Šajā tīmekļa vietnē tiek izmantotas sīkdatnes. Turpinot lietot šo vietni, jūs piekrītat sīkdatņu izmantošanai. Uzzināt vairāk.
Teksta versija
LEGAL ACTS OF THE REPUBLIC OF LATVIA
home
 
The translation of this document is outdated.
Translation validity: 19.06.2004.–30.08.2006.
Amendments not included: 22.08.2006., 22.12.2008., 31.08.2010., 08.03.2016., 19.09.2017., 05.02.2019.
Disclaimer: The English language text below is provided by the Translation and Terminology Centre for information only; it confers no rights and imposes no obligations separate from those conferred or imposed by the legislation formally adopted and published. Only the latter is authentic. The original Latvian text uses masculine pronouns in the singular. The Translation and Terminology Centre uses the principle of gender-neutral language in its English translations. In addition, gender-specific Latvian nouns have been translated as gender-neutral terms, e.g. chairperson.

Text consolidated by Tulkošanas un terminoloģijas centrs (Translation and Terminology Centre) with amending regulations of:

15 June 2004 (No. 539).

If a whole or part of a paragraph has been amended, the date of the amending regulation appears in square brackets at the end of the paragraph. If a whole paragraph or sub-paragraph has been deleted, the date of the deletion appears in square brackets beside the deleted paragraph or sub-paragraph.


Republic of Latvia

Cabinet
Regulation No. 211
Adopted 27 June 2000

Regulations regarding the State Vocational Secondary Education Standard and the State Industrial Education Standard

Issued pursuant to
Section 14, Clause 19 of the Education Law
Section 23, Paragraph two of the Vocational Education Law

I. General Provisions

1. These Regulations prescribe the State vocational secondary education standard and the State industrial education standard.

II. Strategic Objectives and Primary Tasks of the Vocational Secondary Education Programmes and Industrial Education Programmes

2. The strategic objectives of the vocational secondary education programmes and industrial education programmes shall be the following:

2.1. to prepare a student for work in a specific profession, promoting his or her development as a mentally and physically developed, free, responsible and creative individual;

2.2. to promote the acquisition of knowledge and skills and the forming of attitudes which shall ensure the obtaining of second or third level professional qualification for a student and facilitates his or her competitiveness in changing socio-economic circumstances;

2.3. to facilitate the forming of a student's positive attitude towards his or her peers and the State, to promote his or her self-confidence and capacity to assume the duties of a Latvian citizen; and

2.4. to generate motivation for professional development and further education and to ensure the possibility for a student to prepare for the continuing of his or her education at the higher vocational education level.

3. In accordance with the strategic objectives of the vocational secondary education programmes and industrial education programmes, the State vocational secondary education standard and the State industrial education standard shall determine the main tasks of the educational programmes (Annex 1).

4. The specific objectives and tasks of vocational secondary education and industrial education shall be determined for each separate programme pursuant to the professional qualification to be obtained.

III. Mandatory Content of Vocational Secondary Education and Industrial Education

5. The content of vocational secondary education and industrial education consists of the following basic parts of educational programmes:

5.1. theory - the content of general education and (or) vocational education and the subjects relevant to it in accordance with the educational programme; and

5.2. practice:

5.2.1. the content of general education and (or) vocational education and the relevant practical and laboratory demonstrations in subjects in accordance with the educational programme;

5.2.2. workshop courses; and

5.2.3. qualification practice.

6. The mandatory general education content of vocational secondary education and industrial education shall include the following fields of schooling and it shall be formed by the following aggregate of the relevant general education subjects:

6.1. languages and communicative studies:

6.1.1. the Latvian language;

6.1.2. foreign language (foreign languages); and

6.1.3. optional subjects;

6.2. mathematics, natural sciences and technical sciences;

6.2.1. mathematics;

6.2.2. applied information science; and

6.2.3. optional subjects;

6.3. social sciences and cultural education:

6.3.1. history;

6.3.2. principles of business; and

6.3.3. optional subjects; and

6.4. sport.

7. The mandatory vocational content of vocational secondary education and industrial education shall form an aggregate of the content of the relevant vocational subjects, workshop courses and qualification practice, which shall ensure the following for a student:

7.1. primary skills in a profession;

7.2. special skills in a profession;

7.3. common skills in a sector;

7.4. general skills and capacity; and

7.5. general and special knowledge of a profession.

