Latvian Teachers’ Union Criticizes ‘School 2030’ Reform Over Resource Shortages
Latvian Education Union Chief Criticizes Implementation of ‘School 2030’ Reform
Riga, Latvia – – Inga Vanaga, chairperson of the Latvian Education and Science Workers’ Union (LIZDA), has sharply criticized the rollout of Latvia’s “School 2030” educational reform, stating that warnings about insufficient resources were ignored during the planning stages. Vanaga made the comments during a broadcast on TV24 while discussing shortcomings identified in primary education by the State Audit Office.
According to Vanaga, LIZDA repeatedly raised concerns about the lack of adequate teaching materials as the reform was being developed. “We said back then – how can you implement such a reform if there are not enough and appropriate teaching materials, which are a basic resource for both students and teachers,” she stated. She expressed bewilderment at the implementation strategy, noting that a truly effective reform requires an individualized approach, something she believes teachers are currently unable to provide given their existing workloads.
Vanaga recalled that LIZDA and the Union of Local Governments of Latvia were previously criticized for voicing these concerns. “We said this, but how we were scolded! Even those parent organizations that were involved and were very friendly towards the ministry, towards the then Minister of Education. LIZDA and also the Union of Local Governments of Latvia were criticized. Old, stagnant, wishing bad for children — how many names we were called,” she said. “And what do we see today? Even today, there are not all the necessary teaching materials.”
The State Audit Office’s findings, as highlighted by Vanaga, also point to a growing bureaucratic burden and a new assessment system adding to the challenges faced by educators. She argues these issues were all previously identified by LIZDA. She noted that many teachers were already forced to develop their own teaching aids, sacrificing their personal time, while simultaneously navigating an increasingly active reform of inclusive education.
Vanaga disagreed with the Ministry of Education and Science’s position that now is not the time to assign blame for the shortcomings. She believes those involved in the initial planning and implementation of the reform should be held accountable. “Those who were sitting at the negotiating and reform table then should not be here today and creating more ‘attractions’,” she said.
She characterized the current situation as a consequence of a poorly considered reform implemented without sufficient resources, a “bitter truth” that should serve as a lesson for future educational initiatives.
Latvia has been grappling with challenges in its education system, including uneven quality, regional disparities, and teacher shortages, as highlighted in a recent report by Broken Chalk. The report notes that policymakers must prioritize education funding and seek support from parents, communities, and the private sector to address these issues. A recent initiative announced by the Ministry of Education and Science aims to address the shortage of teaching materials by investing an additional €8.9 million, funded by reallocating resources from EU fund programs, in the acquisition and development of educational resources.
The need to bolster the teaching workforce is also being addressed, with plans to increase the number of university seats available for teacher training programs, according to LSM.lv. However, Vanaga’s comments suggest that addressing the resource gap and workload concerns remain critical to the success of any educational reform.