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Luxembourg
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Luxembourg
Overview of the education system (EAG 2024)
  • In Luxembourg, reducing the share of young adults without an upper secondary qualification has been a priority. The share of 25-34 year-olds without upper secondary educational attainment decreased by 2 percentage points between 2016 and 2023. At 11%, it is 3 percentage points below the OECD average in 2023.
  • In Luxembourg, 79% of 25-34 year-olds without an upper secondary qualification are employed, compared to 85% of those with an upper secondary or post-secondary non-tertiary qualification. The corresponding OECD averages are 61% and 79%, respectively.
  • In all OECD member countries, women aged 25-34 are as likely or more likely than their male peers to have a tertiary qualification (54% compared to 41% on average across OECD countries). With a tertiary educational attainment rate of 65% for women and 55% for men, the gap is much narrower than the OECD average in Luxembourg.
  • In Luxembourg, only 72% of young women with educational attainment below upper secondary educational level are employed, while the corresponding share for young men is 85% (the corresponding OECD averages are 47% and 72%). In contrast, 89% of young women with a tertiary qualification are employed, while the corresponding share for young men is 89% (the corresponding OECD averages are 84% and 90%).
  • In Luxembourg, 85% of 25-64 year-olds who have at least one parent with tertiary attainment also attained a tertiary qualification. In contrast, only 26% of 25-64 year-olds with parents without an upper secondary qualification have obtained a tertiary qualification themselves. This compares to the averages of 72% and 19%, respectively.
    • | Education at a Glance 2024 | Annexes from Education at a Glance 2024 | 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 and post-secondary non-tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (28.7 %, rank 39/45 , 2023) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (29.5 %, rank 38/46 , 2023) 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. (51.3 %, rank 7/47 , 2023) 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. (59.8 %, rank 6/46 , 2023) Download Indicator

    The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (14.2 %, rank 27/36 , 2023) 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. (2.7 %, rank 2/37 , 2023) 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. (12.2 %, rank 29/36 , 2023) 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 highest among countries with available data. (35.9 %, rank 1/41 , 2023) Download Indicator

    Attainment by gender

    The proportion of 25-64 year-old men who have attained a general degree at the tertiary level is one of the highest among OECD and partner countries with available data. (50.1 %, rank 6/47 , 2023) Download Indicator

    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. (55.3 %, rank 6/46 , 2023) 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. (64.6 %, rank 8/46 , 2023) Download Indicator

    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. (46.7 %, rank 8/36 , 2023) Download Indicator

    The share of 25-34 year-old women with vocational upper secondary or post-secondary non-tertiary education in Luxembourg is one of the lowest among countries with available data. (11.6 %, rank 28/36 , 2023) Download Indicator

    The share of 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education in Luxembourg is one of the lowest among countries with available data. (12.7 %, rank 29/36 , 2023) Download Indicator

    Entrance

    The share of women among tertiary education new entrants is one of the largest compared to OECD and partner countries with available data. (57.3 %, rank 4/33 , 2022) Download Indicator

    The share of female students entering bachelor's programmes in Luxembourg is relatively large. (59.9 %, rank 4/40 , 2022) 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. (40.1 %, rank 36/38 , 2022) 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. (28.2 Years, rank 36/38 , 2022) 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. (52.7 %, rank 36/40 , 2022) Download Indicator

    Entrance by field of education and gender

    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. (57.7 %, rank 35/39 , 2022) Download Indicator

    The share of female who enter tertiary education in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with available data. (63.1 %, rank 35/39 , 2022) 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. (10 %, rank 36/37 , 2022) Download Indicator

    In Luxembourg,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (0 %, rank 35/35 , 2022) Download Indicator

    In Luxembourg, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (45.2 %, rank 36/40 , 2022) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (31.9 %, rank 35/37 , 2022) Download Indicator

    The share of female students entering short cycle tertiary programmes in engineering, manufacturing and construction in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (9.9 %, rank 28/31 , 2022) Download Indicator

    The share of female students entering short cycle tertiary programmes in information and communication technologies in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (11 %, rank 27/29 , 2022) Download Indicator

    The share of female students entering short cycle tertiary programmes in Science, technology, engineering and mathematics (STEM) in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (13.2 %, rank 27/32 , 2022) Download Indicator

    The share of male students entering short cycle tertiary programmes in natural sciences, mathematics and statistics in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (25 %, rank 22/23 , 2022) Download Indicator

    In Luxembourg, the share of men among new entrants in bachelor's programmes in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (67.1 %, rank 36/40 , 2022) Download Indicator

    The share of male students entering master's or equivalent programmes in health and welfare in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (19.4 %, rank 36/39 , 2022) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of social sciences, journalism and information is one of the smallest among OECD countries and partner economies with available data. (50 %, rank 20/22 , 2022) Download Indicator

    Participation in education

    The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (59.7 %, rank 9/44 , 2022) 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. (99.9 %, rank 3/40 , 2022) Download Indicator

    The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2022) Download Indicator

    The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 19/23 , 2022) 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 33/34 , 2022) Download Indicator

    The enrolment rate of 20-24 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (19.7 %, rank 43/43 , 2022) Download Indicator

    The enrolment rate of 25-29 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (5.7 %, rank 44/45 , 2022) Download Indicator

    The enrolment rate of 30-39 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (1.8 %, rank 41/43 , 2022) 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 44/44 , 2022) Download Indicator

    In Luxembourg, the enrolment rate of children under 3 is one of the lowest among OECD and partner countries with available data. (0.9 %, rank 35/39 , 2022) 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. (54.4 %, rank 9/43 , 2022) 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. (54.1 %, rank 36/39 , 2022) Download Indicator

    The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 24/32 , 2022) Download Indicator

