LATVIA
LATVIA spotlight on VET EN
Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012
VOCATIONAL
GENERAL
100 80
49.6
50.6
53.9
61.0
60 40
65.9
71.3
86.8
75.3 50.4
20
49.4
46.1
39.0
34.1
28.7 13.2
AT
EU-28
SE
LV
DK
EE
LT
CY
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
ISCED 5B 55 50
ISCED 5A-6
2020 NATIONAL TARGET
47.0
30
10
40.0
29.1
37.0
40.0
24.8
40.0
EUROPE 2020=40
40.0
34.0 39.5
17.9
14.6
14.1
BE
EE
28.1
8.9
0 LT
37.4
8.7
3.5
LV
DK
■ Academic Information Centre (2012). Referencing of the Latvian education system to the EQF for lifelong learning and the qualifications framework for the European higher education area: self-assessment report (second version). http://ec.europa.eu/ploteus/sites/eac-eqf/files/Latvian%20Self-Assessment%20Report%202n d%20version_May%202012.pdf ■ Cedefop (2015). Vocational education and training in Latvia: short description. Luxembourg: Publications Office. www.cedefop.europa.eu/en/publications-and-resources/publications/4134 ■ Cedefop ReferNet Latvia (2013). VET in Europe: country report Latvia. www.cedefop.europa.eu/files/2013_cr_lv.pdf ■ Eurydice (2014). Latvia: overview. In European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Latvia:Overview www.refernet.lv
ReferNet Latvia
www.izm.gov.lv
Ministry of Education and Science
www.visc.gov.lv
National Centre for Education
22.2
www.ikvd.gov.lv
State Education Quality Service
0.2
www.viaa.gov.lv
State Education Development Agency
IT
www.lak.lv
Latvian Chamber of Crafts
37.2
6.0
EU-28
SE
26.0
www.lddk.lv
Employers’ Confederation of Latvia
www.lizda.lv
Latvian Trade Union of Education and Science Employees
35
www.niid.lv
National database on learning opportunities
30
www.csb.gov.lv
Central Statistical Bureau of Latvia
25
www.aic.lv
Academic Information Centre
www.aiknc.lv
Higher Education Quality Evaluation Centre
www.km.gov.lv
Ministry of Culture
www.em.gov.lv
Ministry of Economics
www.lm.gov.lv
Ministry of Welfare
www.nva.gov.lv
State Employment Agency
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
20
31.4
ET 2020=15
15 10
28.1
5
12.6
0 DK
SE
EE
10.4
6.5
5.7
1.7
EU-28
LV
LT
BG
Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Early leavers from education and training % of early leavers from education and training, 2013
Further information
This spotlight is based on input from ReferNet Latvia. 2013
2020 NATIONAL TARGET
25
European Centre for the Development of Vocational Training
20 15 10 5 0
15.0
13.4
EUROPE 2020=10 4.0 3.7
HR
10.0
10.0
9.5
6.0
9.0 6.3
LT
6.4
SE
8.0
9.7
9.8
DK
EE
LV
Source: Eurostat labour force survey, date of extraction 19.5.2014.
8086 EN – TI-04-15-045-EN-N – doi: 10.2801/873332
40.0
40
20
Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013
EN
24.7
0
Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013
European Centre for the Development of Vocational Training
11.9
23.5
Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail:
[email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2015 All rights reserved.
visit our portal www.cedefop.europa.eu EU-28
spotlight on VET 978-92-896-1843-4
LATVIA
ES
2015
LATVIA
spotlight on VET
VET in Latvia VET in Latvia is offered at three (1) levels: integrated primary and lower secondary (called ‘basic’ nationally), upper secondary (secondary), and tertiary (professional higher education). VET is mainly school-based, hence the national term refers to ‘vocational education’ that includes practical training at schools and enterprises. To acquire a VET qualification, learners have to take a state qualification exam at the end of the programme. Basic VET programmes (one to two years, ISCED-P 254) lead to qualifications at EQF level 3. Learners are admitted irrespective of their previous education but not earlier than in the year in which they turn 15. Those without completed basic education are admitted to three-year programmes that include a compulsory basic general education course. At upper secondary level: • three-year programmes (ISCED-P 353) lead to a certificate of vocational education but do not give the right to enter higher education. Students who want to continue their studies at higher education level may attend an additional one-year intermediate-level general education programme. Those without completed basic education are admitted to VET programmes that include a compulsory basic general education course; • four-year programmes (ISCED-P 354) lead to a diploma of vocational secondary education. At the end, students also take four state general subject exams; if successful, they are awarded a certificate of general secondary education, which gives them the right to enrol in higher education; • one- to two-year programmes that lead to a vocational qualification (ISCED-P 354 and 453) are designed for 17 to 29 year-olds with or without completed upper secondary education. The programmes focus on vocational skills only, so they are shorter.
