Country Reports

Part I Country Reports 01 Latvia Report _ Rita Birzina 02 Philippines Report _ Juvy Lizette Gervacio 03 UK Report _ Sarah Jones e-Learning for Lifelong Learning 01 in Latvia Rita Birzina Doctor of Pedagogy and Master of Science in Biology, University of Latvia Rita Birzina Rita Birzina works in the Faculty of Biology (FB) of the University of Latvia (UL) as study Methodologist and director of the sub-programm of Biology Teachers of Professional higher education Bachelor study programme “Teacher of Natural Sciences and Information technology”, and director of the sub-programm of Secondary School Teacher of Biology of 2nd Level Professional Study programme “Teacher”. She is as well a senior researcher in the Institute of Pedagogical Sciences, Faculty of Pedagogy, Psychology and Art, UL and the scientific secretary of its doctoral school “Human Capacity and Life Wide Learning in inclusive contexts of diversity”, as well the scientific secretary of Council of Professors of FB, member of Academic Advisory Council of the University of Latvia. Her scientific interests encompass researches on ICT, pedagogy and Natural Sciences with focus on Biology. The theme of her Dissertation is “Humanistic approach within the study of adults’ computer literacy”. She delivers study courses on Biology Didactics in FB UL and on Informatics as a host reader in JazepsVitols Latvian Academy of Music. She also has certain experience of lecturing in continuing education; in organizing conferences and leading international and local projects, which are connected with teachers’continuing education in ICT and Biology, as well as with the protection and management of nature. 4 e-ASEM White Paper : e-Learning for Lifelong Learning Vol.II Introduction This White Paper on e-Learning for Lifelong Learning in Latvia is one among a number of white papers dealing with e-Learning and lifelong learning in specific countries in Asia and Europe. The production of these white papers is an Asian-European initiative, with offspring in the e-ASEM network ― the research network on the Development of ICT skills, e-Learning and the culture of e-Learning in Lifelong Learning ― under the ASEM Education and Research Hub for Lifelong Learning. The aim of the White Paper article is to explore the concept of e-learning and lifelong learning in the context of Latvia taking into account the relevant government policy, regulations and financing issues. Over the past decade, ICT has developed rapidly, and its role in public education has changed from the acquisition of ICT basic skills to e-skills, from traditional offer of e-resources to the development of interactive e-resources, from the traditional forms of learning to e-learning, etc. The development of Latvian e-learning and lifelong learning concepts is linked with EU guidelines. To build information and knowledge society, they are seen as the integration of ICT applications (learning, teaching and education) on different levels of education: formal, nonformal and informal in this report. The White Paper Report covers the period from 2005 to 2011, but also earlier resources have been used where relevant. The key documents have been studied and all the relevant sources of information and research in relation to the White Paper topic have been strived to cover, however, there will most probably be other relevant sources that could or should have been included in this report. The White Paper on e-Learning for Lifelong Learning in Latvia has been produced by senior researcher Rita Birziņa, University of Latvia, Institute of Pedagogical Sciences at the Faculty of Education, Psychology and Art (Chapter 1, 2, 4), head of library and assist. professor Iveta Gudakovska University of Latvia, the Library of the University of Latvia (Chapter 3), professor Irina Maslo, University of Latvia, Institute of Pedagogical Sciences at the Faculty of Education, Psychology and Art (Chapter 5, 5.1.), associated professor Vjačeslavs Šitikovs, Riga Technical University, e-Learning for Lifelong Learning in Latvia 5 Faculty of Computer Science and Information Technology, (Chapter 5, 5.2.), President of SIA “Data Pro Grupa” Vladislavs Mazurs (Chapter 5, 5.3), professor Jānis Bičev- skis, University of Latvia, Faculty of Computing, and other authors (Chapter 6), post doctoral student Ingrīda Muraškovska, University of Latvia, Faculty of Education, Psychology and Art (Chapter 1, 2, 4). Acknowledgements to Laila Niedrīte (University of Latvia, Faculty of Computing) on the internal statistics data of the University of Latvia, associated professor Indra Odiņa (University of Latvia, Faculty of Education, Psychology and Art) on editing and translation, and Alla Anohina-Naumeca (Riga Technical University) on editing. 