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===Partners situated in Finland: ===
''by [[Jüri Lõssenko]] of [[EITF]]''


* [http://www.dipoli.tkk.fi/english/index.html Lifelong Learning Institute Dipoli (TKK Dipoli) - Helsinki University of Technology]
''For entities in Latvia see [[:Category:Latvia]]''


[http://en.wikipedia.org/wiki/Helsinki_University_of_Technology Helsinki University of Technology] is the oldest university of technology in Finland.
{{countries-OER}}


==Finland in a nutshell==
== Partners situated in Latvia ==


[[Image:Fi-map.gif|left|thumb|Source: https://www.cia.gov/library/publications/the-world-factbook/geos/fi.html]]
No partners are situated in Latvia.




== Latvia in a nutshell ==
[[Image:Latvia-map.gif|right|400px]]
''Latvia'', officially the '''Republic of Latvia''', is a country in Northern Europe in the Baltic region. It is bordered to the north by [[Estonia]], to the south by [[Lithuania]], and to the east both by [[Belarus]] and the [[Russia| Russian Federation]]. Across the Baltic Sea to the west lies [[Sweden]]. The territory of Latvia covers 64,589 km² and is influenced by a temperate seasonal climate.


Finland, officially the '''Republic of Finland''', is a Nordic Country situated in Northern Europe. It is the eighth largest country in Europe in terms of area and the most sparsely populated country in the European Union. Finland has been a member of the European Union since 1995, independent since 1917 and autonomous since 1809. The capital city is Helsinki.
The population of Latvia is around [[Has population::1,822,000]].


The capital and largest city is [[Has capital::Riga]].


The population of Finland is some 5.3 million inhabitants and the majority is concentrated in the south: 71 % of Finns live in towns or in urban areas, whereas only 29 % live in rural areas. Finland has two official languages: Finnish and Swedish. Finnish is spoken by 91.5 % and Swedish by 5.5 % of the population. Sami (Lappish) is the mother tongue of about 1,700 people.


The Latvians are a Baltic people closely related to the Lithuanians, with the Latvian language sharing many similarities to Lithuanian. Today the Latvians and Lithuanians are the only surviving members of the Baltic peoples and Baltic languages of the Indo-European family. The modern name of Latvia is thought to originate from the ancient Latvian name Latvji, which may have originated from the word Latve which is a name of the river that presumably flowed through what is now eastern Latvia.


Finland is a democratic, parliamentary republic with a central government and local governments in 415 municipalities. Greater Helsinki (including Helsinki, Espoo and Vantaa) totals over a million residents and a third of the GDP. Other major cities include Tampere, Turku and Oulu.
Latvia is a democratic parliamentary republic and is divided into 26 districts. Latvia has been a member of the United Nations since 17 September 1991, of the [[European Union]] since 1 May 2004 and of NATO since 29 March 2004.




==Latvian education policy==


Every citizen of the Republic of Latvia and every person who has the right to a non-citizen passport issued by the Republic of Latvia, every person who has received a permanent residence permit, as well as citizens of European Union memberstates who have been issued a temporary residence permit, and their children, have equal right to acquire education, regardless of their property or social status, race, nationality, gender, religious or political convictions, state of health, occupation or place of residence.






'''Governance of the Education System'''


Education system is administered at three levels - national, municipal and institutional. The Parliament (Saeima), the Cabinet of Ministers and the Ministry of Education and Science are the main decision-making bodies at a national level. The Ministry of Education and Science is the education policy-making institution that also issues the licenses for opening comprehensive education institutions and sets educational standards along with the teacher training content and procedures.






==Latvian education system==


[[Image:Izglshema-eng.jpg|right|400px]]


The components of the educational system are pre-school education(pirmsskolas izglitiba), 9-year basic education (pamatizglitiba), upper secondary education (videja izglitiba) and higher education (augstaka izglitiba).




* '''Pre-school education''' (ISCED 0) is for children aged 5-7 years and is provided by general education establishments or kindergartens as part of compulsory 11 basic education. The objective is to foster general development of children and their readiness to enter the primary stage of basic education.


==Finnish education policy==


Finnish education and science policy stresses quality, efficiency, equity and internationalism. It is geared to promote the competitiveness of Finnish welfare society. Sustainable economic development will continue to provide the best basis for assuring the nation's cultural, social and economic welfare. The overall lines of Finnish education and science policy are in line with the EU Lisbon strategy.
* '''Basic education''' (ISCED 1 and 2) comprises primary and lower secondary education and lasts for 9 years. It is compulsory for all children aged 7 and above. The National Basic Education Standard (Valsts pamatizglitibas standarts) determines the curriculum and the content of national examinations. Those who do not complete basic education by 16 should, according to Law, continue studying to complete the programme by the time they are 18. They can also choose VET programmes that allow them to obtain a first or second level professional qualification and to complete the obligatory basic educational programme.




In Finland, the basic right to education and culture is recorded in the Constitution. Public authorities must secure equal opportunities for every resident in Finland to get education also after compulsory schooling and to develop themselves, irrespective of their financial standing. Legislation provides for compulsory schooling and the right to free pre-primary and basic education. Most other qualifying education is also free for the students, including postgraduate education in universities.
* '''3-year vocational basic education programmes''' are provided in vocational schools for students without a certificate of basic education (after completion of at least 7 grades of basic education, but they must be at least 15 years old). Upper secondary education (ISCED 3) comprises two types of programme: general secondary (vispareja videja izglitiba) and vocational secondary (profesionala videja izglitiba). In general secondary, there are 4 study fields: general; humanities and social sciences; mathematics, natural science and technical, and vocational (arts, music, business, and sports). The following subjects are obligatory for all programmes: Latvian; first foreign language; second foreign language (in minority population schools - the minority language); mathematics, history; sports; business foundations and computer science. Every programme includes obligatory and optional subjects relevant to the particular field of studies. To receive the Certificate of the secondary education (Atestats par visparejo videjo izglitibu), students should take not less than 5 examinations in compulsory or optional study subjects and no more than 4 tests in compulsory study subjects.  




Parliament passes legislation concerning education and research and determines the basic lines of education and science policy. The Government and the [http://www.minedu.fi/OPM/?lang=en Ministry of Education], as part of it, are responsible for preparing and implementing education and science policy. The Ministry of Education is responsible for education financed from the state budget. The Government adopts a development plan for education and research every four years.
:: Provision is regulated by the state which determines its level, form and target groups. It also defines the strategic goals and main tasks of each programme; its obligatory content, basic principles and assessment.


==Finnish education system==


:: Different vocational education programmes are developed and offered for all economic branches. The National Standard of vocational education (Valsts profesionalas izglitibas standarts) and the Occupational Standards (Profesiju standarti) determine the curriculum and content of vocational education programmes.


[[Image:Koulutusjarjestelma eng.jpg|right|Source: http://www.edu.fi/english/SubPage.asp?path=500,4699]]


* '''4-year vocational secondary education programmes''' are offered to students who have successfully completed compulsory basic education. Graduates receive a diploma of vocational secondary education and a Level 3 vocational qualification.




The Finnish education system is composed of nine-year basic education (comprehensive school), preceded by one year of voluntary pre-primary education; upper secondary education, comprising vocational and general education; and higher education, provided by universities and polytechnics. Adult education is available at all levels.
* '''2-3 year vocational education programmes''' lead to a Certificate of secondary education and qualification level 3.




'''Students’ opportunities to progress from one level of education to the next are safeguarded by legislation.''' Both general and vocational upper secondary certificates provide eligibility for further studies in universities and polytechnics. A student completing one level is always eligible for the next level of studies. The qualifications of each level are governed by a separate Act of Parliament. '''Finnish education is free of charge at all levels.'''
* '''Post secondary non-tertiary vocational education''' (ISCED 4) can be followed after graduating from general secondary schools. They are focused towards mastering purely professional skills and knowledge.




