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)
