Author(s):Manuels Fernandezs (presenting), Ilona Gehtmane-Hofmane (presenting)

Conference:ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers

Network:02. Vocational Education and Training (VETNET)


Session Information

02 SES 14 A, Diverse Perspectives on VET

Paper Session


Room:Vet-Theatre 116

Chair:Margaret Eleanor Malloch


Vocational education and training in Latvia

This report addresses vocational education and training (VET) corresponding to the 1st, 2nd and 3rd professional qualification levels of the Latvian 5-level qualification system. The 4th and 5th professional qualification levels corresponding to higher professional education (Professional education and training –PET) are not included in the scope of this report. 

Therefore, the study addresses the following Latvian VET programs: 3 year-long vocational education programmes for students without a certificate of basic education leading to a Certificate of vocational initial education and vocational qualification level 1 (EQF level 2); 2-3 year-long vocational education programmes for students with basic education leading to the Certificate of vocational basic education and vocational qualification level 2 (EQF 3); 4 year-long vocational upper-secondary educational programmes for students who have completed compulsory basic education, leading to the Diploma of vocational secondary education and vocational qualification level 3 (EQF 4); and Post-secondary non-tertiary vocational education (ISCED 4) that can be followed after graduating from general secondary schools (focus on purely professional skills and knowledge). The following VET programs remain out of the scope of this report: first level professional higher education (college education) programmes (2-3 years) leading to vocational qualification level 4 (ISCED 5B, EQF 5); second level professional higher education (ISCED 5A) leading to vocational qualification level 5 (4-6 years, EQF level 6). 

The report does not address continuing vocational education programmes (CVET), professional development programmes, VET teacher training issues, the recognition system of professional qualifications and the diploma recognition system.


The methodology used for data collection includes document analysis (more than 35 sources), interviews and focus group discussions with representatives of the Ministry of Education and the State Education Development Agency (SEDA). The opinions of leaders of Latvian VET institutions also were collected.

Expected Outcomes

Recomendations for the future development of Vocational education and training in Latvia


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Author Information

Manuels Fernandezs (presenting)
University of Latvia
Ilona Gehtmane-Hofmane (presenting)
University of Latvia
Faculty of Education, Psychology and Art
Mārupes novads