How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Role Of Transgenic Animal In Target Validation-1.pptx
Education in Latvia - Progress, Challenges and Recommendations
1. 19 May 2016
Andreas Schleicher
Director for Education and Skills, OECD
REVIEWS OF NATIONAL
POLICIES FOR EDUCATION:
EDUCATION IN LATVIA
PROGRESS, CHALLENGES AND
RECOMMENDATIONS
2. 2
Reviews of National Policies for Education:
Education in Latvia
Early
childhood
education
and care
Primary and
lower
secondary
education
Upper
secondary
general and
vocational
education
Tertiary
education
3. Enrolment rate at age 3 in ECEC, 2013
3
Participation in ECEC is high and starts
early in Latvia
0
10
20
30
40
50
60
70
80
90
100
Israel
France
Belgium
UnitedKingdom
Denmark
NewZealand
Iceland
Spain
Norway
Italy
Sweden
Germany
Estonia
Slovenia
Netherlands
Latvia
Japan
Portugal
OECDaverage
Austria
Luxembourg
Finland
SlovakRepublic
Australia
CzechRepublic
Poland
Chile
Ireland
Mexico
UnitedStates
Turkey
Switzerland
Early childhood educational programmes (ISCED 01)
Pre-primary education (ISCED 02)
Pre-primary education (ISCED 02) (2005)
6. 6
Upper secondary education attainment is
high across generations
-10
0
10
20
30
40
50
60
70
80
90
100
-10
0
10
20
30
40
50
60
70
80
90
100
Latvia
Estonia
UnitedStates
Norway
Germany
CzechRepublic
Switzerland
Canada
SlovakRepublic
Denmark
Sweden
Hungary
Israel
Poland
Iceland
Austria
UnitedKingdom
Finland
NewZealand
Luxembourg
OECDaverage
Slovenia
Mexico
Netherlands
Australia
France
Turkey
Belgium
Spain
Italy
Ireland
Greece
Portugal
Chile
Korea
Difference between the 25-34 and 55-64 year-old population with upper secondary education (right axis)
Proportion of the 25-34 year-old population with upper secondary education (left axis)
Proportion of the 55-64 year-old population with upper secondary education (left axis)
%
7. Early leavers from education and training, age group 18-24
7
Good progress in reducing early school
leavers
0
5
10
15
20
25
30
Slovenia
Poland
CzechRepublic
Lithuania
Luxembourg
Slovakia
Sweden
Ireland
Austria
Denmark
France
Latvia
Netherlands
Greece
Germany
Finland
Belgium
EU28
Estonia
Hungary
UnitedKingdom
Italy
Portugal
Spain
%
2010 2014
8. 8
Many students continue into tertiary
education
0
20
40
60
80
100
Australia
Latvia
Iceland
Poland
NewZealand
Norway
Slovenia
Denmark
UnitedStates1
Korea
UnitedKingdom
Finland
Netherlands
Portugal
SlovakRepublic
Sweden
Israel
CzechRepublic
OECDaverage
Ireland
Hungary
Germany
Austria
Spain
Japan
Chile
Italy
Switzerland
Estonia
France
Turkey
Greece
Mexico
Belgium
Luxembourg
%
Academic tertiary Professional tertiary
Entry rates to tertiary education, 2012
9. Estimated changes in population
between 2012 and 2020 by age groups
“Remarkable achievements” considering
the socio-economic challenges
0
1
2
3
4
5
6
7
NewZealand
UnitedStates
UnitedKingdom
Norway
Canada
Portugal
Finland
Belgium
Netherlands
Sweden
France
OECDaverage
Estonia
Switzerland
Poland
Germany
Spain
CzechRepublic
Latvia
Hungary
SlovakRepublic
% of GDP
Expenditure on primary to tertiary education
institutions as a percentage of GDP (2012)
-11%
-3%
19%
-16%
-42%
-18%
7%
-50%
-40%
-30%
-20%
-10%
0%
10%
20%
30%
0-4 5-9 10-14 15-19 20-24 25-29 30-34
Age groups
10. The kind of things that
are easy to teach are
now easy to automate,
digitize or outsource
14. A lot more to come
• 3D printing
• Synthetic biology
• Brain enhancements
• Nanomaterials
• Etc.