    The enrolment rate of students aged 18 in vocational upper secondary programmes in Luxembourg is one of the highest among OECD and partner countries with available data. (42.8 %, rank 7/40 , 2022) Download Indicator

    The enrolment rate of students aged 19 in post-secondary non-tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 25/32 , 2022) Download Indicator

    The enrolment rate of students aged 19 tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 29/35 , 2022) Download Indicator

    The enrolment rate of students aged 19 in vocational upper secondary programmes in Luxembourg is one of the highest among OECD and partner countries with available data. (31.9 %, rank 5/40 , 2022) Download Indicator

    The enrolment rate of students aged 20 in post-secondary non-tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 25/31 , 2022) Download Indicator

    The enrolment rate of students aged 20 in vocational upper secondary programmes in Luxembourg is one of the highest among OECD and partner countries with available data. (22 %, rank 2/39 , 2022) Download Indicator

    In Luxembourg, the percentage of students enrolled in private institutions at all early childhood education level is comparatively low. (8.6 %, rank 30/37 , 2022) Download Indicator

    In Luxembourg, the percentage of students enrolled in private institutions at pre-primary level is comparatively low. (8.6 %, rank 36/43 , 2022) Download Indicator

    The share of upper secondary students enrolled in programmes giving full level completion without access to tertiary education in Luxembourg is relatively high compared to the other countries. (45.9 %, rank 4/27 , 2022) Download Indicator

    In Luxembourg, upper secondary vocational students among all vocational students are relatively more numerous than in other OECD or partner countries. (91.9 %, rank 5/37 , 2022) Download Indicator

    (100 %, rank 1/30 , 2022) Download Indicator

    (100 %, rank 1/17 , 2022) Download Indicator

    In Luxembourg, the share of post-secondary non-tertiary students among all vocational students is relatively small compared to other OECD and partner countries. (3.1 %, rank 21/26 , 2022) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the largest in all OECD and partner countries. (100 %, rank 1/34 , 2022) Download Indicator

    The average age of short-cycle tertiary students enrolled in vocational programmes is comparativele low. (23.4 %, rank 28/36 , 2022) Download Indicator

    The enrolment rate among students aged 15-19 in post-secondary non-tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 24/32 , 2022) Download Indicator

    The enrolment rate among students aged 15-19 in short-cycle tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0 %, rank 28/35 , 2022) Download Indicator

    The percentage of two-year-olds in early childhood education in Luxembourg is one of the lowest among OECD and partner countries with available data. (2.6 %, rank 35/39 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in upper secondary programmes in Luxembourg is one of the highest among OECD and partner countries with available data. (9.6 %, rank 8/44 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in upper secondary vocational programmes in Luxembourg is one of the highest among OECD and partner countries with available data. (9 %, rank 4/39 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in post-secondary non-tertiary programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (0.4 %, rank 24/31 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in bachelor's programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (5.5 %, rank 42/42 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in master's programmes in Luxembourg is one of the lowest among OECD and partner countries with available data. (1.8 %, rank 34/42 , 2022) Download Indicator

    The percentage of four-year-olds in pre-primary in Luxembourg is one of the highest among OECD and partner countries with available data. (99.9 %, rank 3/43 , 2022) Download Indicator

    The percentage of four-year-olds in primary education in Luxembourg is one of the highest among OECD and partner countries with available data. (0 %, rank 7/45 , 2022) Download Indicator

    The percentage of five-year-olds in primary education in Luxembourg is one of the highest among OECD and partner countries with available data. (5.2 %, rank 9/45 , 2022) 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. (19.8 %, rank 29/30 , 2022) Download Indicator

    Graduation

    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. (58.8 %, rank 8/38 , 2022) Download Indicator

    In Luxembourg, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the lowest among OECD and partner countries with available data (29.1 Years, rank 19/25 , 2022) Download Indicator

    In Luxembourg, the average age of first-time tertiary graduates is relatively low. (23.6 Years, rank 31/33 , 2022) Download Indicator

    In Luxembourg, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/38 , 2022) Download Indicator

    In Luxembourg, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (100 %, rank 1/37 , 2022) Download Indicator

    The share of doctorate graduates in public institutions is relatively high in Luxembourg. (100 %, rank 1/38 , 2022) Download Indicator

    The average age of short-cycle tertiary graduates in Luxembourg is among the youngest. (23.2 Years, rank 23/25 , 2022) Download Indicator

    The average age of bachelor's or equivalent graduates in Luxembourg is among the youngest. (23.7 Years, rank 29/33 , 2022) Download Indicator

    Graduation by gender

    Among OECD and partner countries with available data, Luxembourg has one of the smallest shares of women graduates from tertiary programmes. (56.5 %, rank 25/34 , 2022) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (27.5 %, rank 26/27 , 2022) Download Indicator

    In Luxembourg, the share of female first-time bachelor's graduates is one of the smallest among OECD countries and partner economies with available data. (56.7 %, rank 25/34 , 2022) 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. (39.9 %, rank 2/42 , 2022) 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. (8.6 %, rank 2/41 , 2022) 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. (7.6 %, rank 41/42 , 2022) 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. (6.3 %, rank 41/42 , 2022) 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. (0.8 %, rank 40/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of arts and humaties in Luxembourg is relatively small. (5.8 %, rank 39/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Luxembourg is relatively large. (35.1 %, rank 1/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 41/42 , 2022) 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. (27 %, rank 6/36 , 2022) 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. (20.7 %, rank 29/36 , 2022) Download Indicator

    In Luxembourg, the proportion of upper secondary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (6.9 %, rank 33/36 , 2022) 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 , 2022) Download Indicator

    In Luxembourg, the percentage of post-secondary non-tertiary vocational graduates in the field of health and welfare is relatively low. (1.3 %, rank 22/25 , 2022) Download Indicator

