President of Latvia Edgars Rinkēvičs has returned amendments to the Education Law to the Saeima for reconsideration, which would significantly restrict access to distance learning in the first stage of primary education – for pupils in grades 1 to 6, presidential adviser Mārtiņš Drēģeris reports.
The President notes that, having reviewed the text of the law, the preparatory materials, and the opinions expressed during the meeting devoted to considering the submission for second review, the legislature’s decision to take targeted steps to improve the quality of education is commendable. He also positively assesses the clarification of terminology used in the Education Law to describe forms of education, the clarification of the responsibilities and cooperation principles of parties involved in the learning process – including parents – as well as the task assigned to the Cabinet of Ministers (CM) to establish clearer and more uniform education quality requirements for distance learning.
The President also supports the legislature’s intention to promote the choice of an education format that best serves the child’s interests at a given age and in a specific situation, as stated in the President’s letter to Saeima Speaker Daiga Mieriņa (ZZS).
At the same time, the President draws attention to the fact that such substantial changes to the legal framework governing education, which directly affect pupils and their parents, municipalities and educational institutions, must be implemented with particular care, ensuring sufficient legal clarity, predictability and a reasonable implementation timeline.
This would allow all parties involved to prepare properly.
The President’s letter points out that the law currently requires that the new regulation on distance learning in the first stage of general basic education for children planning to start grade 1 would apply as early as the 1st of September this year. This, the President notes, leaves the Cabinet of Ministers and municipalities with a very short time to prepare for implementation. At the same time, families who must make decisions about their children starting school face uncertainty about the procedures and criteria for access to distance learning and family-based education.
It should also be taken into account that the introduction of these legal changes coincides with the implementation of a reform of the education financing model, which may create additional difficulties for both parents and educational institutions in understanding the potential consequences of the new regulation in a timely and informed manner and preparing accordingly, the President’s letter states.
In the President’s view, given that key elements of the new regulation – including the procedure and criteria for municipal assessments – will still be set out in Cabinet regulations, there are concerns as to whether the planned changes can realistically be implemented in full and with adequate quality by the 1st of September this year.
As the President notes, it would be unacceptable for the insufficiently prepared implementation of a regulation aimed at strengthening education quality to hinder the effective safeguarding of the child’s best interests. Therefore,
the legislature should consider starting the application of the changes not on the 1st of September 2026, but at a later date.
At the same time, in the President’s view, it would not be expedient to revise the deadline set in the law for the Cabinet of Ministers to issue regulations defining the procedure and criteria by which municipalities assess whether distance learning or family-based education serves the child’s best interests. This deadline is currently set for 15 May 2026. The timely adoption of these Cabinet regulations is a key precondition for successful implementation of the changes, as it would provide legal clarity and predictability for families, municipalities and educational institutions and allow them to prepare for the practical application of the new system, Rinkēvičs believes.
The letter notes that the legislature has decided to regulate the option of family-based education within the Education Law. Specifically, the law provides that the first stage of general basic education may be pursued in a family setting for pupils who have received a municipal assessment confirming that, for one academic year and due to special circumstances – social, health-related, related to access to education or other significant factors – learning at home is in the child’s best interests.
At the same time, the law stipulates that the decision on the admissibility of this form of education will be taken by the municipality, rather than by the head of the educational institution, as has been the case until now. In light of this, when preparing for the implementation of the amendments, it is necessary to ensure that, under the same objectively justified circumstances,
the mere change of the decision-maker does not in itself significantly affect the outcome of the assessment
regarding the possibility of family-based education, the President stresses.
Furthermore, given that the newly introduced Section 8(2²) of the Education Law and the municipal assessment apply both to distance learning and to family-based education, while the transitional period provided for in Section 9 of the law applies only to distance learning in the first stage of basic education, it is necessary to assess whether a comparable transitional period is also required for municipal assessments related to family-based education, the President’s letter states.
As previously reported, the aim of the amendments is to clarify forms of education and strengthen the quality of education provided. The changes envisage replacing “correspondence education” with part-time on-site education, while 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 learning tools and methods, including remote elements or online learning. Such regulation will also expand opportunities for providing high-quality on-site education, the committee emphasises.
The procedure for organising and implementing blended learning will be determined by the Cabinet of Ministers.
The amendments also clarify inclusive education to promote participation opportunities for all learners, as well as parent-led education, the procedure and conditions of which will be set by the Cabinet.
At the same time, the amendments introduce a stricter and clearer regulation for distance learning.
For grades 1–6, distance learning or family-based education will be permitted for only one year for pupils who have received a municipal assessment confirming special circumstances under which this form of education serves the child’s best interests. These may include social, health-related, accessibility-related or other significant circumstances, on which the municipality will have to issue an opinion.
Municipalities will also be able to extend the period for which an assessment is granted. The criteria and procedure for municipal assessments are intended to be defined by the Cabinet of Ministers.
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 yet obtained basic education.
“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, as demonstrated by centralised exam results,”
explains Agita Zariņa-Stūre (New Unity), Chair of the Saeima’s Education, Culture and Science Committee.
According to data cited by the Saeima Press Service, exam 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. In some schools, 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 bill.
In-person learning is very important, the authors of the amendments stress, as it provides greater opportunities for direct support from teachers. In distance learning, children also find it more difficult to fully develop social skills – interaction with peers, teachers and other school staff – which help to build communication, cooperation and empathy skills. In addition, schools provide a structured environment with a daily routine that helps develop discipline and time management skills, as well as guaranteed physical activity through sports classes, which promotes physical development and health.
According to data held by the Ministry of Education and Science for 2024, 3,500 pupils studied via distance learning at the basic education level, while across all education levels the total number was 12,800 pupils.
The Cabinet of Ministers will define the criteria and procedures under which schools may offer 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 and quality of direct contact. These requirements will also cover criteria for teachers’ work and the provision of feedback to pupils and their parents.
The Cabinet is also tasked with setting requirements for the remote delivery of education programmes in Latvian language, Latvian history and culture, and Latvia’s nature and geography for pupils living abroad.
The transition to the new distance learning regulation will take place gradually. The new rules for grade 1 will come into force from the next school year. From 1 September 2027, the new regulation will also apply to grades 2 and 4; from 1 September 2028 to grades 3 and 5; and from 1 September 2029 to grade 6 as well.
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