SKILLS AND COMPETENCES DEVELOPMENT AND INNOVATIVE PEDAGOGY

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1 European Centre for the Development of Vocational Training SKILLS AND COMPETENCES DEVELOPMENT AND INNOVATIVE PEDAGOGY DETAILED THEMATIC OVERVIEW THEME 07 REFERNET EKNOWVET DATABASE RIGA 2007

2 07 - SKILLS AND COMPETENCES DEVELOPMENT AND INNOVATIVE PEDAGOGY ANTICIPATION OF SKILL NEEDS: GENERAL BACKGROUND DEFINITIONS IN LATVIA The terms qualification, skills and competences are defined in Latvia as follows: vocational qualification (profesionala kvalifikacija): defined in the Vocational Education and Education Laws (Profesionalas izglitibas un Izglitibas likumi) as the evaluation of educational and professional skills with respect to a particular profession confirmed by documentary evidence; skills (prasmes): defined in Occupational Classifier (Profesiju registrs) as the ability of a person to complete work tasks, including the ability to acquire, develop and extend knowledge and know-how to complete tasks and solve problems. Skills levels are accomplished through educational stages, specialization and practical work experience; competence (kompetence): defined in the occupational standards regulations. The working group for the development of the occupation standards determines competences necessary to perform functions. Competence consists of required skills, knowledge and responsibility in accordance with a specific work situation. FORECASTING LABOUR MARKET SKILLS NEEDS There is a lack of systematic labour market research and forecasts of medium-term skills needs. Meanwhile, rapidly growing industries experience workforce shortages or find the pool of available labour lacking appropriate skills. Skills needs are forecasted in two ways: Ministries, sectoral organizations and other legal bodies and non-governmental organizations undertake specific research and studies. Research is used to evaluate the situation in certain sectors and industries, and the Ministry of Education and Science (Izglitibas un zinatnes ministrija) may update the education requirements for those occupations and improve the relevant occupational standards (profesiju standarti). The Ministry of Economics (Ekonomikas ministrija) prepares and publishes Reports on the Economic Development of Latvia (Zinojumi par tautsaimniecibas attistibu) (twice a year, in June and December). The Report evaluates the economic situation and progress of reforms. It also provides economic development forecasts. The Ministry of Education and Science (Izglitibas un zinatnes ministrija) uses the report to analyse industrial development, employment indicators by sector, and financial support for the next years. Information about employment changes and sectoral growth shows the demand for certain occupations and which education programmes will be necessary. The Ministry coordinates results with regional councils and municipalities to plan their education provision in a way which will meet national skills requirements POLICY DEVELOPMENT ON ANTICIPATION OF SKILL NEEDS Information on skill needs is collected partly, but not systematically, at national level. A few sector analyses (e.g. in ICT and the construction industries with Phare support) and 2

3 research into the changing labour market were conducted in recent years to provide information to plan education and training provision. In some regions or sectors employers surveys are conducted by employment services to identify short-term annual needs. These surveys show less demand for people with low-level qualifications and an increasing demand for qualified workers and craftsmen, equipment and machine operators, and multi-professional skills. The National Lisbon Programme for Latvia for includes as one of its goals the need to strengthen cooperation among public administration organisations, education establishments and employers to bring education supply into synchronization with the needs of the labour market. Changes in society have a significant impact on the development of education and training provision and the importance of allowing people to continuously update their skills and competences during their lifetime. This has a significant impact on the education and training system which must allow people to re-enter it according to their needs. SYSTEM STRENGTHS/WEAKNESSES WITH REGARD TO SKILLS FORECASTING Necessary legislation and regulations have been introduced. Cooperation structures between the government and social partners were founded. Implementation of ESF and ERAF national programmes has started ensuring the conformity of education quality according to the labour market requirements. Introduction of a unified procedure for the examination process in IVET and CVET. Access to education for socially hard-to-adopt target groups has been enhanced. Implementation of a unified European system of qualifications and competences has ensured the comparability of the Latvian education system internationally. One problem in forecasting skills needs is the lack of cooperation between vocational education providers and employers, and the lack of funding for research. The centralisation of qualification structures, and the setting of occupational standards and their delivery has had a negative impact on skills needs analysis LEGAL, ADMINISTRATIVE AND INSTITUTIONAL FRAMEWORK All education and training courses must follow educational and occupational standards in terms of the necessary skills and knowledge which should be provided. The system of standards defined in the Vocational Education Law (Profesionālās Izglītības likums 1999) ensures that the content of vocational education meets the demands of the labour market. The creation of standards is organized by the Ministry of Education and Science (Izglītības un zinātnes ministrija). Occupational standards (profesiju standarti) define the tasks required within a particular vocation and determine the content for vocational qualifications. Standards are defined on the basis of sectoral research. Setting standards is a labour intensive process. Currently 60% of all vocational programmes are based on standards. Representatives of the Ministry of Education and Science (Izglītības un zinātnes ministrija) and other ministries, the Latvian Union of Local Governments (Latvijas Pašvaldību savienība), the Employers Confederation (Latvijas Darba devēju konfederācija), nongovernmental field organizations, the Chamber of Commerce and Industry (Tirdzniecības 3