    In Luxembourg, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0 %, rank 42/42 , 2022) Download Indicator

    In Luxembourg, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (26.4 %, rank 6/36 , 2022) Download Indicator

    In Luxembourg, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (27.8 %, rank 30/36 , 2022) Download Indicator

    In Luxembourg, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (7.2 %, rank 31/36 , 2022) Download Indicator

    In Luxembourg, the share of short-cycle tertiary vocational graduates in the field of business, administration and law is relatively high compared to other OECD countries and partner economies with available data. (33 %, rank 8/37 , 2022) Download Indicator

    In Luxembourg, the share of short-cycle tertiary vocational graduates in the field of health and welfare is relatively high compared to other OECD countries and partner economies with available data. (33 %, rank 4/37 , 2022) Download Indicator

    In Luxembourg, the share of short-cycle tertiary vocational graduates in the field of services is relatively low compared to other OECD countries and partner economies with available data. (0 %, rank 33/37 , 2022) Download Indicator

    In Luxembourg, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (41.1 %, rank 2/44 , 2022) Download Indicator

    In Luxembourg, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (1.3 %, rank 45/45 , 2022) Download Indicator

    In Luxembourg, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.9 %, rank 39/44 , 2022) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (9.1 %, rank 41/42 , 2022) Download Indicator

    The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (39.1 %, rank 2/42 , 2022) Download Indicator

    In Luxembourg, the share of female doctoral graduates in the field of business, administration and law is relatively low. (37.5 %, rank 36/41 , 2022) Download Indicator

    The share of male tertiary graduates in the field of education is relatively high in Luxembourg. (6.9 %, rank 10/42 , 2022) Download Indicator

    In Luxembourg, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (40.7 %, rank 1/42 , 2022) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Luxembourg. (33.1 %, rank 35/42 , 2022) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Luxembourg. (3.1 %, rank 42/42 , 2022) Download Indicator

    In Luxembourg, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (7.3 %, rank 22/27 , 2022) Download Indicator

    In Luxembourg, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the smallest among OECD and partner countries. (79.1 %, rank 25/34 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in all fields is one of the smallest among OECD countries and partner economies with available data. (52.2 %, rank 37/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the field of education is one of the smallest among OECD countries and partner economies with available data. (72.5 %, rank 36/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of arts and humanities is one of the smallest among OECD countries and partner economies with available data. (59 %, rank 37/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of social sciences, journalism and information is one of the smallest among OECD countries and partner economies with available data. (60.5 %, rank 40/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (51.2 %, rank 37/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of natural sciences, mathematics and statistics is one of the smallest among OECD countries and partner economies with available data. (50.3 %, rank 33/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of engineering, manufacturing and construction is one of the smallest among OECD countries and partner economies with available data. (23.6 %, rank 37/42 , 2022) Download Indicator

    In Luxembourg, the share of female graduates in tertiary education in the fields of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD countries and partner economies with available data. (0 %, rank 42/42 , 2022) 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. (8.7 %, rank 37/39 , 2022) Download Indicator

    In Luxembourg, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (8.8 %, rank 34/39 , 2022) Download Indicator

    The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in Luxembourg is relatively low. (7.4 %, rank 36/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of services among all national tertiary students in Luxembourg is relatively low. (0.3 %, rank 38/40 , 2022) 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. (6.3 %, rank 29/33 , 2022) Download Indicator

    In Luxembourg, the share of new entrants to tertiary education in the field of services is comparatively small. (0.7 %, rank 37/39 , 2022) 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 36/37 , 2022) 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. (2.8 %, rank 37/37 , 2022) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively high, compared to other countries with available data. (13.4 %, rank 5/37 , 2022) 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. (7 %, rank 36/37 , 2022) 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 36/37 , 2022) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively high, compared to other countries with available data. (28.9 %, rank 1/36 , 2022) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively high. (28.2 %, rank 4/37 , 2022) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of social sciences, journalism and information is relatively high, compared to other countries with available data. (16.9 %, rank 5/37 , 2022) Download Indicator

    In Luxembourg, the share of new entrants in short-cycle tertiary programmes in the field of services is one of the low among countries with available data. (0 %, rank 30/33 , 2022) 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. (7.1 %, rank 39/40 , 2022) Download Indicator

    In Luxembourg, the proportion of new entrants in Agriculture, forestry, fisheries and veterinary bachelor's programmes is especially lowest, compared to the other countries with other data. (0 %, rank 40/40 , 2022) 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 38/40 , 2022) Download Indicator

    In Luxembourg, the share of new entrants in health and welfare master's programmes is relatively lowest, compared to other countries with available data. (3.6 %, rank 39/39 , 2022) Download Indicator

    Student mobility

    Luxembourg has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (25.8 %, rank 2/32 , 2022) Download Indicator

    Luxembourg has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (50.5 %, rank 1/44 , 2022) Download Indicator

    The share of worldwide foreign and international students is one of the small among OECD and partner countries with available data. (0.1 %, rank 37/41 , 2022) Download Indicator

    The percentage of national tertiary students enrolled abroad in Luxembourg is relatively high. (78.2 %, rank 1/41 , 2022) 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 39/41 , 2022) Download Indicator

    In Luxembourg, the share of international and foreign students enrolled in doctoral or equivalent programmes is one of the largest among OECD and partner countries with available data. (91 %, rank 1/40 , 2022) Download Indicator

    In Luxembourg, international or foreign students from Europe are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (72.2 %, rank 8/43 , 2022) Download Indicator

    In Luxembourg, the proportion of international graduates among bachelor's first-time graduates is relatively high. (25.2 %, rank 2/32 , 2022) Download Indicator