8. The following themes shall be included in all educational programmes in the relevant subjects:

8.1. health education;

8.2. environment education;

8.3. education in the field of safety in the working environment; and

8.4. education in the field of national defence.

9. The relevant occupational standards and educational programmes shall determine the content of vocational subjects, workshop courses and qualification practice in accordance with the essential requirements and specific requirements of the professional qualification to be obtained, which are necessary for performing the duties and main appointments in the relevant profession.

10. The subdivision of the mandatory educational content of educational programmes (Annex 2 and 3) shall determine:

10.1. the volume of a programme - the number of lessons for a student in all school years together, including the contact lessons and independent work specified in a programme;

10.2. the mutual percentage ratio of theory and practice in a programme within the amount of contact lessons specified in a programme;

10.3. the mutual percentage ratio of subjects of general education and vocational subjects within the amount of theory;

10.4. the mutual percentage ratio of fields of schooling referred to in Sub-paragraphs 6.1, 6.2 and 6.3 of these Regulations within the amount of theory of general education subjects; and

10.5. the mutual ratio of the volume of practice parts within the amount of practice.

10.1 The State vocational secondary education standard and the State industrial education standard shall determine the language of the acquisition of education in accordance with Annex 6 of these Regulations.

[15 June 2004]

IV. Guiding Principles and Procedures for the Evaluation of Vocational Secondary Education and Industrial Education

11. The guiding principles of the study achievements of students shall be the following:

11.1. aggregation of positive achievements;

11.2. mandatory tests: students receive an evaluation of their acquisition of the mandatory content of educational programmes;

11.3. the openness and clarity of criteria specified for the knowledge, skills and attitudes of a student: pursuant to the objectives and tasks put forward in educational programmes, as well as the objectives and tasks of subjects, the aggregate of primary requirements has been determined for the evaluation of the quality of the education obtained. The mandatory content and the primary requirements for the achievements of a student, which are available and understandable for all participants in the educational process, are included in the subject programmes;

11.4. diversity of the evaluation forms: different forms and test types are utilised for evaluations of the study achievements of a student; and

11.5. availability of tests: a student must be given the opportunity to certify his or her knowledge, abilities, skills and attitudes in tasks and situations corresponding to all acquisition levels during a trial job; the amount of teaching content to be included in controls of intermediate and final learning outcomes must comply with the content specified in subject programmes.

12. The study achievements of a student shall be evaluated in comparison with the planned results, characterising the acquisition level of the subject or programme:

12.1. the acquisition of a subject, workshop courses and the State final examinations shall be evaluated by a mark in an evaluation scale of 10 marks:

12.1.1. high level of acquisition: outstanding - 10, excellent - 9;

12.1.2. optimal level of acquisition: very good - 8, good -7, almost good - 6;

12.1.3. medium level of acquisition: satisfactory - 5, almost satisfactory - 4; and

12.1.4. low level of acquisition: poor - 3, very poor - 2, very, very poor - 1;

12.2. qualification practice and test works specified in an educational programme shall be evaluated by the evaluation scale - "passed" or "failed" - or by a mark in an evaluation scale of 10 marks; and

12.3. the evaluations in general education subjects of study, in which the centralised examination is organised, shall be certified by a certificate of general secondary education.

[15 June 2004]

13. The acquisition of vocational secondary education and industrial education shall be concluded by the State examinations:

13.1. the State final examinations of the vocational secondary education programme shall be:

13.1.1. a qualification examination; and

13.1.2. four examinations in general education subjects of study (except programmes which the student has commenced after the acquisition of secondary education); and

13.2. the qualification examination is the State final examination of the industrial education programmes.

14. The State vocational secondary education standard and the State industrial education standard determine the requirements for a student for the acquisition of an educational programme at the specified level (Annex 4 and 5).

[15 June 2004]

Prime Minister A. Bērziņš

Minister for Education and Science K. Greiškalns

 

Annex 1
Cabinet Regulation No. 211
27 June 2000

Primary Tasks of State Vocational Secondary Education Programmes and Industrial Education Programmes

1. In accordance with Sub-paragraph 2.1 of these Regulations:

No.

