Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2021-2027 Education Strategy refers to “digital transformation” in education, “digital learning”, “digital teaching”,” distance learning”, and “online learning”. In parallel, the 2021-2027 Digital Transformation Strategy mentions “Digital technology-enabled learning methods”, while the 2023 Education Law refers to “information and communication technologies (ICTs)”.
The 2023 Education Law defines distance learning as “the part of the face-to-face education process in which learners learn, including using information and communication technologies, without being physically present in the same room or place of study with the teacher”. It also defines distance education as “a form of education in which the learner learns the content of the educational programme implemented by the educational institution independently in an individual way, using specially structured learning materials offered by the educational institution, various technical and electronic means of communication”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Article 112 of the 2018 Constitution states that “Everyone has the right to education. The State shall ensure that everyone may acquire primary and secondary education without charge. Basic education' (pamatizglītība) which integrates primary and lower-secondary education levels. education shall be compulsory”. Though it does not refer to technology.
The 2023 Education Law (Izglītības likums) affirms the “the right to quality and inclusive education” to everyone (article 3) and refers to education using information and communication technologies (article 1) whereas 2023 General Education Act (Vispārējās izglītības likums) aims to regulate the activities of the state, municipal educational institutions and other persons involved in the process of implementing general education. The use of ICT in education is integrated into the 2023 Education Law which defines rules around the provision and accessibility of teaching aids including electronic resources, interactive learning platforms, digital and online games, learning management platforms, and learning and communication software.
Policies, plans and strategies: The 2021-2027 Education Strategy (Izglītības attīstības pamatnostādnes) refers to the development of technology and digital skills in the context of education and the potential impact on the educational process and management of the educational system. It highlights the importance of digital skills for all individuals, the potential for inequalities in digital skills development, and the need for investments in digital infrastructure such as telecommunications and high-speed internet “digital teaching aids and tools, as well as online and distance learning, will become an increasingly common (everyday) practice. In the future, the use of virtual and augmented reality technologies in education, creating virtual classes, virtual laboratories, virtual meetings and discussions, is also expected”. It also notes the potential benefits and risks of digitalization in education, including the use of virtual and augmented reality technologies and the importance of data security. Additionally, it emphasizes the need to ensure that increased use of technology does not negatively impact the health of individuals, particularly children and young people. The strategy highlights that educational institutions have an important role to play in providing different forms of learning environments, including face-to-face learning in educational institutions, as well as distance and online learning in inclusive and emotionally safe environments. The strategy emphasizes the importance of utilizing digital transformation opportunities, such as learning in a digital, virtual, and simulated environment, and issuing electronic educational certificates.
The 2021-2027 Digital Transformation Strategy (Digitālās transformācijas pamatnostādnes) aims to integrate technology as a cross-cutting element through five developmental areas: 1) Digital skills and education 2) Digital security and reliability3) Availability of telecommunications and computing 4) Digital transformation of the national economy 5) Innovation, ICT industry and ICT science. The area of “Digital skills and education" in the strategy concentrates on the development of society's digital skills in the educational process and the digitization of educational processes “Digital skills and education have provided opportunities for every resident of Latvia to fully use the possibilities of digital space, tools and related processes, thus contributing to the increase of general well-being”.
Digital competency frameworks: According to the 2021-2027 Digital Transformation Strategy, Latvia adheres to the 2019 Eurostat Statistics on Basic Digital Skills where "basic digital skills" means a person's ability to use the Internet in four areas of digital competence - information, communication, content creation and problem-solving. In the context of education, it adheres to the 2018 EU DigComp Framework in which five levels of digital competence range from basic skills for accessing information to advanced skills for creating digital services. They include: "Participation," "Practical use," "Service provision," "Building services and systems," and "Impact and profit." Each level emphasizes specific digital skills needed for full participation in the digital world.
The digital competencies of teachers are described in the national Standards of the Teaching Profession. The Standards define expected teacher competences in the context of using digital technologies for teaching.
Changes occurred as a result of COVID-19: The 2021-2027 Digital Transformation Strategy states that the Covid-19 crisis has had a significant impact on digital transformation, as it has accelerated the shift towards remote education and digital education. Given that the digital skills gap has been accentuated by the crisis, it was essential to address this issue to ensure that all citizens can benefit from the opportunities offered by the digital transformation “Digital skills are cross-cutting skills, the quality of which in the process of digital transformation depends on the individual's ability to exercise their basic rights, get an education, compete in the labor market and participate fully in the processes of society”.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2005 Electricity Market Law aims that “all energy customers are provided with electricity in a safe and qualitative manner”. It refers to universal service, which guarantees the “right to a supply of electricity of a certain quality for a price which may be easily and clearly compared and revised”. It does not have a focus on education.