    In Luxembourg, the proportion of international graduates among first-time doctorate graduates is relatively high. (89.9 %, rank 1/31 , 2022) Download Indicator

    The proportion of international students among the new entrants in master's programmes in Luxembourg is relatively high compared to other OECD and partner countries. (74.3 %, rank 1/36 , 2022) 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. (25.2 %, rank 1/41 , 2022) 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. (76.7 %, rank 1/41 , 2022) 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. (8.7 %, rank 8/35 , 2022) Download Indicator

    In Luxembourg, the number of international or foreign students for every hundred national students home or abroad is comparatively high. (22 Students, rank 3/41 , 2022) Download Indicator

    (48.4 %, rank 1/46 , 2020) 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 %, rank 33/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Luxembourg is relatively high. (13.1 %, rank 10/36 , 2022) 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. (34.5 %, rank 4/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Luxembourg is relatively high. (12.6 %, rank 7/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of information and communication technologies among all international or foreign tertiary students in Luxembourg is relatively high. (9.8 %, rank 4/39 , 2022) 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. (9.2 %, rank 31/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of health and welfare among all international or foreign tertiary students in Luxembourg is relatively low. (2.7 %, rank 36/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Luxembourg is relatively low. (0.3 %, rank 38/40 , 2022) 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. (4.8 %, rank 36/38 , 2022) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the highest among OECD and partner countries with available data. (15.5 %, rank 7/38 , 2022) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of Natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (34.2 %, rank 6/38 , 2022) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the highest among OECD and partner countries with available data. (18.7 %, rank 2/37 , 2022) 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. (16 %, rank 29/38 , 2022) 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 35/38 , 2022) Download Indicator

    In Luxembourg, the share of students enrolled in the field of agriculture, forestry, fisheries and veterinary among all international or foreign tertiary students is relatively high compared to other OECD and partner countries. (6.3 %, rank 1/36 , 2022) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (60264 USD Equivalent, rank 1/37 , 2021) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (30115 USD Equivalent, rank 1/36 , 2021) Download Indicator

    Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (25327 USD Equivalent, rank 1/13 , 2021) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (25584 USD Equivalent, rank 1/36 , 2021) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (29940 USD Equivalent, rank 1/34 , 2021) 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. (4908 USD Equivalent, rank 16/20 , 2021) Download Indicator

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (28375 USD Equivalent, rank 1/32 , 2021) 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. (24780 USD Equivalent, rank 1/33 , 2021) Download Indicator

    Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Luxembourg is comparatively high. (25925 USD Equivalent, rank 1/27 , 2021) Download Indicator

    Expenditure per student for core educational services on tertiary education in Luxembourg is comparatively high. (34252 USD Equivalent, rank 1/26 , 2021) Download Indicator

    Expenditure per student for core educational services on primary to tertiary education in Luxembourg is comparatively high. (26510 USD Equivalent, rank 1/25 , 2021) Download Indicator

    Expenditure per student for ancillary services on tertiary education in Luxembourg is comparatively high. (1233 USD Equivalent, rank 5/25 , 2021) Download Indicator

    Annual expenditure per full-time equivalent student in primary to tertiary education is one the highest among OECD and partner countries with available data. (24655 USD Equivalent, rank 2/36 , 2021) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Luxembourg is one of the largest among OECD and partner countries with available data. (55028 USD Equivalent, rank 1/37 , 2021) 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. (49338 USD Equivalent 2015, rank 2/37 , 2021) 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. (28871 USD Equivalent, rank 1/28 , 2021) 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. (29417 USD Equivalent, rank 1/28 , 2021) Download Indicator

    Expenditure in education and national wealth

    In Luxembourg, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the lowest among OECD countries and partner economies. (3.3 %, rank 34/36 , 2021) Download Indicator

    In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.5 %, rank 37/37 , 2021) Download Indicator

    In Luxembourg, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively low. (2.9 %, rank 27/36 , 2021) Download Indicator

    In Luxembourg, international expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0.1 %, rank 1/33 , 2021) 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 42/43 , 2021) 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 36/37 , 2021) 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. (3.2 %, rank 35/41 , 2021) 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 , 2021) Download Indicator

    The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Luxembourg. (3.2 %, rank 26/30 , 2021) 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 24/27 , 2021) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Luxembourg is one of the smallest among OECD and partner countries with available data. (0.4 %, rank 30/30 , 2021) Download Indicator

    The percentage of capital expenditure on secondary education is relatively small in Luxembourg. (0 %, rank 26/28 , 2021) 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 33/36 , 2021) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (4.7 %, rank 35/37 , 2021) 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 43/43 , 2021) 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. (2.9 %, rank 34/36 , 2021) Download Indicator

    In Luxembourg, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.5 %, rank 37/42 , 2021) Download Indicator

    In Luxembourg, total public expenditure on post-secondary non-tertiary educational institutions as a percentage of total public expenditure is comparatively low. (0 %, rank 16/22 , 2021) Download Indicator

    In Luxembourg, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively high. (2.9 %, rank 3/31 , 2021) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively large in Luxembourg. (91.3 %, rank 3/37 , 2021) Download Indicator

    In Luxembourg, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (94.2 %, rank 6/36 , 2021) Download Indicator

    Nature of expenditure

    In Luxembourg, the share of capital expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (11.2 %, rank 8/33 , 2021) Download Indicator

    In Luxembourg, the share of current expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (88.8 %, rank 26/33 , 2021) Download Indicator

    In Luxembourg, the share of capital expenditure on primary through tertiary is one of the largest among OECD and partner countries with available data. (10.2 %, rank 10/33 , 2021) Download Indicator

