Implementation of «Upskilling Pathways» in AE in Latvia Brussels June 5th, 2018

AE in Latvia until the Introduction of the New Governance Model January 7, 2014 – Education Development Guidelines 2014-2020 – inclusive quality education for personal and national growth by fostering LLL. May 5, 2016 – Implementation Plan for Adult Education Governance Model 2016-2020 – fostering of AE. AE before: fragmented: PES, MoEdS, MoEc, municipalities (Riga), employers, etc.; weak outreach (Riga); quality of the provision; adult educators; Output – 6,4%.

Adult Education Governance Adult Education Governance Council (PIPP)– under the MoEdS: coordination of the AE activities, provision of the support system for all stakeholders. Tasks and responsibilities of the Council: - approve the goals and target groups of AE - conduct assesment of the activities, - analyse the reports of the AE providers, coordinators, suggests correlatons, alternations, - approve of the demands and requirements for AE (priorities, audience, financing) by the municipalities and local governments. Quality control: - quality criteria for public procurement in AE promoted (by NC), - quality criteria for AE providers (by NC), - adult educators andragogic competences described (by NC), - needs analysis conducted, - validation procedures implemented, - support system for quality procedures developed (by NC), - guidelines for the introduction of quality criteria in AE (by NC), - assesment of the licenced AE programmes (by NC), - feedback analysis, - analysis of short-term quality assessment.

Adult Education Governance Model Strategic block Adult Education Governance Council (IZM, LM, KM,VM, ZM, EM, TM, PKC, LDDK, LTRK, LPS, LLPA, PR, LPIA, LABS) AE provider’s quality criteria Legislation, standards, AE offer, quality, (MoEdS & VISC, IKVD, providers, VIAA + PIPP administration) Introduction of adult educator’s competences Extension of recognition of non-formal education Expansion of modular offers to adults Development of centralised data base system Operational system MoEdS/VIAA (young adults, employed persons+25) MoW/PES (unemployed, job seekers) MoEc/CFLA (Employers/sectoral NGO requests for AE) Local governments & Ed boards Local goverbnments and Ed boards PES branches PES branches PES branches PES branchess PES branches Employers’ NGOs Sectoral associations LIAA AE providers MoEdS SAM 8.4.1. VET, PET, AE providers – formal, non-formal programmesi MoW SAM 7.1.1. un 7.2.1. VET, PET, adult education providerrs MoEc SAM 1.2.2. VET, PET, adult education providers

Implementation procedures in AE The specific objective of the National operational programme «Growth and Employment" (Activity 8.4.1.) - ”To improve/upgrade professional competences of the employed"; The planned target - 36 000 adult learners, including 12 000 low-skilled adults; - Priority group for the implementation – VET institutions. July 5, 2017 - call for the provision of training of formal and non-formal programmes in continuous professional education, selection of VET and PET providers: - Elektronic and optical equipment production, ICT development branch; - Construction engineering branch; - Wood processing branch; - Metal working and machine building branch. October 9, 2017. the Council (PIPP) agrees upon: - Electrical engineering branch; - Chemical industry; - Textile production. Approved for further consideration: - Food processing industry and agricultural production; - Requests in the field of culture; - Entrepreneurial activities. October 5, 2017 - call for adult application for vocational training programmes and further professional development programmes.

ESF Project «Development of the Professional Competences of the Employed» Results Round 1 (5/10/2017) Round 2 (3/05/2018) 5565 adults: 4000 adults in training 3175 persons completed Machinery operation in construction (957), data analysis (289), web page development (243) 3095 non-formal programmes 81 adults -career consultancy 68 local governments 43 validation procedures 7208 adults Transportation and logistics (2197), electronic & optical equipment production (1605), food catering & tourism (667) Round 3 (7/05/2018)- AE training provider applications

Achievements and Results VET Curriculum reforms framework - 90 modular programmmes (June 13, 2018); professional qualifications: 56; implementation - 24 VET schools. 14 sectoral qualification structures - for core occupations, linked occupations and specialisations. Sectoral Expert Councils (12) – established. The system of validation of knowledge and skills acquired outside formal education and training – established. To ensure correspondence to labour market demands - the following approaches: Modular Sectoral Competences- learning outcomes

Validation Procedure in a VET School (RVT)

Further VET Developments Flexible modular curriculum, based on learning outcomes and sectoral approach-184 modular programs (10 till 31.12.2018) Development of new occupational standards SAM 8.5.2 (ESF project) - 160 occupational standards (90 till 31.12.2018) Implementation of continuing professional development for VET teachers and trainers SAM 8.5.2 (ESF project)

Challenges for VET and PET in AE Study needs - not always covered by the offered training further education programmes Redundancy of older professions Integration of migrants Increase/involvement of senior population Necessity to learn lifelong and lifewide Increase in low-qualified and low-skilled personnell

Thank you! Dr.sc.admin. Silvija Karklina silvija.karklina@izm.gov.lv