Education policy in the Republic of Latvia: lessons from experience

• Tatjana Koke ^[1] ; Irena Saleniece ^[2]
  1. [1] University of Latvia

     University of Latvia

     Letonia

     
  2. [2] Daugavpils University

     Daugavpils University

     Letonia

     
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 51, Nº. Extra 1-2, 2015 (Ejemplar dedicado a: Education and power: historical perspectives / Jeroen J.H. Dekker (dir.), Iveta Kestere (ed. lit.), Zanda Rubene (ed. lit.), Irena Stonkuviene (ed. lit.)), págs. 45-63
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • The idea for this article proceeds from personal, practical, and emotional experience and reflections on holding the position of the Minister for Education and Science during the period of the economic crisis in Latvia (2007–2010). The article consists of three parts. The first part outlines the potential of a position in power with a particular focus on developments in education policy. The second part gives an overview of the most important initiatives in the education sector undertaken by ministers for education during the first period of independence of the Republic of Latvia (1918–1940). Analyses of developments in the content of education in line with alterations in organisation of studies and professionalisation of teaching are provided. Regardless of the fact that the majority of changes were implemented with the intention to contribute to the awakening of people, nation and state, most of the initiatives induced resistance and rejection. In line with success and positive results, severe criticism of opponents and even peers had to be faced by those in a position of power. The third part raises the questions: “Is it possible to be an independent intellectual and a politician at the same time?” and “What are the benefits and difficulties in preserving two identities: an academic and/or a politician?”