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The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. For more info, see www.oecd.org/edu/eag2009
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Education at a Glance 2009Key results
Better education or lower pay• Growing earning differentials• In the current economic environment…
… Opportunity costs for education decline • Dominated by lost earnings, not tuition
… Labour-market entry becomes more difficult• as young graduates compete with experienced workers
… Job prospects for less qualified deteriorate further
… Young people with lower qualifications who become unemployed are likely to spend long time out of work• In most countries over half of low-qualified unemployed
35-34-year-olds are long-term unemployed
Better education or lower pay… Higher risks for systems with
significant work-based training… Gaps in educational attainment
between younger and older cohorts likely to widen
Better education or lower pay
• This suggests educational participation to rise further– In systems where high tuition limits
increased participation additional public spending can leverage additional participation and thus additional public benefits
– Countries without significant household spending can improve participation through widening funding base .
DenmarkSwedenNorway
New ZealandFranceTurkey
GermanyAustralia
SpainAustria
BelgiumFinlandCanada
OECD averageKorea
IrelandHungary
PolandCzech RepublicUnited States
ItalyPortugal
-250,000 -150,000 -50,000 50,000 150,000 250,000 350,000 450,000
7,34218,802
23,30640,036
40,26041,090
48,02448,714
55,69560,51963,414
64,66469,235
82,00785,586
104,410127,691
146,539146,673
169,945173,889
186,307
Direct cost Gross earnings benefits Income tax effect Social contribution effect
Transfers effect Unemployment effect Net present value in USD equivalent
USD equivalentA8.3
Components of the private net present value for a male with higher education
Net present value in
USD equivalent
TurkeyDenmarkSwedenNorway
SpainKorea
CanadaNew Zealand
FranceAustria
AustraliaPortugal
OECD averageFinlandPoland
GermanyItaly
IrelandHungaryBelgium
United StatesCzech Republic
0 50,000 100,000 150,000 200,000
2,10935,524
28,76823,350
9,6524,272
14,59911,242
27130,613
11,75523,857
14,05618,058
3,71113,959
5,32512,474
5,06512,314
32,2575,086
Upper secondary and post-secondary
non-tertiary education
Tertiary Education
Public cost and benefits for a male obtaining upper secondary or post-secondary non-tertiary education and tertiary education
Public benefit
s
Public
costs
0 50,000 100,000 150,000 200,000
10,34614,23617,19717,85119,75221,28023,87528,19336,73037,586
47,36850,27151,95455,61257,22163,60463,756
74,21994,80496,186100,119
160,834
Net present value, USD equivalent(numbers in orange show
negative values)
A8.5USD equivalent
Supply and demand for young individuals (25-34 year-olds) to skilled jobs, 1998-2006
-15% -10% -5% 0% 5% 10% 15%-10%
-8%
-6%
-4%
-2%
0%
2%
4%
6%
8%
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Finland
France
Germany
Hungary
Israel
Italy
Luxembourg
Netherlands
Norway
OECD average
Poland Portugal
Slovak Republic
Slovenia
SpainSweden
Switzerland
United Kingdom
United States
A1.5 Percentage point change in the proportion of 25-34 year-olds with tertiary education in skilled jobs between 2006 and 1998
Diff
ere
nce in
th
e p
rop
ort
ion
of
25-3
4 y
ear-
old
s a
nd
45-5
4 y
ear-
old
coh
ort
wit
h b
elo
w
tert
iary
ed
ucati
on
in
skille
d job
s
Slowing demand for
higher educated
individuals; Preference
towards older individuals
(experience) over younger with below
tertiary education
Increasing demand for higher
educated individuals;
Employers have fewer choices and
must take younger, less
educated workers to fill skilled
positions
Increasing demand for higher educated
individuals; Demand tends to be satisfied by existing
pool of individuals with tertiary education
Slowing demand for higher educated
individuals; Preference
towards younger individuals over older with below
tertiary education
old
er
Ad
van
tag
e f
or
low
er-
ed
ucate
d
you
ng
er
Slowing Demand for higher-educated Growing
OECD AverageSlovak RepublicPortugalFinlandBelgiumSwitzerlandSpainPolandNorwayNetherlandsSwedenDenmarkIreland
Czech RepublicGreeceTurkeyGermany
United StatesKoreaItalyCanadaNew Zealand
40
30
20
10 0
10
Health Political interest
Marginal effects of education on self-reported health and political interest
10 0
10
20
30
40
A9.1Yellow and blue bars show non statistically significant countries
ALL 2003WVS 2005
ESS 2004
ESS 2006
ISSP 2004/6WVS 2005
ESS 2004
ESS 2006
Moving from below upper secondary to
upper secondary
Moving from upper secondary
to tertiary
Unabated educational expansion• University graduation doubled from an
OECD average of 20% in 1995 o 39% in 2007– Pace of change varied widely, Finland
improved its relative standing from Rank 10 to Rank 3, US dropped from Rank 2 to Rank 14
• Significant expansion also of early childhood education– Enrolment of 4-year-olds and under up
from an average of 40% in 1998 to 71% in 2007 .