VET in Latvia´s education and training system Professional higher education programmes are provided at two levels: • first-level college programmes (two to three years) (ISCED-P 554) targeted mainly at the labour market, though graduates can continue their studies in second-level professional higher education; • second-level university programmes (four to six years) (ISCED-P 655, 656, 657, 756 and 757) lead to a professional qualification and professional bachelor, master or a so-called professional higher education degree. Formal CVET programmes enable adults with education/work experience to obtain a state-recognised professional qualification in 480 to 1 280 hours, depending on the field of study. Shorter professional development programmes (at least 160 hours) enable learners to acquire professional knowledge and skills regardless of their age, education and professional background but do not lead to a VET qualification. Apprenticeship exists on a small scale mainly in the crafts sector. It is separate from other education programmes and there are currently no pathways to formal education. The Ministry of Education and Science is the main body responsible for VET’s legal framework, governance, funding and content. Social dialogue and strategic cooperation are arranged through the National Tripartite Sub-Council for Cooperation in Vocational Education and Employment, which was founded in 2000 by the State and representatives of employers and employees. Since 2011, 12 sectoral expert councils have ensured cooperation and information exchange.
EQF 3-4
EQF 8
Continuing education and skills upgrade
Doctoral programmes (3-4 years)
Non-formal programmes, including VET
ISCED 251, 351, 451, 453 ISCED 864
EQF 7
EQF 7
EQF 6
EQF 7
Master programmes Prof. master progr. Prof. HE programme (1-2 years) ISCED 747 (min 1 year) ISCED 757 (1-2 years) ISCED 657
19+
12+
20
13
19
12
18 (*) 11 17
10
16
9 (*)
15
8
14
7
13
6
AGE
EQF 6
EQF 6
Bachelor programmes (3-4 years)
Professional bachelor programme (4 years)
ISCED 645
EQF 6 EQF 5
ISCED 655
General programmes (3 years)
Mainly school-based secondary VET WBL 50% (4 years)
ISCED 344
Professional higher education programme
(e.g. medical studies) (4-6 years)
College VET progr. (2-3 years)
ISCED 655, 656, 756
ISCED 554
EQF 4
EQF 4
EQF 4 EQF 4
Follow-up programme EQF 4
Mainly school-based secondary VET, WBL 65% (up to 2 years) ISCED 354, 453
Mainly school-based secondary VET, WBL 65% (3 years)
ISCED 354
ISCED 353
EQF 3
EQF 1-2
EQF 3
Mainly school-based VET, WBL 65%
Special needs primary education
Integrated primary and lower secondary (basic education) programmes (9 years)
ISCED 243
ISCED 244
ISCED 254
SECONDARY LEVEL
YEARS in E&T
Giving access to tertiary education
General education programmes
Possible progression route
VET programmes
(*)
Programmes combining VET and general education Also available to adults (full- or part-time or distance education)
End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18) Prior VET knowledge may be recognised, affecting the duration of the programme
Officially recognised vocational qualifications Qualifications allowing access to the next educational level
NB: ISCED-P 2011. Source: Cedefop and ReferNet Latvia.
Challenges and policy responses
ADULT LEARNING
TERTIARY LEVEL
Vocationally oriented programmes in sports, music and arts are available for pupils in these programmes
(1) Arts, culture and sports programmes (referred to as ‘vocationally-oriented education programmes’ nationally) are also implemented concurrently with basic and secondary general education, but they do not lead to a vocational qualification.
