Latvia

Basic Data
Official Country Name:	Republic of Latvia

Region:	Europe
Population:	2,404,926
Language(s):	Lettish, Lithuanian, Russian
Literacy Rate:	100%
Academic Year:	September-May
Number of Primary Schools:	1,056
Compulsory Schooling:	9 years
Public Expenditure on Education:	6.3%
Foreign Students in National Universities:	850
Educational Enrollment:	Primary: 139,925
	Secondary: 239,318
	Higher: 56,187
Educational Enrollment Rate:	Primary: 96%
	Secondary: 84%
	Higher: 33%
Teachers:	Primary: 10,357
	Secondary: 29,852
	Higher: 4,486
Student-Teacher Ratio:	Primary: 14:1
	Secondary: 8:1
Female Enrollment Rate:	Primary: 93%
	Secondary: 85%
	Higher: 40%

History & Background

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. Geographically, Latvia is the central country of the Baltic States (Estonia, Latvia, and Lithuania) bordering Russia and Belarus. Its area is 64,589 square kilometers (24,937 square miles).

The Republic of Latvia was founded on November 18, 1918. It has been continuously recognized as a state by other countries since 1920, despite its occupation by the Soviet Union (1940-1941, 1945-1991) and Nazi Germany (1941-1945). On August 21, 1991, Latvia declared the restoration of its independence.

Politically, Latvia is a democratic, parliamentary republic. Legislative power resides in a single chamber parliament—the Saeima, consisting of 100 deputies who elect a president. Latvia is a member of the United Nations, Council of Europe, World Trade Organization, Organization for Security and Co-operation in Europe, Council of the Baltic Sea States, and Euro-Atlantic Partnership Council. Latvia also desires full membership in the European Union and NATO.

Economically, the most prospective production sectors are information technologies, electronics, mechanical engineering, chemical and pharmaceutical industries, wood processing, food processing, and textiles. The Latvian national currency is the lats (LVL). One lats consists of 100 santims.

Culturally, Latvia is ethnically mixed, with a population of 2,372,000 people (57.6 percent Latvian, 29.6 percent Russian, 4.1 percent Belarusian, 2.7 percent Ukrainian, 2.5 percent Polish, 1.4 percent Lithuanian, 0.4 percent Jewish, and 1.7 percent other nationalities). The largest religious denominations are Evangelic Lutheran, Roman Catholic, and Russian Orthodox. Latvian is the official state language.

Riga Polytechnic, founded in 1862, became the first higher education institution in Latvia. The University of Latvia was established on the basis of Riga Polytechnic in 1919 when Latvia became independent from Russia. Contemporary Latvia is still to a large extent resisting Russian influence; this resistance, along with a Western orientation, assists in shaping Latvian educational reforms.

Constitutional & Legal Foundations

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 resources of raw materials and energy, Latvia must look for a competitive edge in the highly educated and qualified population and the intellectual capacity of an economy. The implementation of the Concept with all activities, procedures, terms, desired outcomes, and estimated costs is further described in the National Program of Education and Science. This long-term educational development program allocates a period of ten to fifteen years for a transition.

The Law of Education was adopted in 1991. It provides the main principles, goals, and features for reform in education. According to this law, Latvian residents have the right to an education. The state and the local governments guarantee this right, enabling every individual to acquire the highest possible education. The principal goal of education, as stated in the Latvian Concept of Education and the Law of Education, is to provide conditions for the development and perfection of one's spiritual, creative, physical, and professional abilities.

Educational System—Overview

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 institutions at all levels.

The first step in this reform was to conform the Latvian educational system to international ones. With the International Standard Classification of Education (ISCED) indicators applied to Latvian schools, the system looks like this:

• First level Preschool education
• Primary education (grades 1-4); First level education
• Elementary education (grades 5-9); Second level education,first stage
• Secondary education (grades 10-12); Vocational education/industrial training; Secondary specialized education
• Higher education (tertiary/professional education) Bachelor's and Master's degree courses; Third level

In 1997, the Latvian educational system consisted of 1,147 schools with 384,642 pupils and nearly 47,000 teachers. The state guarantees free secondary (high school) education, and more than 90 percent of Latvian children attend state schools. The Latvian educational system is free, and nine years of education are compulsory.

Primary schools educate pupils from ages 6 or 7 to ages 10 or 11. Elementary schools enroll children from ages 6 to 15 and secondary schools enroll those from ages 6 to 18. Enrollment in preschools is voluntary. All children are registered and, when they reach the age of six, they are required to attend school. Boys and girls study together and are treated equally. Nearly 50 percent of the schools in Latvia teach minority children. If parents and children prefer, they can choose schools where teachers speak various minority languages. These ethnic minority schools or classes are state-financed, and courses in these schools are taught in Belarusian, Estonian, Hebrew, Lithuanian, Polish, Russian, and Ukrainian. Latvian is replacing Russian as the language of instruction. In the 1997-1998 academic year, 72 percent of primary school pupils were taught in Latvian, 14 percent in Russian, and 12 percent in both. In 1997-1998 there were also six Polish schools, two Jewish schools, one Ukrainian, one Estonian, and one Lithuanian school. The academic year begins on September 1, or the first working day of September, and ends in June for secondary schools and July for higher education.

