Latvia’s education reforms continue as school quality varies

Education quality varies between Latvian schools, leaving pupils without equal access to education, the State Audit Office has found. OECD PISA results also show differences, LSM reports. Teacher shortages and socioeconomic factors are among the reasons, while the sector continues to face repeated reforms.

Changes keep reshaping schools

One of the major changes has been the gradual introduction of the Skola2030 curriculum, which began in 2020. It aims to develop skills considered important for the 21st century and help pupils apply what they learn in different situations.

The new curriculum has also brought challenges: teaching materials are still missing for some subjects, and a multi-year budget plan provides for reduced funding for learning resources next year.

In 2022, following Russia’s full-scale invasion of Ukraine, the Saeima decided that state-funded education in all preschools and basic schools, including private institutions, would be provided only in the state language. The transition to a unified school system was completed last school year, but about one-third of former minority schools still face significant challenges.

School network planning and teacher salary funding have also remained unresolved issues. Under the previous “Money follows the pupil” model, state funding for general education was calculated according to pupil numbers. Municipalities could use some of that funding to support small schools, which are costly to operate.

Last year, the government decided to change the model. Under the new approach, schools that meet set criteria are to receive the funding they need. The plan was intended to encourage municipalities to reorganise their school networks to make them more financially efficient.

The LSM article also examines teacher shortages, pay and benefits, inclusive education and what political parties propose for the sector.