Primary tasks

Level to be achieved in the fulfilment of the primary tasks of a vocational secondary education programme for a student pursuant to the professional qualification of the third level

Level to be achieved in the fulfilment of the primary tasks of an industrial education programme for a student pursuant to the professional qualification of the second level

1

2

3

4

1.1. To ensure the acquisition of skills and knowledge and to promote the development of capabilities in the direction of the selected vocational education The selected vocational education programme has been acquired The selected industrial education programme has been acquired
1.2. On the basis of the human ethical experience, to promote the formation of the value system necessary for an independent existence in society Ethically assessable skills have developed

A human value system and an ethical sense as a guideline for behaviour have been established

Knows the guiding principles of the ethics of business relationships

A human value system and an ethical sense as a guideline for behaviour have been established
1.3. To cultivate communication and co-operation skills Communication skills have been improved.

Can solve conflicts.

Can work and co-operate in a group.

Communication skills have been improved.

Can work and co-operate in a group.

1.4. To expand insight into the cultural heritage of Latvia and the world Is conscious about national culture as a part of the culture of mankind Is conscious about national culture as a part of the culture of mankind
1.5. To improve aesthetic perception Aesthetic perception and the ability to evaluate has been improved, taking into account the aesthetic aspect Aesthetic perception has been improved
1.6. To promote the acquisition of creative operations and to develop the creative faculty The motivation for creative self-expression has been established The motivation for creative self-expression has been established
1.7. To facilitate the strengthening of health and physical development, to generate an understanding of health as a condition of the quality of life Implements a healthy life style Implements a healthy life style

2. In accordance with Sub-paragraph 2.2 of these Regulations:

1

2

3

4

2.1. To develop the general skills and abilities of intellectual operations Can perform intellectual operations at the level of knowledge, insight, utilisation and simple analyses

Uses knowledge and theoretical insight in wide-ranging, complex operations.

Can obtain and evaluate information independently.

Uses wide-ranging knowledge and skills for the solution of well-formulated, but unknown and unforeseeable problems

Can perform intellectual operations at the level of knowledge, insight and utilisation.

Uses deepened knowledge with corresponding theoretical justification in narrow areas of activity.

Independently interprets available information.

Performs complex (complicated) operations - mainly in predictable situations

2.2. To obtain practical and theoretical preparedness corresponding to the professional qualification Shall have the following knowledge and skills corresponding to professional qualification:

1) detailed, theoretical knowledge and insight;

2) wide-ranging skills, and skills and proficiency essential for the profession.

Can independently perform the work of executor, including the planning and supervision of the work to be performed

Shall have the following knowledge and skills corresponding to professional qualification:

1) general knowledge;

2) wide range skills and skills essential for profession.

Can independently perform the work of executor and achieve results in a limited period of time

2.3.

To theoretically and practically acquire the technologies and environment corresponding to the professional qualification

Knows and can utilise appropriate technologies Knows and can utilise appropriate technologies
2.4. To acquire skills for utilising information acquisition and processing technologies Can utilise information acquisition and processing technologies in professional operations Can utilise information acquisition and processing technologies
2.5. To improve Latvian language proficiency and to acquire at least one foreign language Latvian language proficiency should be accomplished and foreign language proficiency should be improved Latvian and foreign language proficiency should be improved
2.6. To promote insight into the historical experience of Latvia in the context of European and world history Knows and understands the interconnections between the historical development of his or her county, Latvia, Europe and the world Should be conscious of the interconnections between the historical development of his or her county, Latvia, Europe and the world
2.7. To supplement theoretical knowledge and mathematical skills Can utilise mathematical knowledge and skills in professional operation Can utilise mathematical knowledge and skills
2.8. To improve the ability to research, analyse and evaluate the processes occurring in nature and society Can utilise knowledge regarding the facts and laws of natural sciences in professional operation.

Can evaluate the processes occurring in nature and society and comprehend them in their system and development.

Understands the principle of coherence of ecological space and observes the environmental protection requirements in professional operation

Can evaluate the processes occurring in nature and society.

Observes the environmental protection requirements in professional operation

2.9. To promote the formation of a systematised conception of the social and economic structure of society and the progress of economic processes in today's society Understands the guiding principles of operation of a market economy.

Can find his or her place in the economic structures of society and can operate therein.

Understands the economic relationship between employer and employee and knows the relevant regulatory enactments

Can find his or her place in the economic structures of society and can operate therein.

