Luxembourg 2024

CLQ has an eight-level reference structure. While the number of levels corresponds to the EQF, the descriptors reflect the national tradition and context. At each level, descriptors are differentiated according to knowledge, aptitudes and attitudes (connaissances, aptitudes, attitudes). While the level of detail is higher, the relationship to the EQF can be clearly identified. This is, for example, the case for the third column (attitude) which is based on the principles of responsibility, autonomy and context ([2]Attitudes refer to 'personal and social dispositions in work or study situations and for professional or personal development. Personal abilities are characterised by an autonomous, responsible disposition that allows critical consideration of one's own actions and the actions of other people; they also define the scope of a person's own development through either study or practice.' (Ministry of Education, Children and Youth & Ministry of Higher Education and Research, 2014).) as per EQF ([3]EQF level descriptors.).

The CLQ includes all levels and types of qualifications from formal education (VET, general education, higher education). Qualifications awarded through adult education and training and validation of non-formal and informal learning are the same as those obtained in initial education and training (Ministry of Education, Children and Youth & Ministry of Higher Education and Research, 2014). Some qualifications in Luxembourg posed challenges in terms of levelling. The vocational aptitude diploma (Diplôme d'aptitude professionnelle, DAP) that can be acquired through apprenticeships has been assigned to the CLQ/EQF level 3, and the master craftsperson qualification ([4]The master craftsperson qualification (brevet de maîtrise; ISCED 453, EQF 5) entitles holders to establish themselves in the craft industry as self-employed and to train apprentices. The qualification confers the title of master craftsperson in the particular trade. The master craftsperson qualification does not give any access right for higher education; progression opportunities depend on the certificate gained at secondary level (INFPC, 2019).) to CLQ/EQF level 5 (European Commission & Cedefop, 2018). This is different in the frameworks of the German-speaking countries where these types of qualification were referenced to EQF levels 4 and 6 respectively (European Commission & Cedefop, 2018).

The use of learning outcomes (compétences) in education and training varies between sub-systems; it is most advanced in compulsory and vocational training. Competences for primary education are formulated in the socle de compétences (skills base) ([5]The socle de compétences defines a set of key competences referring to subject-independent competences and should be seen as the 'core set' of competences (KeyCoNet, 2013).); whereas for secondary and VET education competences are elaborated in a skills standard (référentiels de compétences) ([6]Source: Internal communication with the Ministry of Education, Children and Youth.).

A gradual development of a learning-outcomes or competence-based approach in VET has taken place, as the competence-based approach had a prominent position in the Law on VET reform, 2008 ([7]The law aimed to modernise initial and continuing VET. The main point was to reorientate IVET towards a modular and competence-oriented structure. It defines competences as the totality of knowledge, skills and attitudes that are necessary in order to practise an occupation.) and the amended Law on VET reform, 2019 (Reform Law on Vocational Education and Training). In IVET, all qualifications and programmes have been described using learning outcomes and can be accessed via the register of the education ministry.

IVET curricula are developed by the education ministry in cooperation with professional chambers, based on an occupational ([8]An occupational profile lists the areas of activity as well as the activities and tasks of future occupations after two to three years of workplace experience (INFPC, 2019).) and a training profile ([9]A training profile is based on the occupational profile by areas of competence: occupational and general competences (INFPC, 2019).). They are regularly updated to address labour market needs and enable learners to use the latest technologies. The training profile (INFPC, 2019):

1. defines the learning outcomes for each competence and regroups them by learning domain;
2. organises the learning domains and outcomes in modules;
3. determines the content of the different modules of the curriculum.

Higher education is organised in courses lasting one semester; each course is composed by assessable modules with allocated credit points (European credit transfer and accumulation system - ECTS). These courses are increasingly defined and described using learning outcomes. Learning outcomes are included in the new Law of 27 June 2018 on the organisation of the University of Luxembourg, which lays down that each programme requires specific objectives, based on the acquisition of certain knowledge, competences and transversal skills. Further, the obligation to define learning outcomes is also included in the 2010 Grand-Ducal decree of 23 February 2010 on the organisation of courses and the evaluation of students of the Advanced Technician Diploma (modified in 2018).

Two governmental administrations are responsible for the internal quality assurance of the school system. The SCRIPT (Service de Coordination de la Recherche et de l'Innovation pédagogiques et technologiques) is in charge of conducting large-scale studies on the school system and oversees data collection and analysis. IFEN (Institut de Formation de l'Éducation Nationale) supports schools with their quality development initiatives and the advancement of digital competences ([10]Source: Internal communication with the Ministry of Education, Children and Youth.). External evaluation of the education system is outsourced to the University of Luxembourg. A National observatory of school quality was also created in January 2018 at the education ministry to report on the school system; it produces findings based on research and recommendations (Cedefop, 2020a).

The VET Law of 2008 that was amended in June 2019, also covers the main aspects of quality assurance. The amended law incorporates into the Labour code provisions relating to apprenticeship contracts and the internship agreements that are provided for in the 2008 law.

Quality assurance in higher education uses external evaluation, as there is no national quality assurance agency. Instead, the Ministry of Education, Children and Youth has outsourced the process to foreign agencies and experts. The University of Luxembourg ([11]Law of 27 June 2018 on the organisation of the University of Luxembourg.) ([12]The bachelor, master and PhD programmes offered by the University of Luxembourg, are by law automatically recognised.), and private higher education institutions and their programmes ([13]Law of 19 June 2009 on the organisation of higher education.) ([14]Based on the evaluation, the Minister decides if they will be accredited.) are evaluated by a foreign agency, registered with EQAR (European quality assurance register for higher education) every four and five years respectively. To be accredited by the ministry, programmes leading to the Advanced technician diploma (BTS) are evaluated by the Dutch-Flemish Accreditation Organisation NVAO, which is listed in the European Quality Assurance Register for Higher Education (EQAR) and is an affiliate member of the European Association for Quality Assurance in Higher Education (ENQA) ([15]Source: Internal communication with the Ministry of Education, Children and Youth.). For both foreign private higher education institutions and their programmes, and for BTS programmes in secondary schools, only accredited programmes and institutions are officially recognised by the State ([16]More information here.).