Education Policy Outlook 2021

Latvia

Figure 5.21. Selected indicators of education resilience in Latvia

Self-reports of students, teachers or principals by percentage

 

 

Sources: OECD (2020_[1]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en; OECD (2020_[2]), "Learning remotely when schools close: How well are students and schools prepared? Insights from PISA", OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/3bfda1f7-en; OECD (2019_[3]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en; OECD (2019_[4]), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en; OECD (2019_[5]), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en.

Statlink

Selected education policies for Latvia

Tackling Early School Leaving project (PuMPuRS, 2017 - 2022)

►. Level of resilience: Learner

The Tackling Early School Leaving project targets students in general education from later primary education to upper-secondary education (Grades 5-12) as well as those in vocational upper and post-secondary education (Grades 10-13) who are at risk of early school leaving. A recent evaluation highlighted the individual support given to students as a key success factor. At the beginning of the semester, a teacher creates an individual support plan for each learner in the programme based on an assessment of the different risk factors. Support measures may include individual consultations with specialised support staff or financial support for transport, accommodation or study materials. Teachers and educational institutions can access seminars and workshops, supervision, and methodological tools. A co-ordinated database promotes information sharing and co-operation between individual institutions and local and national government, and allows for the evaluation of the effectiveness of different measures. The mid-term evaluation of the project (2019) found that the individual support measures had a positive impact on learners’ progress and well-being, their relationships with teachers, and their attitudes towards learning (Dynamic University, 2019_[6]). It also found the strategy had strengthened the capacity of staff to support students, and had improved co-operation between learners, parents and teachers, and between different levels of government. Challenges remain in identifying, monitoring, and addressing non-academic risk factors and in reaching learners with low motivation.

The project continued many of its operations during school closures in 2020. Students were offered remote academic and emotional support, and VET students on apprenticeship placements continued to receive support for accommodation, transport, and meals (PuMPuRs, 2020_[7]).

Further reading: Dynamic University (2019_[6]), Evaluation of the European Social Fund Project No 8.3.4.0/16/I/001 “Support for Reducing Early School Leaving”, http://www.pumpurs.lv/sites/default/files/2020-06/IKVD_Pumpurs_Petijums_GALA_ZINOJUMS_29_06_2020.pdf (accessed on 1 April 2021).

Education Development Guidelines (2021–2027)

►. Level of resilience: System

Latvia’s Education Development Guidelines for 2021-2027 outline the medium-term policy objectives for the entire education system. The overarching goal is to offer learners high-quality opportunities to develop their potential at any stage of their lives and to equip them with the skills they need to respond to changes in the economy and society. While some of the goals and policy actions are carried over from the previous set of Education Development Guidelines (2014-2020), others have emerged through a consultation process that involved the Ministry of Education and Science and other relevant ministries, as well as labour-market partners and other stakeholders. The OECD has supported Latvia in developing the guidelines. Additional guidance by the OECD to Latvia includes making greater use of digital technologies in pedagogical and administrative processes, providing financial support to ensure equal access to education, and measures to reduce skills imbalances in the labour market. In this sense, the guidelines aim to help Latvia respond to long-term trends such as technological progress and demographic change, at the same time as addressing the urgent needs that have emerged during the pandemic.

Further reading: OECD (2020_[8]), OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development Guidelines 2021-2027, OECD Skills Studies, OECD Publishing, Paris, https://dx.doi.org/10.1787/ebc98a53-en.

References

Dynamic University (2019), Evaluation of the European Social Fund Project No 8.3.4.0/16/I/001 “Support for Reducing Early School Leaving”, http://www.pumpurs.lv/sites/default/files/2020-06/IKVD_Pumpurs_Petijums_GALA_ZINOJUMS_29_06_2020.pdf (accessed on 1 April 2021). [6]

OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/3bfda1f7-en. [2]

OECD (2020), OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development Guidelines 2021-2027, OECD Skills Studies, OECD Publishing, Paris, https://dx.doi.org/10.1787/ebc98a53-en. [8]

OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en. [1]

OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en. [4]

OECD (2019), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/acd78851-en. [5]

OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en. [3]

PuMPuRs (2020), The PuMPuRS project expands the support provided during the emergency situation (Projekts PuMPuRS paplašina sniegtā atbalsta iespējas ārkārtējās situācijas laikā), http://www.pumpurs.lv/lv/projekts-pumpurs-paplasina-sniegta-atbalsta-iespejas-arkartejas-situacijas-laika (accessed on 1 April 2021). [7]