment by gender

    Luxembourg has one of the largest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (47.1 %, rank 7/34 , 2019) Download Indicator

    Attainment by field of education

    The percentage of 25-64 year-olds with tertiary education who studied in the field of educaton is one of the lowest among OECD countries and partner economies with available data. (6.7 %, rank 28/32 , 2018) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (13.6 %, rank 10/30 , 2018) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the highest among OECD countries and partner economies with available data. (36.3 %, rank 1/32 , 2018) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the highest among OECD countries and partner economies with available data. (5.4 %, rank 8/32 , 2018) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is one of the lowest among OECD countries and partner economies with available data. (7.6 %, rank 32/32 , 2018) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (8 %, rank 29/32 , 2018) Download Indicator

    Participation in education

    The enrolment rate among 15-19 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (76 %, rank 34/40 , 2018) 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. (61.6 %, rank 8/41 , 2018) 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. (96.7 %, rank 10/41 , 2018) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (40.9 %, rank 40/42 , 2018) 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 39/39 , 2018) 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. (13.6 %, rank 36/36 , 2018) Download Indicator

    In Luxembourg, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (18.6 %, rank 31/31 , 2018) Download Indicator

    The percentage of young people (excluding international students) expected to be new entrants to bachelor's or equivalent programmes education before the age of 25 is relatively low. (13.6 %, rank 36/36 , 2018) Download Indicator

    The percentage of young people (excluding international students) expected to be first-time entrant into tertiary education before the age of 25 is relatively low. (18.6 %, rank 31/31 , 2018) Download Indicator

    The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (56.8 %, rank 6/39 , 2018) Download Indicator

    The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (91.8 %, rank 8/38 , 2018) 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. (47.9 %, rank 30/33 , 2018) 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. (7.1 %, rank 31/31 , 2018) 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. (5.8 %, rank 28/28 , 2018) 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. (6.6 %, rank 28/30 , 2018) 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. (3.5 %, rank 27/28 , 2018) 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 24/27 , 2018) 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 29/29 , 2018) Download Indicator

    Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to graduate from tertiary education before the age of 30. (8.1 %, rank 28/28 , 2018) Download Indicator

    Graduation by gender

    The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (51.2 %, rank 8/39 , 2018) Download Indicator

    In Luxembourg, the share of female doctoral graduates in the field of business, administration and law is relatively high. (65 %, rank 2/43 , 2018) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (12.7 %, rank 25/25 , 2018) Download Indicator

    Graduation by field of education

    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. (42.5 %, rank 2/43 , 2018) Download Indicator

    The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (5.8 %, rank 7/42 , 2018) 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. (7.2 %, rank 42/43 , 2018) 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. (6.8 %, rank 39/43 , 2018) 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. (0.9 %, rank 39/43 , 2018) Download Indicator

    The share of doctoral graduates in the field of business, administration and law in Luxembourg is relatively large. (13.2 %, rank 9/45 , 2018) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 44/45 , 2018) 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. (30.1 %, rank 5/35 , 2018) 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. (22.8 %, rank 28/35 , 2018) 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. (5.3 %, rank 31/35 , 2018) 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 25/25 , 2018) 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 23/25 , 2018) Download Indicator

    In Luxembourg, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.2 %, rank 42/43 , 2018) Download Indicator

    Adult learning

    In Luxembourg, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is low compared to other OECD and partner countries. (24.5 %, rank 28/36 , 2016) Download Indicator

    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 high (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

    The annual training costs per participant are one of the highest across OECD countries and partner countries. (2086.2 %, rank 8/25 , 2015) Download Indicator

    In Luxembourg, the annual training costs as a share of total labour costs is relatively high compared to other OECD countries and partner countries. (2.1 %, rank 7/25 , 2015) Download Indicator

    In enterprises of 10-49 employed persons, the annual training costs as a share of total labour costs is relatively high. (1.4 %, rank 8/25 , 2015) Download Indicator

    In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively high. (2.4 %, rank 7/25 , 2015) 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. (9.5 %, rank 33/36 , 2018) Download Indicator

    The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (57 %, rank 31/35 , 2018) Download Indicator

    The percentage of students enrolled in the field of services among all national tertiary students in Luxembourg is relatively low. (0 %, rank 34/35 , 2018) Download Indicator

    The share of female among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction in Luxembourg is relatively small. (5.6 %, rank 34/35 , 2018) Download Indicator

    In Luxembourg, the share of new entrants in short-cycle tertiary programmes in the field of engineering, manufacturing and construction is relatively small. (9.5 %, rank 33/36 , 2018) 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. (47.7 %, rank 1/45 , 2018) Download Indicator

    In Luxembourg, the number of international or foreign students per national student abroad is one of the lowest among OECD and partner countries with available data. (0 Students, rank 37/46 , 2018) Download Indicator

    In Luxembourg, the proportion of international graduates among bachelor's first-time graduates is relatively high. (20.5 %, rank 3/29 , 2018) Download Indicator