Basic education is general education provided for the whole age group. Upper secondary education consists of general education and vocational education and training (vocational qualifications and further and specialist qualifications). The higher education system comprises universities and polytechnics, in which the admission requirement is a secondary general or vocational diploma.
* '''Tertiary education (ISCED 5).''' While there is a difference between academic and vocational higher education, it is not institutionalised. Universities and other higher education institutions run both academic and vocational programmes.
http://www.aic.lv/refernet/doc/Thematic%20Overview_2007.pdf
Thematic Overview_2007.pdf (application/pdf Object)
Academic higher education programmes (ISCED 5A) lead to a Bachelor’s degree (Bakalaurs) and Master’s degree (Magistrs). The duration of Bachelor’s programmes may be 3 or 4 years. A Master’s degree is awarded after the second stage of academic education and requires at least 5 years of university studies.




:: The '''Law of Higher Education Institutions''' (Augstakas izglitibas likums) and the '''Law of Vocational Education''' (Profesionalas izglitibas likums) stipulate a 2-level vocational higher education – the first level (2-3 years) leading to professional qualification Level 4 (ISCED 5B) and second level (ISCED 5B) leading to qualification level 5 (4-6 years). Having completed a programme, students are awarded with a professional qualification or a vocational Bachelor’s degree that can be followed by a further 1-2 years of vocational Master’s studies. The Master’s degree of higher vocational education is awarded if the total duration of studies is at least 5 years.




* There can also be '''short second level vocational higher education study programmes (1-2 years),''' where the qualification is obtained on the basis of the previously acquired first level vocational higher education or academic Bachelor’s degree. In total the duration of professional qualification Level 5 study programmes is not less than 4 years after secondary education and not less than 2 years after college education.




* '''Bachelor and Master degrees''' exist both in academic and vocational higher education. Bachelors of both categories have the right to enrol in master’s studies, masters of both categories (including also degrees in medicine and dentistry - 6 and 5 years of study respectively) - in doctoral studies.




==Higher education==
* '''Postgraduate education (ISCED level 6).''' A Master’s degree or the equivalent is required for admission to doctoral studies (Ph.D.) which last 3-4 full-time years. They include advanced studies of the subject in a relevant study programme (or an equivalent amount of independent research while working at a university, research institution, etc.) and a scientific research towards doctoral thesis.


===Universities in Finland===


'''Universities, which are academic or artistic institutions, focus on scientific research and research-based education.''' They confer Bachelor’s, Master’s, Licentiate and Doctoral degrees. At the moment (June 2008), Finland has '''20 universities''' and a National College for Defense, which work on the principles of academic freedom and autonomy. They are very independent in their decision-making. All universities are state-run, the government providing some 70 % of their budgets.


== Higher education ==


At universities, students can study for lower (Bachelor's) and higher (Master's) degrees and scientific or artistic postgraduate degrees, which are the licentiate and the doctorate. It is also possible to study specialist postgraduate degrees in the medical fields. In the two-cycle degree system, students first complete the Bachelor's degree, after which they may go for the higher, Master's degree. As a rule, students are admitted to study for the higher degree. Universities also arrange separate Master's programs with separate student selection, to which the entry requirement is a Bachelor's level degree or corresponding studies.
Access to higher (tertiary) education (HE). All holders of general secondary education certificates and diplomas on vocational secondary education meet the general admission requirements. However, the universities are free to set specific requirements, e.g. to choose which subjects have to been taken at school level to qualify for admission to a particular programme.




Studies are quantified as credits (ECTS). One year of full-time study corresponds to 60 credits. '''The extent of the Bachelor's level degree is 180 credits''', and it is aimed to take some three years. '''The Master's degree is 120 credits''', which means two years of full-time study on top of the lower degree. In some fields, such as medicine, the degrees are more extensive and take longer to complete.
Bakalaurs (bachelor) and maģistrs (master) degrees are awarded both in academic and professional HE. Both types of bachelors are eligible for studies in master programmes and both types of masters (including holders of degrees in medicine and dentistry – 6 and 5 years respectively) – in doctoral programmes.  




University postgraduate education aims at a doctoral degree. In addition to the required studies, doctoral students prepare a dissertation, which they defend in public. The requirement for postgraduate studies is a Master's or corresponding degree. Universities also offer fee-charging continuing education and Open University instruction, which do not lead to qualifications but can be included in an undergraduate or postgraduate degree.
Academic higher education follows academic education standard and is aimed at preparing graduates for research and providing theoretical background for professional activities.  




Universities select their students independently and entrance examinations are an important part of the selection process. An admitted student may only accept one student place in degree education in a given academic year. The aim is to simplify student selection procedures by means of a joint universities application system to be introduced in the academic year 2008 – 2009.
* '''Bakalaurs degree''' in a branch of science is awarded after the first cycle of academic studies. Bachelor programmes comprise 120 – 160 credit points (180-240 ECTS) or 4-6 semesters of full-time studies. They include: compulsory part ≥50 CP (75 ECTS), optional part ≥20 CP (30 ECTS), thesis ≥10 CP (15 ECTS) and some subjects of free choice to earn the rest of necessary CP.  
* '''Maģistrs degree''' in a branch of science is awarded after the second cycle of academic studies comprising 80 (120 ECTS) credits, out of those thesis results in ≥20 CP, compulsory part includes theoretical aspects of the field (≥ 30 CP) and their practical application in solving actual problems (≥15 CP).  




At the moment (June 2008), there are '''10 multi-faculty universities''', '''6 specialized universities''', '''4 art academies''' and a '''National College for Defense in Finland'''. Annually (2006), some 20,000 new students attend university education, whereas the total number of students is some '''160 000'''. The number of Master’s degrees completed at universities during 2006 totaled '''13,100'''. The number of doctorates, in turn, amounted to 1,410. The average drop-out rate (2005) is only about 5.0 %.


===Polytechnics in Finland===
According to Standards of first and second level professional higher education, its aim is to provide in-depth knowledge in a field, enabling graduates to design and improve systems, products and technologies as well as to prepare graduates for creative, research and teaching activities in this field.


'''The first polytechnics were set up on an experimental basis in 1991''', the aims being to raise the standard of higher vocational education, to make Finland’s training and qualifications more internationally competitive, to respond to the demands for new skills, to enhance the attraction of vocational education and to increase the efficiency of vocational education system. The reform was launched on the basis of guidelines issued by the government, and responsibility for bringing courses up to non-university higher education standard was entrusted to the institutions taking part in the experiment.


* '''Professional bakalaurs programmes''' are designed to ensure professional competence, they comprise at least 160 CP (240 ECTS), out of those: general courses (≥15 CP), theoretical courses of the field (≥36 CP), specialization courses (≥60 CP), optional courses (≥6 CP), practical placement (≥26 CP), and state examinations including thesis (≥12 CP).
* '''Professional HE programmes''' leading to maģistrs degree comprise no less than 40 CP (60 ECTS), out of those: up-to-date achievements in the field – in theory and in practice (≥7 CP), practical placements (≥6 CP), state examinations including thesis (≥20 CP) as well as research training, courses of design, management, psychology etc.


The first permanent polytechnics started operating in 1996 after a thorough evaluation process. In 2003, the polytechnics were given the same autonomy as universities. Till then, they had operated under the supervision of the Ministry of Education. '''The higher polytechnic degree was established in 2005''' after a 5-year experiment. Additionally, the polytechnic reform entailed a total reorganization of other vocational education, the post-secondary college level being completely phased out, the post-comprehensive level being expanded, and the apprenticeship training gradually being increased.


Apart from the programmes leading to bakalaurs and maģistrs degrees, there are other types of professional higher education programmes.


'''Polytechnics, also known as universities of applied sciences, offer work-related education in response to labor market needs.''' Degree studies give a higher education qualification and practical professional skills. They comprise core and professional studies, elective studies and a final project. All degree studies include practical on-the-job learning. There are no tuition fees in degree education, and the students can apply for financial aid.
* '''First-level professional HE (college) programmes''' comprise 80-120 CP (120-180 ECTS) and lead to a CEDUC 4th level professional qualification. These programmes are targeted mainly at labour market. Yet, the graduates of the first-level programmes can continue their studies in second-level professional programmes.  
* '''Second-level professional HE programmes''' lead to a CEDUC 5th level professional qualification. Such programmes can comprise either at least 40 CP (60 ECTS) for holders of bakalaurs degrees or at least 160 CP (240 ECTS) for secondary school leavers. In both cases programmes should include a practical placement of at least 26 CP (39 ECTS) and graduation examinations including thesis (≥10 CP). Graduates of programmes  including the 70 CP (105 ECTS) compulsory part of the bakalaurs programme, have access to master studies.
* '''Doctoral studies.''' From January 1, 2000 onwards a single type of doctoral degree Doktors is being awarded in Latvia.  
Maģistrs degree (or the equivalent) is required for admission to doctoral studies. Doktors degree can be achieved at public defence of a doctoral thesis which may be a result of three to four years of full-time doctoral studies at a university or an equivalent amount of independent research while working at a university, research institution etc.  