Distinctive features of VET
Access for learners older than 15 with no basic education WBL
Work-based learning, referred to as 'practical training' in national context, either at a VET institution or an enterprise
Initial VET is centralised and highly regulated by the state. Most VET schools are state-owned and -run. Continuous VET providers are mainly private. Most VET students (85%) study at upper secondary level. The distribution of students between general and vocational upper secondary education is 61:39 in favour of general education. VET provides extensive learning opportunities for early leavers from education. With more investment in infrastructure and the development/ implementation of new programmes, VET attractiveness is increasing. More young people use ISCED-P 453 programmes for fast access to the labour market than before. These programmes are cofinanced by EU funds. The national qualifications framework was established and linked to the European qualifications framework (EQF) in 2011. It includes all formal education levels. The public employment service plays an important role in adult education by arranging formal and non-formal education for the unemployed. A validation system for professional competences acquired outside formal education has existed since 2011, allowing direct acquisition of VET qualifications at EQF level 3-4. Procedures for assessment and recognition of learning outcomes acquired during previous education or professional experience, and criteria for recognition, were set up for higher education in 2012.
Reforming VET and adult learning are national policy priorities. Recent reforms aim at: • promoting VET quality; • ensuring its relevance to labour market needs; • efficient use of resources to raise VET attractiveness. The VET school network is currently optimised to cater for the needs of individuals from various social and age groups. Activities also include partial transfer of state VET schools to local governments by 2016. The State will continue to run vocational education competence centres that, in addition to VET programmes, provide teaching methodology, continuous teacher training and validation of non-formal learning. Several projects cofinanced by EU structural funds aim to raise attractiveness of vocational education. They focus on modernising infrastructure, equipment and programmes, promoting social partner participation in designing and implementing education policy, introducing sectoral qualifications frameworks, drafting occupational standards for key professions, and raising VET teacher competences. The challenge is to ensure reforms are sustainable after the projects end. Policy also strives for a balanced (equal) distribution of students choosing vocational and general education after completing basic education, and for a threefold increase in adult participation in learning. To make the VET system more responsive to labour market needs, the Ministry of Education and Science has designed a new apprenticeship-type scheme called ‘work-based learning’, introduced in 2013 in six vocational education institutions. The scheme includes flexible curricula (according to occupation characteristics) and promotes sharing responsibilities of teaching (theory) and training (practice) between school and enterprises. Vocational education institutions ensure the acquisition of theoretical knowledge and develop the curricula. Companies provide professional training in a real workplace environment and pay an allowance or a wage to students. Ensuring access to guidance and counselling for young people, and putting in place ECVET and EQAVET systems for better quality and permeability, are important challenges. Other challenges include motivating employers to cooperate with VET providers, for example by offering training at the work place and promoting continuous education for employees. In 2014, Parliament approved a new education strategy for 2014-20 to address these and other challenges.
LATVIA
spotlight on VET
VET in Latvia VET in Latvia is offered at three (1) levels: integrated primary and lower secondary (called ‘basic’ nationally), upper secondary (secondary), and tertiary (professional higher education). VET is mainly school-based, hence the national term refers to ‘vocational education’ that includes practical training at schools and enterprises. To acquire a VET qualification, learners have to take a state qualification exam at the end of the programme. Basic VET programmes (one to two years, ISCED-P 254) lead to qualifications at EQF level 3. Learners are admitted irrespective of their previous education but not earlier than in the year in which they turn 15. Those without completed basic education are admitted to three-year programmes that include a compulsory basic general education course. At upper secondary level: • three-year programmes (ISCED-P 353) lead to a certificate of vocational education but do not give the right to enter higher education. Students who want to continue their studies at higher education level may attend an additional one-year intermediate-level general education programme. Those without completed basic education are admitted to VET programmes that include a compulsory basic general education course; • four-year programmes (ISCED-P 354) lead to a diploma of vocational secondary education. At the end, students also take four state general subject exams; if successful, they are awarded a certificate of general secondary education, which gives them the right to enrol in higher education; • one- to two-year programmes that lead to a vocational qualification (ISCED-P 354 and 453) are designed for 17 to 29 year-olds with or without completed upper secondary education. The programmes focus on vocational skills only, so they are shorter.
