- 2018Approved/Agreed
- 2022Completed
Background
To foster school quality assurance at the system level, a new independent central observatory was introduced.
Objectives
Providing a neutral view and to contribute to an objective debate on the situation of the school system.
Description
The National Observatory of School Quality was created by the law of 13 March 2018 at the Ministry of National Education, Children and Youth. Its role is to examine the organisation and functioning of schools, at all levels of education. The Observatory is composed of eight observers who work in complete independence and produce, every three years, a national report on the school system with findings based on research and recommendations. These reports inform the debate on education policies at the national level.
The Observatory was established.
In 2022, a new regulation was adopted, renaming the National Observatory of School Quality to the National Observatory of Children, Youth, and School Quality. The Observatory comprises two sections, 'Children and youth' and 'School quality' with six observers each. The regulation specifies that the School quality section can conduct, initiate, prepare, or coordinate surveys, analyses, studies and issue opinions on the various aspects of school quality in Luxembourg. The frequency of national reports on the school system has been changed from every three to every five years.
Bodies responsible
- Chamber of Deputies
- Ministry of Education, Children and Youth
Target groups
Education professionals
- Teachers
- School leaders
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). National observatory of school quality: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28350