Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
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. (2.2 %, rank 3/36 , 2018) 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. (59.5 %, rank 6/32 , 2017) 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 proportion of 25-64 years-old adults with below upper secondary education participating in formal education is low in Luxembourg. (3.3 %, rank 15/24 , 2016) Download Indicator
Among adults (25-64 years-old) with below upper secondary education, a low proportion participate in non-formal education. (19.2 %, rank 25/33 , 2016) Download Indicator
Participation rate of 25-64 year-olds in not job-related non-formal education is high in Luxembourg, compared to other countries with available data. (22.7 %, rank 5/34 , 2016) Download Indicator
The enrolment rate of 6-14 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (96.4 %, rank 36/41 , 2017) Download Indicator
The enrolment rate among 15-19 year-olds in Luxembourg is one of the lowest among OECD and partner countries with available data. (76.3 %, rank 34/39 , 2017) Download Indicator
In Luxembourg the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively low. (16.9 %, rank 40/40 , 2017) 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. (39 %, rank 39/40 , 2017) Download Indicator
In Luxembourg, the percentage of 25-64 year-old who participate in formal education is relatively low. (1.5 %, rank 36/37 , 2017) 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. (0.2 %, rank 39/39 , 2017) Download Indicator
In Luxembourg, the percentage of tertiary students enrolled in private institutions is one of the lowest among OECD and partner countries with available data. (4 %, rank 42/44 , 2017) Download Indicator
In Luxembourg, the share of part-time students in short-cycle programmes is relatively small. (0 %, rank 23/26 , 2017) Download Indicator
In Luxembourg, the share of part-time students in bachelor's programmes is relatively small. (2.5 %, rank 28/30 , 2017) Download Indicator
In Luxembourg, the share of part-time students in master's programmes is relatively large. (47.5 %, rank 3/30 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Luxembourg is comparatively high (47.1 %, rank 9/34 , 2017) Download Indicator
The percentage of today's young people expected to graduate from post-secondary non-tertiary education during their lifetime is one of the lowest among countries with available data. (1 %, rank 20/22 , 2017) Download Indicator
Luxembourg has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (7.9 %, rank 37/37 , 2017) 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 during their lifetime. (5.9 %, rank 29/29 , 2017) Download Indicator
Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (5.7 %, rank 27/27 , 2017) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the lowest among OECD countries and partner economies with available data. (7.9 %, rank 30/38 , 2017) Download Indicator
Excluding mobile students, the percentage of young people expected to obtain a master's or an equivalent degree during their lifetime is one of the lowest among OECD countries and partner economies with available data. (2.1 %, rank 28/29 , 2017) Download Indicator
Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (1.9 %, rank 26/27 , 2017) Download Indicator
Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (0.2 %, rank 28/29 , 2017) 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. (0.1 %, rank 26/27 , 2017) 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 during their lifetime. (17.8 %, rank 29/29 , 2017) Download Indicator
Excluding mobile students, Luxembourg has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetimes. (9.9 %, rank 27/27 , 2017) 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. (10.1 %, rank 25/25 , 2017) Download Indicator
Graduation by gender
In Luxembourg, the share of female doctoral graduates in the field of business, administration and law is relatively high. (65 %, rank 2/41 , 2017) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (19.3 %, rank 25/25 , 2017) 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. (43.8 %, rank 1/44 , 2017) 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. (7.7 %, rank 39/44 , 2017) 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. (7.3 %, rank 39/44 , 2017) 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 , 2017) Download Indicator
The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 44/45 , 2017) 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. (6.3 %, rank 29/33 , 2017) 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 , 2017) 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 , 2017) 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. (9.1 %, rank 33/35 , 2017) Download Indicator
The share of female who enter tertiary education in the field of education is one of the smallest among OECD and partner countries with available data. (71 %, rank 31/34 , 2017) 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. (52 %, rank 32/34 , 2017) 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. (59.9 %, rank 32/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (56.3 %, rank 34/34 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of services in Luxembourg is relatively low. (1.2 %, rank 34/37 , 2017) Download Indicator
The share of female among new entrants to doctoral programmes enrolled in the field of engineering, manufacturing and construction in Luxembourg is relatively small. (14.8 %, rank 34/34 , 2017) 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. (46.7 %, rank 1/46 , 2017) Download Indicator
Luxembourg is one of the least attractive destinations to foreign students compared to other OECD and partner countries with available data. (0.1 %, rank 37/46 , 2017) 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 38/46 , 2017) Download Indicator
In Luxembourg, international students from Europe are most represented among all international students, compared to other OECD and partner countries with available data. (81.7 %, rank 6/45 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of arts and humanities in Luxembourg is relatively low. (6.6 %, rank 35/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of business, administration and law in Luxembourg is relatively high. (45.1 %, rank 2/36 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of engineering, manufacturing and construction in Luxembourg is relatively low. (7.1 %, rank 35/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of health and welfare in Luxembourg is relatively low. (5 %, rank 32/37 , 2017) 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 , 2017) 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 , 2017) 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 , 2017) 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
Classes are particularly small in primary schools. (16 Students, rank 31/33 , 2016) 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 35/36 , 2016) Download Indicator
Classes in lower secondary public institutions are comparatively small in Luxembourg. (19 Students, rank 28/34 , 2016) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (48407 USD Equivalent, rank 1/35 , 2016) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (21705 USD Equivalent, rank 1/35 , 2016) Download Indicator
Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (17533 USD Equivalent, rank 1/31 , 2016) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (17913 USD Equivalent, rank 1/35 , 2016) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (21464 USD Equivalent, rank 1/35 , 2016) 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. (1760 USD Equivalent, rank 18/19 , 2016) Download Indicator
Annual expenditure per student for core and ancillary services, from primary to below-tertiary institutions is one of the highest among OECD and partner countries with available data. (19770 USD Equivalent, rank 1/35 , 2016) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (27955 USD Equivalent, rank 1/32 , 2016) Download Indicator
