National system overviews on education systems in Europe and ongoing reforms

2010 Edition

European Commission

National system overviews on education systems in Europe and ongoing reforms

LATVIA
OCTOBER 2010

1.

Education population and language of instruction

In 2009, the number of people under 29 years of age was 820 026 (36 % of the population). The number of children attending general education schools (age 7-19 years) was 249 446 in the school year 2008/09. At the same year 168 305 pupils of Latvia were acquiring compulsory basic education. The official language of instruction in public sector schools is the state language Latvian. However, residents of other nationalities have the right to education in other languages in private schools or public sector schools implementing minority education programmes (mostly implemented bilingually, i.e. as Content and Language Integrated Learning CLIL). In school year 2008/09 bilingually implemented minority education programmes involved instruction in four minority languages Russian, Polish, Belorussian and Ukrainian. There is also a school basically intended for children of diplomats and foreign business people, implementing a basic education programme in English. Minority languages taught in basic and upper secondary education are Belorussian, Estonian, Lithuanian, Polish, Romany, Russian, Ukrainian and Yiddish.

2.

Administrative control and extent of public-sector funded education

The administration of education is organised at three levels national, municipal and institutional. At national level the main decision-making bodies are Saeima (Parliament), Cabinet of Ministers and the Ministry of Education and Science. The Ministry is the main education policy-making institution. It issues the licences and credentials needed to open comprehensive education institutions, and sets educational standards along with teacher training content and procedures. The Ministries of the Interior, Welfare and Culture can also establish education and training institutions and supervise their administration and financing. Teachers working in the public sector are remunerated from the state budget. The Ministry of Education and Science is directly responsible for school inspection. The local authorities (in liaison with the appropriate ministry) can establish, reorganise or close education institutions, while observing education legislation. Cities and districts are responsible for pre-primary school institutions, primary schools, lower and upper secondary schools, with the exception of education and training institutions run directly by the central government, or those that are privately maintained.

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Education institutions are relatively independent as regards organisation of their work, drawing up of internal regulations, appointment and responsibilities assumed by their teaching and technical staff and use of their resources. A private education institution may be established by a legal person (except for state or municipal schools) or a physical person who ensures its financing. A private education institution may also be a business company with a state or municipal capital share and implementing an education programme as one of its activities. Private schools at ISCED level 0-3 may receive part of their finances from the state and municipalities in accordance with regulations on the minimum costs of education programme implementation per one pupil if these schools implement accredited education programmes in the state language. The private sector share is quite small except higher education 3.5 % of general education institutions, 8.3 % of vocational schools and 37 % of higher education institutions are private schools.

3.

Pre-primary education
Age 1-7

Pre-primary education (pirmsskolas izgltba) may be acquired in: Preschool education institution: pirmsskolas izgltbas iestde (Brnudrzs) (ISCED O starting with age of 3) Preschool education guidance centre: pirmsskolas izgltbas konsultatvais centrs; Preschool education groups at schools: pirmsskolas izgltbas grupas pie skolm (ISCED 0) Age 5-7 Age 5-7

Pre-primary education (pirmsskolas izgltba) for children less than seven years of age is a part of general education. Pre-primary education for 5-6 year olds is compulsory. In 2008/09, 74 % of all children fewer than seven years of age participated in pre-primary education programmes in Latvian, 3 % bilingually and 23 % in Russian, Polish, Ukrainian or other languages. Education programmes are implemented by various pre-primary education institutions (pirmsskolas izgltbas iestde; pirmsskolas izgltbas konsultatvais centrs; pirmsskolas izgltbas grupas pie skolm) as well by families who receive methodical support from municipal advisory centres for pre-primary education. There are public and private pre-primary education institutions. Public sector institutions require that parents make a financial contribution to cover the cost of meals and managing expenses, but access to educational activities is free of charge. The fee in private sector institutions covers full costs of the programme, except for salaries of teachers teaching five and six year olds.