VET in Latvia´s education and training system Professional higher education programmes are provided at two levels: • first-level college programmes (two to three years) (ISCED-P 554) targeted mainly at the labour market, though graduates can continue their studies in second-level professional higher education; • second-level university programmes (four to six years) (ISCED-P 655, 656, 657, 756 and 757) lead to a professional qualification and professional bachelor, master or a so-called professional higher education degree. Formal CVET programmes enable adults with education/work experience to obtain a state-recognised professional qualification in 480 to 1 280 hours, depending on the field of study. Shorter professional development programmes (at least 160 hours) enable learners to acquire professional knowledge and skills regardless of their age, education and professional background but do not lead to a VET qualification. Apprenticeship exists on a small scale mainly in the crafts sector. It is separate from other education programmes and there are currently no pathways to formal education. The Ministry of Education and Science is the main body responsible for VET’s legal framework, governance, funding and content. Social dialogue and strategic cooperation are arranged through the National Tripartite Sub-Council for Cooperation in Vocational Education and Employment, which was founded in 2000 by the State and representatives of employers and employees. Since 2011, 12 sectoral expert councils have ensured cooperation and information exchange.
EQF 3-4
EQF 8
Continuing education and skills upgrade
Doctoral programmes (3-4 years)
Non-formal programmes, including VET
ISCED 251, 351, 451, 453 ISCED 864
EQF 7
EQF 7
EQF 6
EQF 7
Master programmes Prof. master progr. Prof. HE programme (1-2 years) ISCED 747 (min 1 year) ISCED 757 (1-2 years) ISCED 657
19+
12+
20
13
19
12
18 (*) 11 17
10
16
9 (*)
15
8
14
7
13
6
AGE
EQF 6
EQF 6
Bachelor programmes (3-4 years)
Professional bachelor programme (4 years)
ISCED 645
EQF 6 EQF 5
ISCED 655
General programmes (3 years)
Mainly school-based secondary VET WBL 50% (4 years)
ISCED 344
Professional higher education programme
(e.g. medical studies) (4-6 years)
College VET progr. (2-3 years)
ISCED 655, 656, 756
ISCED 554
EQF 4
EQF 4
EQF 4 EQF 4
Follow-up programme EQF 4
Mainly school-based secondary VET, WBL 65% (up to 2 years) ISCED 354, 453
Mainly school-based secondary VET, WBL 65% (3 years)
ISCED 354
ISCED 353
EQF 3
EQF 1-2
EQF 3
Mainly school-based VET, WBL 65%
Special needs primary education
Integrated primary and lower secondary (basic education) programmes (9 years)
ISCED 243
ISCED 244
ISCED 254
SECONDARY LEVEL
YEARS in E&T
Giving access to tertiary education
General education programmes
Possible progression route
VET programmes
(*)
Programmes combining VET and general education Also available to adults (full- or part-time or distance education)
End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18) Prior VET knowledge may be recognised, affecting the duration of the programme
Officially recognised vocational qualifications Qualifications allowing access to the next educational level
NB: ISCED-P 2011. Source: Cedefop and ReferNet Latvia.
Challenges and policy responses
ADULT LEARNING
TERTIARY LEVEL
Vocationally oriented programmes in sports, music and arts are available for pupils in these programmes
(1) Arts, culture and sports programmes (referred to as ‘vocationally-oriented education programmes’ nationally) are also implemented concurrently with basic and secondary general education, but they do not lead to a vocational qualification.
Distinctive features of VET
Access for learners older than 15 with no basic education WBL
Work-based learning, referred to as 'practical training' in national context, either at a VET institution or an enterprise
Initial VET is centralised and highly regulated by the state. Most VET schools are state-owned and -run. Continuous VET providers are mainly private. Most VET students (85%) study at upper secondary level. The distribution of students between general and vocational upper secondary education is 61:39 in favour of general education. VET provides extensive learning opportunities for early leavers from education. With more investment in infrastructure and the development/ implementation of new programmes, VET attractiveness is increasing. More young people use ISCED-P 453 programmes for fast access to the labour market than before. These programmes are cofinanced by EU funds. The national qualifications framework was established and linked to the European qualifications framework (EQF) in 2011. It includes all formal education levels. The public employment service plays an important role in adult education by arranging formal and non-formal education for the unemployed. A validation system for professional competences acquired outside formal education has existed since 2011, allowing direct acquisition of VET qualifications at EQF level 3-4. Procedures for assessment and recognition of learning outcomes acquired during previous education or professional experience, and criteria for recognition, were set up for higher education in 2012.