The majority of exams are oral. Universities, institutes, and some colleges have entrance exams with many candidates competing for available slots. After an individual has met established criteria and is enrolled as a student, all the exams occur only at the end of the course (semester). At the end of any school, the last exams determine the final grades. Latvia has a 10-point grading system in which 10 and 9 are rarely given (they denote knowledge and skills significantly higher than expected), 8 is excellent, 7 is good, 6 is almost good, 5 is fair, 4 is barely satisfactory (very low pass), 3 is unsatisfactory, and 2 and 1 are never used.

Approximately 90 percent of young people attend state schools, with only 10 percent in private schools. The number of private educational institutions increases every year. In 1996-1997, 39 private schools opened their doors for 2,271 pupils, including 14 preschools (314 pupils), 13 elementary schools (588 pupils), and 12 secondary schools (1,369 pupils). Two of the secondary private schools are secondary specialized schools, and 4 trade schools function as private schools.

Information technology is recognized as an absolute necessity in Latvian schools. However, in the 1997-1998 academic year, only 19 percent of schools had Internet connections, and the ratio was 39 students to 1 computer. On June 13, 1997, the Ministry of Education and Science of the Republic of Latvia and the University of Latvia signed an agreement, "On the Latvian Education Information System," which contained goals for preparing students of primary, secondary schools, and universities for life and work in the information age. Since 1999, after extensive work, schools have become computerized and many are connected to the Internet. With access to electronic mail, database information searches, and libraries, schools and students now participate in various international communication and scientific projects.

Large-scale changes in the structure of education require an enormous effort for development. New curricula, new programs, and new classes require new textbooks and new publications. Unlike the Soviet educational system, the state does not produce or distribute audiovisual materials. Most schools use old and often outdated materials. Moreover, low school budgets make it difficult for schools to purchase teaching materials from private enterprises, and foreign products are too expensive for the municipalities to afford.

With the main goal of integrating Latvia into the European system, the Ministry of Education and Science must:

• compile a list of professions available in Latvia,
• develop laws on mutual recognition of diplomas and qualifications,
• encourage universities to adjust their teaching programs to the European Union (EU) requirements, and
• insure implementation of the law in educational programs.

The Ministry of Education and Science established a special division for integration into Europe and opened the Center for Academic Information that is incorporated into the EU network to coordinate the recognition of academic and professional education diplomas.

Preprimary & Primary Education

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.

Secondary Education

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 elementary schools (1-9 grades). The next stage of education is secondary education, for pupils studying from grades 10 to 12. In 1996-1997, secondary schools offered education to 49,000 pupils (13.8 percent of pupils attending schools). Another branch of secondary education are the secondary specialized schools. In 1997-1998, approximately 19,000 children studied in 50 specialized schools. Two secondary specialized schools are private schools.

Finally, because of shortcomings in transportation and long traveling distances, the government provides boarding schools called gymnasiums. Rural gymnasiums have a smaller number of students, but the town gymnasiums are so full that students must study in two shifts.

Former Soviet-type schools had one curriculum for all schools across the union. Today, the curriculum has changed dramatically with new needs, subjects, and credit requirements influencing those changes. Pupils in the final grades in secondary schools can have electives and create their own curriculum.

Teachers control learning results by grading test papers and oral answers. At the end of the quarter (semester) grades are averaged. Exams, written or oral, are given at the end of the year. Examination procedures are also being restructured.

After completion of secondary school, a certificate/diploma is conferred. Those who graduate from vocational education institutions receive a diploma in vocational education or a diploma in secondary specialized education.

Teachers in secondary education schools must be graduates of the pedagogical university or have a Master's degree. In addition to general courses in philosophy, language, and literature, they study education-related courses, such as psychology, history of education, and general educational methodology. They also study the methodology of their specialization subject, such as the teaching of math or a foreign language.

School age children who fail to pass the required exams are repeaters. Those who fail to attend the school are dropouts. According to estimates for school year 1996-1997, there were about 5,000 children in Latvia who did not attend school. Additionally, the number of under-age criminal offenders convicted by the court was growing rapidly.

Vocational education is provided by secondary specialized institutions that may belong to the state or local government, or they may be privately controlled. The Ministry of Education and Science administers 58 vocational institutions; the Ministry of Agriculture, 38; the Ministry of Welfare, 9; and the Ministry of Culture, 15.