4 un rūpniecības kamera), the Confederation of Free Trade Unions (Latvijas Brīvo arodbiedrību savienība) and vocational education providers take part in developing occupational standards (profesiju standarti). All topics related to the anticipation of skill needs and qualifications are defined together with the development of vocational education in the National Development Plan (Nacionālais attīstības plāns) and Development Programmes (attīstības programmas). The next steps in terms of reviewing the Latvian situation include the development of: National Lisbon Programme for Latvia for ; Long-term Economic Strategy of Latvia for (Latvijas ilgtermiņa ekonomiskā stratēģija gadam); National Economy Single Strategy for (Tautsaimniecības vienotā stratēģija gadam); Common Declaration for Employment Priorities of Latvia 2003 (Deklarācija par nodarbinātības politikas prioritātēm Latvijā) issued by the government and European Commission (Eiropas Komisija); National Action Plan on Employment for 2004 (Nacionālais nodarbinātības plāns 2004 gadam); National Development Plan for (Nacionālais attīstības plāns gadam); National Development Plan for (Nacionālais attīstības plāns gadam); The 2001 Law on unemployed and job seekers (Bezdarbnieku un darba meklētāju atbalsta likums) METHODS, APPROACHES, PRACTICES AND TOOLS USED VET research institutions did not exist before 1990 and until then VET research was fragmented and had little impact on VET policy. More regular research started in 1996 initiated by the European Training Foundation (Eiropas Izglītības Fonds) until 2004 when Latvia joined the EU. The Development Plan Single Programming Document (Attīstības plāna vienotais programmdokuments) approved by the European Commission (Eiropas Komisija) in December, 2003 has been structured according to the state socio-economic development priorities. Funding for VET is allocated according to priority 3, the development of human resources and the enhancement of employment, to improve the quality and competitiveness of the labour force focusing on lifelong education. The priority contains three measures: Promotion of Employment (nodarbinātības veicināšana), Development Education (izglītības attīstība) and Continuing Training (tālākā apmācība), and Combating Social Exclusion (sociālās izslēgšanas novēršana). The Ministries of Education and Science (Izglītības un zinātnes ministrija), Welfare (Labklājības ministrija), and the Economy (Ekonomikas ministrija) together with the State Employment Agency (Nodarbinātības valsts aģentūra) monitor ESF supported projects which have included work into human resource needs in some economic sectors and/or regions undertaken together with researchers and enterprises. There is also a research programme under the Ministry of Welfare (Labklājības ministrija) on various labour market issues within the framework of local and international projects. Upcoming projects on forecasting skills needs and how to meet them through the education and training system include: analysis and the forecasting of labour market needs project (to be implemented over 32 months, between 2005 and 2007) will establish a sustainable system for long-term forecasting. The research includes a sector analysis of 120 different occupations from all groups within the Occupational Classifications (Profesiju reģistrs). Individual studies include: research on different sectoral needs; workforce mobility; transition of graduates from 4

5 higher and vocational education into the labour market; how education and training provision meets labour market need; and research into long-term forecasting. Other topics which will be examined under the research programme include: geographic mobility of labour; factors influencing wages; regional economic issues; gender equality; health and safety issues; causes of unemployment and social exclusion; assessing unregistered unemployed people. The objectives of this research programme are to use research to facilitate the development of appropriate policy responses to ensure balanced, sustainable regional growth. In the framework of the measure Promotion of Employment (nodarbinātības veicināšana) of the National Programme s (Nacionālā programma) third priority Development of Human Resources and Promotion of Employment (Cilvēku resursu attīstība un nodarbinātības veicināšana) were realized in open projects Support to conducting labour market studies (Atbalsts darba tirgus pētījumu veikšanai), which includes various research, for example: examination of human resources potential in mechanical engineering and metalworking industries and creating a strategy to recruit new specialists using advertising and motivation in the industry (2005). Part of the aim of this study is to boost vocational education possibilities in mechanical engineering and in the metalworking field and to promote employment. A specific study on employment possibilities for disabled people within the sector is also being undertaken. Similar studies are being pursued in the electronic industry, specifically for electrical engineering where the aim is to improve labour force supply. Again, promoting employment for people with disabilities will also be a specific part of the study. Other sector studies are being undertaken in: auditing of the power supply; woodworking industry; manufacturing (in certain regions). All studies include a dissemination aim to provide regular seminars and to publish information and interim and final results and, where appropriate to provide informative campaigns BUILDING PARTNERSHIPS AND RAISING AWARENESS In 2000 the National Tripartite Cooperation Sub-Council of Vocational Education (Profesionalas izglitibas un nodarbinatibas trispusejas sadarbibas apakšpadome) was established. This is a part of the National Tripartite Cooperation Council (Nacionala trispusejas sadarbibas padome) established to promote cooperation between the government, employer and employee organisations in planning and implementing national policy and strategy in vocational education and employment. The main functions of the sub-council are: to review drafts of state development plans, concepts and normative acts concerning vocational education, human resource development and employment and draw up proposals for improvements; to evaluate proposals and submit suggestions to state and nongovernment organisations dealing with vocational education and employment concerning: the effective use of financial resources for developing vocational education and promoting employment; the number of state financed students at vocational education (in regions and in total); the organisation of vocational guidance and counselling and continuing vocational training; changes in the structure of the network of VET schools, training and examination centres (TEC), and other institutions dealing with VET; the elaboration and up-dating of educational programmes 5