Reforming VET and adult learning are national policy priorities. Recent reforms aim at: • promoting VET quality; • ensuring its relevance to labour market needs; • efficient use of resources to raise VET attractiveness. The VET school network is currently optimised to cater for the needs of individuals from various social and age groups. Activities also include partial transfer of state VET schools to local governments by 2016. The State will continue to run vocational education competence centres that, in addition to VET programmes, provide teaching methodology, continuous teacher training and validation of non-formal learning. Several projects cofinanced by EU structural funds aim to raise attractiveness of vocational education. They focus on modernising infrastructure, equipment and programmes, promoting social partner participation in designing and implementing education policy, introducing sectoral qualifications frameworks, drafting occupational standards for key professions, and raising VET teacher competences. The challenge is to ensure reforms are sustainable after the projects end. Policy also strives for a balanced (equal) distribution of students choosing vocational and general education after completing basic education, and for a threefold increase in adult participation in learning. To make the VET system more responsive to labour market needs, the Ministry of Education and Science has designed a new apprenticeship-type scheme called ‘work-based learning’, introduced in 2013 in six vocational education institutions. The scheme includes flexible curricula (according to occupation characteristics) and promotes sharing responsibilities of teaching (theory) and training (practice) between school and enterprises. Vocational education institutions ensure the acquisition of theoretical knowledge and develop the curricula. Companies provide professional training in a real workplace environment and pay an allowance or a wage to students. Ensuring access to guidance and counselling for young people, and putting in place ECVET and EQAVET systems for better quality and permeability, are important challenges. Other challenges include motivating employers to cooperate with VET providers, for example by offering training at the work place and promoting continuous education for employees. In 2014, Parliament approved a new education strategy for 2014-20 to address these and other challenges.
LATVIA
spotlight on VET
VET in Latvia VET in Latvia is offered at three (1) levels: integrated primary and lower secondary (called ‘basic’ nationally), upper secondary (secondary), and tertiary (professional higher education). VET is mainly school-based, hence the national term refers to ‘vocational education’ that includes practical training at schools and enterprises. To acquire a VET qualification, learners have to take a state qualification exam at the end of the programme. Basic VET programmes (one to two years, ISCED-P 254) lead to qualifications at EQF level 3. Learners are admitted irrespective of their previous education but not earlier than in the year in which they turn 15. Those without completed basic education are admitted to three-year programmes that include a compulsory basic general education course. At upper secondary level: • three-year programmes (ISCED-P 353) lead to a certificate of vocational education but do not give the right to enter higher education. Students who want to continue their studies at higher education level may attend an additional one-year intermediate-level general education programme. Those without completed basic education are admitted to VET programmes that include a compulsory basic general education course; • four-year programmes (ISCED-P 354) lead to a diploma of vocational secondary education. At the end, students also take four state general subject exams; if successful, they are awarded a certificate of general secondary education, which gives them the right to enrol in higher education; • one- to two-year programmes that lead to a vocational qualification (ISCED-P 354 and 453) are designed for 17 to 29 year-olds with or without completed upper secondary education. The programmes focus on vocational skills only, so they are shorter.
VET in Latvia´s education and training system Professional higher education programmes are provided at two levels: • first-level college programmes (two to three years) (ISCED-P 554) targeted mainly at the labour market, though graduates can continue their studies in second-level professional higher education; • second-level university programmes (four to six years) (ISCED-P 655, 656, 657, 756 and 757) lead to a professional qualification and professional bachelor, master or a so-called professional higher education degree. Formal CVET programmes enable adults with education/work experience to obtain a state-recognised professional qualification in 480 to 1 280 hours, depending on the field of study. Shorter professional development programmes (at least 160 hours) enable learners to acquire professional knowledge and skills regardless of their age, education and professional background but do not lead to a VET qualification. Apprenticeship exists on a small scale mainly in the crafts sector. It is separate from other education programmes and there are currently no pathways to formal education. The Ministry of Education and Science is the main body responsible for VET’s legal framework, governance, funding and content. Social dialogue and strategic cooperation are arranged through the National Tripartite Sub-Council for Cooperation in Vocational Education and Employment, which was founded in 2000 by the State and representatives of employers and employees. Since 2011, 12 sectoral expert councils have ensured cooperation and information exchange.
