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Since the restoration of independence in 1991, Latvia has had many difficult problems to solve, including those of consolidating a sovereign state, supporting democracy, and transitioning to a market economy. These problems triggered a decline in the economy, a growing unemployment rate, a sharp decrease in the population's purchasing power, and a number of social problems like crime. Geogr…
In 1995, the Cabinet of Ministers adopted the Latvian Concept of Education as a strategic basis for educational development. This document outlined long-term policies, the direction of education reform, its legal framework, and a research model. According to the Concept, education determines the prospects of societal development and the place of a nation among other cultures. With limited resource…
The main objectives of educational reform in Latvia are to replace centralism with autonomy, to ensure international recognition of Latvian diplomas, and to introduce a Western-type structure of degrees and qualifications. Latvia has introduced twelve years of education, free choice of subjects at the upper secondary school level, and the possibility of establishing private educational institution…
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 publi…
Latvian school names may appear strange to a foreigner, since they are named according to the highest level they teach: primary (1-4), elementary (1-9), secondary (1-12). Pupils attend the same local school, and the name indicates the level of education children can achieve in a particular school. In the 1997-1998 academic year, approximately 159,000 children (44.8 percent) studied at the elementa…
Since February 14, 1992, the Latvian Academy of Sciences (LAS), has functioned as an association of scientists. In 1994, all former academic institutes were transferred to the formal supervision of the Ministry of Education and Science. LAS is the highest educational authority. In addition to its weight in political decisions, about 50 percent of LAS' full members are professors of Latvia&#…
Nonformal education includes adult education, open universities, and distance education (through television, radio, and the Internet).
The teaching profession is not highly respected and has limited authority because the income of teachers is below average. In order to survive and help their families, many teachers seek other career opportunities. The Division of Educational Workers (DEW) coordinates the education and continuing education of teachers. It creates regulations and documents, organizes the certification of teachers a…
Latvia is on a path back to Europe; Latvia aims for a quick integration with the Western society. Certainly, the absence of central funding severely hurt educational establishments. The educational system in Latvia is experiencing numerous difficulties that influence the life of pupils, students, teachers, and professors. The quality of education is lower than it was, and this situation, while wor…
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