6 and occupational standards; the organisation of graduation exams at VET schools and TECs, and awarding of professional qualifications; the organisation of licensing and accreditation. to coordinate the foundation and activities of regional councils for cooperation between vocational education and employment; to fulfil other tasks concerning vocational education, human resources development and employment. Regional schemes are also in place to strengthen social dialogue and cooperation between municipalities and employers. Four regional councils (regionalas padomes) have been established in the framework of ESF activities. Councils assess how the supply of vocational programmes matches regional needs; and in 2006 they received EUR 23,477. Tripartite councils (trispusejas padomes) participate in the development of occupational standards (profesiju standarti) by examining them and considering its acceptance. Standards tend to be updated and reviewed as necessary but not often within a 5-year period. Every 5 years an assessment of standards is made to check that they are still appropriate. This assessment is made with education and training providers as well as with employers, students, government organisations, quality assurance agencies and external experts FINANCING THE ANTICIPATION OF SKILL NEEDS (INCL. STATISTICS) In 2005, EUR 14,229 was used for developing 20 new occupational standards (profesiju standarti). The government spends approximately EUR 711 for developing and implementing a new occupational standard. The Ministry of Welfare (Labklajibas ministrija) funds the labour market research programme which takes the greatest part of funding within the ESF supported national programme within the activity Capacity building of the institutions responsible for the development and the implementation of labour market and gender equality policies, as well as the capacity building of other relevant institutions, organizations and project promoters including NGOs (Atbalsts darba tirgus petijumu veikšanai par darba tirgus attistibas tendencem un aspektiem, par darba tirgus pieprasijuma un piedavajuma novertešanu un atbalstu citiem valsts un pašvaldibu institucijam, ka ari NVO socialiem partneriem un uznemumiem nepieciešamiem petijumiem) DEVELOPING QUALIFICATIONS: GENERAL BACKGROUND The Vocational Education and Education Laws (Profesionalas izglitibas un Izglitibas likumi) define vocational qualifications as the evaluation of educational and professional skills with respect to a particular vocation confirmed by documentary evidence. The Law on Vocational Education (1999) (Profesionalas izglitibas likums) defines 5 levels of vocational qualifications (5 limenu profesionalas kvalifikacijas): Level 1 theoretical and practical training that prepares students for performing simple tasks in a certain area of practical work (assistant to a cook, carpenter etc.); Level 2 theoretical and practical background that allows the holder to perform qualified work independently (carpenter, hairdresser, cook, welder etc.); Level 3 advanced theoretical and professional background which enables the holder to fulfil certain tasks, including the planning and organisation of work (various technicians, car mechanics, hotel service professional etc.); Level 4 theoretical and practical background that enables the holder to perform complicated tasks as well as to organise and manage others in their work; 6

7 Level 5 the highest qualification of a specialist in a given field that enables the holder to plan and perform research and scientific work in the field. Few young people pursue vocational qualifications (profesionalas kvalifikacijas) on completing lower secondary education (pamatizglitiba) compared to those entering general education (vispareja izglitiba) (29.6%, CSB, 2005). The lack of capacity of vocational education providers to provide modern education reduces their prestige and attraction. Insufficient cooperation between providers, employers, professional organisations, enterprises and social partners at regional level in developing education programmes, providing internships and accomplishing further training of vocational education teachers reduce the labour market opportunities for vocational education graduates. Vocational education providers develop their programmes (programmas) on the basis of occupational standards (profesiju standarti), which include the implementation plans for different programme specialities as well as staff, financial and technical needs. A licensing committee (akreditacijas komiteja) verifies these programmes. The committee comprises representatives of the Ministry of Education and Science (Izglitibas un zinatnes ministrija), and other relevant ministries, the Employers Confederation (Latvijas Darba deveju konfederacija) and the Association of Local Governments (Pašvaldibu savieniba) POLICY DEVELOPMENT ON DEVELOPING QUALIFICATIONS The Ministry of Education and Science (Izglītības un zinātnes ministrija) elaborates the National Programme Development of unitary methodology and involvement of social partners in the provision of the quality of vocational education (Nacionālā programma Vienotas metodikas izstrāde profesionālās izglītības kvalitātes paaugstināšanai un sociālo partneru iesaistei un izglītošanai) (sponsored from the EU structural funds) administered by the State Agency of Education Development (Valsts izglītības attīstības aģentūra). The aim of the Programme is to provide a common methodology to ensure vocational education which meets labour market demands. The Programme consists of three parts: developing research methodology to elaborate occupational standards and to assess vocational education (profesionālā izglītība) and exams; developing quality assessment methods for vocational educational providers; creating methods and activities to assess informal skills and to instruct social partners to take part in improving education quality. The Ministry of Education and Science (Izglītības un zinātnes ministrija) prepared the Approach of Lifelong Learning project (Mūžizglītības politikas pamatnostādņu projekts gadam) which outlines the vision for 2013 in terms of the needs of different target groups; mainstream development; policy aims and results indicators; and resources available. Every year adult vocational education (pieaugušo izglītība) programmes are accredited. SYSTEM STRENGTHS REGARD TO DEVELOPING QUALIFICATIONS Necessary legislation exists. Implementation of programmes to ensure that qualifications conform to labour market needs. Qualifications and competences match the EU system. 7

