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Luxembourg
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Luxembourg
Overview of the education system (EAG 2022)
  • In Luxembourg, 63% of 25-34 year-olds had a tertiary qualification in 2021 compared to 47% on average across OECD countries.
  • In 2020, 88% of 3-5 year-olds in Luxembourg were enrolled in early childhood education programmes education in Luxembourg, compared to 83% on average across OECD countries. The share of children enrolled in private institutions at pre-primary level was 11%. In 2019, Luxembourg spent USD 21 938 on pre-primary educational institutions, above the OECD average (USD 9 598%), 2% was funded by private sources.
  • In Luxembourg, the share of women among general upper secondary graduates is 55% (OECD average 55%). Men make up 52% of all vocational upper secondary graduates, below the OECD average (55%).
  • The share of part-time students at the tertiary level in Luxembourg is 20%, which is slightly below the OECD average (22%).
  • In 2019, Luxembourg spent 3.3% of its GDP or a total of USD 25 433 per full-time equivalent student on primary to tertiary educational institutions compared to USD 11 990 on average across OECD countries. Education funding reached USD 51 978 per student at the tertiary level, 42% of which corresponds to expenditure for research and development (R&D).
  • Based on official regulations or agreements,annual teaching hours in Luxembourg are 880 hours per year at pre-primary level, 810 hours at primary level, 739 hours at lower secondary level (general programmes) and 739 hours at upper secondary level (general programmes).
    • | Education at a Glance 2022 | Country Note | Annexes from Education at a Glance 2022 | 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. (26.5 %, rank 38/42 , 2021) 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. (50.3 %, rank 5/44 , 2021) 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. (63.1 %, rank 4/43 , 2021) 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. (2.3 %, rank 4/37 , 2021) 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. (38.1 %, rank 1/39 , 2021) Download Indicator

    Attainment by gender

    The proportion of 25-34 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (58.7 %, rank 3/43 , 2021) 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. (67.6 %, rank 5/43 , 2021) Download Indicator

    The share of 25-34 year-old men who attained upper secondary or post-secondary non-tertiary education in Luxembourg is one of the lowest among OECD and partner countries with available data. (28.4 %, rank 38/42 , 2021) 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 27/31 , 2021) 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 1/31 , 2021) 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 31/31 , 2021) 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 29/31 , 2021) Download Indicator

    Participation in education

    The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/42 , 2020) 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 30/31 , 2020) 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. (19.6 %, rank 41/41 , 2020) 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 41/42 , 2020) 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 38/40 , 2020) 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 40/40 , 2020) Download Indicator

    In Luxembourg, the share of part-time students in master's programmes is relatively large. (47.9 %, rank 3/34 , 2018) Download Indicator

    The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the smallest among OECD and partner countries with available data. (49.3 %, rank 30/34 , 2020) 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. (33 %, rank 5/38 , 2020) 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. (20.4 %, rank 2/37 , 2020) Download Indicator

    Graduation

    In Luxembourg, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/34 , 2020) 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 1/34 , 2020) Download Indicator

    The share of doctorate graduates in public institutions is relatively high in Luxembourg. (100 %, rank 1/36 , 2020) Download Indicator

    The share of first-time short-cycle graduates is relatively low in Luxembourg. (0 %, rank 26/27 , 2020) Download Indicator

    The percentage of first-time bachelor's graduates is relatively high in Luxembourg. (100 %, rank 1/31 , 2020) Download Indicator

    Graduation by gender

    In Luxembourg, the share of female doctoral graduates in the field of business, administration and law is relatively high. (61.1 %, rank 4/41 , 2020) Download Indicator

    In Luxembourg, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (9.1 %, rank 40/41 , 2020) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Luxembourg is relatively low. (23.5 %, rank 25/25 , 2020) 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 %, rank 2/41 , 2020) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Luxembourg. (30.1 %, rank 34/38 , 2020) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Luxembourg. (2.8 %, rank 41/41 , 2020) Download Indicator

