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Observatoire national de la qualité scolaire (ONQS)

1 Who we are

The mission of the National Observatory for School Quality (Observatoire national de la qualité scolaire – ONQS) is to evaluate and monitor the quality of teaching offered in the education system.
It is an independent structure that holds an expert role and provides an objective view of the state of the school system.

The Observatory systemically evaluates the quality of the school system and the implementation of educational policies. It does not evaluate the individual work of teachers, but rather the organisation and functioning of primary and secondary schools, as well as the departments of the ministry responsible for education.

The ONQS prepares thematic reports and a national report that covers the entire school system.
The recommendations of the ONQS are forwarded to the government and the Chambre des députés.
They are available online.


2 Objective & missions

One objective

Improving school quality through systemic evaluation, a scientific procedure and a participatory approach.

Three missions

  1. To assess the quality of the school system at the levels of education policy, institutional functioning and school establishments, and to analyse the coherence of the actions implemented by the various actors of the school system.
  2. To issue recommendations to promote the development of school quality in Luxembourg.
  3. To contribute to a serene and objective debate on the school system through participatory evaluation.

3 Priority themes

Priority themes, recommendations and publications

The themes of the ONQS stem from an analysis of the challenges facing Luxembourg’s school system:

  • Key competencies of the 21st century
  • Equal opportunities
  • School entry
  • Multilingualism
  • Quality of life at school
  • Inclusive education
  • Grade repetition and its alternatives
  • Educational orientation and support for students


More information

4 Team

The Observatory is composed of experts with complementary profiles


  • Martine FRISING

    Inclusive education and support for students with special educational needs
  • Jean-Paul GREISCH

    Key competencies for the 21st century, teaching of STEM branches and information and communication technologies for education
  • Mirko MAININI

    Quality development of fundamental schools and professionalization of teachers
  • Somia SALAH

    Quality of life, well-being, school climate, and student assessment
  • Paul SCHMIT

    Social inequality, equal opportunities, and educational equity
  • Jean-Marie WIRTGEN

    Educational guidance, vocational training, and quality development of secondary schools

Support staff

  • Marianne MILMEISTER

    Research associate
  • Anne-Marie MULLER

    Research associate
  • Sabrina SATTLER

    Research associate
  • Thierry HUART

  • Manou SCHÜTZ

  • Sheila WIRTGEN


5 Network / Partners