Luxembourg

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Luxembourg: Assessment and Recommendations, identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.

As countries seek to learn from the COVID-19 crisis and increase their resilience for the future, evaluations are important tools to understand what worked or not, why and for whom. This report is the first of its kind. It evaluates Luxembourg’s responses to the COVID-19 crisis in terms of risk preparedness, crisis management, as well as public health, education, economic and fiscal, and social and labour market policies. While Luxembourg’s response to the pandemic has been particularly agile, preserving the country’s resilience will require maintaining high levels of trust in government, reducing inequalities, and laying the foundations for inclusive growth. The findings and recommendations of this report will provide guidance to public authorities in these efforts.

The paper is the first in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The second paper is titled: ‘The environmental sustainability competence toolbox: From leaving a better planet to our children to leaving better children for our planet’.

The paper is the second in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The first paper is titled ‘Young people’s environmental sustainability competence: Emotional, cognitive, behavioural and attitudinal dimensions in EU and OECD countries.

In supporting children’s development, countries invest in the future successes of economies and societies. Awareness of the critical role early childhood education and care (ECEC) plays in setting a strong foundation for children’s learning, development and well-being has grown among policy makers worldwide. The OECD Quality beyond Regulations policy review provides countries with an overview of the different dimensions of quality in ECEC. It also highlights policies that can enhance process quality in particular. From this review, emerged the present report, taking an in-depth look at Luxembourg’s ECEC system. It outlines the system’s main strengths and challenges, focusing on workforce development and quality assurance through the monitoring system. The report provides tailored policy recommendations to improve provision in line with national goals.

Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as 'process quality', and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.

This book provides a comprehensive assessment of the innovation policy of Luxembourg. It is the second such OECD review of Luxembourg's innovation system, following an earlier review published in 2007. Since that time, the system has undergone profound change, notably a rapid expansion in the scale and scope of public sector research, which offers new opportunities for Luxembourg, but also new challenges for innovation policy. The review focuses on the role of government and includes concrete recommendations on how to improve policies that affect innovation and R&D performance.