    Graduation by field of education

    The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (11.1 %, rank 36/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (37.5 %, rank 2/40 , 2020) 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. (7.8 %, rank 37/40 , 2020) 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. (7.4 %, rank 36/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.5 %, rank 36/40 , 2020) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Luxembourg is relatively small. (0 %, rank 41/42 , 2020) 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 22/22 , 2020) 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 20/22 , 2020) Download Indicator

    In Luxembourg, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.2 %, rank 39/40 , 2020) 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. (9.4 %, rank 34/36 , 2020) 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. (67.6 %, rank 33/36 , 2020) 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. (56.9 %, rank 32/36 , 2020) 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. (62.6 %, rank 32/36 , 2020) 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. (8.7 %, rank 33/35 , 2020) Download Indicator

    The percentage of students enrolled in the field of services among all national tertiary students in Luxembourg is relatively low. (0.1 %, rank 34/35 , 2020) Download Indicator

    In Luxembourg, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (50 %, rank 32/34 , 2020) 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. (8.3 %, rank 27/31 , 2020) Download Indicator

    In Luxembourg, the share of new entrants to tertiary education in the field of services is comparatively small. (0.4 %, rank 34/36 , 2020) Download Indicator

    In Luxembourg, the share of women among new entrants in bachelor's programmes in the field of education is one of the smallest among OECD and partner countries with available data. (64 %, rank 32/36 , 2020) Download Indicator

    In Luxembourg, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (67.9 %, rank 35/36 , 2020) 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. (41 %, rank 34/36 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in health and welfare in Luxembourg is one of the largest compared to other OECD countries and partner economies. (82.1 %, rank 3/36 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in information and communication technologies in Luxembourg is one of the largest compared to other OECD countries and partner economies. (41 %, rank 1/35 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Luxembourg is one of the largest compared to other OECD countries and partner economies. (42.8 %, rank 4/36 , 2020) Download Indicator

    In Luxembourg, the share of men among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the largest among OECD and partner countries with available data. (59 %, rank 3/36 , 2020) Download Indicator

    In Luxembourg, the share of men among new entrants in bachelor's programmes in the field of health and welfare is one of the largest among OECD and partner countries with available data. (32.1 %, rank 2/36 , 2020) 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. (17.9 %, rank 34/36 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in information and communication technologies in Luxembourg is one of the smallest compared to other OECD countries and partner economies. (59 %, rank 35/35 , 2020) Download Indicator

    The share of male students entering master's 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. (57.2 %, rank 33/36 , 2020) 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 33/34 , 2020) Download Indicator

    In Luxembourg, the percentage of new entrants to doctoral programmes in the field of education is relatively low, compared to other countries with available data. (1.6 %, rank 31/34 , 2020) 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 34/34 , 2020) 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. (24.8 %, rank 1/33 , 2020) Download Indicator

    Student mobility

    Luxembourg has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (23.4 %, rank 3/29 , 2020) 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. (48.4 %, rank 1/44 , 2020) Download Indicator

    The percentage of national tertiary students enrolled abroad in Luxembourg is relatively high. (77 %, rank 1/38 , 2020) 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 35/38 , 2020) 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 avaialble data. (89 %, rank 1/38 , 2020) Download Indicator

    In Luxembourg, the proportion of international graduates among first-time short-cycle tertiary first-time graduates is relatively low. (0 %, rank 22/26 , 2020) Download Indicator

    In Luxembourg, the proportion of international graduates among bachelor's first-time graduates is relatively high. (23.4 %, rank 3/30 , 2020) Download Indicator

    In Luxembourg, the proportion of international graduates among first-time doctorate graduates is relatively high. (84 %, rank 1/30 , 2020) 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. (68.8 %, rank 1/35 , 2020) Download Indicator