    In Luxembourg, the proportion of international graduates among first-time doctorate graduates is relatively high. (87.4 %, rank 1/28 , 2018) 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 31/34 , 2018) 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. (43.5 %, rank 2/34 , 2018) 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. (7.6 %, rank 34/34 , 2018) 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. (3.5 %, rank 33/34 , 2018) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Luxembourg is relatively low. (0.4 %, rank 31/34 , 2018) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (4.5 %, rank 30/33 , 2018) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (12.7 %, rank 29/33 , 2018) 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 29/33 , 2018) Download Indicator

    Resources for education

    Compared to 2015, total governement expenditure is relatively high. (107 Index, rank 9/46 , 2017) Download Indicator

    In Luxembourg, the share of capital expediture on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (0 %, rank 16/17 , 2017) Download Indicator

    The average annual growth rate of total expenditure on tertiary educational institutions between 2012 and 2017 is one of the highest among OECD and partner countries with available data. (6.9 %, rank 1/32 , 2017) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (52089 USD Equivalent, rank 1/37 , 2017) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (23324 USD Equivalent, rank 1/36 , 2017) Download Indicator

    Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (19326 USD Equivalent, rank 2/28 , 2017) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (19690 USD Equivalent, rank 1/36 , 2017) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (22724 USD Equivalent, rank 1/37 , 2017) 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. (1951 USD Equivalent, rank 18/19 , 2017) Download Indicator

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (33234 USD Equivalent, rank 1/34 , 2017) 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. (21244 USD Equivalent, rank 1/36 , 2017) Download Indicator

    In Luxembourg, the total annual expenditure per full-time equivalent student in primary education is one of the highest among OECD and partner countries with available data. (18412 USD Equivalent, rank 1/35 , 2017) Download Indicator

    Between 2012 and 2017, the average annual growth rate of total expenditure per student in all levels below tertiary education is one of the lowest among OECD and partner countries with available data. (-1.6 %, rank 30/32 , 2017) Download Indicator

    In Luxembourg, the total annual expenditure per full-time equivalent student in tertiary education is one of the smallest among OECD and partner countries with available data. (1825 USD Equivalent, rank 18/19 , 2017) 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. (3.2 %, rank 36/36 , 2017) Download Indicator

    In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.5 %, rank 37/37 , 2017) Download Indicator

    In Luxembourg, government expenditure on educational institutions as a percentage of GDP on tertiary education from initial source of funds is relatively low. (0.4 %, rank 28/28 , 2017) 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 41/42 , 2017) Download Indicator

    In Luxembourg, private expenditure on educational institutions as a percentage of GDP on tertiary education from initial source of funds is relatively low. (0 %, rank 26/27 , 2017) 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 35/37 , 2017) Download Indicator

    In Luxembourg, government expenditure on educational institutions as a percentage of GDP on primary to tertiary education from initial source of funds is relatively low. (3 %, rank 25/27 , 2017) Download Indicator

    In Luxembourg, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (3 %, rank 38/42 , 2017) Download Indicator

    In Luxembourg, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from initial source of funds is relatively low. (0.1 %, rank 23/26 , 2017) 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 34/36 , 2017) Download Indicator

    The total expenditure on early childhood and care educational institutions, as a percentage of GDP, is one of the lowest among OECD and partner countries with available data. (0.5 %, rank 22/29 , 2017) 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. (2.6 %, rank 32/35 , 2017) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (5.7 %, rank 34/37 , 2017) Download Indicator

    The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1.1 %, rank 42/42 , 2017) 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 33/36 , 2017) Download Indicator

    In Luxembourg, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.4 %, rank 39/42 , 2017) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively large . (88.9 %, rank 7/37 , 2017) Download Indicator

    In Luxembourg, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (93.6 %, rank 7/36 , 2017) Download Indicator

    Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively low in Luxembourg compared to OECD and partner countries with available data. (6.3 %, rank 34/42 , 2017) Download Indicator

    In Luxembourg, the share of private expenditure on primary, secondary and post-secondary non-tertiary education from final source of funds is one of the smallest among OECD and partner countries with available data. (1.9 %, rank 29/29 , 2017) Download Indicator

    In Luxembourg, the share of private expenditure on all levels below tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (2.6 %, rank 22/26 , 2017) Download Indicator

    In Luxembourg, the share of private expenditure from primary to tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (3 %, rank 23/26 , 2017) Download Indicator

    In Luxembourg, the share of private expenditure on tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (5.2 %, rank 24/27 , 2017) Download Indicator

    Teachers

    The number of days of instruction in a school year in pre-primary school is especially low. (176 Days, rank 26/30 , 2019) Download Indicator

    The number of days of instruction in a school year in lower secondary school is especially low. (176 Days, rank 25/34 , 2019) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (53.8 %, rank 34/40 , 2018) Download Indicator

    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. (28.2 %, rank 20/20 , 2018) 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. (34.2 %, rank 30/32 , 2018) 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. (35.6 %, rank 35/39 , 2017) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially high. (15.4 %, rank 7/36 , 2018) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (17.3 %, rank 34/37 , 2018) Download Indicator

    The percentage of lower secondary teachers older than 50 is especially low. (26.5 %, rank 29/34 , 2018) Download Indicator