4.
(i)

Compulsory education
Phases

Basic education (Pamatizgltba) is compulsory and normally lasts until the age of 16. It is organised as a single structure: ISCED level 1 is immediately followed by ISCED level 2 without a structural break.

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Pamatizgltba may be acquired in:

Skumskola (first stage of basic education, ISCED 1), Pamatskola (full basic education, ISCED 1+ ISCED 2), Vidusskola (full basic education, ISCED 1+ ISCED 2); these schools implement not only bac education, but also upper secondary education (ISCED 3, see chapter 5) imnzija (ISCED 2 or the last three years of basic education) Grades 1-4/6, Age 7-11/13 Grades 1-9, Age 7-16 Grades 1-9, Age 7-16

Grades 7-9, Age 14-16

Unfinished basic education may also be completed in some vocational schools (Profesionlas izgltbas iestde). In this case pupils in any age after 15 but not later than 18 are given a possibility to receive basic education certificate in parallel to starting a vocational pathway. Most often the first and second stage of basic education may be acquired in the same institution, e.g. in pamatskola or vidusskola.

(ii)

Admission criteria

When children reach the age of 7, their parents must enrol them in the school of their choice. However, the pupil is entitled to start the acquisition of basic education programme one year earlier or later depending on his or her state of health and psychological preparedness in conformity with the wishes of parents and the opinion of the family doctor. Everyone has the right to attend the school closest to his place of living. Education is free of charge for all pupils in public sector schools. None of public sector education institutions implementing compulsory education may organise admission tests.

(iii)

Length of the school day/week/year

The length of the school year in basic education comprises 34 weeks in the year 1, 35 weeks in the years 2-8 and 37 weeks in year 9. The school week is five days long. The school day may not exceed: 5 lessons in years 1-3; 6 lessons in years 4 and 5; 7 lessons in years 6 and 7; 8 lessons in years 8 and 9. The length of a lesson is 40 or 45 minutes, and is decided by the school head.

(iv) Class size/student grouping

Class size regulations are: minimum 8 pupils and maximum 30 pupils in a class. The classes are made up of pupils of the same age. During the first four years classes are taught by one teacher replaced by others for specialized activities. During years 5-9 subjects are taught by a specialist subject teacher or semi-specialist.

(v)

Curricular control and content

Compulsory curriculum in basic education is determined by the national basic education standard compulsory for everyone who develops and implements basic education programmes. The standard sets out the main aims and objectives and compulsory curriculum, the basic principles and procedures of education assessment, and compulsory state examinations and tests. Education institution may implement only licenced basic education programmes. Teaching subject programmes may be developed by teachers themselves, or they may choose it from model subject programmes offered by the Ministry of Education and Science. The currently operational curriculum was approved in 2006. Compulsory curriculum in basic education is divided in the following subject areas: 1. basics of technology and science

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2. languages 3. arts 4. man and society. Teachers are free to choose their teaching methods and textbooks from a list approved by the Ministry of Education and Science. Schools may purchase textbooks recommended by the Ministry from public funds.

(vi)

Assessment, progression and qualifications

In classrooms teachers carry out continuous assessment of pupils progress using a grading scale 1-10 and a non-grade system. Achievements of pupils are assessed without marks in the 1st year; a descriptive assessment is used in the 2nd and 3rd year for all subjects except Native Language, Mathematics, Latvian Language for minority pupils and also Natural Sciences (in the 4th year), where a grading scale 1-10 is used. Descriptive assessment is a short oral and written assessment report on pupils progress, describing development of knowledge, skills, attitude towards learning and class participation. Achievements of pupils in years 5-9 are assessed by using the grading scale 1-10. Those having difficulties can repeat the school year or receive further help in remedial classes. At the end of compulsory education pupils take the examinations set by the Ministry of Education and Science. Pupils who have received assessment in all subjects, state tests and examinations, receive a certificate on the completion of compulsory education and an achievement sheet. Lower secondary vocational schools also award a certificate on the completion of compulsory education together with a certificate of a professional qualification.

