The SEW, one of the unions representing teachers in Luxembourg, argues that the study “puts the public European school model on a pedestal,” advocating for “a more nuanced perspective.”
The union contends that the study unduly glorifies the public European school model, advocating instead for a more balanced perspective.
Joelle Damé, spokesperson for the SEW, clarified that their critique does not aim at the public European school system itself. Instead, it challenges the ministry’s assertion that these schools effectively diminish educational inequalities, a claim she believes warrants closer examination.
Damé underscored the persistent correlation between educational opportunities and socio-economic status, pointing out that the study reveals a higher socio-economic status among students attending public European schools. As a result, it is hardly surprising that these schools yield superior academic results.
To illustrate this point, Damé drew a comparison:
“It’s as if you were to compare a regular home garden with an exquisite variety of pear, only for the Ministry of Agriculture to express surprise at the fact that these pears are so good.”
Vera Dockendorf, also from the SEW, further criticised the comparative analysis conducted in the study, particularly the way it juxtaposed Luxembourg’s educational system against the public European schools.
Dockendorf explained, “the Luxembourg system encompasses preparatory programmes, general secondary schools, and classical secondary schools. Naturally, the results of the public European schools surpass those of the preparatory programmes.”
Expressing regret over the “glorification” of public European schools, Damé voiced concern that mainstream schools are often neglected.
Damé argued,"all efforts and resources are dedicated to European schools, new ones are opened, and people are led to believe that we have finally discovered a solution ensuring equal educational opportunities for all. Meanwhile, we lack the political will to address the shortcomings in mainstream public schools and consider alternative approaches.”
According to the SEW, its frustration stems from this very disparity in attention and resources.