EQF 3-4
EQF 8
Continuing education and skills upgrade
Doctoral programmes (3-4 years)
Non-formal programmes, including VET
ISCED 251, 351, 451, 453 ISCED 864
EQF 7
EQF 7
EQF 6
EQF 7
Master programmes Prof. master progr. Prof. HE programme (1-2 years) ISCED 747 (min 1 year) ISCED 757 (1-2 years) ISCED 657
19+
12+
20
13
19
12
18 (*) 11 17
10
16
9 (*)
15
8
14
7
13
6
AGE
EQF 6
EQF 6
Bachelor programmes (3-4 years)
Professional bachelor programme (4 years)
ISCED 645
EQF 6 EQF 5
ISCED 655
General programmes (3 years)
Mainly school-based secondary VET WBL 50% (4 years)
ISCED 344
Professional higher education programme
(e.g. medical studies) (4-6 years)
College VET progr. (2-3 years)
ISCED 655, 656, 756
ISCED 554
EQF 4
EQF 4
EQF 4 EQF 4
Follow-up programme EQF 4
Mainly school-based secondary VET, WBL 65% (up to 2 years) ISCED 354, 453
Mainly school-based secondary VET, WBL 65% (3 years)
ISCED 354
ISCED 353
EQF 3
EQF 1-2
EQF 3
Mainly school-based VET, WBL 65%
Special needs primary education
Integrated primary and lower secondary (basic education) programmes (9 years)
ISCED 243
ISCED 244
ISCED 254
SECONDARY LEVEL
YEARS in E&T
Giving access to tertiary education
General education programmes
Possible progression route
VET programmes
(*)
Programmes combining VET and general education Also available to adults (full- or part-time or distance education)
End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18) Prior VET knowledge may be recognised, affecting the duration of the programme
Officially recognised vocational qualifications Qualifications allowing access to the next educational level
NB: ISCED-P 2011. Source: Cedefop and ReferNet Latvia.
Challenges and policy responses
ADULT LEARNING
TERTIARY LEVEL
Vocationally oriented programmes in sports, music and arts are available for pupils in these programmes
(1) Arts, culture and sports programmes (referred to as ‘vocationally-oriented education programmes’ nationally) are also implemented concurrently with basic and secondary general education, but they do not lead to a vocational qualification.
Distinctive features of VET
Access for learners older than 15 with no basic education WBL
Work-based learning, referred to as 'practical training' in national context, either at a VET institution or an enterprise
Initial VET is centralised and highly regulated by the state. Most VET schools are state-owned and -run. Continuous VET providers are mainly private. Most VET students (85%) study at upper secondary level. The distribution of students between general and vocational upper secondary education is 61:39 in favour of general education. VET provides extensive learning opportunities for early leavers from education. With more investment in infrastructure and the development/ implementation of new programmes, VET attractiveness is increasing. More young people use ISCED-P 453 programmes for fast access to the labour market than before. These programmes are cofinanced by EU funds. The national qualifications framework was established and linked to the European qualifications framework (EQF) in 2011. It includes all formal education levels. The public employment service plays an important role in adult education by arranging formal and non-formal education for the unemployed. A validation system for professional competences acquired outside formal education has existed since 2011, allowing direct acquisition of VET qualifications at EQF level 3-4. Procedures for assessment and recognition of learning outcomes acquired during previous education or professional experience, and criteria for recognition, were set up for higher education in 2012.
