LIZDA: Proposed education changes cannot be properly assessed in just a few days
Latvia's education workers' union has sharply criticized the ministry's rushed amendment process, saying it could create new problems for schools and teachers.
The Latvian Trade Union of Education and Science Employees (LIZDA) has voiced strong criticism of amendments to education regulations put forward by the Ministry of Education and Science (IZM). The union argues that such extensive changes cannot be evaluated thoroughly within a matter of days and warns that hasty decisions may lead to fresh difficulties for schools and teaching staff.
At the start of the week, the ministry submitted for approval amendments to the regulations on the standard of basic and comprehensive secondary education. The proposed changes would significantly alter student assessment, including the rules for centrally administered exams and their grading. Further amendments are expected to follow, covering areas such as teachers' pay and distance learning.
LIZDA chairwoman Inga Vanaga said concerns apply not only to the content of the amendments but also to the way they are being pushed through. The union believes that a three-day period for submitting opinions is unreasonable. Before any decisions are made, discussions with interested parties should assess both potential benefits and risks. Vanaga noted that it is an unpleasant surprise to see changes introduced in the summer and taking effect at the start of the new school year.
She also stressed that before implementing new measures, a deeper evaluation of previous reforms is needed, including the support available to schools, teaching and digital tools, and other factors affecting educational quality. Earlier reforms have already caused disagreements in the sector, indicating that some issues were not sufficiently debated.
Vanaga warned that frequent, rushed changes make teachers feel insecure, as they constantly have to adapt to new requirements. During the pre-election period, various groups may seek solutions favorable to themselves, raising the risk of ill-considered decisions.
At the same time, she acknowledged that giving schools more autonomy in organizing assessments could strengthen their independence. However, different practices among schools might create a sense of inequality for students and parents, for example regarding opportunities to retake tests. A balance must therefore be found between institutional autonomy and a consistent approach across the country.