5.
(i)

Post-compulsory secondary level

education/Upper

secondary

and

post-

Types of education and institutions

Years 10-12, Age 16-19

Visprj vidj izgltba (general upper secondary education (ISCED 3) in vidusskola; imnzija Profesionl vidj izgltba (vocational secondary education) in arodvidusskola; arodimnzija; tehnikums At ISCED level 3 upper secondary vocational At ISCED level 4 post-secondary non-tertiary

Age 16-18/19/20/21 Age 19-21/22

(ii)

Admission criteria

Pupils are free to apply for admission to their preferred type of school. Each school can define its own admission criteria and may organise an entrance examination but they should correspond to the skills acquired by the pupil according to the basic education standard. All secondary education institutions require a certificate on compulsory education. Public sector upper secondary schools are free of charge.

(iii)

Curricular control and content

The curriculum for general and vocational upper secondary education is set at the national level. Pupils are allowed to choose between several programmes offered by schools, having emphasis on different groups of subjects. Eight subjects are required by the regulations of the Ministry of Education and Science, and are the same for all pupils: Latvian Language and Literature, Mathematics, first and second Foreign Language, History, Sports, ICT and Basics of Economics. In schools where the language of instruction is not Latvian, one of the foreign languages may be

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replaced with the language and literature of the particular minority. In vocational schools, the ratio of general subjects to vocational subjects varies according to the type of school.

(iv)

Assessment, progression and qualifications

To assess pupils progress in general secondary education, grading scale of 1-10 points is used. Post-study tests and consultations at the end of a school year are mandatory for pupils on the study subjects where the assessment does not comply with the results to be achieved or the annual assessment is below grade four or the annual assessment has not been received in years 1-4. In years 5-8 and 10 and 11 it is mandatory in study subjects where the annual assessment is below grade 4, or no assessment has been received. Pupils take centralised examinations and tests at the end of secondary education. A centralised system for the organisation and assessment of these examinations has been set up. Pupils who have received assessment in all subjects, state tests and examinations receive a certificate on the completion of secondary education, and can enter higher education. After the completion of vocational education persons receive also the respective professional qualification (levels I-III) ( 1 ).

6.
(i)

Higher education
Structure

Higher education institutions (augstskola) in Latvia pertain either to university-type or nonuniversity type. The non-university type of augstskola offers short-cycle professional programmes (ISCED 5B) that last two or three years. These so-called college programmes are also offered by another education institution, koleda. The university-type of augstskola, universitate, offer both academic and professional programmes last three or four years for Bachelor degree, one or two years for Master degree. Scientific activities last three or four years for Doctoral degree. Professional higher education is divided into first-level and second-level professional higher education. First-level professional higher education programmes lead to Level IV professional qualifications; they are called college programmes and are mainly established to train specialists for the labour market. Second-level professional higher education programmes lead to Level V professional qualifications (the highest professional qualification that provides planning and research possibilities in the respective branch). These programmes last at least four years.

(ii)

Access

All higher education institutions require a secondary education diploma. Since 2004 higher education institutions have to enrol students on the basis of the results of centralised examinations passed at the end of secondary education. However, higher education institutions may still organise one or several additional entrance examinations, aptitude tests or a competition with an emphasis on subjects pertinent to the chosen programme. The standards required for the entrance examinations correspond to secondary education standards. The government sets the number of
(1) The first qualification level theoretical and practical training, which provides an opportunity to perform simple tasks in a specific sphere of practical operation; The second qualification level theoretical and practical training, which provides an opportunity to perform independently qualified artisan work; The third qualification level higher theoretical preparedness and professional skill, which provides an opportunity to perform specific artisan duties, which also include planning and organizing of the work to be implemented.

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places in public sector institutions financed from the state budget. Students themselves or other legal entities or physical persons pay tuition fees if the place is not financed from the state budget. In the academic year 2008/09, 73 % of students paid for their studies. There are two types of loans available to students: one to cover tuition fees and another to cover living expenses.