    In Luxembourg, the proportion of international or foreign students enrolled in bachelor's programmes is one of the largest among OECD and partner countries with available data. (24.4 %, rank 1/38 , 2020) 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. (74.6 %, rank 1/38 , 2020) 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 3/38 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in bachelor's programmes among men is relatively high compared to other OECD and partner countries. (22.8 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in bachelor's programmes among women is relatively high compared to other OECD and partner countries. (25.8 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in doctoral or equivalent programmes among men is relatively high compared to other OECD and partner countries. (89.4 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in doctoral or equivalent programmes among women is relatively high compared to other OECD and partner countries. (88.4 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in master's programmes among men is relatively high compared to other OECD and partner countries. (75.3 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in master's programmes among women is relatively high compared to other OECD and partner countries. (74.1 %, rank 1/37 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in tertiary education among men is relatively high compared to other OECD and partner countries. (49.2 %, rank 1/43 , 2020) Download Indicator

    In Luxembourg, the share of international or foreign students enrolled in tertiary education among women is relatively high compared to other OECD and partner countries. (47.6 %, rank 1/43 , 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. (6.6 %, rank 30/33 , 2020) 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. (36.5 %, rank 3/33 , 2020) 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 %, rank 32/33 , 2020) 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. (2.4 %, rank 33/33 , 2020) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Luxembourg is relatively low. (0.2 %, rank 30/33 , 2020) Download Indicator

    In Luxembourg, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/35 , 2020) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (51978 USD Equivalent, rank 1/37 , 2019) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (25433 USD Equivalent, rank 1/36 , 2019) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (22203 USD Equivalent, rank 1/36 , 2019) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (24736 USD Equivalent, rank 1/36 , 2019) 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. (3238 USD Equivalent, rank 17/19 , 2019) Download Indicator

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (30063 USD Equivalent, rank 2/33 , 2019) 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. (21916 USD Equivalent, rank 1/33 , 2019) Download Indicator

    Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Luxembourg is comparatively high. (22463 USD Equivalent, rank 1/28 , 2019) Download Indicator

    Expenditure per student for core educational services on tertiary education in Luxembourg is comparatively high. (29013 USD Equivalent, rank 1/27 , 2019) Download Indicator

    Expenditure per student for ancillary services on tertiary education in Luxembourg is comparatively high. (1050 USD Equivalent, rank 5/25 , 2019) Download Indicator

    The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Luxembourg. (26693 USD Equivalent, rank 1/36 , 2019) Download Indicator

    In Luxembourg, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (24067 USD Equivalent 2015, rank 1/36 , 2019) Download Indicator

    The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively high in Luxembourg. (47310 USD Equivalent, rank 1/35 , 2019) Download Indicator

    In Luxembourg, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (49186 USD Equivalent 2015, rank 1/37 , 2019) 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 35/36 , 2019) Download Indicator

    In Luxembourg, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.5 %, rank 36/36 , 2019) Download Indicator

    In Luxembourg, public expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.4 %, rank 41/41 , 2019) 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 36/36 , 2019) 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. (3.1 %, rank 36/40 , 2019) 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 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively low in Luxembourg. (0.1 %, rank 29/32 , 2019) Download Indicator

    The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Luxembourg. (3.1 %, rank 25/27 , 2019) Download Indicator

    The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively small in Luxembourg. (0.1 %, rank 24/27 , 2019) Download Indicator

    At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively low in Luxembourg. (0.4 %, rank 29/29 , 2019) Download Indicator

    The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively low in Luxembourg. (0 %, rank 26/28 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Luxembourg is one of the highest among OECD and partner countries with available data. (5 %, rank 1/32 , 2019) Download Indicator

    Public and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (3 %, rank 33/36 , 2019) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (5 %, rank 36/37 , 2019) Download Indicator

    The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1 %, rank 42/42 , 2019) 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 34/36 , 2019) Download Indicator

    In Luxembourg, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.5 %, rank 39/42 , 2019) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively large. (91 %, rank 2/37 , 2019) Download Indicator

