INSPIRE WP2 results Latvia.pdf - The INSPIRE project

INSPIRE 

COMENIUS PROJECT MEETING in 

LATVIA 

INSPIRE SCHOOL EDUCATION BY NON-FORMAL 

LEARNING 

17-18 June, 2008

REPORT ON SITUATION IN LATVIA 

(WP2) 

Anita Pipere

Overview 

1. National documents and national research 

2. Structure of national non-formal education 

3. Analysis of results from experts interviews and teacher surveys 

in relation to integration of formal/non-formal education and 

energy topic in non-formal education 

4. Best practice examples 

5. Short overview of collected out-of-school places 

6. What is the meaning and practical applicability of these results 

for the further development of INSPIRE project?

National documents and national research 

o 

NATIONAL ENERGY POLICY 

o The Baltic Energy Strategy (2006a) outlines a framework for the energy 

sector development in long-term perspective taking into consideration 

aspects of energy efficiency, energy security, sustainability and 

improved management. 

o Guidelines for Development of Energy Sector for 2007-2016 (EM, 

2006b) include the governmental policy, development targets and 

priorities in the energy sector both in the medium term and long term. 

o Energy policy is transposed in the National Development Plan 

(strategic planning document for years 2007 – 2013) and in the Latvian 

Sustainable Development Strategy (CM, 2002). 

o National Lisbon Programme of Latvia for 2005-2008 (EM, 2006c) Latvia 

strives to improve security of energy supply and diversify energy 

sources, thereby reducing dependence of EU member states from one 

energy supplier.


DOCUMENTS AND PROJECTS ON ENERGY TOPIC IN NON- 

FORMAL EDUCATION 

• SCORE programme (1997-2000) - to create self-supporting 

structures in Central Europe that support improvements in 

energy efficiency in end-use energy sectors. In cooperation with 

Local Government Training Centre of Latvia (LGTC) a training 

course and manuals have been developed on municipal energy 

efficiency policy planning, energy efficiency communication and 

public relations and energy efficiency project development. 

• Latvian NGO’s in the environmental, energy and social field have 

set up several local projects on energy efficiency.


RESEARCH ON ENERGY TOPIC 

• Latvian Journal of Physics and Technical Sciences (published by the 

Institute t of Physical Energetics of Latvian Academy of Science) 

• Major problems that have been researched are the following: 

· design of new technologies of energy production and 

improvement of the existing ones; 

· energy security, energy production and consumption costs; 

·raising i energy efficiency, i diminishing i i thermal energy losses in 

the private sector; 

· alternative types of energy and searching for environmentally 

friendly ways of energy production and use for 

transport needs.


RESEARCH ON NON-FORMAL EDUCATION 

• Mārīte Kravale-Pauliņa - Doctoral Thesis in Pedagogy “Youth nonformal 

education in Latvia” in 2006 (DU) 

• Master Thesis defended at DU: 

Jānis Lūkins Analysis of Vital Capacity of Little HEPS 

Nadežda Semjonova Process of Organising Leisure Activities for Children and 

Youth in Daugavpils 

Agnese Stārka Non-Formal Education in Youth Support Centres 

Edvīns Šincāns Development Perspectives of Joint-Stock Company 

‘Latvenergo’ , Provision of Necessary Capital Investments and Competitiveness 

Potential in EU Market 

Aivars Pudāns Waste Management Perspectives in South Latgale Region in 

2005-2025 

2025 

Andrejs Kostjugovs Management of Material Resources in the East 

Network Branch of Joint-Stock Company ‘Latvenergo’ 

Electric

Structure of national non-formal education 

NON-FORMAL YOUTH EDUCATION


DEVELOPMENT OF NON-FORMAL EDUCATION IN LATVIA: 

1. Supplement of formal education (supervision of Ministry of 

Education and Science); 

2. Process of developing unavailable formal knowledge and skills 

(supervision of Ministry of Education and Science, and Ministry of 

Children and Family Affairs); 

3. New knowledge, skills, competences that are needed in process of 

changes (any institution, organization that have capacity in this 

problem solving).