    In Luxembourg, the share of current expenditure on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (89.8 %, rank 24/33 , 2021) 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 17/18 , 2021) 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. (2.7 %, rank 32/34 , 2021) Download Indicator

    In Luxembourg, the share of current expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (97.3 %, rank 3/34 , 2021) Download Indicator

    Teachers

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively high in Luxembourg. (739 Hours, rank 8/24 , 2023) Download Indicator

    The number of days of instruction in a school year in pre-primary public school is especially low. (176 Days, rank 24/29 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (92.5 %, rank 37/42 , 2022) Download Indicator

    The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (74.3 %, rank 36/45 , 2022) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (52.2 %, rank 34/43 , 2022) 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. (30.3 %, rank 21/22 , 2022) 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. (35.6 %, rank 35/38 , 2022) 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. (36.5 %, rank 43/44 , 2022) Download Indicator

    The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (65.8 %, rank 28/37 , 2022) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially high. (18.6 %, rank 2/40 , 2022) Download Indicator

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (60.7 %, rank 9/40 , 2022) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (14.8 %, rank 41/41 , 2022) Download Indicator

    The percentage of lower secondary teachers older than 50 is especially low. (22 %, rank 35/38 , 2022) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (20.8 %, rank 39/40 , 2022) 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. (49.2 %, rank 27/31 , 2022) Download Indicator

    The percentage of female teachers younger than 30 in primary education is especially low in Luxembourg. (70.9 %, rank 37/41 , 2022) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially low in Luxembourg. (59.4 %, rank 30/38 , 2022) Download Indicator

    In Luxembourg, the share of female teachers younger than 30 in tertiary education is relatively small . (38.7 %, rank 38/38 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially low in Luxembourg. (59.6 %, rank 30/38 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Luxembourg. (28.9 %, rank 36/38 , 2022) Download Indicator

    In Luxembourg, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (58.9 %, rank 6/36 , 2022) Download Indicator

    In Luxembourg, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (26.1 %, rank 23/25 , 2022) 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. (12.6 %, rank 34/34 , 2022) Download Indicator

    In Luxembourg, the share of tertiary teachers older than 50 is relatively low, compared to other countries with data available. (13.5 %, rank 36/36 , 2022) Download Indicator

    In Luxembourg, the share of tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (27.6 %, rank 1/36 , 2022) 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. (38.2 %, rank 35/36 , 2022) 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. (27.1 %, rank 34/36 , 2022) Download Indicator

    The percentage of teachers aged 50 or more in pre-primary education is especially low in Luxembourg (14.9 %, rank 34/37 , 2022) Download Indicator

    In Luxembourg, the percentage of teachers under 30 in pre-primary education is one of the highest among OECD and partner countries with available data. (21.2 %, rank 9/37 , 2022) Download Indicator

    In Luxembourg, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the highest among OECD and partner countries with available data. (63.8 %, rank 5/37 , 2022) Download Indicator

    The percentage of male teachers in pre-primary education is especially high in Luxembourg. (7.5 %, rank 5/42 , 2022) Download Indicator

    In upper secondary education, the percentage of teachers aged 50 or more is particularly low in Luxembourg. (31.6 %, rank 26/34 , 2022) Download Indicator

    In Luxembourg, the percentage of upper secondary general education teachers aged between 30 and 49 is relatively high, compared to the other countries with available data. (60.7 %, rank 6/34 , 2022) Download Indicator

    In Luxembourg, the share of upper secondary vocational education teachers aged 50 or more is relatively low, compared to the other countries with available data. (27.9 %, rank 27/30 , 2022) Download Indicator

    The share of teachers under 30 in upper secondary vocational education is especially high in Luxembourg. (10.6 %, rank 4/30 , 2022) Download Indicator

    In Luxembourg, the percentage of teachers aged between 30 and 49 in upper secondary vocational education is one of the highest among OECD and partner countries with available data. (61.5 %, rank 4/30 , 2022) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively low in Luxembourg, compared to the other countries with available data. (39 %, rank 14/19 , 2022) Download Indicator

    In Luxembourg, the share of post secondary non-tertiary education teachers under 30 is one of the highest among OECD and partner countries with available data (8.8 %, rank 5/19 , 2022) 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. (127831 USD Equivalent, rank 1/35 , 2023) Download Indicator

    In Luxembourg, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (87 Index, rank 30/31 , 2023) Download Indicator

    In Luxembourg, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (89 Index, rank 30/31 , 2023) Download Indicator

    In Luxembourg, the change in statutory upper secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (89 Index, rank 29/31 , 2023) 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. (127831 USD Equivalent, rank 1/35 , 2023) 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. (127831 USD Equivalent, rank 1/35 , 2023) 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. (119381 USD Equivalent, rank 1/28 , 2023) 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. (119381 USD Equivalent, rank 1/35 , 2023) 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. (87 Index, rank 23/24 , 2023) Download Indicator

    Teachers' salaries progression

    Starting salaries for teachers with minimum training in primary education are especially high. (81768 USD Equivalent, rank 1/39 , 2023) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially high. (105753 USD Equivalent, rank 1/36 , 2023) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially high. (144457 USD Equivalent, rank 1/35 , 2023) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (92670 USD Equivalent, rank 1/39 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (115838 USD Equivalent, rank 1/36 , 2023) Download Indicator

    Migrant background

    The employment rate of native-born aged between 25 and 34 with tertiary education is comparatively low. (71.5 %, rank 29/34 , 2023) Download Indicator

    The percentage of foreign-born aged between 25 and 64 who attained upper secondary or post-secondary non tertiary education is one of the lowest among OECD and partner countries with available data. (21.1 %, rank 31/34 , 2023) Download Indicator

    Earnings of foreign-born aged between 25 and 64 who work full-time full-year without upper secondary education are low compared to those of native-born workers with the same characteristics (80 Index, rank 26/26 , 2021) Download Indicator

