2026

Creating a unified Latvian language learning system for adults 

The Ministry of Education and Science has prepared a conceptual report on possible solutions to prevent the fragmentation of institutional responsibility and competences in Latvian language learning for adults. In the conceptual report, the ministry proposes to introduce a coordinated, transparent and quality-based Latvian language learning system for adults. 

The offer of Latvian language learning for adults is an essential component of social cohesion and employment policy. 
During the preparation of the report, consultations have been held with the responsible sectoral ministries and institutions, considering the growing demand for Latvian language learning, especially among newcomers. 

So far, state language learning activities have been implemented in cooperation between the Ministry of Culture and the Society Integration Fund, as well as the Ministry of Welfare and their subordinate institutions. In addition to state-level activities, Latvian language learning opportunities are also provided by local governments. Considering the diversity of institutions involved in the implementation of the state language policy, it is necessary to strengthen coordination and cooperation mechanisms to ensure the coherence and efficiency of the institutions' activities. 

Unified approach and digital solution 

The Ministry of Education and Science proposes to integrate a module for receiving and managing the state language learning service into the digital adult skills management platform STARS. The platform will provide:  

• a unified application for Latvian language learning, 
• self-assessment options for language proficiency levels (A1–C2), 
• data accumulation on the progress and results of learning, 
• traceability of funding, which will reduce the risk of double funding. 

The development and maintenance of the state language module on the platform will be ensured by the State Education Development Agency, while the functions of improving the content of language learning, teaching quality and methodological support will be within the competence of the Latvian Language Agency.  

Clear division of functions and quality monitoring  

The conceptual report provides for setting uniform requirements for implementers and educators of Latvian language learning, as well as strengthening quality control. The quality of education will be monitored by the Latvian Language Agency, while compliance with regulatory requirements will be controlled by the State Education Quality Service. 

Transition period and continuity 

The existing mechanisms and their funding will continue to operate until the end of 2027, ensuring continuity and a transition period for the implementation of the unified state language acquisition system. The transition to the unified system will take place gradually, allowing the completion of existing study groups, parallel operation with existing solutions during the transition period, as well as the transfer of data from existing systems (Society Integration Fund, State Employment Agency, Ministry of Culture).  

The timetable for 2026–2028 provides for:  

• development of regulatory framework by the end of December 2026 
• development of the content of the open-access self-test for determining the level of Latvian language proficiency (A1–C2) by July 2027
• the creation of a module for receiving and managing the state language learning service on the STARS platform by December 2027 
• the conclusion of agreements with the State Employment Agency and Society Integration Fund on data exchange by July 2027
• the digitalization of open-access self-tests for determining the level of Latvian language proficiency (A1–C2) by the 1st quarter of 2028  

These steps will ensure a gradual transition to a unified, modern and effective state language learning system, maintaining continuity for participants in existing programs and at the same time introducing new digital opportunities.  

Support for teacher training  

It should be noted that the Ministry of Education and Science is also working on training Latvian language teachers for an adult audience – a specialized study programme is developed at the University of Latvia, and 37 students have started studying in this program in February. The training is being implemented with funds from the European Social Fund Plus.
 

2025

Digitalization of management processes in vocational education institutions

The State Education Development Agency (VIAA) has begun the digitalization of property maintenance and management processes for vocational schools and colleges under the supervision of the Ministry of Education and Science. The goal is to ensure modern, transparent, and efficient real estate management.

To achieve this goal, in October 2025 the Agency, in cooperation with private industry, launched the implementation of the digital platform for property management. The platform will be introduced in 23 vocational education institutions and colleges under the Ministry of Education and Science, which collectively manage more than 150 buildings.

With structured digital data about land, buildings, engineering systems, and equipment, platform users will be able to organize maintenance work in real time and carry out warranty and servicing tasks for engineering equipment in a timely manner, thereby extending their lifespan. Current and historical information on all property units and related work will be available 24/7, allowing for more efficient use of human resources and ensuring economical, responsible property management.

PŪCE is a digital solution developed in Latvia for managing real estate administration processes. It serves as a unified information space for owners, managers, service providers, company employees, and tenants. The platform is designed to simplify the organization of property management work and ensure information continuity when staff or service providers change.

This initiative is part of the EU Cohesion Fund co-financed project No. 2.1.1.5/1/24/I/001 “Climate-neutral solutions in the educational programs, environment, and infrastructure of vocational schools and colleges.” The project’s aim is to introduce sustainable and digitally innovative solutions in the vocational education system, supporting the transition to greener and more efficient infrastructure.

The project will run until 31 December 2029.

Introduction of the individual learning account approach 

In December 2024, Latvia launched the skills management platform developed by the State Education Development Agency (VIAA) and supported by the European Union Recovery Fund. These tools are essential for building a unified and sustainable adult education system. On the platform, every Latvian resident aged 18 and over can create their own individual learning account (ILA), which is a digital account for an individual. It allows to store information about person's previous education and professional experience, as well as documents certifying person's education. 