8 SYSTEM WEAKNESSES No systematic analysis of the medium term labour market demand for vocational and higher education programmes and qualifications. A lack of research funding for creating qualification structures, setting occupational standards and preparing examination content. Inefficient cooperation among vocational education providers and employers. Entrepreneurs are not motivated to make investments in training their current and potential staff. DEVELOPMENT PERSPECTIVES Increasing the quality of vocational education and improving its match to labour market requirements by strengthening cooperation between providers and employers and by investing in developing the educational system of the country. The current 5-level national qualifications framework levels will be improved (see information on different levels in 0702) LEGAL, ADMINISTRATIVE AND INSTITUTIONAL FRAMEWORK LEGAL FRAMEWORK The Law on Vocational Education (1999) (Profesionalas izglitibas likums) provides the legal basis for upgrading existing post-secondary vocational training programmes to first-stage higher vocational education programmes. It also defines the 5-level classification of vocational qualifications (see 0702). It also legislates for the steps to be taken to ensure that training meets labour market standards and needs by involving social partners in formulating occupational standards, drawing up education programmes and assessing students' skills. In recent years, the Cabinet (Ministru Kabinets) has adopted a number of new regulations related to occupational standards and qualifications. Some examples are given below: December 2005 regulation 967 (Regulations on the organization of centralized vocational qualification exams Centralizeto profesionalas kvalifikacijas eksamenu norises kartiba) was adopted which determines competent provider institutions and the procedure for organising vocational qualification exams. August 2005 regulation 613 (Regulations on the accreditation of vocational education programmes, providers, examination centres and certification of the directors of vocational education establishments Kartiba, kada akredite profesionalas izglitibas programmas, izglitibas iestades un eksaminacijas centrus un ateste profesionalas izglitibas iestažu vaditajus) was adopted. It defines quality assessment requirements for vocational education programmes. Every year on average of programmes are accredited. Providers elaborate the programme. The accreditation commission consists of representatives of the Ministry of Education and Science (Izglitibas un zinatnes ministrija), line ministries, municipalities and professional organizations assess (no less than once in six years) whether the 8

9 programme correspondence to requirements in terms of regulations, the learning process, teacher/trainer qualifications, equipment, etc. Only accredited providers can issue a diploma or certificate. January 2006, regulation 9 (Regulations on the licensing of general and vocational education programmes Visparejas un profesionalas izglitibas programmu licencešanas kartiba) were implemented determining common requirements for all education programmes. Every year 800 vocational education programs receive a license. April 2006, regulation 267 (Regulations on the education qualification of Latvia Noteikumi par Latvijas izglitibas klasifikaciju) was passed to ensure the comparability of national education programmes with Unesco s International Standard Classification of Education (ISCED-97). June 2006, regulation 222 (Regulations on the common classification system of the economic information Noteikumi par vienoto ekonomiskas informacijas klasifikacijas sistemu) was implemented to create the Classification of Education according to a common system. February 2007, regulation 149 (Procedures for the development of occupation standards Profesiju standartu izstrades kartiba) was passed. Occupational standards (profesiju standarti) define the outcomes of a vocational programme and the content of qualifications. Once realised, the programme can be registered in the Occupational Classifier (Profesiju registrs) through the Ministry of Welfare (Labklajibas ministrija). March 2007, regulation 165 (Regulations for the obligatory documentation necessary to organize the pedagogical process in vocational education establishments and to obtain a vocational qualification in examination centres Noteikumi par profesionalas izglitibas iestažu pedagogiska procesa un eksaminacijas centru profesionalas kvalifikacijas ieguves organizešanai obligati nepieciešamo dokumentaciju) were adopted. INSTITUTIONAL FRAMEWORK The Cabinet (Ministru Kabinets) determines the state s political strategy in VET; it funds VET providers according to criteria established by the Ministry of Education and Science (Izglitibas un zinatnes ministrija), sets the framework for issuing state-recognised qualifications and determines the recognition of qualifications obtained in other countries. The Cabinet (Ministru Kabinets) established state standards in education. The Ministry of Education and Science (Izglitibas un zinatnes ministrija) develops the framework regulations for VET and accredits providers, creates and updates the register of occupational standards and makes proposals about the allocation of funds from the state budget. It organises guidance and counselling services and researches labour market skill demands. Heads of VET providers are employed under its supervision. In addition, the Ministry: prepares state education standards (izglitibas standarti); prepares samples of educational programmes, subject or course programmes in accordance occupational standards (profesiju standarti); organises the preparation of standard statutes (standartu statuti) for educational providers; 9

