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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
graduate’s choice of path in their life. That’s why it’s necessary to develop a monitoring system which can
evaluate the processes taking place in the educational institution.
The issues analyzed in the research affect the general education programme implementation quality
evaluation processes in the nation, looking at the accumulated experience in the accreditation process from
November 2005 until May 2009, as well as accreditation. The research methods used were an analysis of the
available literature about the accreditation process in the nation, as well as the processing and collation of statistical
data.
In the Ministry of Education and Science’s Education System Development Project (2000-2004) done in
cooperation with the World Bank, education system self-evaluation and external evaluation (education institution
and programme accreditation and director attestations) criteria and methodology were developed. Methodological
materials and organized courses for the training of external evaluators (experts) were also developed.
In this way, from 2005, a new understanding of quality culture in education was introduced in the quality
evaluation of general education in Latvia. This introduced a unified general education quality evaluation
system for the country, which is similar to that in many other places in Europe, for example, Scotland, Germany
and Lithuania, providing credible data for education policy analysis and development. (Grīnis E. General
Education Quality Evaluation // Skolotājs Journal – 2008. – No.1. – 40. – pg. 45)
In the period from October 2005 until May 2009, the State General Education Quality Evaluation Agency
(SGEQUA) ensured the accreditation of 723 general education institutions on the basis of the education institution
director attestation process having taken place. From the 1 st July 2010, the SGEQUA functions were
taken over by the State Education Quality Service.
The education institution accreditation process means the quality evaluation of educational institution operations
in accordance with the School Operations Quality Evaluation Methodology (methodology) which has
been developed and endorsed by the Ministry of Education and Science. This methodology is the result of the
implementation of the wide ranging Education System Development Project, supported by the World Bank.
The methodology provides for the following to be evaluated in the operations of educational institutions:
Accreditation was done in general and vocational education programmes and establishments. There were
expert commissions (3-5 persons) established which evaluated every program. The term of accreditation is 6
years (2 years if there are some problems) for educational programmes. The most important activity today –
the preparation of a new accreditation methodology (combining general and vocational education accreditation
methodologies).
Aspects of School Performance and Evaluation Criteria
School evaluations take place in the key areas:
of their performance, such as its quality
of implementation of their education programmes and their quality
of their management.
Aspects of a school’s performance are evaluated covering seven key areas being:
teaching content;
teaching and learning;
student achievements (without revealing an evaluation of the level);
support for students;
school environment;
school resources;
school work organization, leadership and quality assurance.
Each area is subdivided into Quality Indicators:
school education programmes implemented,
quality of teaching,
quality of learning,
evaluation as a component of the teaching process,
collaboration with parents,
support in the student’s health care, psychological and social assistance area, ensuring safety,
support for the development of personality,
support in the choice of further education and choice of profession,
providing support in learning work differentiation,
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