(iii)

Qualifications

In a state-accredited study programme provided by higher education institutions it is possible to receive: 1) Academic education resulting in the following degrees: Bachelor and Master (academic degree) and Doctor (scientific degree). 2) Professional higher education resulting in level IV or level V professional qualification and Bachelor and Master professional degrees. Bachelor degrees give access to Master studies, and Master degrees or its equivalent give access to doctoral programmes.

7.

Special needs

At present, most children with special educational needs attend special schools, or special education classes in general schools or general classes in general schools. The structure of special education in these schools is very similar to that of mainstream education. In 2008/09, 3.7 % of all pupils attended special schools or classes. Special education institution and pre-primary education institutions can enrol children with sight, hearing, speech, mental and physical disorders, delay in mental development and learning difficulties, psycho-neurologic disorders and serious somatic diseases in a special group, providing possibilities to acquire an appropriate education programme. Special education institution and preprimary education institutions can enrol children during the whole academic year on the basis of the parents` or guardian's application and resolution of the pedagogic medical committee of the state or municipality.

8.

Teachers

All general education teachers have to complete initial teacher education, i.e. higher education study programme in pedagogy and obtain teachers qualification in the respective level of education and the subject or course they are going to teach. General secondary school teachers may work also if they have obtained academic education in the respective field and a teachers qualification, or have started its acquisition within two years after they started to work as teachers. Taking into account the lack of pre-primary school teachers, primary school teachers are eligible to teach in pre-primary institutions. Initial teacher education may last from 1-2 years (in the consecutive model after a non-pedagogical higher education) up to 4-5 years (in the parallel model higher professional education programme with an integrated Bachelor programme in pedagogy leading to a professional bachelor degree and teacher qualification). There are short-cycle programmes for preschool teachers lasting 2 years. Teachers at vocational schools have to obtain corresponding professional education (qualification) and pedagogical education as well. All teachers working with children with special needs must have higher education in pedagogy and the teacher qualification corresponding to the respective branch of special education. Teachers do not have a civil servant status.

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9.

Ongoing reforms and policy initiatives

A Ongoing reforms and policy initiatives related to 'ET 2020' strategic framework 1. Making lifelong learning and mobility a reality
Lifelong learning strategies Recently the Parliament adopted the amendments to the Professional Education Law defining the validation of competencies and skills acquired through non-formal education. The legislative reform has entered into force on 1st of July 2010, however, formal provisions have to be developed yet. The amendment ensures official recognition of competencies previously obtained in non-formal way. This will led to more effective integration of adults and youth to labour market. Web link to the amendment: http://www.vestnesis.lv/?menu=doc&id=212500 European Qualifications Framework In October 2010 the Cabinet of Ministers has approved the amendment to the Regulation on Education Classification in Latvia specifying for each kind of education programme the corresponding EQF level. The amendment is introduced in accordance with the task defined by the Basic Standpoints for Lifelong Learning Policy in Latvia and with Recommendation of the European Parliament and of the Council. Press release by the Ministry of Education and Science: http://izm.izm.gov.lv/aktualitates/informacija-medijiem/5891.html Expanding learning mobility Project on programme with funding has coordinated with ministries on granting of foreign students and teachers with stipends for studies and work in Latvia according to bilateral and trilateral intergovernmental and ministerial agreements. This short term action covers the period of 20102012. Action will expand opportunities for learning mobility increasing export of higher education of Latvia. The number of stipends offered to foreign students for study in Latvia will grow in a next few years. Similarly, the ministry expects till the end of year 20101 to sign mutual agreement with China on diploma recognition. This will facilitate opportunities for HEIs of Latvia to attract students from China. Both initiatives are part of the Action Plan for necessary reforms of Higher Education 20102012. The Action Plan includes a priority of internationalisation and export capacity increasing of higher education. The project of the Action plan: http://www.mk.gov.lv/lv/mk/tap/?pid=40173173 In September 2010 governments of Latvia and Byelorussia signed agreement on providing of Masters level business study programme in Minsk, the capital of Byelorussia. The project will be implemented during 2010-2015 by the Riga Business School of Riga Technical University with financial support of the United States Agency for International Development USAID. Press release of the ministry of Education and Science: http://izm.izm.gov.lv/aktualitates/informacijamedijiem/5839.html

