This country policy profile on education in Latvia is part of the Education Policy Outlook series. Building on the first policy profile for Latvia (2017), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Latvian education system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.

This policy profile on education in Latvia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends and insight into policies and reforms on selected topics.

How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia's policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia's education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education systems.

Teachers are the key to better learning and educational outcomes depend on their quality and professionalism. This report analyses, from an international perspective, the strengths and weaknesses of the school funding and teacher remuneration system and proposes a two-phase approach to reform. In the shorter-term relatively small changes to the current system can improve effectiveness and perceived fairness. Longer-term development will entail a significant departure from the current model. The report highlights the need to ensure compatibility between teacher policy and the education objectives of the country and foster and enhance educational quality for all students, as efficiently as possible. It provides international comparisons through previously unpublished snapshots of the teacher remuneration systems in ten selected OECD jurisdictions.

OECD's 2001 review of Latvia's education policies and programmes. It finds that reform of education, training and human resource development is an integral part of the transition to a democratic society and market economy. Latvia has made progress in all these areas since reform began in 1990. The challenge for the Ministry of Education and Science has been to promote and support changes that meet the needs of the new economy and society as well as the interests of all young people and adults, in the face of a shortage of financial and human resources. This book first gives a brief overview of regional issues and a history of education in Latvia and describes the development of education in the country since the political changes. It then presents an analysis of the entire education system and identifies key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations of goals of education, learning effectiveness, outcomes and the curriculum, management and governance for flexibility, responsiveness and change, and resources and financing.