Students and staff

Research and publicity activities of the SRP “Education” project in the second half of 2024

In the second phase of the State Research Programme “Education” (SRP “Education”) project “Elaboration of evidence-based solutions for effective professional competence development of adults and assessment of the transfer of its results into practice in Latvia” (project No. VPP-IZM-Izglītība-2023/4-0001), an assessment of the current situation in adult professional development in Latvia is being conducted.

In September–October 2024, an analysis of the implementation of Latvia's adult education and professional development policy was conducted, providing an overview of Latvia's policy in the field of adult education and professional development, with particular attention to promoting the professional competence of educators. Overall, significant measures are being taken in Latvia to develop human capital and promote adult professional development, but it is necessary to continue improving educational programs and ensuring access to necessary training to achieve ambitious goals and provide a qualified workforce for the country's economic development.

In November–December 2024, research and reports previously conducted in Latvia and issued by national institutions on adult professional competence improvement and its transfer into practice, covering the period from 2018 to 2023, were analysed. The aim was to answer the question: What are the main barriers to effective implementation of adult professional development? The main obstacles to adult education in Latvia are identified as financial barriers, lack of employer support and involvement, time constraints and accessibility of training locations, lack of information, challenges in the governance of adult education in the country, availability and alignment of education programmes with labour market needs, lack of understanding of lifelong learning, lack of motivation, mismatch between adult skills and requirements, age-related prejudices, and psychological barriers. It has been concluded that improving the situation in adult education in Latvia requires a comprehensive approach, including financial support, information accessibility, and employer engagement and support. It is also important to foster public understanding of the significance of adult education for their professional development and growth, as well as the necessity of lifelong learning.

In November–December 2024, 11 focus-group interviews and 3 discussions were conducted, involving 129 participants from three target groups: recipients of adult professional development services (68 participants), service providers (33 participants), and experts (28 participants). Participants from the recipients’ group represented eight sectors with a higher share of employees: public administration and defence (14 participants), education (12), health and social care (10), transport and storage (10), agriculture, forestry and fishing (7), manufacturing (7), wholesale and retail trade (4), and construction (4). Participants were from companies of varying sizes: small (11 participants), medium (11), and large (20). Among service providers, participants represented various educational institutions: general education institutions (12 participants), higher education institutions (9), training centres (7), and technical schools (4). The experts’ group included representatives from public institutions (12 participants), social partners and sectoral expert councils (8 experts in each group). Participants were from different regions of Latvia: Riga (55 participants), Zemgale (18), Latgale (16), Kurzeme (16), and Vidzeme (15). By gender, there were 105 women and 24 men. Of the total participants, 75 represented the public sector, 37 represented the private sector, and 8 represented non-governmental organisations. By position level, 93 were managers, and 35 were employees.

The focus-group interviews and discussions highlighted several important aspects of professional development:

  • Significance of lifelong learning: Emphasising the importance of lifelong learning and professional development for workforce productivity and meeting labour market demands.
  • Need for a flexible education approach: Stressing the necessity for adaptable and targeted training programmes closely aligned with labour market needs.
  • Fragmentation problem: Noting the fragmentation of adult education policy and the need for a unified strategy.
  • Resource shortages: Highlighting insufficient funding, particularly in regions, as well as a lack of human resources to ensure quality training.
  • Motivational challenges: Observing a lack of motivation among adults to engage in learning and the need for mechanisms to enhance participation.
  • Collaboration between the state and employers: Underlining the importance of strengthening cooperation between the state and employers to create a sustainable and effective adult education model.

The discussions identified barriers and proposed solutions for improving the situation, such as emphasising the need for practical training programmes, the establishment of a mentoring system, and the implementation of a centralised platform for monitoring professional development. The discussions and focus group interviews highlight the need for a flexible, accessible system of adult professional development aligned with labour market requirements. The main challenges are related to insufficient resource availability, lack of motivation, and a fragmented approach to planning and implementation. Due to the diverse profiles of the participants, it is possible to analyse the topics from different viewpoints and propose effective solutions.

The results of the project’s first phase were presented at several international scientific conferences:

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