General Education (A2)

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General Education (A2)

• Ministry of Education and Science
• 2004

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National policy on teacher training,
qualification and professional development
issues (1)

• for the assurance of education quality, specific
  requirements have been stipulated for teacher
  training and qualifications
• (Regulations No.347 of October 3, 2000 issued
  by the Cabinet of Ministers - Regulations On
  the Requirements for Teacher Training and
  Professional Qualifications)
• beginning from September 1, 2004, a teacher shall
  have a higher education degree, relevant
  qualification and in-service training background
  in compliance with the procedure set by MoES
  (in-service training courses of 36 hours in a 3
  year period)

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National policy on teacher training,
qualification and professional development
issues (2)

• development of occupational standard for teachers
• 9 state higher education institutions provide
  full time professional teacher training
  programmes
• till the end of 2003, 114 higher professional
  education teacher training programmes were being
  provided (AIKNC data)

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Education profile of teaching staff working in
full time general education institutions
Data source MoES Statistics Department, 2002
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Age profile of teaching staff () in the school
year of 2001/02
Data source MoES GED, 2002
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National policy on teacher training,
qualification and professional development
issues (3)

• the procedure of teacher professional development
  has been devised, which stipulates the
  requirements for the content of in-service
  training programmes, their implementation and
  issuance of documents certifying the acquired
  in-service training
• priorities in teacher in-service training are
  identified for each calendar year

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National policy on teacher training,
qualification and professional development
issues (4)

• support measures are provided for teachers to
  acquire relevant education
• 3700 teachers have upgraded their professional
  skills in the year 2002 and 4550 teachers in the
  year 2003 in the in-service training programmes
  financed from the national budget (Ls 102305)
• in the year 2003, the training of teacher
  in-service trainers for performing their
  professional activities has commenced
• in the year 2004, 92 teacher in-service trainers
  are providing teacher in-service training
  programmes

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National policy on teacher training,
qualification and professional development
issues (5)

• Teacher In-service Training Fund has been
  established, from where the reimbursement of
  tuition fees are allocated to teachers who have
  decided to acquire a second specialization
• 2761 teachers received the reimbursement of
  tuition fees in 2001
• 2100 teachers received the reimbursement of
  tuition fees in 2002
• 3067 teachers received the reimbursement of
  tuition fees in 2003
• only 940 teachers received the reimbursement of
  tuition fees in 2004, because of the reduced
  allocated funding to the Fund
• The establishment of teacher in-service trainers
  data base has been commenced

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Support measures for raising the prestige of
teacher profession (1)

• Reform of teacher salaries
• since 2000, the salaries of teachers, heads of
  education institutions and their deputies have
  been increased on regular basis

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The increase of teacher salary per one work load
(in Ls) from 2000 till 2003
Information source MoES GED, 2002
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Teacher salaries compared to the GDP per
inhabitant (in )
Eurydice, 2002 Data presented in the forum of
Latvian education leaders and teachers My
school in the EU, 2004
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Correlation between the average work load and
average salary of the teaching of general
education schools
Eurydice,, 2002 Data presented in the forum of
Latvian education leaders and teachers My
school in the EU, 2004
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Ratio between job seekers and economically active
population (in )
Main indicators of labour force survey. Riga,
2001 Data presented in the forum of Latvian
education leaders and teachers My school in the
EU, 2004
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Support measures for raising the prestige of
teacher profession (2)

• Crediting and credit paying-off system for
  students
• since 2001, a credit paying-off has been
  commenced for teachers, who have started to work
  in schools after the completion of teacher
  training programmes
• in 2001, the credit paying-off possibilities have
  been provided for 125 teachers
• in 2002, the credit paying-off possibilities have
  been provided for 165 teachers (20 of them are in
  the institutions of special education)
• in 2003, the credit paying-off possibilities have
  been provided for 133 teachers (20 of them are in
  the institutions of special education)

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The support from MoES for ensuring the
functioning of education institutions (1)

• World Bank Education Improvement Project
• Latvian Education Computerization System Project
• Education Innovation Fund
• Investment Project
• National Programme for Latvian Language Training

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The support from MoES for ensuring the
functioning of education institutions (2)

• Teacher In-service Training Support Fund
• European Union Structural Funds
• grants for text book procurement
• grants for organizing in-service training courses
  (activities)

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Education Improvement Project (EIP)

• commenced its activities in 2000, following the
  agreement achieved by and between the
  International Bank for Reconstruction and
  Development (IBRD) and Ministry of Education and
  Science
• project aim
• to raise the capacity of Latvian education
  system in facilitating constant improvement of
  learning outcomes, by strengthening the
  management of resources and learning process

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Areas of activities of Education Improvement
Project (EIP)

• 1) education quality subprogramme
• development of education system instruments,
  improvement of teaching and learning
  possibilities, expanding the access to high
  quality education
• 2) cost efficiency subprogramme
• renovation of education institutions, upgrading
  the quality of Education Boards

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Components of EIP Quality Subprogramme

• Subject Standards Component
• Students Achievements Assessment Component
• School Self-evaluation Component
• Education Management Efficiency Component
• Communications Component

