Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2020/2021 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
10,364
9,909
20,273
1.1
21,193
20,010
41,203
1.2
13,715
12,972
26,687
1.3
13,712
12,825
26,537
1.4
1.2 All children/learners enrolled in any form of recognised education
9,465
8,957
18,422
2.1
21,053
19,868
40,921
2.2
12,149
11,076
23,225
2.3
12,396
12,351
24,747
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
9,391
8,905
18,296
3.1
20,925
19,779
40,704
3.2
12,114
11,047
23,161
3.3
12,392
12,347
24,739
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
9,391
8,905
18,296
4.1
20,925
19,779
40,704
4.2
12,114
11,047
23,161
4.3
12,392
12,347
24,739
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
NA
NA
NA
5.1
NA
NA
NA
5.2
NA
NA
NA
5.3
NA
NA
NA
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
74
52
126
6.1
128
89
217
6.2
35
29
64
6.3
4
4
8
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
51
36
87
7.1
60
28
88
7.2
19
14
33
7.3
4
4
8
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4d All children/learners educated in recognised forms of home schooling
23
16
39
10.1
68
61
129
10.2
16
15
31
10.3
0
0
0
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
116
52
168
1.1
371
139
510
1.2
82
36
118
1.3
25
17
42
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
116
52
168
2.1
371
139
510
2.2
82
36
118
2.3
25
17
42
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
65
16
81
3.1
311
109
420
3.2
62
21
83
3.3
21
13
34
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
65
16
81
4.1
311
109
420
4.2
62
21
83
4.3
21
13
34
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
51
36
87
6.1
60
28
110
6.2
19
14
50
6.3
4
4
33
6.4
2.4a All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by the ministry of education
51
36
87
7.1
60
28
88
7.2
19
14
33
7.3
4
4
8
7.4
2.4b All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
0
9.1
M
M
22
9.2
M
M
17
9.3
M
M
25
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA

Luxembourg - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

4–16

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-6 6-12 12-15 15-19
Is private sector education covered by the data provided for the country?
Yes

Data for private sector education is provided in data table 1. Official decisions of SEN don’t apply to private sector education.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

The data provided in table 1 covers recognised forms of home schooling. However, for ISCED 3, only learners up until the mandatory school age of 16 are taken into account.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

An official decision by the Commission nationale d’inclusion (CNI) (National Commission of Inclusion) leads to a child/learner being eligible for additional educational support to meet their learning needs.

What educational assessment procedures are carried out and who is involved?
  • There has been an educational assessment procedure involving a multi-disciplinary team, including members from within and external to the child’s/learner’s (pre-)school
  • There is a legal document describing the support a child/learner is eligible to receive and which is used as a basis for future planning
  • The official decision is subject to a formal regular review process.
What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The records for learners with an official decision from the CNI are regularly reviewed, imperatively at important transition points during their school career, namely at the ages of 12 and 16.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

Not applicable

Please describe any specific country issues you think are relevant for understanding the data you have provided

Due to the size and the language diversity, some national citizens attend school abroad and some children from abroad attend school in Luxembourg. For this reason, a correlation between the population in certain age groups and the number of children/learners attending school in the country does not hold.

Moreover, there are non-mandatory schooling options for children aged 3. Compulsory education starts at the age of 4. For this reason, the number of children enrolled in a form of recognised education in ISCED 02 does not match the total population in that age group.

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