Employed and self-employed persons from the age of 18 can apply for the most up-to-date training offer until 30 April 2025 by creating an individual learning account, choosing from 64 educational programs, which are offered in 14 educational institutions throughout Latvia.
The offer includes educational programs in a number of sectors, including:

• Energy,
• Construction and real estate management,
• Manufacture of electronic and optical equipment, information and communication technologies,
• Timber industry,
• Metalworking, mechanical engineering and mechanical engineering.

Participants are offered the opportunity to improve existing skills or acquire new ones by choosing one of 46 vocational education modules, sets of modules or 18 study courses and study modules in higher education institutions. Depending on the type and content of educational programmes, they are offered to be acquired both fully remotely and in person or partially in person, partially remotely in all regions of Latvia. The amount of training varies depending on the program:

• Vocational education modules: 37–130 hours,
• Modular sets: 72–216 hours,
• Study courses: 75–160 hours,
• Study modules: 64–240 hours.

Most of the costs of training are covered by co-financing from the European Social Fund Plus (ESF+) and the state budget. Participants must ensure a co-payment:

• 10% in vocational training modules and modules of modules,
• 30% in study courses and study modules.

For persons from poor or low-income households, as well as refugees and persons with alternative status, training is free of charge. 

Any employed or self-employed person from the age of 18 can participate in the project, regardless of educational level. As a matter of priority, employed persons with completed or incomplete basic education or general secondary education, employed persons aged 50 and over, as well as refugees and persons with alternative status, are invited to participate in the project, offering to acquire skills in better-paid and in-demand professions in accordance with the requirements of the labour market. 

In general, the platform allows learners to find the most suitable education programme based on their needs, including continuous vocational education programmes, professional development education programmes, non-formal education programmes, distance learning programmes, modular vocational education programmes, higher education courses and modules. 

The ILA approach supports recognition of professional competences acquired outside the formal education system. It follows the example of similar initiatives in other countries, such as France, by covering direct educational costs such as tuition fees, as well as associated expenses such as transportation cost for disadvantaged groups. Unlike in Denmark, the ILA approach does not cover learner remuneration during their studies, leading more to an evening and weekend learning schedule.

2024

The Survey of Adult Skills reveals adult competences in the main areas of information processing and allows to measure the productivity of human capital  

In December 2024, the Organisation for Economic Co-operation and Development (OECD) announced the results of the Adult Skills Survey of the Programme for the International Assessment of Adult Competencies (PIAAC). The study measured the skills of adults aged 16-65 in the main areas of information processing – literacy, numeracy, and adaptive problem solving. The numeracy of Latvian adults was evaluated with 263 points, which corresponds to the average performance of 31 countries that participated in the study. Adaptive problem-solving skills of Latvian adults were evaluated with 244 points, which is slightly below the OECD average (251 points). Literacy, - that is also closely related to problem-solving, - as understanding and evaluation of texts of varying degrees of complexity for Latvian adults corresponds to 248 points, which is below the average level of OECD countries (260 points).   

The study reveals that the highest performance in literacy in Latvia is achieved by women who have acquired higher education in the field of STEM (sciences, technology, engineering and mathematics), their average score is 284 points. Only 6% of adults in Latvia achieve the highest levels of skills in literacy, which is half the share of the OECD average (12%). These adults are able to understand and evaluate long, information-saturated texts on several pages, to grasp complex or hidden meanings, and to use preliminary knowledge to understand texts and complete tasks. 

In numeracy and adaptive problem solving, the share of Latvian adults at the highest skill levels is close to the OECD average – 12% in Latvia and 14% in the OECD average in numeracy, and, respectively, 3% and 6% in adaptive problem solving.  

In March 2025, the OECD published the Survey of Adult Skills 2023 Data Analysis Manual, which allows to organize a further analysis of the survey results. For Latvia, it is important to get an answer to the question of how to increase adult literacy skills performance. The Finnish example is worth studying, because Finland is one of the few countries that was able to show a significant increase in literacy skills of adults in the last decade. 

Latvia participated in the Adult Skills Survey for the first time, thanks also to support from the European Social Fund and Erasmus+ programme. Latvia participated in the second cycle of OECD PIAAC, which started in 2018 (the first cycle took place in 2011-2018). In Latvia, adults’ surveys and tests at respondents' residences took place between October 2022 and June 2023, and 6563 adults participated in the survey. The sample was created to be representative, counting from about 1.2 million residents aged 16-65 who lived in the country at the time of data collection, regardless of ethnicity, citizenship, or language status. It was also ensured that the refusal to participate in the study did not lead to a significant deviation in the representativeness of the sample.