10 organises work on text book content to correspond with educational standards; confirms that educational programmes match state standards. Other ministries (e.g. agriculture): set the content of specialised subjects, prepare programmes and standards and ensure their implementation in the providers under their supervision. The Vocational Education Centre (VEC Profesionalas izglitibas centrs) is subordinate to the Ministry of Education and Science (Izglitibas un zinatnes ministrija) and organises the accreditation of VET providers and programmes. VEC implements national VET policy and supports the functioning and development of the VET system. It participates in the development of occupational standards and the content and methodology for exams, oversees the functioning of examination centres and organises the professional development of VET teachers. The main tasks of the VEC are to: organise licensing for vocational education programmes (profesionalas izglitibas programmas); organise accreditation of vocational education providers, examination centres and programmes; organise the development and assessment of education and methodological aids necessary for vocational education; provide expertise for developing occupational standards (profesiju standarti); evaluate compliance of vocational education programmes with state and occupational standards; improve examinations procedures in providers and at examination centres. It also provides organisational and methodological assistance in the development of occupational standards and in the development and implementation of education programmes, vocational guidance and other matters related to vocational education. Trade Unions (arodbiedribu savienibas), employers and other organisations promote the development of vocational education and can participate in: drawing up occupational standards and education programmes; implementing vocational education; ensuring necessary work conditions for students at the traineeship placement; as well as to participate in the provision and evaluation of the quality of vocational education. Table 1: Responsibilities of different bodies and social partners concerning qualifications and occupational standards INITIATING QUALIFICATIONS AND OCCUPATIONAL STANDARDS ELABORATING QUALIFICATIONS AND STANDARDS PROVIDING EXPERTISE ELABORATING REGULATIONS APPROVAL Vocational organisations Ministry of Education and Science (Izglitibas un zinatnes ministrija) Line ministries Vocational organisations Enterprises Line ministries Vocational organisations Education providers Employers Confederation (Latvijas Darba deveju konfederacija) Free Trade Union Confederation (Latvijas Brivo arodbiedribu savieniba) Ministry of Education and Science Ministry of Welfare (Labklajibas ministrija) Cabinet (Ministru Kabinets) Line ministries 10

11 Source: the Vocational Education Law (Profesionalas izglitibas likums), METHODS, APPROACHES, PRACTICES AND TOOLS USED National vocational education standards (valsts profesionālās izglītības standarti) are developed by the Ministry of Education and Science (Izglītības un zinātnes ministrija) and adopted by the Cabinet (Ministru Kabinets). The standards determine strategic objectives, basic principles and content of education programmes as well as the assessment procedure. The standards determine the relation of theory to practice and general versus vocational subjects. The standards include the basic requirements of vocational qualifications, as well as specific demands for performing the specific vocational tasks. The standard is developed according to common agreement among employers, trade unions and national and local government as well as institutions involved in vocational education and employment. They are defined on the basis of labour market needs and constitute a type of agreement between training providers and enterprises about work content and the skills and competences necessary to fulfil work requirements. Vocational education programmes (profesionālās izglītības programmas) regulate content and tasks and contain an implementation plan. They outline the necessary previous level of education required and the financial, personnel and material resources necessary to implement the programme. The main organisations which participate in the development and implementation of occupational standards are: the Ministry of Education and Science (Izglītības un zinātnes ministrija), the Vocational Education Centre (Profesionālās izglītības centrs), National Tripartite Cooperation Sub Council of Vocational Education (Profesionālās izglītības un nodarbinātības trīspusējās sadarbības apakšpadome) and other vocational education support institutions. These principal bodies coordinate with national, municipal and private organisations, professional associations of employers and social partners to ensure that VET provision meets labour market needs and to ensure a competitive labour force. They cooperate to develop occupational standards (profesiju standarti). The Vocational Education Centre organizes the process for levels 1, 2 and 3 of vocational qualification and the Ministry of Education and Science for levels 4 and 5 of vocational qualifications. Responsibilities of the different bodies and the procedure for the development of occupational standards are shown in the attached diagram. Diagram 1 To better develop standards according to labour market demand, which determine basic and specific demands for acquiring concrete vocational qualifications (the first standard was registered in March 2001). Table 1: Number of the occupation standards included in the Occupation Standard Register (Profesiju standartu reģistrs) (years ) IN TOTAL Although the National Tripartite Cooperation Sub Council of Vocational Education (Profesionālās izglītības un nodarbinātības trīspusējās sadarbības apakšpadome) has main responsibility to approve occupational standards, 67 employers are involved in working out and implementing quality standards (kvalitātes standartus). The way in which this is done differs by sector. In 1999, a system of licensing, accreditation and education standards was introduced to ensure quality of education. Vocational education and upper secondary vocational education standards were passed in 2000 although the basic vocational education standard still has to be passed. 11