Vocational education can be acquired at trade elementary, secondary, or grammar schools. More than 26,000 students receive training in 78 trade schools. Only 4 of these schools are private, while the others are state-funded. Education programs at this level are designed for training skilled workers. The study period ranges from 1 to 4 years, depending on the field of education and the curriculum. Only graduates of trade grammar schools may proceed to higher education because their education program also includes general secondary education curriculum. Graduates of other trade schools who want to proceed to higher education must study a general secondary education curriculum. Approximately 40 percent of elementary school graduates and about 20 percent of secondary school graduates continue their studies at vocational educational establishments. In the 1995-1996 academic year, about 25,000 students studied at vocational education institutions.

Secondary specialized education can be pursued in technical secondary schools, polytechnics, and other educational institutions, including colleges that are authorized to educate and train such specialists. Secondary specialized education programs provide both skills and knowledge in a specific trade as well as in organizing and managing work. Elementary school graduates study from 4 to 5 years in these specialized programs, and secondary school graduates study from 2 to 3 years. These education programs include vocational education and the general secondary education program. Upon completing a secondary specialized program, graduates may apply to an institute of higher education.

Nonformal education in fine arts, performance, sewing, culinary arts, and other skills is provided at schools and clubs. Teachers, parents, or volunteers are normally the leaders of informal groups. Physical education teachers supervise all athletic extra-curricular activities to prepare the school teams for competitions at region, city, and even republic levels.

Higher Education

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's higher educational institutions.

In 1997-1998, higher education (third level education) was offered at 33 institutions (15 of them private) with a total enrollment of 64,000 students. There are four higher education institutions called Academies, while other educational institutions are called schools and colleges. The higher education programs consist of under-graduate and graduate studies. The first stage, which normally takes 4 years, leads to a Bakalaurs (Bachelor's) diploma. The next stage leads to the Magistrs (Master's) degree that normally takes one and a half to two years. Next step leads to a Doktors (Ph.D. equivalent) degree. The last and the highest educational degree is Habilitets Doktors (Doctor of Sciences), which is required for full professorship. The latter is approximately equal to postdoctoral level in the United States with several distinctive features that differentiate it. This degree is highly honored and influential, and the government sets exceptionally high requirements on those pursuing it. In order to apply for this level degree and/or to enter doctorantura, the candidate must:

• become a distinguished researcher in the field,
• provide a very broad generalization for the field of study,
• patent and implement an important (revolutionary, breakthrough) invention, or
• discover (establish) a new field of research or new science.

Higher education institutions (as well as any other schools in Latvia) can be public, that is, state-funded, or private. The Ministry of Education and Science and other ministries that control educational institutions, including vocational institutions, establish the admission and enrollment procedures, number of attendees, and general admission regulations. Qualifications for admission may vary between different institutions and even between different divisions at the same institution. Certain trades and specialties may have a minimum age requirement and some specific health requirements.

Latvian universities and institutes are divided into divisions according to the subject they teach. Each institution of higher education is headed by a rector, vice-rector, and further administered by the division deans. Enrollment in a university is based on the results of very competitive entrance exams that take place once a year. Teaching styles and techniques may differ greatly. The University of Latvia has a total enrollment of 22,000 students in 68 study programs. The University operates on the semester basis and offers academic programs leading to a four-year Bachelor's degree. At least 50 percent of the subjects must be in the major field of study, 30 to 40 percent in the minor field of study, and the rest taken as electives.

The system of professional education and training for specialists has also declined as a result of economic difficulties and the elimination of former Soviet establishments. Financial constraints reduced the minimum number of conferences and symposia where teachers could exchange their experiences, and professional journals and magazines are often too expensive to order. This all predetermines the decline of a professional training system not only in Latvia, but also in the other Newly Independent States (NIS).

Many years of experience and publications in major scientific journals are required at the Doctor of Sciences level, which has no formal classes or exams. The dissertation (twice as large as the Ph.D. dissertation) is formally and publicly defended in the presence of the scientific council with 10 to 20 specialists at the Doctor of Sciences level. After two to three years of doktorantura, the scholar earns the Doctor of Sciences degree conferred by the Cabinet of Ministers. This Soviet system-based degree is still available in Latvia, and it is required to obtain full professorship. Moreover, with few exceptions, all top administrators (rectors of the universities and colleges, deans of schools, and heads of departments) have the Doctor of Sciences degree. Finally, in order to become a full member of the Academy of Science or the Latvian Council of Science, this degree is a must.

The University of Latvia (as well as some other institutions) invites foreign students to study in Latvia and offers classes for foreigners within the International Students Exchange Program (ISEP) in the Baltic/Latvian Studies Program, which is taught in English. This program offers Latvian literature, anthropology/cultural studies focusing on Latvia, and the history and ecology of Latvia/Baltic region. It also includes a Latvian language course.