Average annual growth in the population with tertiary education (1998-2006)
Tu
rkey
Sp
ain
Irela
nd
Mexic
o
Slo
vak R
ep
ub
lic
Kore
a
Un
ited
Sta
tes
Can
ad
a
Port
ug
al
Czech
Rep
ub
lic
Au
str
ali
a
OEC
D a
vera
ge
Gre
ece
New
Zeala
nd
Hu
ng
ary
Sw
itzerl
an
d
Pola
nd
Fra
nce
Sw
ed
en
Au
str
ia
Belg
ium
Un
ited
Kin
gd
om
Italy
Den
mark
Neth
erl
an
ds
Fin
lan
d
Germ
an
y
Jap
an
-1
0
1
2
3
4
5
6
7
8
Overall population growth Attainment rate growth%
A1.1
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
1995Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Graduate supply
Cost
per
stu
den
t
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
1995Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
United States
Finland
Graduate supply
Cost
per
stu
den
t
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2000Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Australia
FinlandUnited Kingdom
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2001Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2002Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2003Ex
pend
iture
per
stud
ent a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2004Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2005Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
Australia
Austria
Czech Republic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
United Kingdom
United States0 10 20 30 40 50 60 70
0
5000
10000
15000
20000
25000
30000
2006Ex
pend
iture
per
stu
dent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
A world of change – higher education
United States
Australia
Finland
United Kingdom
Proportion of students who enter a tertiary programme but leave without at least a first tertiary degree (2005)
Ita
ly
Ne
w Z
ea
lan
d
Hu
ng
ary
Me
xic
o
Esto
nia
Un
ite
d K
in..
.
Po
lan
d
No
rwa
y
Slo
ve
nia
Cze
ch
Re
pu
bli
c
Po
rtu
ga
l
Sw
ed
en
Ice
lan
d
Slo
va
k R
ep
ub
lic
Sw
itze
rlan
d
Au
str
ia
Ne
the
rla
nd
s
EU
19
ave
rag
e
Au
str
ali
a
Ca
na
da
(Q
ue
...
Fin
lan
d
Ge
rma
ny
Ru
ssia
n F
ed
er.
..
Fra
nce
Be
lgiu
m (
Fl.
)
De
nm
ark
Jap
an
0
10
20
30
40
50
60
Without tertiary qualifications
OECD average
A3.4
%
Overlapping of top performers in science, reading and mathematics on average in the OECD
Science 9%
Science only 1.3%
Mathematics only 5.3%
Reading only 5.3%
Science and mathematics 2.8%
Reading and mathematics 1.4%
Science and reading 0.8%
Science, reading and mathematics 4.1%
A4.2
Investment in education• OECD countries as a whole
spend 6.1% of their GDP on education• Expenditure per school student increased on
average by 40% between 1995 and 2006– Mixed pattern in tertiary education
• Countries vary significantly in how they spend their money, different priorities on…… Salaries, learning time, teaching time, class
size• Room for more effective cost-sharing
between government and households– Even if household expenditure rose much faster
than public spending in tertiary education .