1 Educational System in Latvia 1.1 Overview Basic Facts about the Republic of Latvia The Republic of Latvia was founded in 1918, was occupied by Soviet Union (1940~ 1941, 1945~1991) and Nazi Germany (1941~1945). On August 21, 1991 Latvia de- clared the restoration of its de facto independence. Since 2004 Latvia is a member state of the European Union. Latvia is the central country of the Baltic States (Estonia, Latvia and Lithuania) and is located in North-eastern Europe on the east coast of the Baltic Sea. Its geographic coordinates are 57°00’N latitude and 25°00’E longitude. Area: 64.589 sq. km or 24.937 sq. miles. Regions: Kurzeme, Zemgale, Vidzeme, Latgale (Latvia in Brief, 2011). In the beginning of 2011, the number of people under 29 years of age was 790 815 (35.5 % of the population). The number of children attending general education schools (age 7~19 years) was 216 307 in the school year 2010/11. At the same 6 e-ASEM White Paper : e-Learning for Lifelong Learning Vol.II year 173 212 pupils of Latvia were enrolled in compulsory basic education (integrated primary and lower secondary). (Latvia in Brief, 2011). Traditionally, there has been a premium for people obtaining higher level education (59% of uppersecondary school graduates continued studies in 2010, (CSB, 2011)) higher education institutions (Latvia. VET in Europe – Country Report, 2011). The official language of instruction in public sector schools is the state language – Latvian. However, residents of other nationalities have the right to education in other languages in private schools or public sector schools implementing minority education programmes (mostly implemented bilingually, i.e. as Content and Language Integrated Learning – CLIL). In school year 2010/11 bilingually implemented minority education programmes involved instruction in four minority languages – Russian, Polish, Belorussian and Ukrainian. There is also a school basically intended for children of diplomats and foreign business people, implementing a basic education programme in English. Minority languages taught in basic and upper secondary education are Belorussian, Estonian, Lithuanian, Polish, Romany, Russian, Ukrainian and Yiddish. Ethnic composition – 57.6% Latvian, 29.6% Russian, 4.1% Byelorussian, 2.7% Ukrainian, 2.5% Polish, 1.4% Lithuanian, 2.1% other nationalities. Main religions – Lutheran Protestant, Roman Catholic, Greek Orthodox. Official language – Latvian (the Baltic language group of the Indo-European languages). Governance of the Education System Education system is administered at three levels – national, municipal and institutional. The Parliament (Saeima), the Cabinet of Ministers and the Ministry of Education and Science are the main decision-making bodies at a national level. The Ministry of Education and Science is the education policy-making institution that also issues the licenses for opening comprehensive education institutions and sets educational standards along with the teacher training content and procedures (The Education System in Latvia, 2011). e-Learning for Lifelong Learning in Latvia 7 Legislation Law on Education (1991) was one of the first laws adopted upon the restoration of independence. It introduced a number of substantial changes and oriented education in Latvia in the direction many educational systems are currently developing in Europe and beyond. A reform of was already under way since the middle of 1980’s, which extended the duration of secondary schooling in Latvia from 11 to 12 years. The Law on Education of 1991 provided legal grounds for introduction of compulsory and optional subjects at the upper secondary school level. The Law of Education 1991 provided autonomy to institutions of higher education. It introduced bachelor and master level as well as professional study programmes instead of the 5-year diploma studies. The Law of 1991 also opened opportunities to establish private education institutions at all levels. Law on Higher Education Establishments was adopted in 1995. It set the relations between the state and higher education institutions and laid down regulations for opening, closing and re-organisation of higher education institutions, institutional governance and staff selection. As well, it introduced a higher education quality assurance system in Latvia as well as the rules for recognition of foreign qualifications. More legislation in the field of education has been adopted in 1998 and 1999. The 1998 Law on Education is a frame law replacing the law of 1991. This law contains definitions of all kinds and levels of education and lays down the general principles and competence of governing bodies of different levels in both governance and financing of education. Law on General Education, which came into force from September 1, 1999, introduces an important new principle in general upper secondary education. Program principle is introduced which replaces the previous system where students were allowed to freely choose seven out of at least twelve subjects at upper secondary school. Now the students are allowed to choose between several upper secondary education programmes offered by the schools and having emphasis on different groups of subjects. Law on Professional Education, which is in force since September 1, 1999, as well, 8 e-ASEM White Paper : e-Learning for Lifelong Learning Vol.II brings several important changes to that kind of education, which prepares students to the world of work.

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