    The percentage of upper secondary teachers older than 50 is especially low. (27.6 %, rank 29/35 , 2018) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (22.6 %, rank 33/36 , 2018) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (110573 USD Equivalent, rank 1/32 , 2019) 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. (110573 USD Equivalent, rank 1/33 , 2019) Download Indicator

    Teachers' salaries progression

    Starting salaries for teachers with minimum training in primary education are especially high. (70295 USD Equivalent, rank 1/37 , 2019) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially high. (124187 USD Equivalent, rank 1/34 , 2019) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (79667 USD Equivalent, rank 1/36 , 2019) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (100199 USD Equivalent, rank 1/33 , 2019) 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. (4.4 Ratio, rank 34/34 , 2018) 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 43/43 , 2018) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (8.6 Ratio, rank 41/42 , 2018) Download Indicator

    The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.5 Ratio, rank 35/41 , 2018) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Luxembourg. (8.7 Ratio, rank 16/20 , 2018) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Luxembourg. (11.8 Ratio, rank 14/19 , 2018) 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 Ratio, rank 28/28 , 2018) Download Indicator

    Organisation of the education system

    In Luxembourg, total intended instruction time for lower secondary students is among the shortest compared to other countries with available data. (2535 Hours, rank 25/29 , 2019) Download Indicator

    In Luxembourg, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (924 Hours, rank 9/29 , 2019) Download Indicator

    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 34/37 , 2019) Download Indicator

    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 25-64 year-olds with a bachelor's or equivalent tertiary education degree is low compared to other OECD and partner countries. (80.9 %, rank 35/44 , 2019) Download Indicator

    The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is low compared to other OECD and partner countries. (90.6 %, rank 27/35 , 2019) 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. (80.2 %, rank 7/38 , 2019) 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. (93.3 %, rank 1/34 , 2019) 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. (79.1 %, rank 6/38 , 2019) Download Indicator

    The employment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (73.2 %, rank 27/34 , 2019) Download Indicator

    Unemployment and educational attainment

    Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Luxembourg, compared to other OECD countries. (19.6 %, rank 22/31 , 2018) Download Indicator

    The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Luxembourg. (8.1 %, rank 42/42 , 2019) Download Indicator

    The inactivity rate of 25-34 years-old adults with tertiary education is low in Luxembourg. (7.4 %, rank 35/43 , 2019) Download Indicator

    Earnings and educational attainment

    The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (78.8 %, rank 4/28 , 2017) Download Indicator

    The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (46 %, rank 5/28 , 2017) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (28.4 %, rank 23/28 , 2017) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (12.5 %, rank 24/28 , 2017) 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. (31.8 %, rank 27/27 , 2017) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the highest among countries with available data. (87.4 %, rank 3/37 , 2017) 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. (86.4 %, rank 2/37 , 2017) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the highest among countries with available data. (90 %, rank 5/37 , 2017) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (149 Index, rank 28/33 , 2017) Download Indicator

    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. (151 Index, rank 29/33 , 2017) Download Indicator

    In Luxembourg, the proportional difference in earnings between 25-64 year-old men with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (149 Index, rank 30/33 , 2017) Download Indicator

    Earnings of 25-64 year-old full- and part-time workers with a Master's, doctoral or equivalent education degree are comparatively low. (152 Index, rank 29/32 , 2017) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
    • The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
    • Combined school and work-based learning can help students transition smootly into the labor market.  However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
    
                            
    
                            
    
                                | Education policies: Labour market outcomes | Education policies: Access and Participation  | What characterises upper secondary vocational education and training? | 
    
                            
    
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    • Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
    • The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
    • The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children  for every teacher working in pre-primary education (ISCED 02).

    
                            
    
                            
    
                                | Education policies: Access and Participation - Early Childhood Education | Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care | Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education | Who bears the cost of early childhood education and how does it affect enrolment? | Access to early childhood and the participation of women in the labour market | 
    
                            
    
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    • In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28%  among 55-64 year-olds, on average across OECD countries.
    • On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
    • Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
    
                            
    
                            
    
                                | Education policies: Access and Participation - Tertiary | What are the choices facing first-time entrants to tertiary education? | How does socio-economic status influence entry into tertiary education? | 
    
                            
    
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    • In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500  in secondary institutions on average across OECD countries.
    • After increasing  between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of  5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17%  while GDP grew by 27%.
    • Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.

    
                            
    
                            
    
                                | Education policies: Finance and Funding | How has private expenditure on tertiary education evolved over time and how does it affect participation in education? | How much would it cost to reduce class size by one student? | 
    
                            
    
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    • There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population  in primary education, 10%  in lower secondary education and 8%  in upper secondary education, on average across OECD countries.
    • While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year  at primary level compared to 680 hours  at upper secondary level (general programmes).
    • Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
    
                            
    
                            
    
                                | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | Teachers' salaries evolution and how they compare to those of tertiary-educated workers | How do primary and secondary teachers compare? | 
    
                            
    
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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: http://www.oecd.org/about/membersandpartners/
            

    
			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. Some countries may have provided data refering to another year, 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: 2018 for school year 2017/2018.  
			

    
	    *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 average.
		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 2019 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.