Ice
lan
dIs
rae
lU
nit
ed
Sta
tes
Ko
rea
De
nm
ark
Ca
na
da
Sw
ed
en
Ne
w Z
ea
lan
dB
elg
ium
Slo
ve
nia
Fra
nce
Sw
itze
rla
nd
Un
ite
d K
ing
do
mF
inla
nd
Me
xic
oA
ustr
ali
aP
ola
nd
Ch
ile
Hu
ng
ary
Ne
the
rla
nd
sP
ort
ug
al
Au
str
iaN
orw
ay
Jap
an
Ita
lyB
razil
Esto
nia
Cze
ch
Re
pu
bli
cG
erm
an
yIr
ela
nd
Sp
ain
Slo
va
k R
ep
ub
lic
Ru
ssia
n F
ed
era
...
Tu
rke
y
0
1
2
3
4
5
6
7
8
9
200620001995OECD total
% of GDP
Expenditure on educational institutions as a percentage of GDP for all levels of education
B2.1
Cumulative expenditure on educational institutions per student over primary and secondary studies (2006)
Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs
Lu
xe
mb
ou
rgS
wit
ze
rla
nd
No
rwa
yIc
ela
nd
Un
ite
d S
tate
sD
en
ma
rkA
ustr
iaIt
aly
Un
ite
d K
in..
.Ir
ela
nd
Sw
ed
en
Slo
ve
nia
Au
str
ali
aB
elg
ium
Fra
nce
Jap
an
Ge
rma
ny
Ne
the
rla
nd
sS
pa
inF
inla
nd
Ko
rea
Po
rtu
ga
lN
ew
Ze
ala
nd
Isra
el
Cze
ch
Re
pu
...
Hu
ng
ary
Esto
nia
Po
lan
dS
lova
k R
ep
u..
.M
exic
oC
hil
eB
razil
0
50000
100000
150000
200000
250000
Primary education Lower secondaryUpper secondary education All secondary educationOECD average (Primary and secondary)
In e
qu
iva
len
t U
SD
usi
ng
PPPs
B1.4
OECD average (primary and secondary)
Be
lg
iu
m
Fra
nce
No
rw
ay
Ch
ile
Ge
rm
an
y
Isra
el
Sw
itze
rla
nd
Au
stria
Ita
ly
Au
stra
lia
Ja
pa
n
Po
rtu
ga
l
De
nm
ark
Sw
ed
en
Un
ite
d S
ta
te
s
Ne
th
erla
nd
s
Me
xico
Fin
la
nd
Sp
ain
Ca
na
da
Ice
la
nd
Po
la
nd
Un
ite
d K
in
gd
om
Cze
ch
R
ep
ub
lic
Slo
va
k R
ep
ub
lic
Ire
la
nd
Ko
re
a
Bra
zil
Hu
ng
ary
Esto
nia
80
90
100
110
120
130
140
150
160
170
180
Change in expenditureChange in the number of students (in full-time equivalents)Change in expenditure per student
Public expenditure only.Public institutions only.Some levels of education are included with others.
Changes in student numbers and expenditurePrimary, secondary and post-secondary non-tertiary education
Index of change between 2000 and 2006 (2000=100, 2006 constant prices)In
dex o
f ch
ange (
20
00
=1
00
)
B1.7a
Contribution of various factors to salary cost per upper secondary student
as a percentage of GDP per capita (2006)
Po
rtu
ga
l
Sp
ain
Sw
itze
rla
nd
Be
lgiu
m (
Fl.)
Ko
rea
Be
lgiu
m (
Fr.
