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Monday 23.07.2018 | Name days: Magda, Magone, Mērija

Latvians believes lack of discipline at schools is the most urgent problem to resolve

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Baltic news, News from Latvia, BNN.LV, BNN-NEWS.COM, BNN-NEWS.RUMost of Latvia’s residents believe the lack of discipline (62%) among Latvian students is the most important and urgent problem that needs to be resolved. Respondents also mentioned the lack of good teachers (42%).

Among the problems that need to be resolved as soon as possible, respondents also mentioned poor material and technical supply (30%) and poor education quality (30%). 25% of respondents said the violence among children is far more important than anything of the aforementioned. 23% of respondents said low salaries of teachers is more important, according to the latest DNB Latvia barometer data. Compared to 2008, the proportion of residents who believe violence and lack of discipline are two of the most important problems in Latvian schools has increased by 12-13%.

Latvian Employers Confederation’s education expert Anita Līce comments the results of the survey: “Our largest surprise in all this is that the lack of discipline among students has received the tittle of the most urgent problem to be resolved. The discipline during the process of education is inspired by the actions of the teacher. I hope residents want to see more successful cooperation between the teacher and his students.”

Meanwhile, SKDS survey centres’ social and political project Director Ieva Strode emphasizes: “There is a possibility that residents’ worries regarding the lack of discipline among children and violence in schools is a reaction to the events at Jaunjelgava School at the end of the school year, not a commentary about this problem being present in all schools of Latvia. But the fact that residents believe violence to be the most urgent problem, not the low salaries of teachers, can be debated.”

When evaluating the quality of specific levels of education, the highest rating was given to higher education (average score – 3.53 out of 5). This is followed by general education (3.48) and vocational education (3.36).

39% of respondents believe the quality of education in Latvia has neither improved nor worsened in the last couple of years. 29% of respondents believe Latvia’s quality of education has worsened. Only 20% of respondents believe Latvia’s quality of education has improved.

When asked to mention which of Education Minister Vyacheslav Dombrovskis’ education priorities they support, respondents most often mentioned the initiative to create a flexible cooperation system between schools and enterprises. Respondents believe this would improve the general quality vocational education (57%). Respondents also mentioned the resolution of matters regarding free education (55%). Respondents also relatively often mentioned the proposal to create a teachers’ assessment system, linking teachers’ salaries with the quality of their work (48%). Residents rarely mentioned the minister’s priority to form cooperation between universities, merging or relocating programmes to those universities where these specific programmes are better (37%).

When asked to explain the factors that could improve the quality of Latvia’s education, respondents most often mentioned higher requirements for teachers and their qualification (38%), to students (36%) and more opportunities for students to undergo work practice (38%).

44% of respondents believe the most reliable tools for improving the quality of education include: the development education programmes (44%), supply of education materials to schools free of charge (39%) and presenting students with strict education requirements (35%). Respondents also mention efforts to increase teachers’ qualification (32%), better education methods (31%) and stricter requirements to teachers by linking their quality of work and size of their salaries (29%).

When asked what education programmes should offer a person for him to be successful on the job market, more than half of respondents (63%) mentioned sufficient theoretical and practical knowledge (68%) and teaching the ability to think on your own and solve problems (63%). 46% of respondents mentioned analytical and creative thinking, 37% mentioned the ability to work in a team and 31% – preparedness to compete with other participants of the job market. 17% mentioned the ability to research topics and search for information and 14% mentioned the ability to talk in front of an audience.


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