Government Society Private sector 

∗ Ministry: 

1. Ministry of Economics; http://www.em.gov.lv/ 

2. Ministry of Education and Science; 

http://www.izm.gov.lv/ 

3. Ministry of Environment; http://www.vidm.gov.lv/ 

4. Ministry of Agriculture; http://www.zm.gov.lv/ 

5. Ministry of Regional Development and Localgovernments; 

http://www.raplm.gov.lv 

6. Ministry of Foreign Affairs; http://www.am.gov.lv 

7. Ministry of Children and Family Affairs 

www.bm.gov.lv/eng 

∗ Local governments 

∗ Educational institutions (comprehensive schools, 

vocational, higher education): 

Higher education institutions: 

1. Rezekne Higher School: http://www.ru.lv 

2. Riga Technical University; http://www.ief.rtu.lv/lv/ 

3. Daugavpils University www.du.lv 

∗ The State Stock Company “Latvia’s State 

Forests”; http://www.lvm.lv 

∗ 

Park, national parks, reservations, zoo, 

museums 

∗ Library. 

NGO 

Clubs, associations, movements 

foundations and forum 

1. Environmental Protection Club 

(VAK); www.vak.lv/ 

2. The Forest Research Station (FRS) 

http://www.mps.gov.lv 

3. Baltic Environmental Forum (BEF); 

http://www.bef.lv/ 

4. Latvian Environmental Protection 

Fund; www.lvafa.gov.lv/ 

5. Regional Environmental Center 

Latvia (REC Latvia); 

http://www.reclatvija.lv/ 

6. Latvian Green Movement; 

http://www.zalie.lv/ 

7. Children’s Environmental School 

http://www.bvs.parks.lv 

∗ Voluntary associations (community, 

environmental friends) 

∗ 

Associations - Association of 

Environmental Educators 

http://www.vi.lv/ 

∗ Church 

∗ Mass media 

Employers: 

Tourism 

Manufacturing 

Agriculture 

Processing 

Construction 

Commerce 

Service 

Traffic 

Education

Analysis of results from experts interviews 

and teacher surveys 

RESEARCH METHODS AND SAMPLE 

Interview: with 20 experts (TT institutions – 5, teachers – 8, out-of-school places (OP) – 

7) 

Survey: with 50 teachers (majority from Latgale region of Latvia) 

Average age 41.8 years, SD=9.06 

Pedagogical experience: 17.77 years on average, SD=8 8.93 

25 teachers with Science background, 25 teachers with other speciality 

Science as subject to teach mentioned 32 times, other disciplines – 56 times. 

• Primary+secondary school: 18 (36%) 

Primary+secondary school: 18 (36%) 

• Secondary school: 9 (18%) 

• Primary school (grades 5-9): 8 (16%) 

• Elementary school (grades 1-4): 6 (12%) 

• Other schools: 5 (10%) 

• Elemenary+primary school: 2 (4%) 

• Elementary+ primary+secondary school: 2 (4%)



SITUATION WITH INTEGRATION OF FORMAL AND NON-FORMAL 

EDUCATION 

UNDERSTANDING OF ISSUE 

Three groups of experts see the interaction of formal and informal learning 

differently, beginning from complementary relationships to the fully 

independent certified learning in out-of-school places. Teachers and TT see 

more problems with integration than representatives of out-of-school of places. 

All mention the connection with real life, and enhancement of students’ 

knowledge, skills and attitudes in case if they are motivated to learn. 

Half of teachers define the integration in terms of place where nonformal 

education takes place – one fifth of them see it as hobby education 

and clubs at schools, smaller part of sample define it through the 

attendance of some places out-of-school of school. Second part of teachers define 

this integration through the deeper and more practical acquisition of school 

topics, special pedagogy of non-formal education and collaboration with 

experts.



NEEDS AND GAPS 

Majority of experts (n=16) have participated in the integration of formal and 

non-formal education different in content and forms: majority of them are 

camps, projects, excursions, attendance of museums, and different hobby 

groups that is special feature of Latvia. None of mentioned out-of-school 

places could be regarded as specially created places solely for educational 

purposes. Teachers attend most frequently such out-of-schoolof places as 

libraries, interest centers and sport/art/music schools. Higher education 

institutions, science centers, zoo/botanic gardens have been attended quite 

rarely. Majority of teachers would like to attend such places more often. 

Teachers mostly coordinate the visit some days before it that shows that 

there could be lack of long term strategic planning for the whole year. The 

good sign is a recognition by part of respondents that it is possible to reach 

a compromise. Unfortunately, only small part of respondents meet the outof-school 

personnel before the visits.



NEEDS AND GAPS 

37 teachers mentioned places with whom they have a close cooperation. From them, 11 

places could be connected with Science and environmental issues: DU, Latgale Zoo, 

Rīga Zoo, Water Purification Station, Regional Environmental Administration, terrarium, 

Riga Sh School of Natural Studies, Leimaņi i Forestry, Botanical garden, Nature Museum, 

Statoil. Formally topics connected with real life are included in curriculum, however their 

implementation is problematic because of axiological issues, wrong approach to material, 

limitation only to some disciplines, lack of proper materials. 