)
Gre
ece
Lu
xe
mb
ou
rg
De
nm
ark
Jap
an
Ge
rma
ny
Fra
nce
Un
ite
d K
ing
do
m
Ne
w Z
ea
lan
d
Tu
rke
y
Ne
the
rla
nd
s
Ita
ly
Au
stri
a
Au
stra
lia
Cze
ch R
ep
ub
lic
Ice
lan
d
Fin
lan
d
Ire
lan
d
Hu
ng
ary
No
rwa
y
Un
ite
d S
tate
s
Po
lan
d
Slo
va
k R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/ Teaching time 1/ Estimated class sizePo
rtu
ga
l
Sp
ain
Sw
itze
rla
nd
Be
lgiu
m (
Fl.)
Ko
rea
Be
lgiu
m (
Fr.
)
Gre
ece
Lu
xe
mb
ou
rg
De
nm
ark
Jap
an
Ge
rma
ny
Fra
nce
Un
ite
d K
ing
do
m
Ne
w Z
ea
lan
d
Tu
rke
y
Ne
the
rla
nd
s
Ita
ly
Au
stri
a
Au
stra
lia
Cze
ch R
ep
ub
lic
Ice
lan
d
Fin
lan
d
Ire
lan
d
Hu
ng
ary
No
rwa
y
Un
ite
d S
tate
s
Po
lan
d
Slo
va
k R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
Percentage points
B7.1
Contribution of various factors to salary cost per primary student
as a percentage of GDP per capita (2006)
Po
rtu
ga
l
Gre
ece
De
nm
ark
Be
lgiu
m (
Fl.)
Sp
ain
Ita
ly
Sw
itze
rla
nd
Be
lgiu
m (
Fr.
)
Ko
rea
Ge
rma
ny
Lu
xe
mb
ou
rg
Hu
ng
ary
Jap
an
Ne
w Z
ea
lan
d
Ne
the
rla
nd
s
Au
stra
lia
Fin
lan
d
Au
stri
a
Ice
lan
d
Un
ite
d S
tate
s
Cze
ch R
ep
ub
lic
Un
ite
d K
ing
do
m
Po
lan
d
Tu
rke
y
No
rwa
y
Ire
lan
d
Me
xic
o
Fra
nce
Slo
va
k R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/ Teaching time 1/ Estimated class sizePo
rtu
ga
l
Gre
ece
De
nm
ark
Be
lgiu
m (
Fl.)
Sp
ain
Ita
ly
Sw
itze
rla
nd
Be
lgiu
m (
Fr.
)
Ko
rea
Ge
rma
ny
Lu
xe
mb
ou
rg
Hu
ng
ary
Jap
an
Ne
w Z
ea
lan
d
Ne
the
rla
nd
s
Au
stra
lia
Fin
lan
d
Au
stri
a
Ice
lan
d
Un
ite
d S
tate
s
Cze
ch R
ep
ub
lic
Un
ite
d K
ing
do
m
Po
lan
d
Tu
rke
y
No
rwa
y
Ire
lan
d
Me
xic
o
Fra
nce
Slo
va
k R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
Percentage points
B7.2
Who pays for high-level qualificationsExpenditure on tertiary educational institutions
as a percentage of GDP (2006)
Fin
lan
dD
en
ma
rkC
an
ad
aS
we
de
nS
wit
zerl
an
dA
ust
ria
Be
lgiu
mN
orw
ay
Fra
nce
Ne
the
rla
nd
sIc
ela
nd
Isra
el
Ire
lan
dU
nit
ed
Sta
tes
Cze
ch R
ep
ub
licS
love
nia
Po
lan
dN
ew
Ze
ala
nd
Po
rtu
ga
lG
erm
an
yS
pa
inH
un
ga
ryE
sto
nia
Un
ite
d K
ing
do
mR
uss
ian
Fe
de
r...
