Education is and remains a major challenge on which our children’s and our society’s future is built. The education policy will therefore continue to aim at rallying all the actors to ensure together that every child, every young person and every adult have the best opportunities along their path, in their personal development and their well-being, so that they can integrate successfully into the society of today and tomorrow.
Over the last ten years, there has been considerable investment in education in Luxembourg, placing children at the centre of considerations both in formal and non-formal education. Over the next five years, the objective will be to bring formal and non-formal education closer together, to put them on equal footing and to develop quality in both areas equally. To further empower children and young people, over the next five years, the government will constantly expand, develop and create a network for our educational landscape.
A scientifically based education policy: To further adapt the education system to Luxembourg’s various evolutions, it is essential to regularly evaluate the existing projects and initiatives and to scientifically support the new reforms or pilot projects from the outset. Monitoring the education system, with a view to making informed political decisions based on research and scientific facts, is the cornerstone of a modern educational landscape.
An education policy in dialogue with all the actors: The education system of the 21st century is based on cooperation between a wide range of actors. To offer every child the best opportunities for their educational and personal development, all educational partners must work together. Regular discussions between all actors in the fields of education, children and youth, as well as a structured dialogue on targeted subjects, will continue to ensure that education policy is based on a broad consensus.
A good start on the educational path
Already at a young age, children should benefit from high quality education and childcare. It is extremely important for their future opportunities. That’s why we will continue to invest in the quality ofcrèches, especially by gradually improving the staff-to-children ratio in child care facilities. At the same time, staff training and quality monitoring in these facilities will be expanded and innovative practices will be encouraged.
When children enter primary education, they are at a crucial phase of their development. The government will therefore not only ensure that each child has access to a place in early childhood education, but also that they receive optimum support throughout cycle 1. Therefore, a second instructor will be introduced in cycles 1.1 and 1.2, in line with best early childhood education practices. This second instructor will work in close collaboration with the teacher to adapt teaching to the children’s needs, thus ensuring the best possible start to their educational path.
A good start to a child’s educational path also means having the opportunity to become literate in a language they are comfortable with. The French literacy pilot project, which provides the option for children to learn to read and write in French, will continue and be scientifically evaluated. Teachers will be further trained throughout the country with a view to a gradual nationwide roll-out from the school year 2026/27.
It is not only important for young children that formal and non-formal education work hand-in-hand. In collaboration with the municipalities, the government will ensure that every child has the right to a full-time educational offer from 2030.
Modern curricula and content in schools
Adapting school to society’s demands is the objective of the new curriculum for primary education, for which the extensive consulting process of all actors began in 2022 with a view to embedding 21st century skills more solidly in the curriculum. The project for a new study plan for primary education will be continued by the new government and implemented from the start of the school year 2026/27, in order to further develop skills as diverse as creativity, collaboration, critical thinking, but also multilingualism and digital technology.
As with primary education, a broad consultation on the modernisation of the curricula of secondary education will also be launched. Teaching methods such as project-based learning will be promoted and current subjects such as digital technology, sustainable development, but also financial education and healthy eating, for example, will be embedded into the curriculum.
Revaluing vocational training, with a broader and more modern offer
To value craftsmanship, children should be able to discover a wide range of professions from their first steps in primary education, at secondary school but also in non-formal education. Only then will they be ready to embark on their future educational and professional path in the best possible conditions.
In vocational training, education will continue to be modernised and made more dynamic, both in terms of content and linguistic offers. This will also be achieved through the introduction of new courses that lead to qualifications, such as the 1re DAP. This pathway gives pupils in the upper cycle of classical and general secondary education the opportunity to start an apprenticeship and obtain their Vocational Aptitude Diploma (
Diplôme d’aptitude professionnelle, DAP) within a year of obtaining their Secondary School Leaving Diploma.
In order to bring certain programmes closer to pupils, the École d’hôtellerie et de tourisme du Luxembourg will open a second site in the south of the country. The Lycée privé Emile Metz will expand its offer in the southern territory as well. Furthermore, two additional Centres nationaux de formation professionnelle continue (CNFPC, National Centres for Continuous Vocational Training) are planned.