At the moment (June 2008), there are '''28 polytechnics''' in the Ministry of Education sector: seven are run by local authorities, 11 by municipal education consortia and 10 by private organizations. In addition, there is the Åland University of Applied Sciences in the self-governing Province of Åland and the Police College subordinate to the Ministry of Interior. The polytechnics are co-financed by the government and local authorities.
Latvian Council of Science appoints promotion councils and sets the procedures for awarding doctoral degrees.




'''The extent of polytechnic degree studies is generally 210 − 240 study points (ECTS), which means 3.5 – 4 years of full-time study.''' This education is arranged as degree programs. The entry requirement is a certificate from an upper secondary school or the matriculation certificate, a vocational qualification or corresponding foreign studies. The requirement for Master's studies in polytechnics is a Bachelors' level polytechnic degree and at least three years of work experience. '''The polytechnic Master's, which is 60 – 90 study points and takes 1.5 – 2 years, is equivalent to a university Master's in the labor market.'''


'''Credit point system'''. Latvian credit point is defined as a one-week full-time study workload. An average workload of a full-time study year in most HE programmes is 40 CP. Latvian credit point system is compatible with ECTS. The number of ECTS credits is found by multiplying the number of Latvian credit points by a factor of 1.5.


A total of '''133,300''' students attended polytechnic education leading to a degree in 2007. This was 700 students more than the year before. The number of new students was 36,600. In addition, a total of '''21,000''' degrees were obtained. The number of foreign students attending education leading to a degree was 5,400, 17 % more than the year before. In 2007, the number of degrees obtained by foreign students increased by 11 % from previous year and stood slightly over 500. The number of students attending education leading to a higher polytechnic degree was 3,400, which was 1,300 students more than the year before. Higher polytechnic degrees were obtained by 360 students.


==Higher education reform==
'''Grading system'''. The state standards for higher education set the following ten-point marking system:


===The Bologna Process===


The Finnish higher education reform derives from the Bologna Declaration. In order to strengthen the position of Finnish universities in the European Higher Education Area, Finland has reformed the degree structure and is currently devising an international strategy for the Finnish higher education system. Another important means has been the strengthening of quality assurance in Finnish universities and polytechnics. The new two-cycle degree system was adopted by Finnish universities in August 2005, whereas polytechnics have kept the present system. The degrees were reformed compatible with the ECTS at the same time.
{| class="wikitable" border="1" width="600"
|-
! Achievement level 
! Grade 
! Meaning             
! Approx. ECTS grade
|-
|very high || 10 || izcili (with distinction) || A
|-
|very high || 9 || teicami (excellent)  || A
|-
|high  || 8 ||  ļoti labi (very good) || B
|-
|high  || 7 || labi (good)  || C
|-
|medium || 6 ||  gandrīz labi (almost good)  || D
|-
|medium || 5 ||  viduvēji (satisfactory)  || E
|-
|low || 4 || gandrīz viduvēji (almost satisfactory)    || E/FX
|-
|low  || 3-1 || negatīvs vērtējums (unsatisfactory)  || Fail
|}


In Finland, universities and polytechnics have adopted the Diploma Supplement. It is a document jointly designed by the EU, the Council of Europe and UNESCO to provide information about the studies completed by the student, the status of the degree and the qualification provided by the degree for further studies and for jobs. The universities and polytechnics have a statutory duty to issue a Diploma Supplement to the student on request.


===Structural development===


The Finnish higher education system consists of two complementary sectors, where universities and polytechnics have different missions and profiles (dual model). Universities focus on scientific research and research-based education, whereas polytechnics offer work-related education in response to the labor market needs. The Finnish higher education system is currently undergoing a structural development process, which is meant to be completed by 2012. According to the Ministry of Education, the aims of structural development can be listed as following (Ministry of Education. 2008a):


* The quality of teaching and research improves.
=== State–recognized higher education institutions in Latvia ===
* The impressiveness of education and research strengthens.
 
* The internationalization proceeds.
'''Universities'''
* The level of know-how arises and the competitiveness strengthens.
 
* The strengths of higher education are pulled together.
# University of Latvia
* The co-operational structures and administration evolve.
# Rīga Technical University
* The public research system functions better.
# Latvia University of Agriculture
* The alternatives in individual education diversify.
# Daugavpils University
* Services for students and researchers improve.
# Rīga Stradiņa University
 
 
'''State higher education institutions'''
 
# Latvian Academy of Arts
# Latvia Academy of Culture
# Latvian Academy of Music
# Liepāja Pedagogical Academy
# Latvian Academy of Sports Education
# Police Academy of Latvia
# Banking Institution of Higher Education
# Latvian Maritime Academy
# Latvian National Academy of Defence
# Rēzekne Higher Education Institution
# Rīga Graduate School of Law
# Rīga Higher School of Pedagogics and School Management
# Stockholm School of Economics in Rīga
# The Ventspils College
# Vidzeme College of Higher Education
 
 
'''Private higher education institutions'''
 
# Baltic Russian Institute
# Business Institute RIMPAK Livonia
# School of Business Administration Turība;
# Higher School of Economics and Culture
# Higher School of Psychology
# Higher School of Social Work and Social Pedagogy “Attīstība”
# Information Systems Institute
# Institute of Social Technologies
# International Institute of Practical Psychology
# Latvian Christian Academy
# Rīga Aeronautical Institute
# Rīga International School of Economics and Business Administration
# Transport and Telecommunication Institute




Additionally, the Ministry of Education has given recommendations and guidelines for the goals of structural development in Finnish higher education institutions.
'''State colleges'''


=====Table I: HEIs' key figures in 2006 and vision 2020=====
# RRC College
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
# Rīga civil Engineering college
|-valign="top" style="background: #ECE5B6;"
# Jēkabpils Agribusiness college
!width=""|''' '''
# Latvian Culture College
!width=""|'''Polytechnics (2006)'''
# Liepāja Maritime College
!width=""|'''Polytechnics (2020)'''
# Olaine College of Mechanics and technology
!width=""|'''Universities (2006)'''
# Rīga Civil Engineering College
!width=""|'''Universities (2020)'''
# Rīga Technical College
|-valign="top"
# Rīga Entrepreneurship College
| Number of institutions || 29 || max. 18 || 20 || max. 15
# Fire Protection and Civic Defence College
|-valign="top"
# State Boarder Guards’ College
| Students (FTE) || 105,000 || 95,000 || 120,000 || 105,000
|-valign="top"
| Students (FTE) / teachers (%) || 17.8 || 16.0 || 14.3 || 12.5
|-valign="top"
| Basic degree / teachers (%) || 3.5 || 3.7 || 1.6 || 1.9
|-valign="top"
| Passing percentage (%) || 70.3 || 76.0 || 55.4 || 70.0
|-valign="top"
| Graduate employment and continuation to postgraduate studies (%) || 88.7 || 90.8 || 88.8 || 91.0
|-valign="top"
| Doctorate degrees / professor (%) || - || - || 0.6 || 0.8
|-valign="top"
| Scientific publications / teaching and research staff (%) || - || - || 1.7 || 2.2
|}




====Structural development in universities====
'''Private colleges'''


In years 2006 – 2007, the Ministry of Education allocated some 18 M€ for the structural development of universities. In addition, three leading projects were launched in November 2006: [http://www.innovaatioyliopisto.info/en/ The Aalto University], [http://www.uef.fi/english/ The University of Eastern Finland] and the [http://www.konsortio.fi/ University Consortium in Turku]. The reform will transform universities’ legal status from entities under the State Budget to an independent body corporate. This allows increased autonomy in university finances and administration.
# Alberta college
# College of Accounting and Finance
# Laws College
# Business and Administration College




The Aalto University is a new university, which will be created through a full merger of three existing universities: [http://www.hse.fi/EN/frontpage Helsinki School of Economics], [http://www.tkk.fi/en/index.html Helsinki University of Technology] and [http://www.taik.fi/en/ University of Art and Design Helsinki]. The University of Eastern Finland is a new university built from two current universities in Eastern Finland: [http://www.joensuu.fi/englishindex.html University of Joensuu] and [http://www.uku.fi/english/ University of Kuopio]. [http://www.utu.fi/en/ University of Turku] and [http://www.tse.fi/EN/Pages/Default.aspx Turku School of Economics], in turn, make the University Consortium in Turku, which is then supposed to build up a new kind of university 3 years later.