Computers and devices: Providing every school child with a computer is a high priority on the educational policy agenda; the memorandum of cooperation Computer for Every Child, signed in 2021 between relevant stakeholders in the country including several Ministries, the Association of Local and Regional Governments and the country’s President and Parliament, aims to provide each student and teacher in the country with a computer by 2025 as well as establish a computer library in schools.
As per the guidelines on education published by the country through the official website of the European Commission's Eurydice, teachers in the country enjoy the freedom to select the most appropriate teaching methodology for their specific group's needs. It is crucial for teachers to have access to a computer throughout their daily work, including the learning process, and a projector is necessary for displaying visual aids to the students.
As per the guidelines on education published by the country through the official website of the European Commission's Eurydice, teachers in the country enjoy the freedom to select the most appropriate teaching methodology for their specific group's needs. It is crucial for teachers to have access to a computer throughout their daily work, including the learning process, and a projector is necessary for displaying visual aids to the students.
Internet connectivity: The 2021-2027 Digital Transformation Strategy “Availability of telecommunications services" development area aims to provide the public with access to the services they need in the e-environment with a vision to ensure “Equal, fast, high-quality and secure provision of electronic communication services throughout the territory of Latvia for all citizens, state institutions and business companies” through the following required actions: “support the transformation of the existing network or the installation of a new network to provide 5G Internet coverage. Priority will be given to projects with the greatest possible coverage for households and socio-economic driving forces (schools, hospitals, merchants, etc.)”. The goal is to have “ All public administrative institutions, socio-economic driving forces (priority in schools, medical institutions and pharmacies) have a very high-performance broadband connection, according to the most economically advantageous solution”.
Within the framework of the broadband internet network implementation programme by the Ministry of Transport, optical internet access is provided to individual schools - those schools that did not have access to optical Internet until now.
2.2.2. Technology and learning environments
The 2021-2027 Digital Transformation Strategy aims to leverage digital technology to enhance educational processes and improve learning and teaching platforms. The strategy focuses on implementing digital technology-enabled learning models, methods, and content to support on-demand knowledge acquisition, learning, and education management processes. This will ensure high-quality and accessible education and formal recognition of knowledge acquired through continuous learning and from different training providers. The strategy also includes various measures such as digitizing school management processes, providing digital availability of learning content through natural language processing technology, automating the learning process and performance evaluation, issuing digital educational certificates, implementing distance learning, ensuring appropriate internet connection and access to technology for students and implementing data-based management of the education sector. Additionally, the strategy aims to create a simulated learning environment and implement artificial intelligence solutions to support skills learning and assessment, such as independent work or remote studies.
The Ministry of Education and Science (MoES) established webinars and guidelines to support teachers and students in distance learning. The COVID-19 response tools to deliver distance education included pre-existing platforms E-klase and uzdevumi.lv. An open-source platform mape.gov.lv provided by the National Centre for Education (a subordinate institution under the ministry) provides teachers with digital teaching and learning materials and sample tests, as well as practical guidance on teaching. The National Centre for Education also publicly provides the tavaklase.lv (Your Class) study platform that is accessible to the general public. This platform contains video-based learning materials for school subjects, mostly targeted at the primary level but including some at the secondary level. It was initially developed as a public resource to support distance learning during the COVID-19 pandemic, but is further developed into an online learning environment.
The National Centre for Education publicly provides a virtual learning environment for students at all educational levels, skolo.lv, that contains learning content mapped to the curriculum. The platform enables students to create portfolios of their work and teachers can provide feedback and view analytics data on their students’ engagement. All schools that implement the general curriculum have access to skolo.lv.
Evening schools and extramural programmes offer upper-secondary education, providing students with the opportunity to pursue their studies outside of traditional daytime settings. Furthermore, distance learning options, such as the Riga Distance Education School, enable students to engage in upper-secondary education remotely.