12 Curricula which are developed by education establishments and based on standards require a license from the Ministry of Education and Science (Izglītības un zinātnes ministrija). Subject curricula are developed by teachers and are approved by the director of the school. The functioning of the overall curricula development system still needs improvement. Following vocational education and occupational standards is mandatory for everyone who draws up and implements vocational education programmes. A occupational standard determines the primary requirements of a vocational qualification, as well as specific requirements for performing the main work tasks in the relevant profession. They are determined by laws or the Cabinet regulations (Ministru Kabineta noteikumi) and the Vocational Education Centre of the Ministry of Education and Science (IZM Profesionālās izglītības centrs) in 2006 developed and updated 60 occupational standards and programmes in accordance with labour market requirements. Following the implementation of the European Qualification Framework (EQF), occupational standards are developed with skills, knowledge and competences included which can be tested through competence based exams. Using such a system eases the introduction of the EQF and will develop the vocational education credit system and the recognition of non-formal education BUILDING PARTNERSHIPS AND RAISING AWARENESS BUILDING PARTNERSHIPS There are not strong traditions of dialogue and partnership among social partners in Latvia and there are mutual complaints about the lack of cooperation. Although government institutions do not have extensive resources to develop non-governmental sectors (nevalstiskie sektori), further work should be done in enhancing the competence and the cooperation of employers and labour unions. While social partners are engaged in the development of occupational standards, they should be more actively involved in the activities of ministries. RAISING AWARENESS The main users of the occupational and education standards are students, education providers, employers, society, experts and quality assurance agencies (see attached diagram). Diagram FINANCING THE DEVELOPMENT OF NEW QUALIFICATIONS (INCL. STATISTICS) The implementation and development of qualifications and occupational standards are funded by the state budget and by the National Programme (Nacionālā programma) in the framework of EU funds. In 2005, EUR 14,229 was used to fund the development of 20 new standards. The government spends approximately EUR 711 for developing and implementing a new occupational standard INNOVATIVE PEDAGOGIES: GENERAL BACKGROUND There are no special definitions for innovative pedagogy (inovativa pedagogija) in Latvia. The Education Law (Izglitibas likums 1998) prescribes the use of education programmes (izglitibas programmas) which are documents to define educational activities of providers corresponding to different qualification levels, the type of education and the target group. The state education standard states: the aims, objectives and anticipated results of education programme; 12

13 prior educational needs; educational and course content; implementation plan for the programme; estimation of personnel, finances and materials necessary to delivery the programme (meeting at least minimum funding per student requirements). Education programmes (izglitibas programmas) are developed by providers according to the state education standards and regulations. A programme has to be accredited according to the procedure stated by the Cabinet (Ministru Kabinets) and re-approved every 2 years. According to the occupational standard for vocational education teachers (Profesionalas izglitibas skolotaju profesionalais standarts), which was approved in 2002, teachers are to select the teaching methods corresponding to teaching and learning aims POLICY DEVELOPMENT ON INNOVATIVE PEDAGOGIES There are no policy priorities and initiatives devoted only to innovative pedagogies (inovativas pedagogijas) in Latvia. There is a directive to achieve recent educational developments which includes the provision of appropriate teaching and learning aids. The objective of the directive is: to create a separate state budget programme (valsts budžeta programma) for designing and implementing study subject methodology; to increase the state budgets for buying books and teaching aids in general education establishments; to provide the necessary study and teaching aids appropriate to educational content; to use ICT in study and teaching aids; to create a state fund for school libraries LEGAL, ADMINISTRATIVE AND INSTITUTIONAL FRAMEWORK LEGAL, ADMINISTRATIVE AND INSTITUTIONAL FRAMEWORK ON INNOVATIVE PEDAGOGIES There is no legal, administrative of institutional framework for innovative pedagogies in Latvia. According the Law on Vocational Education (Profesionālās izglītības likums 1999) curricula (mācību plāni) are elaborated by schools. At the same time subject or course programmes (mācību priekšmetu plāni) are elaborated by teachers and in compliance with the education programme (izglītības programma) approved by school directors. All curricula and programmes must meet certain standards and providers must be licensed by the Ministry of Education and Science (Izglītības un zinātnes ministrija). Only graduates of accredited programmes have the right to receive a state-authorised certificate of vocational education (valsts atzītu profesionālās izglītības diploms) and a vocational qualification (profesionālā kvalifikācija).subject curricula are developed by teachers and are approved by the director of the training provider. The Vocational Education Centre (Profesionālās izglītības centrs), under supervision of the Ministry of Education and Science, (Izglītības un zinātnes ministrija) organises the accreditation of VET providers and programmes. The licensing of vocational education programmes is regulated by the Cabinet regulations (Ministru Kabineta noteikumi). A provider must submit an application to the Ministry of Education and Science (Izglītības un zinātnes ministrija) which includes: name of provider; founder and legal status; contact details; registration information; education programme title and code; information on the school head; type and length of education programme; qualification pursued; facilities and technical support availability etc. If the programme is 13