More information on education system:


* http://www.izm.lv
* http://www.aic.lv
* http://www.eurydice.org


In addition to the aforementioned projects, universities are supported in their collaborative projects and in collaboration with the polytechnics and other parties. Some internal development projects are also supported. The structural development in universities has not only been ministry-led, but the universities have also taken an active role in the processes.


=====Table II: Consequences of the structural development in Finnish universities=====
==Education reform==
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Nr'''
!width=""|'''The new university / consortium'''
!width=""|'''Consists of'''
!width=""|'''Starts on'''
|-valign="top"
|1. || Aalto University || (1) Helsinki School of Economics, (2) Helsinki University of Technology and (3) University of Art and Design Helsinki || August 1st, 2009
|-valign="top"
|2. || University of Eastern Finland || (1) University of Joensuu and (2) Univeristy of Kuopio || January 1st, 2010
|-valign="top"
|3. || University Consortium in Turku (new kind of university to be established in 2011) || (1) University of Turku and (2) Turku School of Economics || August 1st, 2008
|}


====Structural development in polytechnics====
=== Higher education reform ===


The most significant development projects amongst the polytechnics have been the three merger projects. At the beginning of year 2007, HAAGA University of Applied Sciences and Helsinki Business Polytechnic merged into [http://www.haaga-helia.fi/en HAAGA-HELIA University of Applied Sciences]. [http://www.stadia.fi/english/index.asp Helsinki Polytechnic Stadia] and [http://www.evtek.fi/en/ EVTEK University of Applied Sciences], in turn, will become the [http://www.metropolia.fi/en/ Metropolia University of Applied Sciences] in August 2008, and at the same time some, branch rationalization will be made with [http://www.laurea.fi/internet/en/index.jsp Laurea University of Applied Sciences]. Furthermore, [http://www.syh.fi/index.asp?lang=eng Swedish polytechnic Finland] and [http://www.sydvast.fi/index.php?option=com_content&task=view&id=285&Itemid=300 Sydväst Polytechnic] will become the [http://www.novia.fi/main2.asp?site=english&sektor=null&rightmenu=null Novia University of Applied Sciences] in August 2008.
'''Strategic guidelines for the development of education for years 2007 - 2013'''


Totally 57 millions Lats have been provided for the implementation of the strategic guidelines for the development of education of the Ministry of Education and Science. The following tasks are defined in the above strategic guidelines (listed in the sequence of priority):


It has also been agreed that degree-led education and, thus, 12 units in 11 localities will be closed down. Education programs and areas of responsibilities are united so that education will be organized in groups of no less than 40 students. Additionally, the polytechnics will develop their distribution of work and, thereby, strengthen their profilization. The aim is that some 10 % (~2,500) of new students will be redirected in years 2008 – 2009.


=====Table III: Consequences of the structural development in Finnish polytechnics=====
* To introduce and pay for the pedagogic work of a teacher’s assistant for the purpose of providing support to children (Grades 1 – 6) with learning difficulties – 7.6922 Million Lats;
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
     
|-valign="top" style="background: #ECE5B6;"
* To improve the social conditions of students at vocational educational establishments by means of increasing scholarships during years 2007 – 2010 up to 20 Lats per month on average, during years 2011 – 2013 up to 40 Lats per month, the total amount for year 2007 – 4.3611 Million;
!width=""|'''Nr'''
!width=""|'''The new polytechnic'''
!width=""|'''Consists of'''
!width=""|'''Starts / started on'''
|-valign="top"
|1. || HAAGA-HELIA University of Applied Sciences || (1) HAAGA University of Applied Sciences and (2) Helsinki Business Polytechnic || January 1st, 2007
|-valign="top"
|2. || Metropolia University of Applied Sciences || (1) Helsinki Polytechnic Stadia and (2) EVTEK University of Applied Sciences || August 1st, 2008
|-valign="top"
|3. || Novia University of Applied Sciences || (1) Swedish Polytechnic Finland and (2) Sydväst Polytechnic || August 1st, 2008
|}


==Administration and finance==
* To develop the structure model for the distribution of study programs in compliance to the needs of agriculture and to ensure its implementation in the system of higher education (encouragement of the development of Doctor’s studies – at least 200 new places for Master studies per year, at least 100 new places for Doctor’s studies per year; the number of places for studies in the fields of natural sciences, engineering sciences, medicine and environment sciences increased by at least 300 per year. Provided increase of the scholarships fund by at least 5% per year) – 20 Million Lats.


Polytechnic education is co-financed by the government and local authorities. The local authorities pay 54.7 % of the cost of basic education, general upper secondary education, vocational education and training and polytechnic education. In addition to its 45.3 % share of statutory funding, the government grants discretionary subsidies to education and its development. As the funds are not earmarked, the education providers can use them at their discretion. In addition to this public funding, polytechnics provide fee-paying services and carry out projects, which also bring them income.
* To ensure continuous attraction of the state investment for the purpose of arrangement and modernisation of educational establishments – 16.952 Million Lats.


* etc.


Funds granted by the Ministry of Education to universities comprise core funding, project funding and performance-based funding. The appropriations and the objectives, direction, evaluation and development of university operations are determined in performance agreements concluded by the universities and the Ministry of Education. Universities also receive a great deal of external financing, e.g. for research projects, and have income from services they provide, such as continuing professional education.


==Quality assurance==
=== General education reform ===


Quality assurance of higher education is one of the key development areas in efforts to construct a European Higher Education Area (EHEA). In 2005, [http://www.kka.fi/english/ The Finnish Higher Education Evaluation Council (FINHEEC)] launched a project for auditing the quality assurance systems of Finnish higher education institutions (HEIs). The purpose of auditing is to ensure that the HEIs have quality assurance systems in support of continuous and systematic improvement of operations, and that such a system works according to stated objectives, brings out change and has international credibility.
Since October 2009 the differentiated career structure model has been developed further as a new EU Structural Funds’ project “Promotion of competitive capacity of pedagogues in optimised education system”. By teachers’ professional quality evaluation it is expected to promote the development of professional competencies of and professional career opportunities for every teacher. Teachers’ responsibility over results of their pedagogical work will increase also due to revolving evaluation of their professional quality. As planned, the five categories will be linked with salaries after the development of the project, i.e. after 2012, most probably in 2013. As a result of the project there will be developed Regulations of the Cabinet of Ministers defining the coordination of the salaries of pedagogues and the five categories. According to the project, after its completion in March 2012 the above mentioned system of teachers’ professional quality evaluation might be introduced at national level. [http://www.esf-pedagogiem.gov.lv/ The project website]


The ongoing reforms (from 2005) regarding science and mathematics education are under implementation (ISCED 3) and under piloting (ISCED 2). Comprehensive reforms are realized by “Science and Math” project development unit in State Education Centre. [http://www.dzm.lv/par_projektu/ Website of the project]


The FINHEEC audit model is founded in the principle of enhancement-led evaluation and is the universally accepted approach in Finland. The model also conforms to the ENQA Standards and Guidelines for Quality Assurance in the European Higher Education Area.
== Administration and finance ==


==Finnish HEIs in the information society==
'''Tuition fee in education system'''


===Towards the information society===
The tuition at pre-school, basic and secondary education in a state or municipality founded educational establishments is funded from the national or municipal budget. Private educational institutions may set a tuition fee for providing education. In higher education programmes the state covers tuition fees for a certain number of students’ places, according to the State Procurement in the respective academic year. Each higher education institution may set a tuition fee for the rest of students’ places. All students are entitled to a state credit for their studies in any higher education programme.