Reforming VET and adult learning are national policy priorities. Recent reforms aim at: • promoting VET quality; • ensuring its relevance to labour market needs; • efficient use of resources to raise VET attractiveness. The VET school network is currently optimised to cater for the needs of individuals from various social and age groups. Activities also include partial transfer of state VET schools to local governments by 2016. The State will continue to run vocational education competence centres that, in addition to VET programmes, provide teaching methodology, continuous teacher training and validation of non-formal learning. Several projects cofinanced by EU structural funds aim to raise attractiveness of vocational education. They focus on modernising infrastructure, equipment and programmes, promoting social partner participation in designing and implementing education policy, introducing sectoral qualifications frameworks, drafting occupational standards for key professions, and raising VET teacher competences. The challenge is to ensure reforms are sustainable after the projects end. Policy also strives for a balanced (equal) distribution of students choosing vocational and general education after completing basic education, and for a threefold increase in adult participation in learning. To make the VET system more responsive to labour market needs, the Ministry of Education and Science has designed a new apprenticeship-type scheme called ‘work-based learning’, introduced in 2013 in six vocational education institutions. The scheme includes flexible curricula (according to occupation characteristics) and promotes sharing responsibilities of teaching (theory) and training (practice) between school and enterprises. Vocational education institutions ensure the acquisition of theoretical knowledge and develop the curricula. Companies provide professional training in a real workplace environment and pay an allowance or a wage to students. Ensuring access to guidance and counselling for young people, and putting in place ECVET and EQAVET systems for better quality and permeability, are important challenges. Other challenges include motivating employers to cooperate with VET providers, for example by offering training at the work place and promoting continuous education for employees. In 2014, Parliament approved a new education strategy for 2014-20 to address these and other challenges.
LATVIA
LATVIA spotlight on VET EN
Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012
VOCATIONAL
GENERAL
100 80
49.6
50.6
53.9
61.0
60 40
65.9
71.3
86.8
75.3 50.4
20
49.4
46.1
39.0
34.1
28.7 13.2
AT
EU-28
SE
LV
DK
EE
LT
CY
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
ISCED 5B 55 50
ISCED 5A-6
2020 NATIONAL TARGET
47.0
30
10
40.0
29.1
37.0
40.0
24.8
40.0
EUROPE 2020=40
40.0
34.0 39.5
17.9
14.6
14.1
BE
EE
28.1
8.9
0 LT
37.4
8.7
3.5
LV
DK
■ Academic Information Centre (2012). Referencing of the Latvian education system to the EQF for lifelong learning and the qualifications framework for the European higher education area: self-assessment report (second version). http://ec.europa.eu/ploteus/sites/eac-eqf/files/Latvian%20Self-Assessment%20Report%202n d%20version_May%202012.pdf ■ Cedefop (2015). Vocational education and training in Latvia: short description. Luxembourg: Publications Office. www.cedefop.europa.eu/en/publications-and-resources/publications/4134 ■ Cedefop ReferNet Latvia (2013). VET in Europe: country report Latvia. www.cedefop.europa.eu/files/2013_cr_lv.pdf ■ Eurydice (2014). Latvia: overview. In European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Latvia:Overview www.refernet.lv
ReferNet Latvia
www.izm.gov.lv
Ministry of Education and Science
www.visc.gov.lv
National Centre for Education
22.2
www.ikvd.gov.lv
State Education Quality Service
0.2
www.viaa.gov.lv
State Education Development Agency
IT
www.lak.lv
Latvian Chamber of Crafts
37.2
6.0
EU-28
SE
26.0
www.lddk.lv
Employers’ Confederation of Latvia
www.lizda.lv
Latvian Trade Union of Education and Science Employees
35
www.niid.lv
National database on learning opportunities
30
www.csb.gov.lv
Central Statistical Bureau of Latvia
25
www.aic.lv
Academic Information Centre
www.aiknc.lv
Higher Education Quality Evaluation Centre
www.km.gov.lv
Ministry of Culture
www.em.gov.lv
Ministry of Economics
www.lm.gov.lv
Ministry of Welfare
www.nva.gov.lv
State Employment Agency
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
20
31.4
ET 2020=15
15 10
28.1
5
12.6
0 DK
SE
EE
10.4
6.5
5.7
1.7
EU-28
LV
LT
BG
Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Early leavers from education and training % of early leavers from education and training, 2013
Further information
This spotlight is based on input from ReferNet Latvia. 2013
2020 NATIONAL TARGET
25
European Centre for the Development of Vocational Training
20 15 10 5 0
15.0
13.4
EUROPE 2020=10 4.0 3.7
HR
10.0
10.0
9.5
6.0
9.0 6.3
LT
6.4
SE
8.0
9.7
9.8
DK
EE
LV
Source: Eurostat labour force survey, date of extraction 19.5.2014.