Slo
va
k R
ep
ub
licM
exic
oA
ust
ralia
Tu
rke
yIt
aly
Ko
rea
Jap
an
Ch
ile
0.0
0.5
1.0
1.5
2.0
2.5
3.0
Public expenditure on educational institutionsPrivate expenditure on educational institutionsOECD average
% of GDP
B3.2
Ch
ile
Bra
zil
Hu
ng
ary
Isra
el
Ice
lan
d
Irela
nd
Norw
ay
Neth
erl
an
ds
Germ
an
y
Sw
ed
en
Sw
itze
rlan
d
Un
ited
Sta
tes
Esto
nia
Italy
Belg
ium
Fra
nce
Slo
vak
Re
pu
bli
c
Mexic
o
Jap
an
Fin
lan
d
Den
mark
Au
str
ali
a
Pola
nd
Sp
ain
Czech
Rep
ub
lic
Kore
a
Port
ug
al
Un
ited
Kin
gd
om
Au
str
ia
60708090
100110120130140150160170180190
Change in expenditure Change in the number of students (in full-time equivalents)
Change in expenditure per student
Ind
ex o
f ch
an
ge
(2000=
100)
Changes in student numbers and expenditure for tertiary education
Index of change between 2000 and 2006 (2000=100, 2006 constant prices)
B1.7b
Relationships between average tuition fees and proportion of students who benefit from public loans and/or
scholarships/grants Tertiary-type A, public institutions, academic year 2006/07, national full-time students
Avera
ge t
uit
ion
fees
pu
blic in
sti
tuti
on
s in
US
D c
harg
ed
by
% of students who benefit from public loans AND/OR sholarships/grants
B5.30 20 40 60 80 100 120
0
1000
2000
3000
4000
5000
6000
Australia
Austria
Belgium (fl.)
Finland
France
Italy
Japan
Netherlands
New Zealand
Norway
Spain
SwedenIceland
United StatesGroup 2:Potentially high financial
barriers for entry to tertiary-type A
education, but also large public subsidies to
students.
Group 4:Relatively low financial
barriers to entry to tertiary education and relatively
low subsidies
Group 3:Extensive and broadly uniform cost sharing
across students, student support systems somewhat less
developed.
Group 1:No (or low) financial barriers for tertiary
studies due to tuition fees and still a high level of student aid.
Bubble size shows
graduation rates
Learning environment
• Some countries have still a relativelyweak evaluation culture
• A significant proportion of teachers does not receive any feedback or appraisal of their work
• Most teachers work in schools where they feel no rewards or recognition for better or more innovative work .
Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in
schools that had no school evaluation in the previous five years (2007-08)
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Ma
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Bu
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0
10
20
30
40
50
60No appraisal or feedback No school evaluation%
D5.1
Perception of teachers of the impact of appraisal and feedback in their school (2007-08)
80
60
40
20
0
20
40
60
80
Teachers who would receive increased monetary or non-monetary rewards if they improve the quality of their teaching
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in their teaching
Teachers whose school principal takes steps to alter the monetary rewards of a persistently underperforming teacher
Teachers will be dismissed because of sustained poor performance in teacher's school%
D5.2
Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2007)
ChileItaly
NetherlandsAustralia
Belgium (Fr.)FranceMexico
IsraelIrelandGreece
EnglandPortugal
Belgium (Fl.)TurkeySpain
AustriaLuxembourg
Czech Repub-licIceland
DenmarkJapan
GermanyHungaryNorway
KoreaSweden
Russian Federation
SloveniaFinlandEstonia
0 1000 2000 3000 4000 5000 6000 7000 8000 9000
Ages 7 to 8 Ages 9 to 11 Ages 12 to 14
Total number of intended instruction time in hoursD1.1
Students in OECD countries are expected to receive, on average, 6 862 hours of instruction between the ages of 7 and 14, of which 1 580 between ages 7 and 8, 2 504 between ages 9 and 11, and 2 778 between ages 12 and 14. The large majority of intended hours of instruction are compulsory.
Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary
education (2007)Annual statutory teachers’ salaries in public institutions in lower
secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capita
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20,000
40,000
60,000
80,000
100,000
120,000
140,000
Salary after 15 years of experience/ minimum training
Starting salary/ minimum training
Salary at the top of scale/ minimum training
Equivalent USD converted using PPPs
D3.2
The annual statutory salaries of lower secondary teachers with 15 year experience range from less than USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 52 000 in Germany, Ireland, Korea and Switzerland and exceeds USD 89 000 in Luxembourg.
Thank you !
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