- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
An education quality evaluation takes place at international (international surveys, cross-border evaluations), national (national exams, evaluation of educators and principals, research, accreditation/licencing) and school (e-classroom and school performance quality evaluation) levels. It helps form a unified, mutually consistent and hierarchically subordinate education quality planning and monitoring system.
The evaluation requires a systemic approach. Evidence-based education policy-making requires: long-term data on learner performance at each education level; data analysis according to comparable criteria; analytical and research work with nationally defined criteria. There is a need to collect and analyse data that characterise the education system in order to justify changes in education policy at the State and institutional levels.
There was a need for a common platform for data collection to analyse the link the data stored in several information systems (for example, education, employment, social insurance and tax data).
The education ministry and its subordinate institutions need to strengthen their analytical capacity, both to ensure the analysis of education quality data and to prepare technical specifications for research and development in education.
Before 2015, a national quality assurance approach has been already in place. The State Education Quality Service (IKVD) had been appointed the EQAVET national reference point (NRP) in 2013. The quality of vocational education was ensured through the accreditation of vocational education institutions and programmes, carried out by the Accreditation Experts Commission and VET providers' information on EQAVET quality indicators. Schools were accredited without time limit, while their programmes had to be accredited every six years for awarding 'official' qualifications to be allowed. As a follow-up, education institutions were required to submit to the IKVD an annual self-assessment report on their progress in implementing the recommendations issued by the Accreditation Experts Commission. The IKVD provided guidelines to help vocational education providers strengthen their culture of self-assessment and quality assurance.
Objectives
To improve the education quality monitoring system based on statistical information, the results of comparative educational research, the achievement of students at the national level and other indicators characterising the results of the work of education institutions: analysis of the results of centralised examination and accreditation and licensing, as well as evaluation of the quality of teachers' work, the use and analysis of information, taking into account the medium and long-term achievable strategic goals and results.
Description
The national approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers and trainers.
In April 2018, the education ministry launched a project Education quality monitoring system development and implementation (2018-22). It is jointly financed by the European Social Fund and its goal is to develop an education quality monitoring system based on the analysis and measurements of statistics, results of comparative education studies, student achievements at the State level and other indicators describing the education institutions, such as examination results, accreditation, licensing, as well as teacher performance assessment. The main activities include:
- development of a description of the education quality assessment monitoring system and monitoring tools and approval of the tools;
- development and implementation of a research programme in education: development of a procedure; implementation of eight studies (in higher education, vocational education, general education and adult education);
- implementation of twinning and...
The national approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers and trainers.
In April 2018, the education ministry launched a project Education quality monitoring system development and implementation (2018-22). It is jointly financed by the European Social Fund and its goal is to develop an education quality monitoring system based on the analysis and measurements of statistics, results of comparative education studies, student achievements at the State level and other indicators describing the education institutions, such as examination results, accreditation, licensing, as well as teacher performance assessment. The main activities include:
- development of a description of the education quality assessment monitoring system and monitoring tools and approval of the tools;
- development and implementation of a research programme in education: development of a procedure; implementation of eight studies (in higher education, vocational education, general education and adult education);
- implementation of twinning and strategic communication activities, including training for those involved in monitoring the quality of education.
Target group (direct): State institutions that are responsible for the development of education policy, monitoring of its implementation, development of curricula, assessment of the quality of education and implementation of research: Ministry of Education and Science, National Centre for Education, State Education Quality Service, higher education and scientific institutions.
Target group (indirect): institutions subordinate to Ministry of Education and Science, education departments of municipalities, education experts, administration of education and scientific institutions, teachers, social partners, sector experts, learners and parents.
The project Education quality monitoring system development and implementation (2018-22) started in 2022 (project team, specifications, commissioning of tasks). In addition, a framework for the implementation of national research in education has been developed and training events were held to strengthen analytical capacity in cooperation with EC (working group on graduate tracking) OECD (working group on statistics) and peers from Lithuania and Estonia.
The revision of the national quality assurance approach was launched in 2019. It was supported by the development of the description of the education quality monitoring system: definition of education quality, indicators of education quality. Requirements for the national research in education were defined supported by analytical capacity training.
In 2020, Researchers have described the education quality monitoring system and defined the education quality (categories and elements), indicators of education quality, monitoring tools.
Two monitoring tools were developed (for school network efficiency analysis - in secondary education and for graduate tracking - in higher education) in collaboration with the team for the project State education information system development - education monitoring system.
Training and participation in international working groups by the project staff continued.
A new regulation of the Cabinet of Ministers regarding the procedures for accreditation of educational institutions, educational programmes and evaluation of the professional activity of heads of educational institutions was drafted in 2020. The revision has also promoted the use of EQAVET indicators.
In 2021, the education ministry launched research to develop and implement an education quality risk identification system. The aim of the research is to develop a mathematical model of the components of the education quality management system and its prototype, Education quality risk identification system for general education and vocational education.
Work on an online glossary of education terms began with the aim to develop an online glossary explaining education terms in Latvian, with equivalent terms in other languages.
Work on two monitoring tools continued. A monitoring tool for graduate tracking in higher education was published on the State education information system public portal. The piloting of a monitoring tool for school network efficiency analysis in general education was launched.
A group of researchers from the leading Latvian universities continued their work on research 'Dictionary of Education' [Izglitibas terminu skaidrojoša vardnica] with the aim of updating, developing and publishing 3000 education terms.
A new research on school as a learning organisation started to help develop and test the national model, including the development of criteria for schools self-assessment, recommendations for data usage in the schools with the aim to assess education quality and improvements of learning.
To improve the process of licensing education programmes, new licensing regulations were adopted (Cabinet of Ministers Regulation No 253 of 23 May 2023 'Procedure for Licensing General and Vocational Education Programmes').
In 2023, 334 new vocational education programmes have been licensed for 50 different professional qualifications. Compared to the previous reporting period, the total number of licensed vocational education and training programmes has decreased by 53%, which is explained by changes in the regulatory framework, the active transition of education institutions to the implementation of modular education and training programmes according to the models of programmes agreed by the ministry. The licensing of VET programmes has also been improved. To license a VET programme, a VET institution doesn't need to submit the whole programme to the State Education Quality Service anymore, but only its implementation plan.
Another important aspect for VET quality assurance was the shift from programme accreditation to VET provider accreditation. This reduced the administrative burdens for VET providers and allowed them to spend more time and resources on innovation, improved performance, and overall capacity building. An integral part of the process was self-evaluation and reporting. In 2023, a lot of attention was paid to improve these processes.
In 2022/23, VET institutions subordinated to the education ministry switched to modular programmes (according to the model approved by the education ministry), therefore, compared to 2022, the number of modular vocational education programmes licensed according to the model has decreased almost 4 times.
In June 2024, the government approved new rules on accreditation of general education and vocational education institutions 'Procedure for accreditation of general education and vocational education institutions and evaluation of the professional performance of their heads', which are aimed at improving the procedure for accreditation of general education and VET institutions and professional performance evaluation of education institution managers. The new accreditation rules strengthen the institutional accreditation of education institutions and introduce requirements for assessing the quality of education that are in line with modern trends in education development.
Bodies responsible
- Ministry of Education and Science
- National Centre for Education (VISC)
- State Education Quality Service (IKVD)
Target groups
Education professionals
- Teachers
- Trainers
- School leaders
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
- National, regional and local authorities
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.
European priorities in VET
VET Recommendation
- VET underpinned by a culture of quality assurance
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Improving VET quality assurance: Latvia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/36372