OECD Reviews of Evaluation and Assessment in Education: Luxembourg 2012

image of OECD Reviews of Evaluation and Assessment in Education: Luxembourg 2012

This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Luxembourg.



Executive summary

A central drive of recent educational policy making in Luxembourg has been to develop evaluation instruments to strengthen the focus on student performance and progress in classrooms, schools and at the policy-making level within the Ministry of National Education and Vocational Training (MENFP). This has come alongside an increased degree of autonomy for schools, although the school system remains highly centralised with the MENFP responsible for the planning and administration of all teaching in public schools. The MENFP directly appoints a school leader (directeur) in public secondary schools, but each fundamental school is under the authority of a local education authority inspecteur, who in the absence of a permanent school leader, monitors fundamental school compliance to laws and regulations and reports back to the MENFP. Typically at age 11, children are assessed primarily on their ability in German, French and mathematics and selected to attend either general secondary education (ES) or technical education (EST).


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