    Earnings of foreign-born aged between 25 and 64 who work full-time full-year with upper secondary or post-secondary non tertiary education are low compared to those of native-born with the same characteristics. (92 Index, rank 21/26 , 2021) Download Indicator

    The share of 25-64 year-old foreign-borns who attained tertiary education and who arrived in Luxembourg by the age of 15 is one of the lowest among OECD and partner countries with available data (32.3 %, rank 23/27 , 2023) Download Indicator

    The share of 25-64 year-old foreign-borns who attained upper secondary or post-secondary non-tertiary education and who arrived in Luxembourg at 16 or older, is one of the lowest among OECD and partner countries with available data (18.8 %, rank 25/27 , 2023) Download Indicator

    The earnings of foreign-born workers as a percentage of native-born workers (among 25-64 years-old with below upper secondary attainment) are one of the lowest among countries with availaible data (72.2 %, rank 18/18 , 2022) Download Indicator

    The earnings of foreign-born workers as a percentage of native-born workers (among 25-64 years-old with upper secondary or post-secondary non-teritary attainment) are one of the lowest among countries with availaible data (79.8 %, rank 14/18 , 2022) 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 39/39 , 2022) 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. (8.6 Ratio, rank 37/40 , 2022) 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 Ratio, rank 44/45 , 2022) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially low. (9.5 Ratio, rank 33/41 , 2022) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (9 Ratio, rank 41/43 , 2022) 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 Ratio, rank 35/40 , 2022) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Luxembourg. (8.6 Ratio, rank 21/23 , 2022) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Luxembourg. (7.4 Ratio, rank 19/21 , 2022) 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. (4.2 Ratio, rank 34/34 , 2022) 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. (8.3 Ratio, rank 36/36 , 2022) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially low in Luxembourg. (8.6 Ratio, rank 25/31 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in public lower secondary education is one of the lowest among OECD and partner countries with available data. (9.7 Ratio, rank 31/40 , 2022) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Luxembourg. (9.1 Ratio, rank 31/40 , 2022) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in independent private institutions is especially low in Luxembourg. (8.5 Ratio, rank 21/26 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (8.6 Ratio, rank 41/43 , 2022) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Luxembourg. (8.5 Ratio, rank 20/22 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in all public secondary education is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 33/39 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in all private secondary education is one of the lowest among OECD and partner countries with available data. (8.5 Ratio, rank 34/38 , 2022) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Luxembourg. (9.3 Ratio, rank 19/20 , 2022) Download Indicator

    The ratio of students to teaching staff at the secondary level in independent private institutions is especially low in Luxembourg. (8.2 Ratio, rank 23/28 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in public institutions tertiary education is one of the lowest among countries with available data. (4.5 Ratio, rank 41/41 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in public institutions short-cycle tertiary education is one of the lowest among countries with available data. (8.6 Ratio, rank 21/23 , 2022) Download Indicator

    In Luxembourg, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (4.2 Ratio, rank 34/34 , 2022) Download Indicator

    Organisation of the education system

    Classes are particularly small in lower secondary schools. (18 Students, rank 33/36 , 2022) Download Indicator

    Classes are particularly small in primary schools. (16 Students, rank 33/36 , 2022) Download Indicator

    Classes in public primary institutions are comparatively small in Luxembourg. (15 Students, rank 35/38 , 2022) Download Indicator

    Classes in in private primary institutions are comparatively large in Luxembourg. (22 Students, rank 9/36 , 2022) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Luxembourg. (18 Students, rank 35/37 , 2022) 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. (17 Students, rank 16/21 , 2022) Download Indicator

    In Luxembourg, classes in primary education are comparatively small. (16 Students, rank 33/36 , 2022) Download Indicator

    In government-dependent private institutions at lower secondary level, classes are one of the smallest in Luxembourg among OECD and partner countries with available data. (18 Students, rank 16/21 , 2022) Download Indicator

    In independent private institutions at lower secondary level, classes are one of the largest in Luxembourg among OECD and partner countries with available data. (23 Students, rank 5/23 , 2022) Download Indicator

    In Luxembourg, classes in lower secondary education are comparatively small. (18 Students, rank 33/36 , 2022) Download Indicator

    Employment and educational attainment

    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 %, rank 33/34 , 2023) 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. (69.9 %, rank 34/36 , 2023) Download Indicator

    The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Luxembourg. (79.3 %, rank 1/44 , 2023) Download Indicator

    The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Luxembourg. (85.4 %, rank 7/45 , 2023) Download Indicator

    The employment rate among 55-64 year-olds with below upper secondary education is compartively low in Luxembourg. (35.1 %, rank 42/45 , 2023) Download Indicator

    The employment rate among 55-64 year-olds with tertiary education is compartively low in Luxembourg. (66.5 %, rank 38/46 , 2023) Download Indicator

    The employment rate among 55-64 year-olds with upper secondary or post-secondary non-tertiary education is compartively low in Luxembourg. (38.2 %, rank 44/45 , 2023) 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. (88 %, rank 8/36 , 2023) 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. (83.5 %, rank 3/39 , 2023) 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. (76.4 %, rank 43/45 , 2023) Download Indicator

    The employment rate among 25-34 year-old men with below upper secondary education is compartively high in Luxembourg. (84.5 %, rank 8/44 , 2023) Download Indicator

    The employment rate among 25-34 year-old women with below upper secondary education is compartively high in Luxembourg. (71.7 %, rank 1/44 , 2023) Download Indicator

    The employment rate among 25-34 year-old women with tertiary education is compartively high in Luxembourg. (88.6 %, rank 9/46 , 2023) Download Indicator