    In Luxembourg, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (93.9 %, rank 5/36 , 2019) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (2.9 %, rank 25/28 , 2019) Download Indicator

    In Luxembourg, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively high . (94 %, rank 5/26 , 2019) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (3.1 %, rank 24/26 , 2019) Download Indicator

    In Luxembourg, the relative share of public expenditure from initial source of funds on tertiary education is one of the largest among OECD and partner countries with available data. (91.7 %, rank 2/27 , 2019) Download Indicator

    In Luxembourg, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (4.4 %, rank 25/27 , 2019) Download Indicator

    Nature of expenditure

    The percentage of capital expenditure on secondary education is relatively in Luxembourg. (11.1 %, rank 5/33 , 2019) Download Indicator

    In Luxembourg, the share of capital expenditure on post-secondary non-tertiary education is comparatively low. (0 %, rank 16/17 , 2019) Download Indicator

    The percentage of capital expenditure on tertiary education is relatively in Luxembourg. (4.5 %, rank 29/32 , 2019) Download Indicator

    The percentage of current expenditure on tertiary education is relatively in Luxembourg. (95.5 %, rank 3/32 , 2019) Download Indicator

    Teachers

    The number of days of instruction in a school year in pre-primary school is especially low. (176 Days, rank 26/28 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (25.8 %, rank 20/20 , 2020) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (34.7 %, rank 30/32 , 2020) Download Indicator

    The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (35.6 %, rank 37/38 , 2020) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially high. (16.9 %, rank 3/37 , 2019) Download Indicator

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (63.5 %, rank 5/37 , 2019) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (11.3 %, rank 38/38 , 2019) Download Indicator

    The percentage of lower secondary teachers older than 50 is especially low. (20.8 %, rank 32/35 , 2019) Download Indicator

    The percentage of upper secondary teachers older than 50 is especially low. (25.1 %, rank 34/37 , 2019) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (19.6 %, rank 36/37 , 2019) Download Indicator

    In Luxembourg, the share of female teachers younger than 30 in tertiary education is relatively small . (36.6 %, rank 33/33 , 2019) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Luxembourg. (28.4 %, rank 31/33 , 2019) Download Indicator

    In Luxembourg, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (64.6 %, rank 3/23 , 2019) Download Indicator

    In Luxembourg, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (29.1 %, rank 19/23 , 2019) 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 %, rank 29/29 , 2019) Download Indicator

    In Luxembourg, the share of tertiary teachers older than 50 is relatively low, compared to other countries with data available. (13 %, rank 32/32 , 2019) Download Indicator

    In Luxembourg, the share of bachelor's, master's and doctoral level teachers younger than 30 is relatively high, compared to other countries with data available. (30.5 %, rank 1/29 , 2019) Download Indicator

    In Luxembourg, the share of tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (29.1 %, rank 1/32 , 2019) 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. (36.3 %, rank 29/30 , 2019) 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. (25.6 %, rank 28/30 , 2019) 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. (112266 USD Equivalent, rank 1/32 , 2021) Download Indicator

    The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (87 Index, rank 28/29 , 2021) Download Indicator

    The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (89 Index, rank 28/29 , 2021) Download Indicator

    The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Luxembourg. (89 Index, rank 28/29 , 2021) 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. (112266 USD Equivalent, rank 1/32 , 2021) 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 21/22 , 2021) Download Indicator

    Teachers' salaries progression

    Starting salaries for lower secondary teachers with minimum training are especially high. (81387 USD Equivalent, rank 1/38 , 2021) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (101734 USD Equivalent, rank 1/33 , 2021) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (4.9 Ratio, rank 33/33 , 2020) 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. (10 Ratio, rank 41/43 , 2020) Download Indicator

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (27.9 Ratio, rank 1/38 , 2020) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Luxembourg. (9 Ratio, rank 17/18 , 2020) 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. (4.5 Ratio, rank 27/27 , 2020) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Luxembourg. (29.1 Ratio, rank 1/39 , 2020) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Luxembourg. (9.5 Ratio, rank 17/20 , 2019) Download Indicator

