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

2. AE in Latvia until the Introduction of the New Governance Model
January 7, 2014 – Education Development Guidelines – inclusive quality education for personal and national growth by fostering LLL.
May 5, 2016 – Implementation Plan for Adult Education Governance Model – 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%.

3. 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.

4. 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
VET, PET, AE providers – formal, non-formal programmesi
MoW SAM un
VET, PET, adult education providerrs
MoEc SAM
VET, PET, adult education providers

5. Implementation procedures in AE
The specific objective of the National operational programme «Growth and Employment" (Activity ) ”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, 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, 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, call for adult application for vocational training programmes and further professional development programmes.

6. 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

7. 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

8. Validation Procedure in a VET School (RVT)

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

10. 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

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