In Luxembourg, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary, is relatively high. (19770 USD Equivalent, rank 1/35 , 2016) 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 34/35 , 2016) Download Indicator
In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.5 %, rank 35/35 , 2016) 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 39/40 , 2016) 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 35/35 , 2016) 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 36/39 , 2016) 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 33/35 , 2016) Download Indicator
Public and private expenditure in education
The share of private expenditure on pre-primary education is one of the smallest among OECD and partner countries with available data. (2 %, rank 31/31 , 2016) Download Indicator
The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (2.7 %, rank 31/34 , 2016) Download Indicator
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (6 %, rank 33/35 , 2016) 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 39/39 , 2016) Download Indicator
Luxembourg has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (3.2 %, rank 33/35 , 2016) 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 36/38 , 2016) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (91.9 %, rank 4/35 , 2016) Download Indicator
In Luxembourg, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (93.8 %, rank 6/35 , 2016) Download Indicator
Expenditure on all children aged 3 to 5 enrolled in early childhood and primary education is one of the lowest in Luxembourg compared to OECD and partner countries with available data. (2 USD Equivalent, rank 30/30 , 2016) 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. (116312 USD Equivalent, rank 1/33 , 2018) 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. (116312 USD Equivalent, rank 1/33 , 2018) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially high. (74400 USD Equivalent, rank 1/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially high. (131440 USD Equivalent, rank 1/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (84320 USD Equivalent, rank 1/37 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (105400 USD Equivalent, rank 1/34 , 2018) 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 below upper secondary education is low in Luxembourg. (22.9 %, rank 35/42 , 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. (10.9 %, rank 37/42 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Luxembourg. (7.4 %, rank 38/43 , 2018) Download Indicator
Earnings and educational attainment
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (18.3 %, rank 25/29 , 2016) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (11.4 %, rank 29/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (6.8 %, rank 29/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (28.2 %, rank 26/29 , 2016) 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. (7.8 %, rank 28/28 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (4.3 %, rank 27/27 , 2016) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (73.8 %, rank 26/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (44.7 %, rank 24/29 , 2016) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (32.8 %, rank 29/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (8.9 %, rank 28/28 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (83.4 %, rank 6/37 , 2016) 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. (81.4 %, rank 6/37 , 2016) 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. (86.5 %, rank 7/37 , 2016) Download Indicator
Neither in education nor employed
The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively small in Luxembourg. (1.5 %, rank 40/40 , 2018) Download Indicator
The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Luxembourg. (10.1 %, rank 35/40 , 2018) Download Indicator
The proportion of 25-29 year-olds who are neither employed nor in education or training is comparatively small in Luxembourg. (12.2 %, rank 36/40 , 2018) Download Indicator
The percentage of 20-24 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (8.8 %, rank 37/40 , 2018) Download Indicator
The percentage of 15-19 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (1.4 %, rank 40/40 , 2018) Download Indicator
Migrant background
Earnings of foreign-born aged between 25 and 64 who work full- and part-time without upper secondary or post-secondary education are comparatively low. (74 Index, rank 20/21 , 2016) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with tertiary education are high compared to those of native-born with the same characteristics. (97 Index, rank 8/21 , 2016) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time workers with upper secondary or post-secondary non tertiary education are low compared to those of native-born with the same characteristics. (76 Index, rank 16/21 , 2016) 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. (75 Index, rank 15/19 , 2016) Download Indicator
The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (11.4 %, rank 27/29 , 2015) Download Indicator
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. (5.5 %, rank 30/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds not in education is one of the lowest among OECD and partner countries with available data. (39.5 %, rank 30/30 , 2015) Download Indicator
Social outcomes
In Luxembourg, a large share of adults (25-64 years-old) with below upper secondary education participated in formal voluntary activities in the 12 months prior to the survey. (23.2 %, rank 8/28 , 2015) Download Indicator
In Luxembourg, a large share of adults (25-64 years-old) with tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (46 %, rank 4/29 , 2015) Download Indicator
Among 25-64 years-old adults with below upper secondary education, a low proportion have someone to ask for moral, material or financial help. (79.1 %, rank 29/29 , 2015) Download Indicator
Among 25-64 years-old adults with upper secondary or post-secondary non-tertiary education, a low proportion have someone to ask for moral, material or financial help. (88.7 %, rank 28/29 , 2015) Download Indicator
Among 25-64 years-old adults with tertiary education, a low proportion have someone to ask for moral, material or financial help. (93.1 %, rank 27/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with below upper secondary education who actively participate in social media on a daily basis is high in Luxembourg. (32.5 %, rank 10/29 , 2015) Download Indicator
Among employed adults (25-64 years-old) with below upper secondary education, a large share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (43.4 %, rank 10/18 , 2015) Download Indicator
Among employed adults (25-64 years-old) with upper secondary or post-secondary non-tertiary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (37.7 %, rank 28/32 , 2015) Download Indicator
Among employed adults (25-64 years-old) with tertiary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (45.4 %, rank 23/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with below upper secondary education who have concentration difficulties at work because of family responsabilities is low in Luxembourg. (26.2 %, rank 12/18 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with upper secondary or post-secondary non-tertiary education who have concentration difficulties at work because of family responsabilities is low in Luxembourg. (20.8 %, rank 28/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with tertiary education who have concentration difficulties at work because of family responsabilities is low in Luxembourg. (20.5 %, rank 30/32 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS 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.