Commission Report (2002): Latvia

• Progress since the last Regular Report
• Overall assessment
• Conclusions

Chapter 18: Education and training

Progress since the last Regular Report

Since the last Regular Report further progress has been achieved in this area. Latvia`s efforts concentrated on the education reform, the development of vocational training and the strengthening of administrative capacity.

Latvia continued to participate in the second generation of the Socrates, Leonardo da Vinci and Youth Community programmes (see section A.b -- Relations between the European Union and Latvia).

Given that Latvia had already transposed the Directive concerning the education of children of migrant workers, no further legislative developments are to be reported in this respect.

Concerning reforms in the field of education, training and youth, the Concept on Development of Education for 2002--2005 was adopted in June 2002. It defines the main development areas such as increasing the quality of education and effective use of resources as well as access to education and institutional development. In the framework of remuneration reform, teachers` salaries will increase gradually within the next two years. In February 2002, the Government adopted the Investment Strategy of the Ministry of Education and Science for 2003oe2007.

Regarding vocational education and training, a regulation introducing centralised vocational qualification examinations was approved in October 2001. Between July 2001 and April 2002, ten standards for professions were adopted.

The Ministry of Education and Science undertook training actions to strengthen its administrative capacity.

Overall assessment

After satisfactory participation in the first phase of Community programmes, Latvia has continued to participate in the second generation of the Socrates, Leonardo and Youth programmes. The national agencies responsible for participation in the Community programmes are functioning properly.

Though legislation for a mobile and adaptable vocational education and training system is in place, implementation of the education reform should be considerably stepped up. Standards for basic vocational education are still to be developed. For the proper functioning of the Vocational, Education and Training Council, it is necessary to co-ordinate and to strengthen the administrative capacity of the constituent ministries. The qualifications of teachers and trainers should be raised, including particularly at local levels. The process of exam standardisation has to continue and greater flexibility needs to be introduced into the curricula.

Private enterprises need to be involved actively in the development of vocational education. Particular attention should be paid to the further development of a coherent system of continuing vocational training. The vocational training system should assist in the implementation of education policies targeted also at the less well developed regions, particularly those where unemployment remains very high. The system has to be made more accessible to low-skilled, disadvantaged groups. Sufficient funding needs to be ensured in order to support the reform process.

Conclusions

In its 1997 Opinion, the Commission concluded that, in the perspective of accession, no major problems should be expected in these fields.

Since the Opinion, Latvia has participated actively in the Community programmes, and the reform of the education and training system has got under way. Latvia's legislation is globally in line with the acquis in this area.

Negotiations on this chapter have been provisionally closed. Latvia has not requested any transitional arrangements. Latvia is generally meeting the commitments it has made in the accession negotiations in this field.

In order to complete preparations for membership, Latvia efforts now need to focus on the implementation of the Directive concerning education of children of migrant workers, strengthen the institutions involved, completing the reform of the education system, and raising the overall quality of vocational education and training.

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