The nineteen eighties and nineties saw the breakthrough of the use of information technology in a wide spectrum. During that period, the critical amount of users was created inside the world of HE, first in communities of researchers, and then, as a natural continuum also in the researcher education. The birth of CSC and Funet helped Finnish HE to achieve an internationally high level in exploiting information technologies. The rapid expansion of the networks of HEIs allowed the massive access of students into the lateral communication of the community of students.


Foreigners or non-citizens pay for their education in accordance with the agreement concluded with the respective educational establishment. In cases when foreign citizens study in Latvia under an exchange programme and an equivalent number of Latvian students study abroad, the foreigners' studies in Latvia are financed from the budget resources of the Republic of Latvia allocated to the respective institution of higher education. The tuition fee for the citizens of European Union countries shall be determined and covered according to the same procedure as for the citizens and permanent residents of the Republic of Latvia.


This, however, had little or no impact on the teaching of the institutions, except in some fields of natural sciences, medicine and technical sciences, while in the national strategic guidelines for primary and secondary education, including vocational education, the use of ICT in teaching and the systematic improvement of the ICT skills of teachers became a stated goal already in the nineties. For HEIs, it had to be waited that the overall discussion on pedagogy reached the point where it started to evolve into systematic forms. In Finland as elsewhere, the autonomy and decision making of HEIs have not been instrumental in implementing the national strategy in use of ICT in learning.
===Higher education===


===Schools and post-secondary===


In the HEIs in Finland, the introduction of ICT in teaching stemmed largely from a different tradition than in schools and vocational education institutions, where the first wave of interest towards the possibilities of IT in teaching and the later hyper- and multimedia hype were huge. These waves matched well with the emerging conceptions about learning, and the subsequent modern methods which emphasized the student’s independent work exploratory and collaborative learning and process orientation.
== Quality assurance ==


===Higher education===


In HEIs, two mainstreams emerged: on the one hand the culture of high-powered computation done in centralized supercomputer environments coupled with computer science, information technology and electronic data processing of the administration, and on the other hand the reflection of the development of different forms of distant teaching into the world of higher education. In this second mainstream, continuing education centers and open universities have played an important role.
According to Latvian legislation, state-recognized degrees/diplomas may be awarded upon completion of an accredited programme in an accredited HE institution holding a state-approved Satversme (by-law).  


===Information society strategy period===


Development of information society did not become an issue in Finland before the implementation of the first information society strategy in 1995 – 1999. In the HE sector, the focus was on improving the computer facilities, networks, library applications and applications serving the information and communication needs of researchers. Internet, net communications and learning platforms, net courses, digital materials and learning object repositories had their breakthrough on the period of the first information society strategy actually without significant direction from the strategy. The development of the field was so fast that the strategy work was falling behind, which was quite natural particularly at that time. Strategy work served decision-making and the mainstream of education, not the forerunners.
Quality assessment includes self-evaluation report by the higher education institution and peer evaluation. Evaluation teams consist of at least three experts, with only one from Latvia. In most cases the other two experts are selected from Western Europe or from the Baltic States.  




At the same time, an interesting convergence of several separate small traditions into a wide and diverse mainstream took place due to the fact that use of ICT in teaching was becoming more widespread. On one side, the experts of ICT in classroom teaching (computer-aided learning) noticed how the Internet was starting to make classrooms virtual. On another side, the education technologists of distant teaching and learning started noticing that network pedagogy offers possibilities beyond electronic distribution of teaching materials, returning assignments through the net or using video conferencing and telephone in communication. Many who had been awakened by the Internet found the research and development done by the forerunners. The virtual, often informal networks of experts and learning started to evolve into genuine flora of lifelong learning, the most famous of course being the worldwide network of Linux users.
Decisions on programme accreditation are taken by the Accreditation Board, while those on institutional accreditation – by the Higher Education Council. The first accreditation cycle was completed in 2001. Recurrent assessments have to take place once every six years.


===Schools and post-secondary===


The information strategy for education and research 2000 – 2004 grasped four important challenges for developing information society: 1) ensuring necessary skills for information society; 2) developing network learning environments; 3) securing the structures of information society; and 4) developing digital learning resources. For tackling the challenges belonging to the third group at HEI level, the [http://www.virtuaaliyliopisto.fi/vy_front_page_eng.asp Finnish Virtual University (FVU)] and the [http://www.virtuaaliamk.fi/en/index.html Finnish Online University of Applied Sciences (VirtuaaliAMK)], formerly known as the Finnish Virtual Polytechnic (FVP), were developed as a unifying concept.
The head of the educational institution is responsible for functioning of the institution and implementation of the normative acts concerning education. In Latvia quality evaluation of schools takes place during the accreditation process. According to The Education Law, all programmes provided by education institutions except interest-related education institutions (realization of the individual educational needs and desires of a person regardless of age and previously acquired education) have to be accredited. Accreditation should take place in a five years period after the launching of activities of education institution.


In 2005-2009 the General Education Quality Evaluation Agency was responsible body for accreditation of general education schools, education programmes, and certification of school heads. Accreditation of vocational education institutions and programmes was performed by the Vocational Education Administration. Since August 2009 after liquidating of these institutions and merging of the functions the State Education Quality Service is responsible body for organization of accreditation process. This institution monitors also the compliance of education processes with regulative framework.


Until the end of year 2006, the guiding document for the FVU and VirtuaaliAMK activities and related projects and networks was the Information Society Program for Education, Training and Research 2004 – 2006. The foci were set on establishing productive and economically viable practices and on encouraging exploitation of ICT in social innovations. The purpose for consolidating the virtual university was that projects and services initially operating on national funding were eventually to be transferred to the respective universities.
== Latvian information society ==


Figures as of 2010.


'''For more information see:''' [[Major e-learning initiatives in Finland]].
Fixed broadband coverage in Latvia stands only slightly lower than the EU average, although broadband coverage in rural areas with 67% remains an issue. Coverage remained stable in 2010, while broadband take up as a percentage of population went up to 19% compared with the EU average of 27%. Broadband connectivity showed the most significant improvement, reducing the gap with the EU average. A critical area in Latvia is low broadband take-up among businesses: Only 68% are connected. However, after no growth in 2009, this number grew by 5 percentage points in 2010. Wireless Internet is at an early stage of development.


==References==
Rates of Internet use and non-use in Latvia are close to the EU average. Take-up of Internet services is also relatively high. Participation in the more popular activities such as looking for information about goods and services is close to the EU average and for a number of other services even higher. In particular, Latvia records particularly higher than average numbers using the Internet for reading online newspapers (+15 percentage points), Internet banking (+10 percentage points), uploading self-created content (+14 percentage points), and doing online courses (+3 percentage points). In contrast, the use of eCommerce by individuals is underdeveloped and has remained stable below 20%.


* The Finnish Higher Education Evaluation Council (2006)
Latvia has made substantial progress during last year in the provision of online services and now scores significantly above the average in both citizens services (at 89%) and businesses services (at 100%) online availability. The use of eGovernment has made also substantial improvements and now lies close to the EU average for both citizens (at 40%) and businesses (at 72%).
:Audits of Quality Assurance Systems of Finnish Higher Education Institutions – Audit Manual for 2005-2007. Publications of The Finnish Higher Education Evaluation Council 4:2006.


* Heinonen, O-P. (1997)
== ICT in education initiatives ==
:Finland: Restructuring Higher Education. Prospects, vol. XXVII, no.4, December 1997.


* Ministry of Education (2000)
===Higher education===
:Information Strategy for Education and Research 2000 – 2004. Implementation Plan.


* Ministry of Education (2007a)
* [[Distance Education Study Centre]] (DESC) of Riga Technical University (RTU)
:Ammattikorkeakoulujen verkostohankkeet. Opetusministeriön julkaisuja 2007:1.


* Ministry of Education (2007b)
===Schools and post-secondary===
:Universities 2006 – Annual Report. Ministry of Education publications 2007:19.


* Ministry of Education (2007c)
:Suomen virtuaaliyliopistoverkostojen arviointi. Opetusministeriön työryhmämuistioita ja selvityksiä 2007:28.


* Ministry of Education (2008a)
[[Rigas Talmacibas Vidusskola]]
:Koulutus ja tutkimus 2007-2012 – kehittämissuunnitelma. Opetusministeriön julkaisuja 2008:9.