14 for a profession no included in the occupational classifier, then trade unions are consulted on how appropriate the programme is to labour market demands. A license once awarded lasts 6 years (3 if the provider is not accredited). The refusal of a license/accreditation is also set out in the Cabinet regulations (Ministru Kabineta noteikumi) PRACTICES OF INNOVATIVE PEDAGOGIES The information on the use of innovative pedagogies in Latvia is not collected and summarised yet E-LEARNING IN VET (INCL. STATISTICS) Education and training providers offer varied distance learning programmes (tālmācības programmas). The computerisation of school networks and libraries provide opportunities for pupils and adults to use IT in their learning process. E-learning programmes for disabled persons exist in numerous vocational establishments of Latvia. ESF projects are often used to develop new distance learning programmes. One such project is Modern English for Baltic Adults (MEBA Moderna angļu valoda Baltijas pieaugušajiem) to improve access of the rural population to learning English. A number of projects targets adults and provides relevant continuing training opportunities, including: the development of new courses and modules; training of trainers; better training options for specific target groups; courses to enhance IT knowledge and skills; developing more distance and e-learning options. In 2006, ESF financed projects included: the development and implementation of an e- training programme for social care professionals working with senior individuals. The project objective was to provide an e-training programme for professionals dealing with the elderly individuals. Many other projects with similar aims were introduced for other target groups including socially excluded people and those with special needs. Training providers also offer programmes for people with special needs often on a regional basis which are co-funded by ESF. Projects are often delivered through partnerships with the private sector, where appropriate, and in conjunction with initiatives on basic education and media literacy in the areas of lifelong-learning, e-skills, and digital user rights. Regular upgrading and refreshing of ICT competences will allow the workforce to cope with technical and economic developments. Almost all schools in Latvia now use computers for teaching and have Internet access. Large education and training providers with ICT programmes on offer have more computers (85-200), while the small establishments implementing art, service and agriculture education programmes have, on average, only 2-10 computers (see attached figures). Diagram 1 In vocational education providers, 40-60% of programmes cannot be delivered through e- learning (e.g. woodworking, metalworking, cookery, etc.). This hinders more cooperation between the state and private organisations. Nevertheless, vocational education programmes include the use of ICT and e-learning and policy priority is given to ensure providers have computers and the Internet access. Priority is also given to ensure that teachers are trained to maximise their students computer use. Table 1: Dynamics of Internet accessibility FOUNDER Ministry of Education and Science (Izglītības un zinātnes ministrija)

15 Ministry of Agriculture (Zemkopības ministrija) Ministry of Welfare (Labklājības ministrija) Ministry of Culture (Kultūras ministrija) Municipal vocational education establishments Private vocational education establishments Summary Source: Ministry of Education and Science BARRIERS TO IMPLEMENTATION There are not specific obstacles to the introduction of innovative pedagogies but they are subjected to a general lack of VET funding and the absence of VET teachers due to their low salaries. In 2005 a new regulation was passed to increase teacher salaries during in line with average indicators for the EU and based on public sector average salaries from previous years. There are two approaches for implementation (one prepared by Ministry of Education and Sciences (Izglitibas un zinatnes ministrija), the other by Teachers Trade Union (Skolotaju arodbiedriba)). Both require significant support from the State budget (Valsts budžets). According to data of the CSB (Centralas statistikas birojs) survey Computer and Internet Usage in Households (Datoru un Interneta lietošana majsaimniecibas), 41% of all households (where at least one inhabitant is aged 16-74) had computers and 42% of these had an Internet connection in At the beginning of 2006, 59% of all companies had computers and 46% had an Internet connection with 15% having their own website. 28% of all employees used a computer on a regular basis and 22% used the Internet regularly. At the beginning of academic year the number of computers per 100 full-time students at higher education institutions and colleges was 10.7 (7.5 at vocational education institutions and 6.2 at comprehensive schools). 87.4% of vocational education institutions had an Internet connection. In July, 2006 the Cabinet (Ministru Kabinets) approved the Guidelines for the Development of the Information Society for (Informacijas sabiedribas attistibas pamatnostadnes gadam), setting lines of action for building the information society in Latvia. Its aims include to expand accessibility and usage. The programme Information and Communication Technologies for Education Quality ( ) (Programma Informacijas un komunikacijas tehnologijas izglitibas kvalitatei) was approved by the Cabinet (Ministru Kabinets) under Instruction 812 in October Its goal is to improve the knowledge, abilities and skills of students in the use of information and communication technologies. There are various other goals which include: to use ICT in the learning process by developing electronic teaching materials, improving the content of educational programmes to improve education quality and attraction, creating and using various services to raise education quality; to increase ICT knowledge and skills of teachers and education employees by raising the qualification level and work efficiency of teachers / lecturers; To achieve these goals more electronic teaching resources will be developed with funding allocated to the modernisation and maintenance of ICT infrastructure. In addition, resources will be allocated to improve the ICT competence of teaching staff and to establish an education information system. The programme will be financed with EUR 15