15. Changes in the demand for skills
Trends in different tasks in occupations (United States)
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and
Murnane (2003)." MIT Mimeograph, June.
17. Formal childcare by duration - % over the population of 0-2 year-olds (2014)
17
Participation of the youngest children is
still relatively low
0
10
20
30
40
50
60
70
80
Denmark
Sweden
Norway
Belgium
Luxembourg
Netherlands
Portugal
Iceland
France
Spain
Slovenia
Switzerland
Finland
UnitedKingdom
Ireland
EU27
Germany
Italy
Lithuania
Latvia
Estonia
Austria
Hungary
Greece
Slovakia
CzechRepublic
Poland
% 30 hours or over From 1 to 29 hours
18. 18
Participation in ECEC is unequal across
Latvia
0
10
20
30
40
50
60
70
80
0
50
100
150
200
250
300
350
400
450
500
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Institutions in urban areas (left axis) Institutions in rural areas (left axis)
Enrolment in urban areas, thsd (right axis) Enrolment in rural areas, thsd (right axis)
19. Age distribution of ECEC teachers
19
Barriers to developing a high-quality and
motivated ECEC profession
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Norway
Belgium
UnitedKingdom
Austria
Poland
Slovenia
Luxembourg
France
Germany
Switzerland
Spain
Latvia
Netherlands
CzechRepublic
Estonia
Lithuania
50 years or over 40 to 49 30 to 39 less than 30
20. Differences in mathematics performance, by attendance at pre-primary school
20
Need for strengthen data collection,
monitoring and use of research
-20
0
20
40
60
80
100
120
France
SlovakRepublic
Belgium
Italy
Switzerland
CzechRepublic
Israel
Denmark
Germany
UnitedKingdom
Greece
Spain
Japan
Finland
Poland
Sweden
Australia
NewZealand
OECDaverage
Netherlands
Austria
Luxembourg
Mexico
Iceland
Portugal
Turkey
Canada
Norway
Lithuania
Chile
Korea
UnitedStates
Slovenia
Ireland
Latvia
Estonia
Score-pointdifferencebetweenstudentswho
attendedpre-primaryschoolformorethanoneyear
andthosewhohadnotattended
Before accounting for socio-economic status
After accounting for socio-economic status
22. • Continue expanding ECEC services, in
particular in rural areas and for the youngest
children
• Take a strategic approach to improving the
quality and motivation of ECEC staff
• Strengthen data collection, monitoring and use
of research
• Review the governance and financing
arrangements of ECEC
22
Recommendations for ECEC
24. 24
Students and teacher supply
0
5 000
10 000
15 000
20 000
25 000
0
50 000
100 000
150 000
200 000
250 000
300 000
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Number of students, Grades 1-9 (left axis)
Number of teachers, Grades 1-9 (right axis)
25. 430
440
450
460
470
480
490
500
510
520
City (> 100 000) Town (3 000 - 100
000)
Rural (< 3 000)
PISA 2012 mathematics performance and
school location in Latvia
Disparities in equity across the Latvian
school system
Gap equivalent to
more than one year of
schooling
26. At-risk-of-poverty rate for children under age 6
26
Disparities in equity across the Latvian
school system
0
5
10
15
20
25
Finland
Netherlands
Ireland
CzechRepublic
Denmark
Norway
Switzerland
Germany
UnitedKingdom
Iceland
Slovenia
France
Sweden
Belgium
Estonia
EU27
Latvia
Slovakia
Austria
Poland
Lithuania
Luxembourg
Hungary
Portugal
Spain
Italy
Greece
% 2013 2010
28. 28
Low remuneration and low status of the
education profession
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
1.8
2.0
Korea
Mexico
Germany
Portugal
Spain
Netherlands
Ireland
NewZealand
Canada
Japan
UnitedKingdom
Denmark
Chile
Slovenia
Luxembourg
Belgium
Australia
Finland
Italy
Greece
Austria
France
Israel
Lithuania
Poland
UnitedStates
Sweden
Norway
CzechRepublic
Iceland
Hungary
Estonia
SlovakRepublic
Latvia
%
Lower secondary teachers' salaries (after 15 years of experience/minimum
training) relative to per capita GDP
30. Policy levers to teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities
for exchange and support
needed to maintain high
standards of teaching (participation
in induction, mentoring, networks,
feedback from direct observations)
Teacher
professionalism
31. Teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities
for exchange and support
needed to maintain high
standards of teaching (participation
in induction, mentoring, networks,
feedback from direct observations)
34. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3434 Teachers Self-Efficacy and Professional Collaboration
11.40
11.60
11.80
12.00
12.20
12.40
12.60
12.80
13.00
13.20
13.40
Never
Onceayearorless
2-4timesayear