2. Improving the quality and efficiency of education and training

Language learning One of the outcomes of education content reform for 6-11 years old pupils started by the State Education Content Centre is a legislative change aiming that from the school year 2011/12 a first foreign language for pupils will be taught compulsory from 1st grade. Some schools already offer first foreign language from the 1st grade although for the all schools it is mandatory to start first foreign language acquisition not later than from the 3rd grade. Information about the reform: http://visc.gov.lv/saturs/vispizgl/satpilnv.shtml

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Professional development of teachers and trainers Since October 2009 the differentiated career structure model has been developed further as a new EU Structural Funds project Promotion of competitive capacity of pedagogues in optimised education system. By teachers professional quality evaluation it is expected to promote the development of professional competencies of and professional career opportunities for every teacher. Teachers responsibility over results of their pedagogical work will increase also due to revolving evaluation of their professional quality. As planned, the five categories will be linked with salaries after the development of the project, i.e. after 2012, most probably in 2013. As result of the project will be development of the Regulations of the Cabinet of Ministers defining the coordination of the salaries of pedagogues and the five categories. According to the project, after its completion in March 2012 the above mentioned system of teachers professional quality evaluation might be introduced at national level. The project website: http://www.esf-pedagogiem.gov.lv/ On 2011 it is planned to start the EU Structural fund project on professional development of HE teachers. It will be in-service training in enterprises as well as other HEIs and research centres in and outside Latvia. The project of the Action plan: http://www.mk.gov.lv/lv/mk/tap/?pid=40173173 Governance and funding In next two years it is planned to develop several actions for modernisation of higher education, including development of external and internal quality assurance system, as well as modernisation of curricula. It is planned that by means of the EU Structural fund on 2012 at least 20 innovative and multidisciplinary new study programmes will be started to develop. These new and/or existing programmes will be developed and adjusted to the needs of national economy. The project of the Action plan: http://www.mk.gov.lv/lv/mk/tap/?pid=40173173 Basic skills in reading, mathematics and science The ongoing reforms (from 2005) regarding science and mathematics education are under implementation (ISCED 3) and under piloting (ISCED 2). Comprehensive reforms are realized by Science and Math project development unit in State Education Content Centre. Website of the project: http://www.dzm.lv/par_projektu/ 'New Skills for New Jobs' The Ministry of Welfare of Latvia in 2009 has launched a project aiming to develop a system for identification and monitoring of skill needs both in short and long term. The project aims to develop a system for analyzing needs and forecasting development of labour market, planning education and training offer and informing the society about the development trends of labour market. The regulations by the Cabinet of Ministers: http://www.likumi.lv/doc.php?id=196652

3. Promoting equity, social cohesion and active citizenship

Early leavers from education and training The Ministry of Education and Science implements the EU Structural Fund project that aims to enhance attractiveness of initial vocational education by offering a monthly stipend to students of public and private initial vocational schools. This preventive approach project lasts from 2009 to 2013. The amount of monthly stipend has relation to study achievements of a student. The website of the project: http://izm.izm.gov.lv/ESF/prof-izgl-pievilciba.html Pre-primary education Pilot project in 35 pre-primary and primary education institutions on education programme for six years old children is started with school year 2010/11. Within the project new and more coherent

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education content will be approbated alongside with comprehensive methodology support to teachers. Website of the project by the State Education content Centre: http://visc.gov.lv/saturs/vispizgl/satpilnv.shtml Migrants The Ministry of Justice in cooperation with the Ministry of Education has completed several projects in 2010 on development of adaptation programmes and learning materials for 6 to 12 years old children from the third countries, as well as guidelines for their teachers and informative materials for parents. Further information on website of the Ministry of Education: http://izm.izm.gov.lv/nozares-politika/izglitiba/vispareja-izglitiba/aktualitates/5290.html Learners with special needs Ongoing infrastructure development project 2007-2013 under European Regional Development Fund led by the Ministry of Education on improvement of access of general education institutions to pupils with special needs. Website on European funds for education and science: http://esfondi.izm.gov.lv/1235.html

4. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training
Transversal key competences Recently the State Employment Agency launched a Lifelong learning programme for full-time employees supporting their competitiveness and professional development providing support for acquiring courses in project management, foreign languages, entrepreneurship and self-initiative, digital literacy, social and civic skills, and basic skills in science and mathematics, as well as learning to learn skills. The project is funded by the European Social Fund and participation in courses is disbursed via voucher system. Further information: http://www.nva.gov.lv/index.php?cid=3&mid=312 Innovation-friendly institutions In spring 2010 the Ministry of Education and Science in cooperation with British Council promoted actively Creativity Week in Latvia. The objective of the week was to examine and strengthen linkages among creativity, education and sustainable development of the Baltics in the globalising world and to encourage building new creative partnerships for setting down a solid platform of support for creativity and creative talents from the grassroots to the international level. Among activities of the week were discussions among policy makers, pupils and teachers about creativity in school, as well as workshops and videoconferences on creativity in education processes (including the use of new ICT tools). Creativity Week programme: http://www.britishcouncil.org/latvia-projects-creativity-week-program-en.htm Partnership In September 2010 Latvia has launched a three-year ESF project for Development of a System of Sector Qualifications and Restructuring of the Vocational Training System, forming a partnership between the State Education Development Agency, the Latvian Employers Confederation, the Latvian Confederation of Free Trade Unions, the National Curriculum Development Centre and the National Education Inspectorate (http://izm.izm.gov.lv/aktualitates/informacija-medijiem/5761.html). The objective of the project is to bring vocational training curricula in line with labour market sector studies by developing a sectoral skills system, reviewing vocational standards and developing a system for accreditation of prior learning.

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The Action Plan for necessary reforms of Higher Education 2010-2012 includes also priority of close integration between higher education and science sector and national economy and development of society. It is planned that the legislative reform will be completed on 2011 enhancing the role of employers in development of higher professional education study programmes, examination of study results and evaluation of conformity of study programmes. It is also planned to create amendments to the regulations that makes entrepreneurs more interested in providing students with practice opportunities in modern businesses. The project of the Action plan: http://www.mk.gov.lv/lv/mk/tap/?pid=40173173

B Other important ongoing reforms and policy initiatives at national level School Education
The State Education Content Centre is responsible for a comprehensive content reform for 6-11 years old pupils. Aims, tasks and mandatory content and results will be coordinated between preprimary and primary education. Reform will promote pupil-centred teaching and learning, reading literacy and skills for work with information. At present regulations does not define education outcomes for 5 and 6 years old children in mandatory preschool education and the level of readiness to school is quite different for them, so there is a need to coordinate the content of preprimary and primary education. Teachers have to be prepared to use contemporary and creative methods in their work. As a part of reform in the school year 2010/11 several schools will approbate education programme for six years old pupils. One of the outcomes of the reform is legislative change aiming that from the school year 2011/12 a first foreign language for pupils will be taught compulsory from 1st grade. Some schools already offer first foreign language from the 1st grade although for the all schools it is mandatory to start first foreign language acquisition not later than from the 3rd grade. Information about the reform: http://visc.gov.lv/saturs/vispizgl/satpilnv.shtml

Higher Education
One of the objectives included also in the Action Plan for necessary reforms of Higher Education 2010-2012 is modernisation of infrastructure of higher education. Until 2012 many higher education institutions will be provided with modern equipment and technologies and this initiative is implemented as EU Structural Funds project. The project of the Action plan: http://www.mk.gov.lv/lv/mk/tap/?pid=40173173

Information provided by the Latvian Eurydice Unit. For more detailed information on education systems in Europe, you may consult the EURYDICE data base, EURYBASE (http://eacea.ec.europa.eu)

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