Libraries are numerous in Latvia. The Latvian Academic Library is one of the oldest libraries in Europe, founded in 1524 as Bibliotheca Rigensis. The Law Library of the Riga Graduate School of Law is a modern, well-equipped information center of legal sciences with an electronic catalogue, databases, and legal information resources. Goethe Institute, an independent organization representing German culture and language in Latvia, has more than 8,000 items in the library of the institute. One more foreign library is the Library of the Stockholm School of Economics in Riga. It contains the latest publications in business and economics and a weekly, updated electronic catalogue. Many university libraries are equipped with modern technology and have Internet connections.

The highest authority in education in Latvia is the Ministry of Education and Science. It employs about 230 specialists working in several departments, including General Education, Education Strategy, Vocational Education, and centers like the Center of Education Curriculum and Examination, the Center for the Protection of Children's Rights, and the Teacher Education Support Center.

In 1999, 66 million lats (US$1 = 0.6 lats), or about 5.4 percent of the country's budget, was allocated to education, the fifth biggest budget in Latvia. This budget is distributed to local authorities and administrative units that supervise construction/reconstruction of school buildings, the acquisition of equipment, and the publishing of educational materials. The Latvian government regularly lowers the funding for research: from 0.275 percent of the GDP in 1995 to 0.2 percent of the GDP in 2000.

Research is viewed as an essential part of every higher education institution and professorial life. Educational research directed by Habilitets Doktors (Doctor of Pedagogical Sciences) is conducted in numerous educational and other universities by Doktors (Ph.D. in Education, Educational Doctor-Candidate of Pedagogical Sciences). Research activities are funded through the university budgets, grants from abroad, and international foundations.

Nonformal Education

Nonformal education includes adult education, open universities, and distance education (through television, radio, and the Internet). The Ministry of Education and Science includes the Department of Continuing Education (DCE). The DCE consists of two divisions: the Division of Educational Workers (DEW) and the Division of Adult Education (DAE), which organizes the education and continuing education of teachers and adults.

The DAE is responsible for the legal basis for adult education. It organizes programs and updates educational materials, develops a network of centers, promotes the exchange and spread of information and information technologies, develops the distance education system, and coordinates international cooperation in adult education. During 1995-1996 more than 25 regional adult education centers were established in Latvia.

Teaching Profession

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 and head teachers, analyzes the continuing professional development needs depending on the demands of the market, as well as composes the state order to universities regarding teacher training. Several private companies offer commercial programs for teachers. Due to lack of funds, however, teachers mainly depend on the state budget and courses organized with state financing.

In 1995 the average wage rate of a preschool teacher was approximately 78.4 percent of the country's average salary and 90.9 percent of the average teacher wage rate in general education.

Summary

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 worsening individual lives, will echo in the coming years causing growth in unemployment, lower revenues, and a rise in crime. Nonetheless, national and ethnic liberation holds the promise that in 10 to 15 years, Latvia, a recognized and notable member of European society, will achieve its goals, and its citizens will succeed in their goals for personal development. With the idea of reintegration with Europe in mind, Latvia created The European Integration Council (EIC). Education is considered a major part of that integration process.

Since 1991, Latvia has participated in international educational projects organized by the Council of Europe, the Educational Committee Council of Europe: Europe at School (since 1995), the European Center for Modern Languages (since 1995), and the Education for European Citizenship (since 1997). Latvia also has been encouraging learning and teaching about the history of the Europe in twentieth century, in-service training programs for teachers, and the "CDCC Teachers Bursaries Scheme" (1996). In addition to language and cultural programs, there are technological and communication projects.

The main issues and problems the Latvian system of education faces are material in nature. In order to function successfully in the future, the system needs monetary assistance. Additionally, the educational system of Latvia is still fighting against Soviet influence; Latvia must reorient its citizens from Soviet ideology to free market ideology.

Another problem is the transition to the Latvian language as a state language. The need for language training and teaching is massive: textbooks, classes, schools, and faster methodologies of teaching are needed. The low level of teacher training is another significant problem. National standards for training and assessing teachers must be adopted to create a nationwide system of assessment and certification for newly trained teachers.

On the way to integration with Europe, Latvia must coordinate its standards, statistical data, and understanding of European education, which requires renaming and retraining. There has been a clear decline in the education figures of the 1990s, and these figures must be converted to the accepted European standard.

Finally, serious reforms need allies. Latvian educators need methods, research, and successes to help future generations flourish. This demonstrates to perspective investors and the Western society that Latvia and its educators are on the right path—the path to the future where they can achieve the goals set forward by the government and Latvian visionaries.

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—Andrei G. Aleinikov