* Ministry of Education (2008b)
Rigas Talmacibas Vidusskola (Riga Secondary School of Distance Education) is a private educational institution in operation since 2009. As of April 2012 RTV offers general (from year seven) and secondary education programmes with students from 22 different countries and covering an age group from 14 to 57 years. RTV programmes are all nationally accredited for six years.  
:Korkeakoulujen rakenteellisen kehittämisen suuntaviivat vuosille 2008 – 2011.




'''Relevant websites'''
----


* [http://ec.europa.eu/index_en.htm European Commission]
As part of ESF Project „ Delivery of career education programmes in system of education” in 2007.-2008 a data base NIID.LV was established. NIID.LV provides e-consulting (responses to received questions) about opportunities of education, publications of interpretative materials about education FAQ and summaries of actual education related information. NIID.LV stores interactive career choice tests as well. In 2009 Project was started to connect NIID.LV with EU portal about educational opportunities in Europe PLOTEUS II.
* [http://kka.fi/english/ The Finnish Higher Education Evaluation Council (FINHEEC)]
* [http://www.minedu.fi/OPM/?lang=en Finnish Ministry of Education (MINEDU)]
* [http://www.stat.fi/index_en.html Statistics Finland]
* [http://virtual.finland.fi/ Virtual Finland]




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> [[Countries]]


[[Category:Europe]]
'''eLearning portal [http://www.eduspace.lv www.eduspace.lv]'''
[[Category:European Union]]
 
The portal for eLearning materials was established to provide pupils, teachers and school administration with platform for placing, storage, classification, searching, of learning objects as well as to provide different tools that support teachers and school administration in day-to-day work. Initially the target audience of portal was pupils of 7th up to 12th grade (age 13-18). The portal consists of 3 parts:
*public web-site based on DRUPAL content management system which provides access to public learning objects,  possibility to register in portal, possibility to connect to eLearning environment as well as repository of learning objects.
*eLearning environment based on open source eLearning system Moodle. The access to this system is allowed only for authenticated users that are registered in one of school management systems e-klase.lv or Mykoob.lv. The users of these two systems are pupils, teachers, school administration and parents.
*Repository of learning objects – user interface for repository of learning objects is accessible through portal thereby providing accessibility to open access materials for public users, for teachers thereby providing access publish learning materials, for teachers, pupils and school administration provides search and assessment of materials, as well as parents have a possibility to follow up pupils school results and access to materials if they are interested.
 
 
== Lessons learnt ==
 
== References ==
 
#[http://izm.izm.gov.lv/58.html Ministry of Education and Science]  
#http://izm.izm.gov.lv/nozares-politika/izglitiba.html#izglitibas_sistema
#http://www.aic.lv/portal/en/education_in_latvia.html
#http://www.aic.lv/bolona/Latvija/LV_%20Bol_en.pdf (PDF)
#[http://www.boldic.net/docs/BOLDIC_Latvia_report.pdf BOLDIC – Latvia Report. Open and Distance Learning in Latvia], PDF - 20 pages
#[http://www.epractice.eu/files/media/media_802.pdf Latvia - Factors and impacts in the information society]
#[http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/eurybase_full_reports/LV_EN.pdf Eurybase, The Information Database on Education Systems in Europe: The Education System in Latvia, 2009/10]
 
===  Recent reports (last 8 years) ===




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== Backlinks ==
> [[Countries]]
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>> [[Main Page]]
{{Countries-footer}}
== Categories and Properties ==
[[Category:Latvia| ]]
[[Category:Europe]]
[[Category:European_Union]]
[[Category:Baltic_states]]
[[Category:Countries_with_Programmes]]
[[Category:VISCED]]
[[Category:Countries with virtual schools]]
[[Category:Tier 1]]
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[[Category:Europe]]
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{{#set:In OECD=1}}
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Latest revision as of 16:02, 22 November 2023

by Jüri Lõssenko of EITF

For entities in Latvia see Category:Latvia


For OER policies and projects in Latvia see Latvia/OER


Partners situated in Latvia

No partners are situated in Latvia.


Latvia in a nutshell

Latvia-map.gif

Latvia, officially the Republic of Latvia, is a country in Northern Europe in the Baltic region. It is bordered to the north by Estonia, to the south by Lithuania, and to the east both by Belarus and the Russian Federation. Across the Baltic Sea to the west lies Sweden. The territory of Latvia covers 64,589 km² and is influenced by a temperate seasonal climate.

The population of Latvia is around 1,822,000.

The capital and largest city is Riga.


The Latvians are a Baltic people closely related to the Lithuanians, with the Latvian language sharing many similarities to Lithuanian. Today the Latvians and Lithuanians are the only surviving members of the Baltic peoples and Baltic languages of the Indo-European family. The modern name of Latvia is thought to originate from the ancient Latvian name Latvji, which may have originated from the word Latve which is a name of the river that presumably flowed through what is now eastern Latvia.

Latvia is a democratic parliamentary republic and is divided into 26 districts. Latvia has been a member of the United Nations since 17 September 1991, of the European Union since 1 May 2004 and of NATO since 29 March 2004.


Latvian education policy

Every citizen of the Republic of Latvia and every person who has the right to a non-citizen passport issued by the Republic of Latvia, every person who has received a permanent residence permit, as well as citizens of European Union memberstates who have been issued a temporary residence permit, and their children, have equal right to acquire education, regardless of their property or social status, race, nationality, gender, religious or political convictions, state of health, occupation or place of residence.


Governance of the Education System

Education system is administered at three levels - national, municipal and institutional. The Parliament (Saeima), the Cabinet of Ministers and the Ministry of Education and Science are the main decision-making bodies at a national level. The Ministry of Education and Science is the education policy-making institution that also issues the licenses for opening comprehensive education institutions and sets educational standards along with the teacher training content and procedures.


Latvian education system

Izglshema-eng.jpg

The components of the educational system are pre-school education(pirmsskolas izglitiba), 9-year basic education (pamatizglitiba), upper secondary education (videja izglitiba) and higher education (augstaka izglitiba).


  • Pre-school education (ISCED 0) is for children aged 5-7 years and is provided by general education establishments or kindergartens as part of compulsory 11 basic education. The objective is to foster general development of children and their readiness to enter the primary stage of basic education.


  • Basic education (ISCED 1 and 2) comprises primary and lower secondary education and lasts for 9 years. It is compulsory for all children aged 7 and above. The National Basic Education Standard (Valsts pamatizglitibas standarts) determines the curriculum and the content of national examinations. Those who do not complete basic education by 16 should, according to Law, continue studying to complete the programme by the time they are 18. They can also choose VET programmes that allow them to obtain a first or second level professional qualification and to complete the obligatory basic educational programme.


  • 3-year vocational basic education programmes are provided in vocational schools for students without a certificate of basic education (after completion of at least 7 grades of basic education, but they must be at least 15 years old). Upper secondary education (ISCED 3) comprises two types of programme: general secondary (vispareja videja izglitiba) and vocational secondary (profesionala videja izglitiba). In general secondary, there are 4 study fields: general; humanities and social sciences; mathematics, natural science and technical, and vocational (arts, music, business, and sports). The following subjects are obligatory for all programmes: Latvian; first foreign language; second foreign language (in minority population schools - the minority language); mathematics, history; sports; business foundations and computer science. Every programme includes obligatory and optional subjects relevant to the particular field of studies. To receive the Certificate of the secondary education (Atestats par visparejo videjo izglitibu), students should take not less than 5 examinations in compulsory or optional study subjects and no more than 4 tests in compulsory study subjects.


Provision is regulated by the state which determines its level, form and target groups. It also defines the strategic goals and main tasks of each programme; its obligatory content, basic principles and assessment.


Different vocational education programmes are developed and offered for all economic branches. The National Standard of vocational education (Valsts profesionalas izglitibas standarts) and the Occupational Standards (Profesiju standarti) determine the curriculum and content of vocational education programmes.


  • 4-year vocational secondary education programmes are offered to students who have successfully completed compulsory basic education. Graduates receive a diploma of vocational secondary education and a Level 3 vocational qualification.


  • 2-3 year vocational education programmes lead to a Certificate of secondary education and qualification level 3.