    The employment rate among 55-64 year-old men with below upper secondary education is compartively low in Luxembourg. (36.5 %, rank 44/45 , 2023) Download Indicator

    The employment rate among 55-64 year-old men with tertiary education is compartively low in Luxembourg. (70.2 %, rank 44/46 , 2023) Download Indicator

    The employment rate among 55-64 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Luxembourg. (40.9 %, rank 45/45 , 2023) Download Indicator

    The employment rate among 55-64 year-old women with upper secondary or post-secondary non-tertiary education is compartively low in Luxembourg. (35.5 %, rank 42/45 , 2023) Download Indicator

    In Luxembourg, the employment rate among 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education is comparatively high (93.3 %, rank 5/36 , 2023) Download Indicator

    In Luxembourg, the share of employed 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (78 %, rank 31/39 , 2023) Download Indicator

    In Luxembourg, the share of employed 25-64 year-old women with vocational upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (64.3 %, rank 29/36 , 2023) Download Indicator

    In Luxembourg, the share of employed 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (74.8 %, rank 36/36 , 2023) Download Indicator

    Compared to other countries with available data, the employment rate of 25-34 year-old women with general upper secondary or post-secondary non-tertiary education is relatively high in Luxembourg compared to other countries with available data. (83.1 %, rank 1/39 , 2023) Download Indicator

    Inactivity and educational attainment

    In Luxembourg, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the highest among countries with available data. (24 %, rank 8/45 , 2023) Download Indicator

    In Luxembourg, the inactivity rate of 25-64 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively high. (27.4 %, rank 3/36 , 2023) Download Indicator

    Inactivity by gender and educational attainment

    In Luxembourg, the inactivity rate of 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively high. (17.8 %, rank 6/39 , 2023) Download Indicator

    In Luxembourg, the inactivity rate of 25-64 year-old women with vocational upper secondary or post-secondary non-tertiary education is relatively high. (32.7 %, rank 6/36 , 2023) Download Indicator

    In Luxembourg, the inactivity rate of 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively high. (22.8 %, rank 1/36 , 2023) Download Indicator

    In Luxembourg, the inactivity rate of 25-64 year-old men with upper secondary or post-secondary non-tertiary education is relatively high. (20.3 %, rank 2/45 , 2023) Download Indicator

    Earnings and educational attainment

    The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (74 Index, rank 37/41 , 2022) Download Indicator

    The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (162 Index, rank 5/35 , 2022) 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. (5 Index, rank 34/40 , 2022) Download Indicator

    In Luxembourg, the relative earnings for 45-54 year-old workers with below upper secondary attainment are low compared to workers with upper secondary attainment (66 Index, rank 40/41 , 2022) Download Indicator

    In Luxembourg, the distribution of worker earning more than the median but at or below 1.5 times the median among those with below upper secondary education is comparatively low . (9 Index, rank 41/41 , 2022) Download Indicator

    Earnings, gender and educational attainment

    The earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education. (75 Index, rank 35/41 , 2022) Download Indicator

    The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (70 Index, rank 34/41 , 2022) 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. (86.2 %, rank 4/41 , 2022) 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. (88.9 %, rank 9/41 , 2022) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the highest among countries with available data. (82.8 %, rank 3/40 , 2022) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the highest among countries with available data. (75.9 %, rank 9/40 , 2022) 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 (94 %, rank 3/41 , 2022) Download Indicator

    Earnings of women as a percentage of men's earnings (25-34 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (88.9 %, rank 9/29 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (84.4 %, rank 7/30 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (94.4 %, rank 3/41 , 2022) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with vocational upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (76.5 %, rank 21/29 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (94.1 %, rank 1/41 , 2022) Download Indicator

    Neither in education nor employed

    The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (8.4 %, rank 28/34 , 2023) Download Indicator

    The proportion of youth neither employed nor in education or training among 15-29 year-olds in Luxembourg is one of the smallest among OECD and partner countries with available data. (7.7 %, rank 38/43 , 2022) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    • Educational and labour-market outcomes for young adults at risk of falling behind have improved. Since 2016, the share of 18-24 year-olds not in employment, education or training has fallen from 16% to 14% on average across the OECD. At the same time, the share of 25-34 year-olds without an upper secondary qualification has decreased from 17% to 14%.

    • Job opportunities have also improved: the employment rate among 25-34 year-olds without an upper secondary qualification has risen from 59% to 61%, and for those with upper secondary or post-secondary non-tertiary attainment, it has increased from 76% to 79%.

    • Educational outcomes are transmitted across generations. Inequalities start early and persist through all stages of the education system. In countries with available data, children from low-income families are on average 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.

    • Students who start an upper secondary programme are 19 percentage points less likely to successfully complete their studies if their parents have not attained upper secondary education than their peers with parents who have a tertiary qualification, and this gap is 13 percentage points for those starting a bachelor’s programmes.

    • These disadvantages result in very different levels of educational attainment. While 72% of adults who have at least one parent with a tertiary qualification have also obtained a tertiary qualification, only 19% of those whose parents have not completed upper secondary education have tertiary attainment.

    • Public expenditure on early childhood education measured as a share of gross domestic product (GDP) increased by 9% between 2015 and 2021, significantly more than for other levels of education. Enrolment rates in early childhood education have also continued to rise across all age groups. On average across the OECD, 83% of children aged 3-5 are enrolled in pre-primary education, up from 79% in 2013.
    
                            
    
                            
    
                                | Equity in education and on the labour market | Education policies: Equity | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | 
    
                            
    
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    • 	In almost all countries with available data, the share of younger adults (25-34 year-olds) without an upper secondary qualification has fallen since 2016 and for Costa Rica, Mexico, Portugal and Türkiye these declines have been in double digits in percentage-point terms. This means many more younger adults will have the opportunity to succeed in the labour market.