Understands the relationship between employer and employee and knows the relevant regulatory enactments

2.10. To obtain a conception of the European Union as a model of the social and economic relations of contemporary Europe Has a conception of the political structure of the European Union, as well as of the principles of an integrated economic area and the mobility of the labour force Has a conception of the principles of the mobility of the labour force of the Member states of the European Union
2.11. To develop self-evaluation, independent operation and decision-making skills, to facilitate the formation of attitudes and the understanding of values necessary for professional expansion Evaluates his or her abilities adequately.

Plans operations in compliance with circumstances, possibilities and his or her abilities.

Plans time in accordance with a task.

Knows how to make a justified choice and make a decision independently in familiar and less familiar circumstances.

Can answer for the quantitative and qualitative result of his or her professional operations, undertakes partial responsibility regarding the work performed by others.

Is determined, systematic and rational when working.

Is careful and accurate.

Can undertake an initiative.

Evaluate his or her abilities adequately.

Plans operations in compliance with circumstances, possibilities and his or her abilities.

Performs a specific task in a limited time frame.

Can make a decision - mainly in familiar circumstances.

Shall assume responsibility for the quality and quantity of the result of professional operations.

Is systematic and rational when working.

Is careful and accurate.

3. In accordance with Sub-paragraph 2.3 of these Regulations:

1

2

3

4

3.1. To achieve understanding of the State, policy and basic legal principles, to form the skills for participation in a democratic society Knows his or her State political structure.

Understands the basic principles of rights and democracy and can implement his or her rights, using the institutes of a democratic society.

Shall be tolerant against people of other national and social groups

Knows the political structure of his or her State and can implement his or her rights, using the institutes of a democratic society.

Shall be tolerant against people of other national and social groups

3.2. To form a civil attitude toward State and public safety Understands the duties of the individual in the promotion of State and public security Understands the duties of the individual in the promotion of State and public security

4. In accordance with Sub-paragraph 2.4 of these Regulations:

1

2

3

4

4.1. To develop study skills and interest in the continuation of the educational process in accordance with one's abilities and needs Can purposefully select and critically evaluate sources of information.

Can self-educate and acquire new skills.

Is motivated to acquire new technologies.

Is motivated to development a professional career.

Is motivated to continue the educational process

Can self-educate and acquire new skills.

Is motivated to acquire new technologies.

Is motivated to continue the educational process

4.2. To develop the ability to inform about one's professional competence, achievements and performance. Can form and express his or her opinion, can demonstratively inform about his or her performance Can inform regarding his or her performance

Minister for Education and Science K. Greiškalns

 

Annex 2
Cabinet Regulation No. 211
27 June 2000

Subdivision of the Mandatory Content of Vocational Secondary Education Programmes

Table 1

Volume of Programmes

Educational Programmes

Volume of Programme

Programmes which are commenced by a student after the acquisition of primary education at least 5760 lessons
Programmes which are commenced by a student after the acquisition of secondary education at least 3120 lessons

Notes.

1. The number of independent lessons may not exceed 15 per cent of the volume of the programme.

2. The volume of mandatory professional content in the vocational secondary educational programmes of music, art and choreography which a student shall commence after the acquisition of the vocational guidance education of the relevant sector, may be reduced by not more than 10 per cent of the total volume of professional subjects and practice.

Table 2

Percentage Ratio of Theory and Practice

Contact lessons

theory - 50 per cent

practice - 50 per cent

Note. Permissible derogation - five per cent.

Table 3

Subdivision of Theory

Theory - in total 100 per cent

Subjects of general education - in total 60 per cent

Professional subjects - in total 40 per cent

Fields of schooling - in total 100 per cent

 

45 %

33 %

22 %

 
languages and communicative studies mathematics, natural sciences and technical sciences social sciences and cultural sciences  

Subjects

 
the Latvian language mathematics history  
foreign language applied information science principles of business  
optional subjects optional subjects optional subjects  

Note. Permissible derogation - three per cent. Theory shall be made up of professional subjects in the education programmes in which secondary education has been previously obtained.