  • Post secondary non-tertiary vocational education (ISCED 4) can be followed after graduating from general secondary schools. They are focused towards mastering purely professional skills and knowledge.


  • Tertiary education (ISCED 5). While there is a difference between academic and vocational higher education, it is not institutionalised. Universities and other higher education institutions run both academic and vocational programmes.

http://www.aic.lv/refernet/doc/Thematic%20Overview_2007.pdf Thematic Overview_2007.pdf (application/pdf Object) Academic higher education programmes (ISCED 5A) lead to a Bachelor’s degree (Bakalaurs) and Master’s degree (Magistrs). The duration of Bachelor’s programmes may be 3 or 4 years. A Master’s degree is awarded after the second stage of academic education and requires at least 5 years of university studies.


The Law of Higher Education Institutions (Augstakas izglitibas likums) and the Law of Vocational Education (Profesionalas izglitibas likums) stipulate a 2-level vocational higher education – the first level (2-3 years) leading to professional qualification Level 4 (ISCED 5B) and second level (ISCED 5B) leading to qualification level 5 (4-6 years). Having completed a programme, students are awarded with a professional qualification or a vocational Bachelor’s degree that can be followed by a further 1-2 years of vocational Master’s studies. The Master’s degree of higher vocational education is awarded if the total duration of studies is at least 5 years.


  • There can also be short second level vocational higher education study programmes (1-2 years), where the qualification is obtained on the basis of the previously acquired first level vocational higher education or academic Bachelor’s degree. In total the duration of professional qualification Level 5 study programmes is not less than 4 years after secondary education and not less than 2 years after college education.


  • Bachelor and Master degrees exist both in academic and vocational higher education. Bachelors of both categories have the right to enrol in master’s studies, masters of both categories (including also degrees in medicine and dentistry - 6 and 5 years of study respectively) - in doctoral studies.


  • Postgraduate education (ISCED level 6). A Master’s degree or the equivalent is required for admission to doctoral studies (Ph.D.) which last 3-4 full-time years. They include advanced studies of the subject in a relevant study programme (or an equivalent amount of independent research while working at a university, research institution, etc.) and a scientific research towards doctoral thesis.


Higher education

Access to higher (tertiary) education (HE). All holders of general secondary education certificates and diplomas on vocational secondary education meet the general admission requirements. However, the universities are free to set specific requirements, e.g. to choose which subjects have to been taken at school level to qualify for admission to a particular programme.


Bakalaurs (bachelor) and maģistrs (master) degrees are awarded both in academic and professional HE. Both types of bachelors are eligible for studies in master programmes and both types of masters (including holders of degrees in medicine and dentistry – 6 and 5 years respectively) – in doctoral programmes.


Academic higher education follows academic education standard and is aimed at preparing graduates for research and providing theoretical background for professional activities.


  • Bakalaurs degree in a branch of science is awarded after the first cycle of academic studies. Bachelor programmes comprise 120 – 160 credit points (180-240 ECTS) or 4-6 semesters of full-time studies. They include: compulsory part ≥50 CP (75 ECTS), optional part ≥20 CP (30 ECTS), thesis ≥10 CP (15 ECTS) and some subjects of free choice to earn the rest of necessary CP.
  • Maģistrs degree in a branch of science is awarded after the second cycle of academic studies comprising 80 (120 ECTS) credits, out of those thesis results in ≥20 CP, compulsory part includes theoretical aspects of the field (≥ 30 CP) and their practical application in solving actual problems (≥15 CP).


According to Standards of first and second level professional higher education, its aim is to provide in-depth knowledge in a field, enabling graduates to design and improve systems, products and technologies as well as to prepare graduates for creative, research and teaching activities in this field.


  • Professional bakalaurs programmes are designed to ensure professional competence, they comprise at least 160 CP (240 ECTS), out of those: general courses (≥15 CP), theoretical courses of the field (≥36 CP), specialization courses (≥60 CP), optional courses (≥6 CP), practical placement (≥26 CP), and state examinations including thesis (≥12 CP).
  • Professional HE programmes leading to maģistrs degree comprise no less than 40 CP (60 ECTS), out of those: up-to-date achievements in the field – in theory and in practice (≥7 CP), practical placements (≥6 CP), state examinations including thesis (≥20 CP) as well as research training, courses of design, management, psychology etc.


Apart from the programmes leading to bakalaurs and maģistrs degrees, there are other types of professional higher education programmes.

  • First-level professional HE (college) programmes comprise 80-120 CP (120-180 ECTS) and lead to a CEDUC 4th level professional qualification. These programmes are targeted mainly at labour market. Yet, the graduates of the first-level programmes can continue their studies in second-level professional programmes.
  • Second-level professional HE programmes lead to a CEDUC 5th level professional qualification. Such programmes can comprise either at least 40 CP (60 ECTS) for holders of bakalaurs degrees or at least 160 CP (240 ECTS) for secondary school leavers. In both cases programmes should include a practical placement of at least 26 CP (39 ECTS) and graduation examinations including thesis (≥10 CP). Graduates of programmes including the 70 CP (105 ECTS) compulsory part of the bakalaurs programme, have access to master studies.
  • Doctoral studies. From January 1, 2000 onwards a single type of doctoral degree Doktors is being awarded in Latvia.

Maģistrs degree (or the equivalent) is required for admission to doctoral studies. Doktors degree can be achieved at public defence of a doctoral thesis which may be a result of three to four years of full-time doctoral studies at a university or an equivalent amount of independent research while working at a university, research institution etc.


Latvian Council of Science appoints promotion councils and sets the procedures for awarding doctoral degrees.


Credit point system. Latvian credit point is defined as a one-week full-time study workload. An average workload of a full-time study year in most HE programmes is 40 CP. Latvian credit point system is compatible with ECTS. The number of ECTS credits is found by multiplying the number of Latvian credit points by a factor of 1.5.


Grading system. The state standards for higher education set the following ten-point marking system:


Achievement level Grade Meaning Approx. ECTS grade
very high 10 izcili (with distinction) A
very high 9 teicami (excellent) A
high 8 ļoti labi (very good) B
high 7 labi (good) C
medium 6 gandrīz labi (almost good) D
medium 5 viduvēji (satisfactory) E
low 4 gandrīz viduvēji (almost satisfactory) E/FX
low 3-1 negatīvs vērtējums (unsatisfactory) Fail



State–recognized higher education institutions in Latvia

Universities

  1. University of Latvia
  2. Rīga Technical University
  3. Latvia University of Agriculture
  4. Daugavpils University
  5. Rīga Stradiņa University


State higher education institutions

  1. Latvian Academy of Arts
  2. Latvia Academy of Culture
  3. Latvian Academy of Music
  4. Liepāja Pedagogical Academy
  5. Latvian Academy of Sports Education
  6. Police Academy of Latvia
  7. Banking Institution of Higher Education
  8. Latvian Maritime Academy
  9. Latvian National Academy of Defence
  10. Rēzekne Higher Education Institution
  11. Rīga Graduate School of Law
  12. Rīga Higher School of Pedagogics and School Management
  13. Stockholm School of Economics in Rīga
  14. The Ventspils College
  15. Vidzeme College of Higher Education


Private higher education institutions

  1. Baltic Russian Institute
  2. Business Institute RIMPAK Livonia
  3. School of Business Administration Turība;
  4. Higher School of Economics and Culture
  5. Higher School of Psychology
  6. Higher School of Social Work and Social Pedagogy “Attīstība”
  7. Information Systems Institute
  8. Institute of Social Technologies
  9. International Institute of Practical Psychology
  10. Latvian Christian Academy
  11. Rīga Aeronautical Institute
  12. Rīga International School of Economics and Business Administration
  13. Transport and Telecommunication Institute


State colleges

  1. RRC College
  2. Rīga civil Engineering college
  3. Jēkabpils Agribusiness college
  4. Latvian Culture College
  5. Liepāja Maritime College
  6. Olaine College of Mechanics and technology
  7. Rīga Civil Engineering College
  8. Rīga Technical College
  9. Rīga Entrepreneurship College
  10. Fire Protection and Civic Defence College
  11. State Boarder Guards’ College


Private colleges

  1. Alberta college
  2. College of Accounting and Finance
  3. Laws College
  4. Business and Administration College


More information on education system:


Education reform

Higher education reform

Strategic guidelines for the development of education for years 2007 - 2013

Totally 57 millions Lats have been provided for the implementation of the strategic guidelines for the development of education of the Ministry of Education and Science. The following tasks are defined in the above strategic guidelines (listed in the sequence of priority):


  • To introduce and pay for the pedagogic work of a teacher’s assistant for the purpose of providing support to children (Grades 1 – 6) with learning difficulties – 7.6922 Million Lats;
  • To improve the social conditions of students at vocational educational establishments by means of increasing scholarships during years 2007 – 2010 up to 20 Lats per month on average, during years 2011 – 2013 up to 40 Lats per month, the total amount for year 2007 – 4.3611 Million;
  • To develop the structure model for the distribution of study programs in compliance to the needs of agriculture and to ensure its implementation in the system of higher education (encouragement of the development of Doctor’s studies – at least 200 new places for Master studies per year, at least 100 new places for Doctor’s studies per year; the number of places for studies in the fields of natural sciences, engineering sciences, medicine and environment sciences increased by at least 300 per year. Provided increase of the scholarships fund by at least 5% per year) – 20 Million Lats.
  • To ensure continuous attraction of the state investment for the purpose of arrangement and modernisation of educational establishments – 16.952 Million Lats.
  • etc.


General education reform

Since October 2009 the differentiated career structure model has been developed further as a new EU Structural Funds’ project “Promotion of competitive capacity of pedagogues in optimised education system”. By teachers’ professional quality evaluation it is expected to promote the development of professional competencies of and professional career opportunities for every teacher. Teachers’ responsibility over results of their pedagogical work will increase also due to revolving evaluation of their professional quality. As planned, the five categories will be linked with salaries after the development of the project, i.e. after 2012, most probably in 2013. As a result of the project there will be developed Regulations of the Cabinet of Ministers defining the coordination of the salaries of pedagogues and the five categories. According to the project, after its completion in March 2012 the above mentioned system of teachers’ professional quality evaluation might be introduced at national level. The project website

The ongoing reforms (from 2005) regarding science and mathematics education are under implementation (ISCED 3) and under piloting (ISCED 2). Comprehensive reforms are realized by “Science and Math” project development unit in State Education Centre. Website of the project

Administration and finance

Tuition fee in education system

The tuition at pre-school, basic and secondary education in a state or municipality founded educational establishments is funded from the national or municipal budget. Private educational institutions may set a tuition fee for providing education. In higher education programmes the state covers tuition fees for a certain number of students’ places, according to the State Procurement in the respective academic year. Each higher education institution may set a tuition fee for the rest of students’ places. All students are entitled to a state credit for their studies in any higher education programme.


Foreigners or non-citizens pay for their education in accordance with the agreement concluded with the respective educational establishment. In cases when foreign citizens study in Latvia under an exchange programme and an equivalent number of Latvian students study abroad, the foreigners' studies in Latvia are financed from the budget resources of the Republic of Latvia allocated to the respective institution of higher education. The tuition fee for the citizens of European Union countries shall be determined and covered according to the same procedure as for the citizens and permanent residents of the Republic of Latvia.

Higher education

Schools and post-secondary

Quality assurance

Higher education

According to Latvian legislation, state-recognized degrees/diplomas may be awarded upon completion of an accredited programme in an accredited HE institution holding a state-approved Satversme (by-law).


Quality assessment includes self-evaluation report by the higher education institution and peer evaluation. Evaluation teams consist of at least three experts, with only one from Latvia. In most cases the other two experts are selected from Western Europe or from the Baltic States.


Decisions on programme accreditation are taken by the Accreditation Board, while those on institutional accreditation – by the Higher Education Council. The first accreditation cycle was completed in 2001. Recurrent assessments have to take place once every six years.

Schools and post-secondary

The head of the educational institution is responsible for functioning of the institution and implementation of the normative acts concerning education. In Latvia quality evaluation of schools takes place during the accreditation process. According to The Education Law, all programmes provided by education institutions except interest-related education institutions (realization of the individual educational needs and desires of a person regardless of age and previously acquired education) have to be accredited. Accreditation should take place in a five years period after the launching of activities of education institution.

In 2005-2009 the General Education Quality Evaluation Agency was responsible body for accreditation of general education schools, education programmes, and certification of school heads. Accreditation of vocational education institutions and programmes was performed by the Vocational Education Administration. Since August 2009 after liquidating of these institutions and merging of the functions the State Education Quality Service is responsible body for organization of accreditation process. This institution monitors also the compliance of education processes with regulative framework.

Latvian information society

Figures as of 2010.

Fixed broadband coverage in Latvia stands only slightly lower than the EU average, although broadband coverage in rural areas with 67% remains an issue. Coverage remained stable in 2010, while broadband take up as a percentage of population went up to 19% compared with the EU average of 27%. Broadband connectivity showed the most significant improvement, reducing the gap with the EU average. A critical area in Latvia is low broadband take-up among businesses: Only 68% are connected. However, after no growth in 2009, this number grew by 5 percentage points in 2010. Wireless Internet is at an early stage of development.

Rates of Internet use and non-use in Latvia are close to the EU average. Take-up of Internet services is also relatively high. Participation in the more popular activities such as looking for information about goods and services is close to the EU average and for a number of other services even higher. In particular, Latvia records particularly higher than average numbers using the Internet for reading online newspapers (+15 percentage points), Internet banking (+10 percentage points), uploading self-created content (+14 percentage points), and doing online courses (+3 percentage points). In contrast, the use of eCommerce by individuals is underdeveloped and has remained stable below 20%.

Latvia has made substantial progress during last year in the provision of online services and now scores significantly above the average in both citizens services (at 89%) and businesses services (at 100%) online availability. The use of eGovernment has made also substantial improvements and now lies close to the EU average for both citizens (at 40%) and businesses (at 72%).

ICT in education initiatives

Higher education

Schools and post-secondary

Rigas Talmacibas Vidusskola

Rigas Talmacibas Vidusskola (Riga Secondary School of Distance Education) is a private educational institution in operation since 2009. As of April 2012 RTV offers general (from year seven) and secondary education programmes with students from 22 different countries and covering an age group from 14 to 57 years. RTV programmes are all nationally accredited for six years.


As part of ESF Project „ Delivery of career education programmes in system of education” in 2007.-2008 a data base NIID.LV was established. NIID.LV provides e-consulting (responses to received questions) about opportunities of education, publications of interpretative materials about education FAQ and summaries of actual education related information. NIID.LV stores interactive career choice tests as well. In 2009 Project was started to connect NIID.LV with EU portal about educational opportunities in Europe PLOTEUS II.


eLearning portal www.eduspace.lv

The portal for eLearning materials was established to provide pupils, teachers and school administration with platform for placing, storage, classification, searching, of learning objects as well as to provide different tools that support teachers and school administration in day-to-day work. Initially the target audience of portal was pupils of 7th up to 12th grade (age 13-18). The portal consists of 3 parts:

  • public web-site based on DRUPAL content management system which provides access to public learning objects, possibility to register in portal, possibility to connect to eLearning environment as well as repository of learning objects.
  • eLearning environment based on open source eLearning system Moodle. The access to this system is allowed only for authenticated users that are registered in one of school management systems e-klase.lv or Mykoob.lv. The users of these two systems are pupils, teachers, school administration and parents.
  • Repository of learning objects – user interface for repository of learning objects is accessible through portal thereby providing accessibility to open access materials for public users, for teachers thereby providing access publish learning materials, for teachers, pupils and school administration provides search and assessment of materials, as well as parents have a possibility to follow up pupils school results and access to materials if they are interested.


Lessons learnt

References

  1. Ministry of Education and Science
  2. http://izm.izm.gov.lv/nozares-politika/izglitiba.html#izglitibas_sistema
  3. http://www.aic.lv/portal/en/education_in_latvia.html
  4. http://www.aic.lv/bolona/Latvija/LV_%20Bol_en.pdf (PDF)
  5. BOLDIC – Latvia Report. Open and Distance Learning in Latvia, PDF - 20 pages
  6. Latvia - Factors and impacts in the information society
  7. Eurybase, The Information Database on Education Systems in Europe: The Education System in Latvia, 2009/10

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