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Subject Standards Component

• Areas of activity
• development of an optimal implementation
  procedure for subject standards
• trailing in practice (piloting) of the
  development and implementation strategies of
  subject standards (for Mother Tongue, Latvian for
  the schools of ethnic minorities, Social Studies)
• development of support materials teaching/
  learning programmes, methodological guidelines
  for teachers, requirements for teacher
  qualifications for Mother Tongue, Latvian for
  the schools of ethnic minorities, Social Studies

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Students Achievements Assessment Component

• Areas of activity
• improvement of assessment system for the students
  involved in general basic education
• devising of valid and reliable examinations (in
  Latvian language for grade 9, Latvian language
  for grade 9 in the schools of ethnic minorities)
• use of obtained examination results for the
  revision of subject standards and teaching/
  learning programmes

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School Self-evaluation Component

• Areas of activity
• development of single methodology for evaluating
  schools work and development planning
• School Evaluation and Development Planning.
  Manual (2002),
• includes the description of self-evaluation and
  development planning processes, a set of devised
  criteria (curriculum, students achievements,
  teaching and learning, school environment,
  resources, organization of schools work,
  management and quality assurance) for the
  assessment of schools work

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Education Management Efficiency Component

• Areas of activity
• capacity building for analysing education
  management policy, economy, finances and
  statistics, and policy research planning
• provision of technical assistance for the
  assessment and development of an efficient and
  valid education management and communications
  system

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Communications Component

• Areas of activity
• raising general public awareness of what is
  happening in education and involvement of public
  in education reform process
• information communication to various stakeholders
  in education, by organizing different activities
  and developing multiple informative materials
• implementation of communications programme for
  cooperation with media of different types and
  target audiences

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Latvian Education Computerization System Project
(LIIS)

• commenced its activities in 1997
• comprises
• computerization of infrastructure
• computerization of curriculum
• training of people working in education system
  and teachers
• computerization of management functions
• computerization of information service

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Results of Latvian Education Computerization
System (LIIS) Activities (1)

• In the time period from 1999 till 2003
• extensive infrastructure computerization of
  general education schools has taken place in
  Latvia, by equipping computer classrooms in all
  secondary schools and basic schools, 81 night
  (part time) secondary schools, 62 special
  education institutions
• the provision of Internet access for education
  institutions has increased (in 2002, Internet
  access has been provided to 97 of education
  institutions, and still only 44 of them use
  fixed Internet connection)

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Quantitative indicators of the provision of
education institutions with computers (1)

• in 1999, education institutions have been
  provided with 1732 computers, 18 servers, 817
  printers and other computer equipment, as well as
  relevant software and licenses
• in 2000, 2001 computers, 31 servers,
  181 printers, 20 CD recorders, 94 scanners, 15
  video projectors have been supplied for the
  infrastructure of education institutions, as well
  as 27 new Internet connections

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Quantitative indicators of the provision of
education institutions with computers (2)

• in 2001, education institutions have received
  2398 computers and 72 servers, as well as 208
  schools have obtained direct access to Internet
• in 2002, education institutions have received
  additional 3766 computers (including servers)
• in 2003, education institutions have received 890
  computers and software licenses, and 10 Internet
  connections

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Changes in the ratio students per one computer

• 2002
• ? ? ? ? ? ? ? ? ? ? ?
• ? ? ? ? ? ? ? ? ?
• 2001
• ? ? ? ? ? ? ? ? ? ? ?
• ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
• 1997
• ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
• ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
• ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
• ? ? ? ? ? ?

Information source Latvian Education
Computerisation System Project
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Results of Latvian Education Computerization
System (LIIS) Activities (2)

• 665 teachers of Latvia have taken part in the IT
  courses of Latvian Education Computerization
  System
• in 2002, 2546 teachers (staff members) of
  education institutions of different levels have
  received training in the computer courses of
  Latvian Education Computerization System
• distance learning course Basic Computer
  Sciences has been developed

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Results of Latvian Education Computerization
System (LIIS) Activities (3)

• the implementation of information acquisition
  strategy has been commenced, which provides the
  compliance with the requirements for obtaining
  ECDL (European Computer Drivers License)
• teachers, who have completed all 7 ECDL modules,
  are entitled to teach informatics in basic
  education institutions

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Results of Latvian Education Computerization
System (LIIS) Activities (4)

• 39 regional computer centres have been
  established in 1999
• a portfolio of teaching aids and methodological
  materials in the volume of 21 000 pages has been
  developed in 2002
• the use of teaching aids in the volume of 92 000
  pages (electronic teaching resources for
  acquiring different subject areas, interactive
  software, tests, web pages etc.) can provide for
  approximately 20 of the time from the total
  teaching and learning process.