16 million from the EU structural funds, state and local government budgets, and private capital BUILDING PARTNERSHIPS AND RAISING AWARENESS The partnership model for innovative pedagogies is not introduced in Latvia. Law of Vocational Education (Profesionālās izglītības likums) and the related regulations so far have determined the role of social partners and educators in working out curricula. VET curricula are being developed on the basis of two standards: the National Standard of VET (valsts profesionālās izglītības standarts), the Occupational Standard (profesiju standarts). Social partners are involved in elaboration of occupational standards (see ) FINANCING INNOVATIVE PEDAGOGIES (INCL. STATISTICS) Financing innovative pedagogies is not specifically separated in school finances. According to the Vocational Education Law (Profesionalas Izglitibas likums 1999), the Ministry of Education and Science (Izglitibas un zinatnes ministrija), and other ministries define the number of students financed from the State budget in governmental, local governmental, and private educational institutions providing accredited vocational education programmes. Accordingly vocational schools are financed from State budget, local government budget and private sources. The main financing is from state budget as the number of students in local government and private schools is comparatively small (2.9% and 3.9% respectively for ). For IVET, funds are allocated on the basis of student numbers (the Cabinet regulations (Ministru Kabineta noteikumi) No. 850 from October 2004). Funds are allocated on the basis of: fixed expenses (missions, payments on services, energy resources and water, modernisation of teaching aids, materials, equipment); variable expenses (stipend and compensation of transport expenses, maintenance of student hostels, salary of the supervisor of qualification practice, expenses for orphans, expenses for cultural education and sport, salary of teachers). In 2004 the investment of state budget covered 70% of financing needed to implement the regulation. Table 1: Expenses per student for IVET from State budget: Expenses total (EUR) Salaries (EUR) (for teachers, supervisors and administration) Other ordinary expenses (EUR) (includes utility allowances, teaching materials, equipment, transport, student hostels, etc.) Capital investments (EUR) Source: Ministry of Education and Science 16

17 INNOVATIONS IN TEACHER TRAINING The teachers in the VET system are called vocational education teacher. They may be teachers of general and/or vocational subjects and may also provide practical training in a VET school. There is no separation of VET teachers according to subject or type of programme or according to initial or continuing training. All vocational education teachers can teach within IVET and CVET programmes. Improving teacher training and their professional development was highlighted in two policy documents: the White Paper on the Development of Education in (Balta gramata pqr izglitibas attistibu gadam) prepared by the Ministry of Education and Science (Izglitibas un zinatnes ministrija) and the Vocational Education Development Programme (Profesionalas izglitibas attistibas programma gadam)approved by the Cabinet (Ministru Kabinets) in September Both documents highlighted the need to improve the further education of vocational education teachers. A major change was implemented in the regulation of the qualification requirements of vocational education teacher in January 2004 under the Law on Vocational Education (Profesionalas izglitibas likums). Until this law was passed, vocational education teachers were specialists but since 2004 they must acquire pedagogical qualifications (a programme must last at least 320 hours or approximately 2 years part-time according to the 2002 occupational standards for vocational education teachers). To apply, prospective students must have a secondary vocational, a higher professional education level or a master of crafts qualification. The programme has the following objectives: to ensure good quality pedagogical higher education for those working in the VET system; to develop the pedagogical and the professional competences of students (i.e. to contribute to their knowledge, to improve their practical skills in psychology, etc.); to acquire pedagogical theories and analyse them in the learning context; to develop professional competences in planning and organising the learning and teaching process taking into account labour market needs; to develop the learning environment, which fosters personal development and motivation; to ensure the use of newest IT technologies within studies and further professional activities. The Occupational Standard for vocational education teachers (Profesionalas izglitibas skolotaju profesiju standarts) approved in 2002, states the general requirements for VET teachers in Latvia, which are: to implement vocational education programmes; to estimate and analyse learners acquired knowledge and skills within the study process; to develop learners creative attitude and autonomy within study process; to implement new ideas, technologies, methods and techniques within the work of VET teachers INNOVATIONS IN ASSESSMENT The system of quality assessment in Latvia is aimed at making both vocational education and the qualifications achieved comparable at EU level and to make it possible for graduates to continue their studies elsewhere. Following the Vocational Education Law 17

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