On Thursday, the Saeima adopted amendments to the Education Law that provide for a significant restriction of distance learning in the first stage of primary education – for pupils in grades 1 to 6. The aim of the amendments is to clarify forms of education and strengthen the quality of education obtained.
The changes envisage replacing extramural education with part-time in-person education, while simultaneously introducing blended learning. The Saeima’s Education, Culture and Science Committee notes that this will allow the learning process to be organised flexibly by combining various teaching tools and methods, including remote elements or online learning. Such regulation will also expand opportunities to ensure high-quality in-person education, the committee emphasises.
The procedure for organising and implementing blended learning will be determined by the Cabinet of Ministers (CM). The amendments also clarify the concept of inclusive education in order to promote participation opportunities for every learner, as well as parent-led education, the procedure and conditions of which will likewise be set by the CM.
At the same time, the amendments introduce stricter and clearer regulation of distance learning as a form of education. Distance learning or home-based education for pupils in grades 1 to 6 will be permitted for only one year and only for those pupils who have received an assessment from the local municipality. This assessment must identify special circumstances under which education in such a form is in the best interests of the child. These circumstances may include social, health-related, educational accessibility or other significant factors, for which an opinion must be provided to the municipality. Municipalities will also be able to extend the period for which such an assessment is issued. It is planned that the criteria and procedure for municipal assessments will be determined by the CM.
Distance learning will also remain available to children who permanently live abroad,
as well as to pupils who have already reached the age of 18 but have not obtained basic education by that time.
“Although distance learning has several advantages that make it attractive to many pupils and parents, such as flexibility in choosing the time and place of learning, the quality of education obtained often suffers, and this is also demonstrated by centralised examination results,” said Agita Zariņa-Stūre (New Unity), Chair of the Saeima’s Education, Culture and Science Committee, explaining the need for the changes.
According to the Saeima Press Service, examination results for pupils studying via distance learning are significantly lower. In distance learning schools, 84% of all mathematics exam takers score below the national average. Moreover, there are schools where as many as 38% of exam takers fail to reach even a 10% score. Similarly, 69% of Latvian language exam takers and 63% of English language exam takers who studied via distance learning score below the national average, according to information compiled in the explanatory memorandum to the draft law.
The authors of the amendments stress that in-person learning is extremely important, as it provides greater opportunities to receive direct support from teachers. In distance learning, children also find it more difficult to fully develop social skills – interaction with peers, as well as with teachers and other school staff – which are essential for developing communication, cooperation and empathy. In addition, school provides a structured environment with a daily routine that helps develop discipline and time-management skills, as well as guaranteed physical activities, such as sports classes, which promote physical development and health.
Data held by the Ministry of Education and Science for 2024 show that 3,500 pupils were studying via distance learning
at the basic education level, while across all education levels the total number was 12,800 pupils.
The CM will determine the criteria and procedures under which schools may implement distance learning, including requirements for the technical environment and preparation of learning materials, as well as for pupils’ regular daily engagement and support, specifying the proportion of direct contact and quality requirements. These will also include criteria for teachers’ work and for ensuring feedback to pupils and their parents.
The CM is also tasked with setting requirements for how education programmes in the Latvian language, Latvian history and culture, and Latvia’s nature and geography may be implemented remotely for pupils living abroad.
The transition to the new distance learning regulation will be gradual. The new rules for grade 1 will take effect from the next school year. From the 1st of September, 2027, the new regulation will apply to grades 2 and 4; from the 1st of September, 2028, to grades 3 and 5; and from the 1st of September, 2029, also to grade 6.
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