The main problems were much alike for all groups and they are: 

• State: legislation/system, research, hypercentralization, financing; 

• Teachers: relevant pre-service/in-service training, motivation, time, teaching materials 

and aids, cooperation with out-of-school places; 

• Students: motivation, time; 

• Out-of-school places: scarsity of places, equipment, training for educational personel, 

teaching materials, motivation, coordination of offer with students’ needs and curriculum, 

leadership, self-advertisement, cooperation with schools; 

• Community: interest and motivation of parents.



TEACHING MATERIALS 

TT institutions are not involved in the integration of non-formal learning and 

they could not name any specific materials. Teachers and OP named rather 

similar types of materials. The scope of materials included both hard-paper 

p 

materials (books, brochures, posters) and electronic media (CDs, 

video, movies). The problems mentioned were: adaptation of materials to 

local context, curriculum and students’ age, scientific and technical 

relevance of materials. Available teaching materials mainly do not include 

students’ social (socially pragmatic) competences, knowledge on Science, 

responsibility toward environment. 

Accessibility of teaching materials was evaluated in the middle in the list of 12 

factors necessary for implementation of integration of formal and non-formal 

education. Teachers see the teaching materials as the least important 

determinant (!) for the topics mastered in out-of-school places. The initiative 

of teacher is the main factor that determine what topic will be mastered.



SITUATION WITH ENERGY TOPIC IN NON-FORMAL EDUCATION 

TEACHING MATERIALS FOR ENERGY TOPIC 

Majority think that it is enough materials for environmental education. However, only two 

items were mentioned in regard of energy topic. The teachers mentioned more 

detailed list of materials. All groups think that these materials can be used both for 

formal and non-formal education. 

While representatives of TT both admitted that were there are lot of teaching materials on 

energy for out-of-school well as criticising their quality, teachers and OP staff 

exposed their wish to have more materials and named different materials both in 

hard-paper and electronic form. Teachers want more updated technological approach 

to such materials. Teachers were rather detailed and precize on the content and 

pedagogy of such materials. Only one OP staff member mentioned materials that she 

wanted in relation to energy topic.



TEACHING MATERIALS FOR ENERGY TOPIC 

In respect to the content of such materials they replied that such materials should: 

• Be complemented with methodological instructions for teachers and syllaby; 

• Include in comprehensive list of materials; 

• Contain interesting facts, correct info, proper references to other sources; 

• Be relevant to students’ age; 

• Encourage students to know more about the topic; 

• Be not too complex, in simple language, with illustrations; 

• Be complemented with worksheets; 

• Contain tasks asking pupils to show their personal attitude toward the topic; 

• Trigger the further discussion about the topic or solution of problem; 

• Show how to deal with issues; 

• Reflect all the system and processes holistically and also the place of each element 

• Reflect all the system and processes holistically and also the place of each element 

and process in the system.



PREPAREDNESS TO TEACH FOR ENERGY TOPIC 

While teachers were somehow little more optimistic speaking of their own 

preparedness to work with energy topic, teacher trainers and out-of-school 

experts did not see the situation as good as teachers. Teachers suggested 

many ideas how to improve this situation. It was admitted that in order to 

organize learning of energy topic teachers themselves need strong scientific 

background, out-of-school places need proper equipment and time, 

teachers need to be prepared p for this topic by visiting out-of-school places 

connected with energy education themselves.



OUT-OF-SCHOOL PLACES FOR ENERGY TOPIC 

Teachers were able to mention the larger number of out-of-school places for students to 

get an experience in understanding of real life urgencies, dealing with current 

problems. The universities, iti probably bl would be able to provide morescientific info 

about the topic. None of them, except of universities, are educational centers created 

specially for energy topic. There could be forecasted some administrative problems 

with the visits to some of mentioned places since they usually do not see education 

as one of their functions. 

From 121 topic carried out in OP by 50 respondents only 5 topics were connected 

with energy. However, from 17 topics that created the most noticeable changes in 

pupils 13 topics were connected with nature and environmental protection. Ranking 

11 topics that pupils could master in out-of-school places considering their 

importance for pupils, two topics connected with energy had 7 and 9 rank. Topic 

“Environmental research and monitoring” received the second rank that is rather 

good sign considering that surveyed teachers teach social and humanitarian subjects 

two times more than Science subjects. Topic about regional history is easily acquired 

in museums that were the most often mentioned out-of-school place (40 times). The 

results, however, show that the topic of energy currently is not among the most 

popular for surveyed teachers.