Table 4

Subdivision of Practice

 

Practice - in total 100 per cent

Educational programmes

Practical works and laboratory demonstrations in general education subjects and vocational subjects and workshop courses

Qualification practice

Sport

1

2

3

4

Programmes which are commenced by a student after the acquisition of primary education Shall be calculated as the difference between the total number of practice lessons and the number of qualification practice and sport education lessons At least 960 lessons 2 lessons in each week of theory
Programmes which are commenced by a student after the acquisition of secondary education Shall be calculated as the difference between the total number of practice lessons and the number of qualification practice lessons At least 480 lessons -

Note. In vocational secondary education programmes which provide the opportunity to acquire professional qualification of the second level after the fourth semester, a practice of 420 lessons in a company is planned for students in the fifth semester who do not continue studies for the acquisition of the third level qualification, and at the end thereof - a qualification examination in accordance with the requirements of the second qualification level.

[15 June 2004]

Minister for Education and Science K. Greiškalns

 

Annex 3
Cabinet Regulation No. 211
27 June 2000

Subdivision of the Mandatory Content of Vocational Education Programmes

Table 1

Volume of Programmes

Educational programmes

Duration of implementation

Volume of programmes

Programmes which are commenced by a student

3 years

at least 4230 lessons
after the acquisition of primary education

2 years

at least 2840 lessons
Programmes which are commenced by a student after the acquisition of secondary education

1 to 2 years

at least 1560 lessons

Note. The number of independent lessons may not exceed 10 per cent of the volume of the programme.

Table 2

Percentage Ratio of Theory and Practice

Contact lessons

theory - 35 per cent practice - 65 per cent

Note. Permissible derogation - five per cent.

Table 3

Subdivision of Theory

Theory - in total 100 per cent

Subjects of general education - in total 60 per cent

Professional subjects - in total 40 per cent

Fields of schooling - in total 100 per cent

 

45 %

33 %

22 %

 
languages and communicative studies mathematics, natural sciences and technical sciences social sciences and cultural sciences  

Subjects

 
the Latvian language mathematics history  
foreign language applied information science principles of business  
optional subjects optional subjects optional subjects  

Note. Permissible derogation - three per cent. Theory shall be made up of professional subjects in the education programmes in which secondary education has been previously obtained.

Table 4

Subdivision of Practice

Educational programmes

Practice - in total 100 per cent

  Practical works and laboratory demonstrations in general education and vocational subjects and workshop courses Qualification practice Sport
Programmes which are commenced by a student after the acquisition of primary education Shall be calculated as the difference between the total number of practice lessons and the number of qualification practice and sport lessons In programmes with an implementation duration of three years - 840 lessons.

In programmes with an implementation duration of two years - 480 lessons.

2 lessons in each week of theory
Programmes which are commenced by a student after the acquisition of secondary education Shall be calculated as the difference between the total amount of practice and the number of qualification practice lessons 480 to 840 lessons -

Minister for Education and Science K. Greiškalns

 

Annex 4
Cabinet Regulation No. 211
27 June 2000

Requirements for a Student for the Acquisition of Vocational Secondary Education Programmes

No.

Requirements for a student

The programme acquisition level

1. Has received final evaluations - a mark not lower than "almost satisfactory - 4", or "passed" in all of the programme's subjects of study, workshop courses and qualification practice;

has passed the State final examinations of the vocational secondary education programme - examinations in subjects of study, has received the evaluation therein and has passed the professional qualification examination and received an evaluation for it - a mark not lower than "satisfactory - 5"

Has been acquired

2. Has received final evaluations in all of the programme's subjects of study, workshop courses and qualification practice;

has passed a part of the State final examinations of the vocational secondary education programme - the qualification examination - and has received an evaluation for it - a mark not lower than "satisfactory - 5"

Has been partly acquired

Minister for Education and Science K. Greiškalns

 

Annex 5
Cabinet Regulation No. 211
27 June 2000

Requirements for a Student for the Acquisition of the Industrial Education Programme

No.

