New findings from the Luxembourg Education Report 2024: youth work, inclusion and socio-economic differences
The National Education Report for Luxembourg 2024 provides comprehensive insights into the educational situation in the country. Three recent contributions by OEJQS authors shed light on key topics: the role of youth work, social mix in schools and school inclusion.
Youth work in Luxembourg: Historical lines of development, current issues and future challenges
Authors:
Sandra Biewers, Andreas Heinen, Anita Latz, Daniel Weis
The factsheet sheds light on the historical development, principal fields of action and current challenges of youth work in Luxembourg. It shows how the structures of youth work have developed in the country and emphasises its importance as a key player in non-formal education.
The authors highlight how the diverse offers of youth work strengthen the personal and social development of young people and support them in coping with the youth phase and the transition to adulthood.
To the article: https://bildungsbericht.lu/wp-content/uploads/2024/12/Nationaler-Bildungsbericht-Luxemburg-2024.pdf#page=182
The socio-economic status of pupils: a comparison between traditional and European public schools in Luxembourg
Authors:
Sabrina Sattler, Iryna Kyzyma, Paul Schmit
In: National Education Report for Luxembourg 2024
The factsheet looks at the socio-economic status of pupils at traditional schools (TS) and European public schools (EPS) in Luxembourg. It highlights the social differences both between and within the two types of schools and addresses possible segregation risks. Based on a combination of administrative pupil data from the Ministry of Education (MENJE) and data from the General Inspectorate of Social Security (IGSS), the distribution of pupils in the Enseignement fondamental (Éducation préscolaire and Éducation primaire) at EPS and TS is analysed. The focus here is on factors such as household income and the use of minimum income guarantees (REVIS). The results show that pupils at EPS tend to come from higher-income families, while TS have a higher proportion of children from socially disadvantaged families and a stronger local anchoring (e.g. Luxembourgish as a first language).
To the article: https://bildungsbericht.lu/wp-content/uploads/2024/12/Nationaler-Bildungsbericht-Luxemburg-2024.pdf#page=150
School inclusion in Luxembourg
Authors:
Martine Frising, Anne-Marie Muller, Emilie Jacobs
The factsheet by Frising and Muller provides a comprehensive overview of school inclusion in Luxembourg. It outlines the current system, the roles of the stakeholders involved, and the historical development. Additionally, it sheds light on the staffing situation and the availability of relevant data, offering important insights into the challenges and progress of the inclusive education system.
The article by Frising, Muller, and Jacobs delves deeper into these foundations by examining the perspectives of school actors on the implementation of inclusion. Using self-determination theory, it becomes clear that while teachers generally feel competent, they particularly face challenges in differentiation and managing heterogeneous classes. The article emphasizes the importance of solid initial training, multiprofessional collaboration, and systematic exchange of best practices to strengthen the social connectedness and well-being of all participants.
To the article: https://bildungsbericht.lu/wp-content/uploads/2024/12/Nationaler-Bildungsbericht-Luxemburg-2024.pdf#page=64