The 2021-2027 Digital Transformation Strategy affirms the role of COVID-19 role in the acceleration of integration of education technology.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Preschool compulsory content is based on transversal skills, which include technology. The compulsory curriculum in the basic education standard is structured in seven fields of study including technology (engineering, design and technology, computers). General upper-secondary schools may offer programmes in technology, which constitutes “types of education directions”. Digital skills are cross-cutting skills integrated across the curriculum. It can be added that in the mentioned curricula for basic and upper-secondary schools, the National Education for Center has defined learning outcomes in digital competences for the 3rd, 6th, 9th and 12th grades.
Regarding students with special education needs, schools adhere to the predefined curriculum guidelines provided by the Ministry of Education and Science. Model curricula are available for each category of special education, encompassing mandatory subjects, which include computer training, identical to those taught in mainstream schools.
The 2021-2027 Digital Transformation Strategy states that digital skills are integrated into the educational process, providing learners with opportunities to practically use them as cross-cutting skills throughout their learning experience “Upon completion of the specified stage of formal education, graduates have acquired comprehensive technological literacy”. It aims to “strengthen the acquisition of digital skills as cross-cutting skills within the framework of the revised general education curriculum” to expand the educational opportunities of interests in technical co-creation centers (maker space), digital production laboratories (fab lab), robotics clubs, rocket modeling, and participation in competitions.
2.3.2. Teachers
The 2021-2027 Digital Transformation Strategy mentions that it is crucial to prepare teaching staff adequately to ensure quality implementation of digital learning which includes incorporating digital literacy as a fundamental skill throughout the educational content. This involves incorporating digital skills into initial teacher training programmes, developing a digital solution for evaluating the competencies of teaching staff and identifying professional development needs and improve the professional competences of in-service teaching staff.
The National Standards of the Teaching Profession define expected teacher competences in the context of using digital technologies for teaching. Various government institutions have also developed guidelines and recommendations for teachers and schools on specific uses of digital technologies in class, notably on the use of technologies in different contexts or providing methodological recommendations for strengthening students' digital skills. The Latvian government has also subsidised continuous professional development courses for teachers focused on information and communications technologies (ICT).
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2018 Personal Data Processing Law established the legal framework necessary for the implementation of the 2016 EU General Data Protection Regulation (GDPR) in Latvia. It states that individuals must reach the age of 13 to provide their consent for the collection and processing of personal data. For children below the age of 13, parental or legal guardian approval is required before their personal data can be collected. In the context of education specifically, the State Data Inspectorate has developed guidelines on data protection for children and students in pre-school institutions and schools.
2.4.2. Online abuse and cyberbullying
The 2021-2027 Digital Transformation Strategy mentions that Latvia's Safer Internet Center (Drošāka interneta centrs) aims to promote safer internet practices and educate the public on children's internet safety in the “Education and Digital Skills” development area. The center also provides a platform for reporting internet violations. The strategy has a section dedicated to promoting “Digital safety and reliability”.
Section 78 of the Criminal Code establishes punishment of up to three years of deprivation of liberty, temporary deprivation of liberty, community service, or a fine for acts triggering national, ethnic, racial, or religious hatred. In cases involving group actions, public officials, responsible employees, or the use of automated data processing systems, the punishment can be up to five years of deprivation of liberty. Section 150 addresses incitement of social hatred and enmity, punishable by temporary deprivation of liberty, community service, or a fine. For aggravated cases involving violence, threats, or organized groups, the punishment can be up to four years of deprivation of liberty.
Net-safe Latvia, an NGO, addresses reports related to hate speech, with a particular focus on combating cyberbullying.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to the 2023 Education Law (Izglītības likums), the competence of the Ministry of Education and Science in education includes the organization of the development of electronic learning resources and learning tools that meet educational standards. The Municipal educational management institution plans the environmental, infrastructure and technological development of educational institutions subordinated to the municipality, as well as takes care of providing educational institutions with material and technical resources.
3.2. Roles of schools
The National Centre for Education provides information resources and advice to schools and teachers on the use of digital tools and teaching and learning resources, creating a network of teachers - digital technology mentors. It is planned to establish such a role both at the level of each school, including preschool, and at the level of the municipality. A digital technology mentor at the level of a school is a methodologist who plans and implements lessons for the teachers, experiments with the use of technology in the teaching process and supports the adoption of good practices in the school in order to support his/her colleagues in the digitalization process of the school.
Regarding the use of digital devices and mobile phones in schools, each school develops and approves its own internal procedures. On the other hand, in the field of education, the goal of each school is to provide students with digital competencies, achieving the learning outcomes defined in the educational standard.
This profile was reviewed with the support of the Ministry of Education and Science of the Republic of Latvia