The government will implement a “Higher Vocational Training Course”, in collaboration with the professional chambers, to offer young people continued vocational training even after the Vocational Aptitude Diploma (Diplôme d’aptitude professionnelle, DAP) and the Technician’s Diploma (Diplôme de technicien, DT).
A linguistic offer that takes into account the diversity of the school population
International public schools: Each year, a considerable number of children who have begun their schooling in another country, join the Luxembourg public school system. To meet this high demand, three new European public schools will open their doors over the next few years. At the same time, there will be a constant analysis of how teaching develops in these schools and what their experiences are with a diverse school population in the international system. Public schools that follow the national curriculum and those that follow the European curriculum must be able to learn from each other in order to offer pupils the teaching they need.
Language flexibility in the national system: Just as the voluntary French literacy project in primary education is trying to address the challenge of teaching languages adapted to the evolution of the population, pupils should also have more choice with regard to the languages at secondary school. Therefore, and in collaboration with all the partners, a global concept for more flexible language teaching in secondary schools will be developed.
An education system that cares for children and young people
Inclusive education is and will continue to be one of the top priorities. The support teams for pupils with special educational needs (Équipes de soutien des enfants à besoins éducatifs spécifiques, ESEB) will be further strengthened and more specialist staff will be employed to ensure the needed skilled support for children with special educational needs. These children must also have unrestricted access to the non-formal educational offers. Therefore, inclusion efforts will also be intensified in this area.
At the same time, the network of regional branches of the competence centres for specialised psychopedagogy will be extended, so that every child can benefit from their services, regardless of where they live. Every child and young person has a right to the best possible development and all those around them need to support them.
If parents need advice and support, they must also be able to benefit from modern child and family support. It is thus important that the measures, especially the preventative ambulatory offers, are expanded and become more accessible. The connection with schools, where children and young people interact with each other every day, is moreover a central point, so that help can reach them quickly whenever necessary.
The work on the draft law for the protection of young people will continue and will be implemented as quickly as possible.
The fight against school dropouts is also a major priority for this legislature. The network of Centres d’insertion socio-professionnelle (CISP, Centres for Socio-professional Integration) will be expanded in order to support pupils at risk of dropping out of school until they obtain a diploma. At the same time, a special educational offer will be created for secondary school pupils with behavioural difficulties.
Promoting well-being to empower children and young people
Everyone who is part of the education system should feel happy and protected, and receive direct and quickly accessible help if they have problems. Secondary schools’ educational psychology teams will therefore be reinforced, as will the cooperation with professionals in the non-formal sector. Those who work with children and young people should be able to follow training courses so that they are able to recognise mental problems and provide first aid to those affected. Combating harassment is everyone’s responsibility. That’s why a national anti-bullying programme will be implemented during this legislature.
Young people must also be able find attractive opportunities outside of school to organise their free time and continue to flourish while socialising with other young people in a good atmosphere. The network of youth centres will be expanded in cooperation with the municipalities and additional services will be created, such as the teaching centre “Vivre les langues”, where children and young people can discover the richness of languages and cultures in a fun way.
For young people who are unable to live at home because of a difficult family environment, efforts will be made to create sufficient accommodation where they will benefit from professional supervision and care.
Continuous development of the system thanks to pilot projects
Numerous major education reforms started with pilot projects. These provide a framework for testing, evaluating and developing more innovative concepts. Existing pilot projects, such as the French literacy project, will be continued, evaluated and eventually generalised. New pilot projects will be launched.
For example, in addition to the evaluation of the regional directorates for primary education, the government will also launch a pilot project to implement a local directorate in a primary school.
Moreover, the different aspects of the law of 2009 on primary education will be evaluated and potentially adapted. Simultaneously, the evaluation and promotion system in the lower classes in general secondary education will be examined.
A new organisational concept for the upper classes in classical secondary education is being developed in collaboration with the educational partners. This concept, which will be trialled in pilot schools, should offer pupils more choice between subjects and thus replace the sections.