5-10timesayear
1-3timesamonth
Onceaweekormore
Teacherself-efficacy(level)
Teach jointly as a
team in the same
class
Observe other
teachers’ classes and
provide feedback
Engage in joint
activities across
different classes
Take part in
collaborative
professional learning
Less
frequently
More
frequently
35. 0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3535 Teacher professionalism index and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
36. • Establish the conditions for a high-quality
teaching and leadership profession
• Promote equity and excellence in education,
with a focus on rural schools
• Develop a coherent assessment and evaluation
framework for informing policy and educational
practice
36
Recommendations for primary and lower
secondary education
38. Perceived quality and image of vocational education
38
Lack of quality and relevance of
vocational education
EU27
BEL
CZE
DNK
DEU
EST
IRL
GRC
ESP
FRA
ITA
Latvia
LUX
HUN
NLD
AUT
POL
PRT
SVN
SVK
FIN
SWE
GBR
45
55
65
75
85
95
60 65 70 75 80 85 90
ImageofVET(%of'positive‘
responses)
VET offers high quality learning (% of 'agree' responses)
40. Participation of adults in formal and non-formal learning, 2014
40
Lifelong learning underdeveloped
0
5
10
15
20
25
30
35
Denmark
Sweden
Finland
France
Netherlands
UnitedKingdom
Austria
Luxembourg
Slovenia
Estonia
EU28
Spain
Portugal
CzechRepublic
Italy
Germany
Belgium
Ireland
Latvia
Lithuania
Poland
Hungary
Greece
Slovakia
%
EU target
41. • Continue improving the quality and relevance of
vocational education
• Narrow the divide between general and
vocational upper secondary education
• Increase efforts to raise participation in lifelong
learning
41
Recommendations for upper secondary
general and vocational education
43. 43
System capacity not aligned with demographic
decline, fiscal reality and labour market needs
Number of tertiary education institutions and students
0
20000
40000
60000
80000
100000
120000
140000
0
10
20
30
40
50
60
70
Number of institutions (left axis) Number of students (right axis)
44. 44
System capacity not aligned with demographic
decline, fiscal reality and labour market needs
Percentage of graduates by field of study
0% 10% 20% 30% 40% 50% 60%
Education
Humanities and art
Social sciences, business and law
Natural sciences, mathematics and information
technologies
Engineering, manufacturing and construction
Agriculture
Health and welfare
Services
2004 2009 2014
45. 45
Inadequate tertiary education funding
0
5 000
10 000
15 000
20 000
25 000
Luxembourg
UnitedStates
Switzerland
UnitedKingdom
Sweden
Norway
Netherlands
Finland
Germany
Japan
Australia
Austria
Belgium
France
Ireland
NewZealand
Spain
Israel
Slovenia
CzechRepublic
Italy
Korea
Poland
Iceland
Portugal
SlovakRepublic
Hungary
Estonia
Mexico
Chile
Turkey
Latvia
Annual expenditure per tertiary student by educational
institutions for all services (2012)
OECD average
In equivalent USD
converted using PPPs)
32 876
46. Pillar 1: basic
funding
Pillar 2:
performance-
oriented funding
Pillar 3:
innovation-
oriented funding
Teaching • number of
study places
(per field)
• cost-oriented
weight
• number of
graduates
• number of
incoming and
outgoing students
profile-oriented
target
agreements
teaching +
research + third
missionResearch • number of
professors/ac
ademic staff
(per field)
• cost-oriented
weight
• bibliometric
indicator
• third party funds
• number of PhDs
46
Proposed tertiary education financing model
Funding of
centres of
excellence
Institutional indicators
Institutional indicators
47. 47
Concerns about the quality of tertiary
education and science
European Innovation Scoreboards: Summary Innovation Index 2014
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
Switzerland
Sweden
Denmark
Finland
Germany
Netherlands
Luxembourg
UnitedKingdom
Ireland
Iceland
Belgium
France
Austria
EU
Slovenia
Estonia
Norway
CzechRepublic
Italy
Portugal
Spain
Hungary
Greece
Slovakia
Poland
Lithuania
Latvia
Turkey
48. • Move forward with the implementation of the
three-pillar financing model
• Continue improving the quality of tertiary
education and science
• Continue efforts to realign system capacity
with demographic decline, fiscal reality and
labour market needs
• Strengthen the capacity for strategic
leadership and management
48
Recommendations for tertiary education
49. 49
Making educational reform happen
• Clear and consistent priorities (across
governments and across time), ambition and
urgency, and the capacity to learn rapidly.
