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Ministry of Education and Science
Education: pre-school, interest education,compulsory, secondary, special, vocational,higher, life-long learning
Science: fundamental research, marketorientated research, applied research, scientificinstitutions
Sport: sport for children and youth, sport for all,
sport for people with disabilities, highperformance sports
State language: language policy, terminology,language learning/teaching, multilingualism
Picture8
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Main issues
From where we started?
What was the direction to proceed?
Major reforms in education Gains and losses
Way forward Picture8
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Where is Latvia ?
General facts: Capital - Riga
2,3 million inhabitants
64 589 square km
982 basic &secondary schools
82 vocational schools
64 HEI
552 students per 10
000 inhabinats 2nd
place in the world
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Main facts of Latvia history
First inhabitants in the territory of Latvia: 9000B.C.
12th Century 1918: the Age of German, Polish,
Swedish, and Russian rule in Latvia Republic of Latvia:
1918-1940 regaining of independence in 1991
Soviet period: 1940-1941 1945-1991
Nazi German occupation: 1941-1945 Joining NATO and European Union: 2004
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Small size, great achievements
Nobel Price and Latvia: Wilhelm Ostwald (1853-1932),chemist, awarded 1909 Paul Walden (1863 1957),chemist, nominated several
times. Waldens Medal was awarded in Riga, 2008 toDr.Kurt Wuthrich (Scripps Research Institute, La Jolla,
USA) Complete set of Olympic medals in Beijing
2008: Gold: BMX, Maris Strombergs
Silver: javelin-throwing, Ainars Kovals Bronze: weight-lifting, Viktors Scerbatihs
Cultural heritage: Song and dance festivals
Architecture
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Main differences between Soviet System
(SS) and Democratic society (DS) in Latvia
SS
One party system
Planned economy
Closed society
Occupied country
DS
Multy-party system
Market economy
Open society
Independent state
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Vision
Resource
KnowledgeWisdom
Capacity to do
Goal
Improvement of Life Quality
Strategic principles
InclusionHarmonizationCoordination
Extending borders
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From authoritarian to democratic school
To foster decentralization in order to: Promote initiative and responsibility
Increase choice of opportunities
Focus on autonomy and human rights Widen understanding of values
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Latvian education system
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Policy pushes (II)
Bilingual educationreform: to strengthen theposition of state language in line with wideningopportunities for studies in mother-tongue, 1998-2004:
ethnic minority schools: 132 Russian 5 Polish
2 Jewish
1 Byelorussian, Ukrainian, Lithuanian, Estonian andRoma programs
Sunday schools: Liiv, Armenian, Azerbaijan,Georgian, Greek, Hungarian, Jewish, Ukrainian
Multilingualism
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Policy pushes (III)
Law on Higher Education
Establishments,1995:
State budget funded study places
Invention of study fees
Loan system
Transformation of structureBologna process in higher education,
1999
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Funding of higher education
83.6
53.6
21.7
40.8
60.5
33.131.9
30.9
30.1
28.12824.823.121.2
45.3
43.4
37.133.3
26.620.816.913.99.95.83.6
15.1 16.911.514.111.1
13.19.774.72.61.9
0
10
20
30
40
5060
70
80
90
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
Milj.lats
State budget
Tuition fees
Other sorces
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Dynamics of students enrollment in
universities, 1990/91 2007/08 academic years
Source: Overview on Higher Education-2007, Ministry of Education and Science, http://www.izm.gov.lv
127050
131072
129503
130693
126756
118845
110500
101270
89510
76620
64948
56187
4669639260
37500
41900
46300
46000
0
20000
40000
60000
80000
100000
120000
140000
90/91
92/93
94/95
96/97
98/99
00/01
02/200
3
04/200
5
06/200
7
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Ratio of student/academic staff
2003/04 academic year
Sweden 9,0 Romania 20,2
Slovakia 10,9 Italy 21,6
Spain 11,7 Latvia 24,1
Finland 12,4 Slovenia 24,6
Bulgaria 12,4 Greece 28,1
United Kingdom 17,8 EU 27 15,9
Source: Key Data on Higher Education in Europe, 2007 Edition, European Commission
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Professors out of academic staff
41%- 50% Belgium, Canada
31%-40% USA, Japan, Germany21%-30% Latvia, France, Italy, Ireland
11%- 20% Finland, Sweden
less than 10% United Kingdom, Spain
Source: prof.Juris Krumins, Association of Latvian Professors, Riga, February 7, 2008
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What are the outcomes of the reforms? (I)
Competence for sustainability, including labour market, active citizenship and
personal fulfillment:
Pre-school: compulsory for 5 and 6 years old
Compulsory: standards and curricula towards
acquisition of skills (OECD, PISA)
Secondary: changes in philosophy - from
subject matter to analytical and cooperativeskills; improvement of educational environment
(EU support)
Special: inclusive education
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What are the outcomes of the reforms? (II)
Interest education: involvement, participation andindividualization
Vocational: involvement of employers, changes incurricula towards needs of labor market
Higher: Internationally valid quality assurance system
Support of doctoral and master studies and post doctoral research
Performance of HE including introducing the Bolognaprinciples
Renovation and modernization of HE infrastructure
Life-long learning: overall framework for Latvian
education, e-learning
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Correlation: qualification and salary
91%100%Natural sciences115%100%Agriculture
148%100%Health and social work
127%100%Education
114%100%Humanities and arts
DiscrepancyAccordanceStudy field
91%100%Engineering and technologies
54%100%Law88%100%Management, commerce
84%100%Services
Source: prof.Juris Krumins, Association of Latvian Professors, Riga, February 7, 2008
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