Luxembourg's education system continues to be defined by stark social inequalities, according to Raoul Scholtes, President of the FEDUSE union within the General Confederation of the Civil Service (CGFP), who spoke on RTL Radio Friday morning. Scholtes stressed that the recent PISA study has once again laid bare these disparities, a finding made year after year but with no sign of improvement.
He argued that it is high time for an honest analysis of PISA outcomes, not only for the sake of students but for society as a whole, as young people must leave school with the skills needed to thrive and keep society functioning.
Reacting to the worsening PISA results, particularly in reading, but also in maths and sciences, Democratic Party (DP) Education Minister Claude Meisch recently announced a full mobile phone ban for students in the first three years of secondary education. Scholtes made clear that FEDUSE supports this measure, suggesting it may further embed the rule in school culture.
However, he cautioned that banning phones alone is not an adequate response to the ongoing PISA setbacks. Other countries face the same digital realities but still achieve better educational results, he noted.
According to Scholtes, while a strict mobile phone ban could improve the learning environment, it is no substitute for a proper problem analysis, revised curricula, or targeted efforts to promote reading. Technology like iPads should continue to be used where it makes pedagogical sense, but for developing deep reading comprehension and long-term retention of content, pen and paper would remain indispensable.
Ultimately, Scholtes insisted, learning objectives, not the tools, should dictate how and what is taught.
For meaningful improvement in the Luxembourg education system, Scholtes called for clear learning objectives and reiterated a long-standing demand from teachers: stricter promotion criteria in the lower years of general secondary education. He pointed out that since 2018, students typically advance almost automatically up to the fourth year, only to then face major gaps, potentially closing doors to further opportunities.
Despite repeated appeals from educators over the past eight years, their concerns remain unaddressed, Scholtes said.
He emphasised that the aim should not be to return to a school system where making students repeat a year is seen as the solution to every problem. Instead, the system should motivate young people to make an effort, which requires sufficient resources to offer tailored support and help every student achieve their potential.
Scholtes credited the Ministry of Education with many positive initiatives in recent years. However, he argued that there has been a consistent reluctance to conduct critical evaluations of existing policies, something he believes has been lacking throughout Claude Meisch’s 12- to 13-year tenure.
Last year’s PISA report found that Luxembourg's 15-year-olds posted their worst results ever in reading, maths, and science in the 25-year history of the international study. Nearly 40% failed even to reach the basic proficiency level in reading or maths, a shortfall, Education Minister Meisch soberly acknowledged, that will prevent many from managing everyday life.