Shared vision
• Appropriate targets, real-time data, monitoring,
incentives aligned to targets, accountability, and
the capacity to intervene where necessary.
Performance
management
• Building professional capabilities, sharing best
practice and innovation, flexible management, and
frontline ethos aligned with system objectives.
Frontline capacity
• Strong leadership at every level, including teacher
leadership, adequate process design and
consistency of focus across agencies.
Delivery architecture
50. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful timing
Partnership
with the
profession
• Acknowledge divergent views and interests
• Communicate, communicate, communicate
– Feedback reduces the likelihood of strong
opposition
– Involvement of stakeholders cultivates a sense
of joint ownership over policies, and hence helps
build consensus over both the need and the
relevance of reforms
• Mechanisms of regular and institutionalised
consultation contribute to the development
of trust among parties, and help them reach
consensus
– Regular interactions raise awareness of the
concerns of others, thus fostering a climate of
compromise
• External pressures can build a compelling
case for change .
50 Successful reform implementation
Strive for
consensus about
the aims without
compromising the drive
for improvement
51. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful timing
Partnership
with the
profession
• Regular involvement by teachers in
policy design helps to build capacity and
shared ideas over time
• Several countries have established
teaching councils that provide teachers
with both a forum for policy
development and, critically, a
mechanism for profession-led standard
setting and quality assurance in teacher
education, teacher induction, teacher
performance and career development
• Policy can encourage the formation of
such communities .
51 Successful reform implementation
Engage teachers
not just in the
implementation of
reform but in their
design
52. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful timing
Partnership
with the
profession
• Currently only one in ten educational
reforms is evaluated
• Policy experimentation can help build
consensus on implementation and can
prove powerful in testing out policy
initiatives and – by virtue of their
temporary nature and limited scope –
overcoming fears and resistance by
specific groups of stakeholders.
52 Successful reform implementation
Use and evaluate
pilot projects before
full implementation
54. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful timing
Partnership
with the
profession
• All political players and stakeholders
need to develop realistic expectations
about the pace and nature of reforms to
improve outcomes
• Certain reform measures are best
introduced before others, particularly
because of the substantial gap between
the time at which the initial cost of
reform is incurred, and the time when
the intended benefits of reforms
materialise
• Time is needed to learn about and
understand impact, to build trust and
develop capacity for the next stage .
54 Successful reform implementation
Time implementation
carefully
55. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful timing
Partnership
with the
profession
• Putting the teaching profession at the
heart of education reform requires a
fruitful dialogue between governments
and unions
• Teachers should not just be part of the
implementation of reforms but also part
of their design
• Conflict isn’t best addressed by weak
unions but by strong social partnership .
55 Successful reform implementation
Build partnerships
with education
unions to design and
implement reforms
56. 5656Lessonsfromhighperformers
Some students learn at high levels All students need to learn at high levels
Student inclusion
Routine cognitive skills Conceptual understanding,
complex ways of thinking, ways of working
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
What it all means
The old bureaucratic system The modern enabling system