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Costs of Latvian Education Computerization System
(thousand Ls) for general education from 1997
till 2003
Information source Latvian Education
Computerisation System Project, 2002
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National Programme for Latvian Language Training
(LVAVP)

• this organization was founded in 1996 in order to
  provide the implementation of various educational
  activities for acquiring modern Latvian language
  as a second language
• aim of their activities
• consolidation of the society in Latvia by
  minimizing the language gap and encouraging
  awareness of common values

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Financing for National Programme for Latvian
Language Training (LVAVP)

• for achieving the targets of this programme,
  funding has been allocated from
• Latvias national budget (the allocated money
  constitutes 40 of the total annual budget of
  the programme),
• governments of eight donor countries Finland,
  Sweden, Denmark, the Netherlands, Canada, Norway,
  United Kingdom, USA,
• UNDP (United Nations Development programme) (in
  total 4,5 millions Lats have been allocated)

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Areas of Activity of National Programme for
Latvian Language Training (LVAVP)

• development of teaching and learning methodology
  for Latvian as a second language
• preparation of qualified teachers
• publishing of modern and broadly accessible
  teaching and learning aids
• educating potential clients of education (parents
  etc.)

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Teacher In-service Training Support Fund (1)

• an organization established in 1995, and its
  priority is to promote teacher in-service
  training
• main objectives
• to encourage the acquisition of teacher training
  and development of professional skills
• to foster the development of theoretical and
  practical experience in compliance with modern
  educational theories, and its implementation in
  schools

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Teacher In-service Training Support Fund (2)

• every year, within the framework of this Fund
• in compliance with the national education
  priorities, the priority programmes are
  identified, the students of which will receive
  reimbursement for their tuition fees
• funds disposition programme is devised in line
  with the allocated national budget financing
• working teachers receive partial reimbursement
  for studying in state recognized professional
  teacher training programmes

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State budget funding (in Ls) per student for
purchasing text books
Information source MoES GED, 2002
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European Union Structural Funds (2004 2006)

• It has been envisaged to attract the following
  funds from EU Structural Funds for modernizing
  the development of education and in-service
  training
• European Regional Development Fund
• Priority in Latvia facilitation of balanced
  development (including the support for
  developing the infrastructure of vocational
  and higher education institutions)
• European Social Fund
• Priority in Latvia facilitation of human
  resource development and employment (including
  the support for modernizing general education,
  higher professional education and lifelong
  learning systems)

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Priority Facilitation of Balanced Development

• Included activity
• Development Of Education, Health And Social
  Infrastructure
• Common aim
• to facilitate productive attraction of
  investments,
• upgrading of infrastructure and
• development of a single market
• Co-financing from European Regional Development
  Fund

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Priorities of the activity Development of
Education, Health and Social Infrastructure in
general education

• Development of information and communication
  technologies
• support for the development of national level
  information system (including information on
  education) accessible for public
• support for the development of public Internet
  access stations (including education
  institutions)

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Priority Facilitation of Human Resource
Development And Employment

• Included activities
• Development of Education and In-service
  Training
• Reduction of Social Exclusion
• Common aim
• to accelerate the modernization of pre-service
  (including general) education, higher
  professional education and lifelong learning
  system, by radically improving the background for
  acquiring modern knowledge and qualifications,
  especially in the areas that are vital for the
  economic development and knowledge society
• Co-financing from European Social Fund

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Priorities of the activity Development of
Education and In-service Training in general
education (1)

• education quality upgrading in the subjects of
  sciences, technologies and mathematics in general
  secondary education
• development of in-service training networking and
  capacity strengthening, development and
  introduction of in-service training courses and
  modules, development of lifelong learning policy

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Priorities of the activity Development of
Education and In-service Training in general
education (2)

• support to the professional development of
  teaching staff of education institutions
• development of career education and career
  guidance activities in general education
  institutions

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Priorities of the activity Reduction of Social
Exclusion in general education

• development and implementation of pedagogic
  correction and reconciliation programmes and
  courses
• integration of young people with special needs in
  general mainstream education system

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Hobby Education (1)

• education, hobby education is an education in
  addition to general basic education and general
  secondary process, in the result of which the
  individual needs and wishes for education are met
• for entering a programme, there are no
  requirements for education that are equivalent to
  a specific level of education
• it is provided irrespective of age group (up to
  the age of 25) in state, municipal and private
  education institutions and public organizations

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Hobby Education (2)

• in the school year of 2002/03, the following
  hobby education programmes have been provided
• culture education programmes art of dancing,
  music, visual arts and applied arts (159044
  students involved)
• environment education programmes (11896 students
  involved)
• youth work programmes (9212 students involved)
• technical creativity programmes (18024 students
  involved)
• sports education programmes (40045 students
  involved)

Information source State Youth Initiative Centre
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Hobby Education (3)

• in the school year of 2002/03, hobby education
  programmes were provided in 61 hobby education
  institutions, involving 66240 students and 2116
  teachers
• in the school year of 2002/03, in general
  education institutions 177525 students out of
  325503 students participated in hobby education
  programmes

Information source State Youth Initiative Centre
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State financial support to hobby education

• earmarked funding for the salaries of teachers
  working in hobby education
• earmarked funding for the salaries of teachers
  working in sports education programmes
• earmarked funding for partial job compensation of
  teachers working in municipal professional
  training programmes in music and arts