    • 	On average across OECD countries, the share of women with at least a bachelor's or equivalent degree has almost doubled in a generation: going from 24% among 55-64 year-olds to 47% among 25-34 year-olds, reflecting a substantial increase in educational attainment.

    • 	In most OECD countries, the share of 18-24 year-olds who are neither employed nor in formal education or training (NEET) has decreased between 2016 and 2023. Costa Rica and Lithuania are exceptions, having experienced a rise above 3 percentage points in the share over this period.

    • 	Employment rates for younger adults (25-34 year-olds) slightly improved in most countries between 2016 and 2023, irrespective of their educational attainment level. However, the gap in employment rates between younger adults with below upper secondary attainment and those with tertiary attainment has widened in more than half of OECD, partner and/or accession countries with comparable data for both years.

    • 	In OECD countries, workers who have not attained upper secondary education earn, on average, 18% less than those who have attained this level of education. Meanwhile, workers with a tertiary education earn, on average, 56% more than those with only an upper secondary education.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • 	Most children aged 3 to 5 (84%) attend early childhood education (ECE) programmes across the OECD, yet only 32% of those aged 0 to 2 are enrolled in early childhood educational development programmes (ISCED 01) on average. Younger children from low-income families are least likely to attend these programmes, despite being likely to benefit the most.

    • 	Since 2013, 12 countries have extended the length of compulsory education at either pre-primary or upper secondary level. As enrolment rates in the years before and after compulsory education are already generally high, these measures often aim to increase enrolment among disadvantaged groups, where rates are lower.

    • 	The vast majority of primary students are enrolled in public institutions, averaging 85% across OECD countries. In some countries, government-dependent private institutions are prevalent, which often function in similar ways to public institutions.

    • 	Gender disparities at the upper secondary level affect students’ pathways in the labour market and higher education. On average, 51% of graduates from upper secondary general programmes are female, but in vocational programmes female only make up 46% of graduates.

    • 	Family background strongly influences success in upper secondary education. In all countries with available data, students whose parents have lower educational attainment have substantially lower completion rates than students with a tertiary-educated parent. Completion rates for students with immigrant backgrounds are also lower than for non-immigrant students.

    • 	On average, women are over-represented in tertiary education, but they remain under-represented in some fields. Only 15% of female new entrants at tertiary level choose a science, technology, engineering or mathematics (STEM) field, compared to 41% of male new entrants. In contrast, only 4% of male entrants opted for the field of education and 8% for health and welfare, shares which have not changed since 2015.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • 	Expenditure per student increases with the educational level in nearly all OECD countries, although by how much varies substantially among countries. On average, expenditure per student amounts to about USD 11 900 at primary level, USD 13 300 at secondary level and USD 20 500 at tertiary level.

    • 	OECD countries spend, on average, the equivalent of 4.9% of their gross domestic product (GDP) (over USD 3.5 trillion in total) on educational institutions from primary to tertiary levels (including tertiary research and development). Iceland, Israel, Norway and the United Kingdom invest over 6% of their national output into education.

    • 	Private sources play a much more important role in funding tertiary education, relative to government sources, than at lower levels. On average, private sources of funding amount to 0.3% of GDP for primary to post-secondary non-tertiary institutions, with a similar percentage for tertiary institutions. In contrast, government funding amounts to 3.2% of GDP for primary to post-secondary non-tertiary institutions, well above the 1.0% of GDP that governments spend on tertiary institutions.

    • 	On average, across OECD countries, the government is the primary source of funding for both public and private primary schools. For public institutions, the government covers nearly all expenditure, amounting to about USD 11 900 per student, while it accounts for less than 60% of the costs for private ones, roughly USD 7 900 per student, on average. However, these figure vary considerably across countries. 

    • 	Tuition fees for bachelor's degrees vary considerably from country to country. In one-third of the countries and other participants with data, public institutions either offer tuition-free education to national students or charge less than USD 1 100 per year in fees. In another third of countries, annual tuition fees are relatively modest, averaging between USD 1 400 and USD 3 100 per student. In the remaining countries, fees are considerably higher, exceeding USD 4 500 per year.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • 	Between 2013 and 2022, the ratio of children to teaching staff at pre-primary level fell across most countries, from 16:1 to 15:1 on average in OECD countries, due to fewer enrolled children and more teachers. In some countries, however, the ratio has increased due to rising child enrolment and teacher shortages.

    • 	In most OECD countries, the salaries of teachers increase with the level of education they teach. On average across OECD countries and other participants, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 52 631 at pre-primary level to USD 60 803 at upper secondary level.

    • 	Between 2015 and 2023, the statutory salaries of teachers at primary and secondary levels increased by 28-29% in nominal terms on average across OECD countries. When adjusted for changes in prices, the rise in real salaries was much smaller, at 4-5%.

    • 	Based on official regulations or agreements, teachers in public schools in OECD countries and other participants are required to teach on average 1 007 hours per year at pre-primary level, 773 hours at primary level, 706 hours at lower secondary level (general programmes) and 679 hours at upper secondary level (general programmes). 

    • 	Of the 21 countries with available data, 18 reported that they faced teacher shortages at the start of the 2022/23 academic year, with only Greece, Korea and Türkiye not reporting any shortages.

    • 	The ageing of the teaching workforce is more pronounced in secondary schools than in primary education. On average across OECD countries, the share of older teachers (aged 50 and over) increases with the education level: from 34% in primary education to 36% in lower secondary and 41% in upper secondary education.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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				Key
            
    
            Diagram of funding flows - Luxembourg
            
    
            
    
        
    


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

    
			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. 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 averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2021 for more details about the data collections.
            

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

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