Latvia

In the 1990s, access to preschool education was seriously limited. Many children were unable to enroll in preschools because of the economic crisis. State enterprises, local authorities, and private firms could no longer affordto support their preschools and were forced to close them. Unemployed parents, using childcare allowances, trained their children at home. In less populated areas, the public transportation system was inadequate for transporting children to preschools.

In 1996-1997, about 72,000 children attended 611 preschools. There were 5 private preschools with 202 children enrolled. Preschools also experienced a serious shortage of qualified teachers and support staff.

At the age of 6 or 7, children enter primary school. All schools, regardless of type, provide primary education for all pupils studying in grades 1 to 4. In the 1997-1998 academic year, approximately 100,000 children attended 638 primary schools. With a lack of inspection, control, suitable materials, funds, and curricula that reflect change, preschool and primary education has declined in efficiency and quality. The absence of roads, transportation, employment, and preschools puts children living in the rural areas at a major disadvantage. Often, after primary school, they must leave home to attend a gymnasium, or boarding school.

In the 1990s, the status of the teaching profession continued to deteriorate and preschools of Latvia experienced a serious lack of teachers and staff. Moreover, the centralized system of retraining teachers dissolved. Approximately 20 percent of Latvia's teachers do not have any relevant training, and many others are poorly prepared to deal with the complexity of pedagogical work. All of these factors have caused a decline in the quality of preschool education. Many of the best and most capable teachers leave teaching because of low salaries. In 1996 only about 45 percent of graduates from the pedagogical institutions sought employment in teaching.

More than 9,000 Latvian children suffer from developmental problems and various other disorders. These children (in addition to those having discipline problems) often become repeaters and dropouts. Latvia has 56 special schools and newly opened development centers for these children. Still, there is a lack of special education institutions for children with health, mental, and behavioral problems.