    In Luxembourg, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (60.7 Ratio, rank 1/37 , 2020) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Luxembourg. (10 Ratio, rank 15/18 , 2019) 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. (4.9 Ratio, rank 35/35 , 2020) 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. (4.5 Ratio, rank 27/27 , 2020) Download Indicator

    Class size

    Classes in public primary institutions are comparatively small in Luxembourg. (15 Students, rank 35/35 , 2019) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Luxembourg. (18 Students, rank 31/33 , 2019) 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 15/19 , 2019) 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. (88.9 %, rank 32/35 , 2021) Download Indicator

    The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Luxembourg. (74 %, rank 1/42 , 2021) Download Indicator

    The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Luxembourg. (84.8 %, rank 4/42 , 2021) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-34 year-old men with below upper secondary education is compartively high in Luxembourg. (83 %, rank 5/42 , 2021) Download Indicator

    Employment by field of education

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is high compared to other OECD and partner countries. (92.7 %, rank 1/29 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is high compared to other OECD and partner countries. (94.7 %, rank 1/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is high compared to other OECD and partner countries. (94.8 %, rank 1/31 , 2021) Download Indicator

    Unemployment and educational attainment

    The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Luxembourg. (9.9 %, rank 41/42 , 2021) Download Indicator

    In Luxembourg, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively low. (30.1 %, rank 27/31 , 2021) Download Indicator

    Earnings and educational attainment

    In Luxembourg, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively low. (18.6 %, rank 25/28 , 2020) Download Indicator

    Compared to other countries with available data, earnings of 25-64 year-olds with below secondary education compared to those of adults with an upper secondary education are relatively high in Luxembourg. (147 %, rank 2/29 , 2020) 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. (76.3 %, rank 5/37 , 2020) Download Indicator

    Earnings by field of education

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Luxembourg who studied in the field of arts and humanities, social sciences, journalism and information are high, when compared to earnings of adults with an upper secondary education. (83.2 %, rank 5/15 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Luxembourg who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (91.7 %, rank 2/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Luxembourg who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (95.1 %, rank 2/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Luxembourg who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (82.6 %, rank 16/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Luxembourg who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (88.9 %, rank 13/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Luxembourg who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (103 %, rank 16/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Luxembourg who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (101.6 %, rank 13/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Luxembourg who studied in the field of natural sciences, mathematics and statistics, are low, when compared to earnings of adults with an upper secondary education. (93.5 %, rank 16/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Luxembourg who studied in the field of natural sciences, mathematics and statistics, are low, when compared to earnings of adults with an upper secondary education. (90.7 %, rank 15/15 , 2020) Download Indicator

    Neither in education nor employed

    The proportion of youth neither employed nor in education or training among 15-29 year-olds in Luxembourg is one of the smallest among OECD and partner countries with available data. (7.8 %, rank 38/39 , 2021) Download Indicator

    In Luxembourg, the share of women neither employed nor in education among 15-29 year-olds is relatively low. (9.8 %, rank 37/39 , 2021) Download Indicator

    Participation in education by gender

    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. (39.2 %, rank 36/38 , 2020) Download Indicator

    Entrance

    In Luxembourg, the average age of new entrants in doctoral programmes is one of the lowest among OECD and partner countries with available data. (27.9 Years, rank 34/36 , 2020) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
    • Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
    • Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
    
                            
    
                            
    
                                | Education policies: Access and Participation - Tertiary | Education policies: Finance and Funding - Tertiary | Education policies: Labour market outcomes - Tertiary | 
    
                            
    
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    • Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
    • Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries. 
    • Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
    • In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
    • While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
    • Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
    • Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
    • On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
    • In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
    • On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
    • Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
    • On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
    • Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
    • Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
    • Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
    
                            
    
                            
    
                                | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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            Diagram of funding flows - Luxembourg
            
    
            
    
        
    


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

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

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

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