OUT-OF-SCHOOL PLACES FOR ENERGY TOPIC 

Speaking about the challenges and concerns regarding the integration of school and outof-school 

places specifically for the acquisition of energy related topics Latvia does 

not have out-of-school learning places for enery topic. Other places connected 

with energy have many problems and they should understand better the situation at 

school. Some solutions were suggested for the improvement of situation: 

development e e of cooperation, o find time, create teaching materials, a organize oga in-service 

courses. 

The participants were not too willing to offer some new activities for the students as to 

reach the versatile understanding of energy topic and development of skills for 

reasonable behaviour except of those that were already mentioned. TT Institutions 

showed larger interest in energy topic since they have all the necessary equipment 

and materials. HEPS is also willing to cooperate and use its possibilities for students 

learning and research. 

Actually, the lists of places that teachers already have visited and places that they would 

suggest to visit do not differ too much. The only educational organizations in this list 

were Daugavpils University and Riga Children Nature Studies School.

Best practice examples 

Viļāni HEPS 

– study excursion on renewable energy; 

Ķegums HEPS – study excursion; 

Center of Effective Energy Usage (Riga); 

Workshop “A-energy” in Daugavpils University; 

LATVENERGO competition; 

TEPS – excursion (production of electric power in Daugavpils); 

Project in cooperation with GREEN DOT on saving energy at 

school and home; 

Science Festival at Daugavpils University; 

Excursion to company “LATVENERGO” (Riga); 

Excursion to company “LATVIJAS GĀZE”; Ā

Short overview of collected out-of-school 

places 

Daugavpils University: 

•Energy Day during the annual Science Fair 

•Science town 

•Physics week 

•Support for students’ who write scientific research works 

Līvāni Hydroelectric Power Plant: Excursions 

Farm “Zālītes”: : Excursions for pupils to canola oil press 

Naujene Children and Youth Centre: Consultations, camps and leisure 

opportunities. Classes on energy for basic school and secondary school 

pupils 

Daugavpils studio “Latgale”, Kiln: possibility to learn about operation of 

electric and wood kilns. Excursions on the technologies of burning pottery 

Daugavpils Central Library: Seminars, meetings, information days 

Latgale Zoo: Research work, Scientific activity, Research projects, Nature 

protection

The meaning and practical applicability of these results 

for the further development of INSPIRE project 


Latvia as a country is involved in dealing with energy problems on the level of legislation 

as other EU countries. Still, the legislation for non-formal education needs to be 

established yet. Research on energy topic is becoming even more popular p last years. 

However, there is a lack of national research on non-formal learning and energy 

education: these topics are not in the mainstream of educational research. The INSPIRE 

project could become a trigger for popularization of these topics and could help to stess 

the importance of it. 


Latvia has a traditionally established and well-organized system of interest and hobby 

education. However, its main targett is At Art, Music, Sport, etc. Lately, some hobby 

groups with environmental aims have been established. However, there are almost no 

places in Latvia that could be called out-of-school educational places working entirely 

with energy e topic or even ee withSciences ces education. Same is recognized ed by research 

sample. The project could try to catch and point the attention of different stakeholders 

to this fact.

The meaning and practical applicability of these results for the further 

development of INSPIRE project 

Integration of formal/non-formal education and energy topic in non- 

formal education 

Research sample collected for the study of the proposed issues matches with the context 

of the problem, aims of project and peculiarities of these categories of respondents in 

Latvia. 

All respondents in general see the integration of f/n education similary that is positive 

feature for the project. However, national specific prevails in some answers. In 

general, theachers have a positive attitude to visiting OP. Though, they visit most the 

libraries, interest centers and sport/art/music schools that have no close 

relationship with energy topic that is not too popular among study sample. The 

research has provided the explicit structure of problems that need to be dealt with in 

order to visit OP – it can be used well for the project. Teachers has somehow 

contraversial attitude to the teaching materials: complaining about the lack of them, 

they at the same time do not regard them highly for organizing visits to OP or study of 

energy topic. For the project, the suggestions created by teachers about such 

materials are very important as well as recognition about the features what are 

needed for teachers in order to teach energy topic in OP.

Thank you! 

Author: Anita Pipere 

Address: Daugavpils University, Parades 1 

ZIP: LV 5400 

City: Daugavpils 

Country: LATVIA 

Telephone: 371+29538049 

Email: anita.pipere@du.lv 

URL: http://http://www.ise-lv.eu/ 

eu/

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