8086 EN – TI-04-15-045-EN-N – doi: 10.2801/873332
40.0
40
20
Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013
EN
24.7
0
Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013
European Centre for the Development of Vocational Training
11.9
23.5
Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail:
[email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2015 All rights reserved.
visit our portal www.cedefop.europa.eu EU-28
spotlight on VET 978-92-896-1843-4
LATVIA
ES
2015
LATVIA
LATVIA spotlight on VET EN
Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012
VOCATIONAL
GENERAL
100 80
49.6
50.6
53.9
61.0
60 40
65.9
71.3
86.8
75.3 50.4
20
49.4
46.1
39.0
34.1
28.7 13.2
AT
EU-28
SE
LV
DK
EE
LT
CY
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
ISCED 5B 55 50
ISCED 5A-6
2020 NATIONAL TARGET
47.0
30
10
40.0
29.1
37.0
40.0
24.8
40.0
EUROPE 2020=40
40.0
34.0 39.5
17.9
14.6
14.1
BE
EE
28.1
8.9
0 LT
37.4
8.7
3.5
LV
DK
■ Academic Information Centre (2012). Referencing of the Latvian education system to the EQF for lifelong learning and the qualifications framework for the European higher education area: self-assessment report (second version). http://ec.europa.eu/ploteus/sites/eac-eqf/files/Latvian%20Self-Assessment%20Report%202n d%20version_May%202012.pdf ■ Cedefop (2015). Vocational education and training in Latvia: short description. Luxembourg: Publications Office. www.cedefop.europa.eu/en/publications-and-resources/publications/4134 ■ Cedefop ReferNet Latvia (2013). VET in Europe: country report Latvia. www.cedefop.europa.eu/files/2013_cr_lv.pdf ■ Eurydice (2014). Latvia: overview. In European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Latvia:Overview www.refernet.lv
ReferNet Latvia
www.izm.gov.lv
Ministry of Education and Science
www.visc.gov.lv
National Centre for Education
22.2
www.ikvd.gov.lv
State Education Quality Service
0.2
www.viaa.gov.lv
State Education Development Agency
IT
www.lak.lv
Latvian Chamber of Crafts
37.2
6.0
EU-28
SE
26.0
www.lddk.lv
Employers’ Confederation of Latvia
www.lizda.lv
Latvian Trade Union of Education and Science Employees
35
www.niid.lv
National database on learning opportunities
30
www.csb.gov.lv
Central Statistical Bureau of Latvia
25
www.aic.lv
Academic Information Centre
www.aiknc.lv
Higher Education Quality Evaluation Centre
www.km.gov.lv
Ministry of Culture
www.em.gov.lv
Ministry of Economics
www.lm.gov.lv
Ministry of Welfare
www.nva.gov.lv
State Employment Agency
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
20
31.4
ET 2020=15
15 10
28.1
5
12.6
0 DK
SE
EE
10.4
6.5
5.7
1.7
EU-28
LV
LT
BG
Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Early leavers from education and training % of early leavers from education and training, 2013
Further information
This spotlight is based on input from ReferNet Latvia. 2013
2020 NATIONAL TARGET
25
European Centre for the Development of Vocational Training
20 15 10 5 0
15.0
13.4
EUROPE 2020=10 4.0 3.7
HR
10.0
10.0
9.5
6.0
9.0 6.3
LT
6.4
SE
8.0
9.7
9.8
DK
EE
LV
Source: Eurostat labour force survey, date of extraction 19.5.2014.
8086 EN – TI-04-15-045-EN-N – doi: 10.2801/873332
40.0
40
20
Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013
EN
24.7
0
Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013
European Centre for the Development of Vocational Training
11.9
23.5
Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail:
[email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2015 All rights reserved.
visit our portal www.cedefop.europa.eu EU-28
spotlight on VET 978-92-896-1843-4
LATVIA
ES
2015