Requirements for a student

The programme acquisition level

1. After obtaining primary education, has acquired the industrial education programme and received the final evaluation in all of the programme's subjects of study, workshop courses and qualification practice;

has passed the State final examinations of the industrial secondary education programme - the professional qualification examination - and has received an evaluation for it - a mark not lower than "satisfactory - 5"

Has been acquired

2. After obtaining secondary education, has partly acquired the industrial education programme and has received the final evaluation in all of the programme's professional subjects of study, workshop courses and qualification practice;

has passed the State final examinations of the industrial secondary education programme - the professional qualification examination - and has received an evaluation for it - a mark not lower than "satisfactory - 5"

Has been partly acquired

Minister for Education and Science K. Greiškalns

 

Annex 6
Cabinet Regulation No. 211
27 June 2000

The Language of Acquisition of Vocational Secondary Education and Industrial Education

1. The State and local government financed by:

1.1. vocational secondary education and industrial education programmes, which a student commences after obtaining secondary education, shall be implemented in the official language; and

1.2. the vocational secondary education programmes and industrial education programmes, which a student commences after obtaining the primary education, shall be implemented, ensuring the acquisition of the content of study in the official language not less than in three fifths of the total volume of the programme.

2. A programme of pedagogical correction may be integrated in the vocational education programme. Up until the passing of the State examinations of the primary education, it is permitted to implement the programme in the language in which, in accordance with the Education Law, primary education is obtained in the State and local government educational institutions. The implementation of a programme shall be continued after having passed the state examinations of the primary education, ensuring the acquisition of the content of study in the official language not less than in three fifths of the remaining volume of the programme.

[15 June 2004]

 


Translation © 2005 Tulkošanas un terminoloģijas centrs (Translation and Terminology Centre)

 
Document information
Status:
In force
in force
Issuer: Cabinet of Ministers Type: regulation Document number: 211Adoption: 27.06.2000.Entry into force: 01.07.2000.Publication: Latvijas Vēstnesis, 244/246, 30.06.2000.
Language:
Related documents
  • Amendments
  • Issued pursuant to
  • Explanations
  • Other related documents
8533
{"selected":{"value":"01.09.2019","content":"<font class='s-1'>01.09.2019.-31.08.2020.<\/font> <font class='s-3'>Sp\u0113k\u0101 eso\u0161\u0101<\/font>"},"data":[{"value":"01.09.2020","iso_value":"2020\/09\/01","content":"<font class='s-1'>01.09.2020.-...<\/font> <font class='s-2'>N\u0101kotnes<\/font>"},{"value":"01.09.2019","iso_value":"2019\/09\/01","content":"<font class='s-1'>01.09.2019.-31.08.2020.<\/font> <font class='s-3'>Sp\u0113k\u0101 eso\u0161\u0101<\/font>"},{"value":"22.09.2017","iso_value":"2017\/09\/22","content":"<font class='s-1'>22.09.2017.-31.08.2019.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"01.09.2016","iso_value":"2016\/09\/01","content":"<font class='s-1'>01.09.2016.-21.09.2017.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"11.09.2010","iso_value":"2010\/09\/11","content":"<font class='s-1'>11.09.2010.-31.08.2016.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"30.12.2008","iso_value":"2008\/12\/30","content":"<font class='s-1'>30.12.2008.-10.09.2010.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"01.09.2008","iso_value":"2008\/09\/01","content":"<font class='s-1'>01.09.2008.-29.12.2008.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"31.08.2006","iso_value":"2006\/08\/31","content":"<font class='s-1'>31.08.2006.-31.08.2008.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"01.09.2004","iso_value":"2004\/09\/01","content":"<font class='s-1'>01.09.2004.-30.08.2006.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"19.06.2004","iso_value":"2004\/06\/19","content":"<font class='s-1'>19.06.2004.-31.08.2004.<\/font> <font class='s-2'>V\u0113sturisk\u0101<\/font>"},{"value":"01.07.2000","iso_value":"2000\/07\/01","content":"<font class='s-1'>01.07.2000.-18.06.2004.<\/font> <font class='s-2'>Pamata<\/font>"}]}
01.09.2019
87
0
  • Twitter
  • Facebook
  • Draugiem.lv
 
0
Latvijas Vestnesis, the official publisher
ensures legislative acts systematization
function on this site.
All Likumi.lv content is intended for information purposes.
About Likumi.lv
News archive
Useful links
Contacts
For feedback
Terms of service
Privacy policy
Cookies
RSS logo
Latvijas Vēstnesis "Everyone has the right to know about his or her rights."
Article 90 of the Constitution of the Republic of Latvia
© Official publisher "Latvijas Vēstnesis"
ISO 9001:2008 (quality management system)
ISO 27001:2013 (information security) Kvalitātes balva