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Education in Latvia - Progress, Challenges and Recommendations
The OECD review highlights Latvia's significant progress in early childhood education, student performance, and upper secondary education attainment, acknowledging the high enrollment rates and improvements in mathematics, reading, and science. It presents ongoing challenges such as regional disparities in education access, low participation in lifelong learning, and the need for reform in vocational education's quality and relevance. Recommendations include enhancing early childhood education services, improving vocational education initiatives, and developing coherent assessment and evaluation frameworks for better educational outcomes.
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Education in Latvia - Progress, Challenges and Recommendations
- 1. 19 May 2016 AndreasSchleicher Director for Education and Skills, OECD REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN LATVIA PROGRESS, CHALLENGES AND RECOMMENDATIONS
- 2. 2 Reviews of NationalPolicies 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 atage 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)
- 4. 4 ECEC enrolment 0 10 20 30 40 50 60 70 80 90 100 under ageof 3 aged 3 aged 4 aged 5 aged 6 aged 7 % 2002 2003 2006 2009 2012 Net enrolment rate of children up to age 7, 2002-2012
- 5. Latvian students’ performanceon PISA 5 Significant improvements in student performance 450 460 470 480 490 500 510 2003 2006 2009 2012 Mathematics performance (2003-2012) Latvia OECD average 450 460 470 480 490 500 510 2000 2003 2006 2009 2012 Reading performance (2000-2012) Latvia OECD average 450 460 470 480 490 500 510 2006 2009 2012 Science performance (2006-2012) Latvia OECD average
- 6. 6 Upper secondary educationattainment 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 fromeducation 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 continueinto 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 inpopulation 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 ofthings that are easy to teach are now easy to automate, digitize or outsource
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- 12. >1m km, one minoraccident, occasional human intervention
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- 14. A lot moreto come • 3D printing • Synthetic biology • Brain enhancements • Nanomaterials • Etc.
- 15. Changes in thedemand 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.
- 16. 16 Challenges and recommendations Early childhood education andcare Primary and lower secondary education Upper secondary general and vocational education Tertiary education
- 17. Formal childcare byduration - % 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 ECECis 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 ofECEC 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 mathematicsperformance, 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
- 21. 21 Governance and financinghamper equal access to quality ECEC
- 22. • Continue expandingECEC 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
- 23. 23 Challenges and recommendations Early childhood education andcare Primary and lower secondary education Upper secondary general and vocational education Tertiary education
- 24. 24 Students and teachersupply 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 (> 100000) 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 forchildren 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
- 27. 27 Underdeveloped assessment and evaluationarrangements SteeringPriority setting Accountability ImplementationPolicy Design Knowledge use Knowledge production
- 28. 28 Low remuneration andlow 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
- 29. -10 -5 0 5 10 15 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia UnitedKingdom NewZealand France Netherlands Denmark Italy Austria CzechRepublic Hungary Norway Iceland Ireland Mexico Finland Sweden UnitedStates Poland SlovakRepublic Salary as %of GDP/capita Instruction time 1/teaching time 1/class size Contribution of various factors to upper secondary teacher compensation costs, per student as a percentage of GDP per capita Percentage points Difference with OECD average
- 30. Policy levers toteacher 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 basefor 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)
- 32. 0 1 2 3 4 5 6 7 8 9 10 Spain Japan France Brazil Finland Flanders Norway Alberta(Canada) Australia Denmark Israel Korea UnitedStates CzechRepublic Shanghai(China) Latvia Netherlands Poland England NewZealand Singapore Estonia Networks Autonomy Knowledge Meanmathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3232 TALIS Teacher professionalism index
- 33. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaborateforcommon standards Teamteaching CollaborativePD Jointactivities Classroomobservations Percentageofteachers Professional collaboration Percentageof lower secondary teachers who report doing the following activities at least once per month Professional collaboration among teachers Exchange and co-ordination
- 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 Meanmathematics 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 theconditions 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
- 37. 37 Challenges and recommendations Early childhood education andcare Primary and lower secondary education Upper secondary general and vocational education Tertiary education
- 38. Perceived quality andimage 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)
- 39. 39 Stark divide betweenupper secondary general and vocational pathways
- 40. Participation of adultsin 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 improvingthe 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
- 42. 42 Challenges and recommendations Early childhood education andcare Primary and lower secondary education Upper secondary general and vocational education Tertiary education
- 43. 43 System capacity notaligned 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 notaligned 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 educationfunding 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 Pillar2: 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 thequality 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 forwardwith 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 reformhappen • 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 withthe 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 withthe 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 withthe 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
- 53. Resilience to political change Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership withthe profession • The benefits for ‘winners’ are often insufficient to mobilise support, the costs for ‘losers’ are concentrated • Need for consistent, co-ordinated efforts to persuade those affected of the need for change and, in particular, to communicate the costs of inaction 53 Successful reform implementation Back reforms with sustainable capacity
- 54. Resilience to political change Engage stakeholders Careful piloting Sustainable resources Careful timing Partnership withthe 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 withthe 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 learnat 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
- 57.