The landscape of STEM education in Latvia

EUROPEAN COMMISSION Directorate-General forEducation, Youth, Culture and SportDirectorateB—Youth, Education and Erasmus+ Contact:Maria Podlasek-Ziegler European CommissionB-1049 Brussels STEMeducation landscape in Author:Dr. Diana Ieleja, in collaboration with the study team Manuscriptcompleted in January 2025 This document has been prepared for the European Commission however it reflects the views only of the Luxembourg:Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that For any use or reproduction of elements that are not owned by the European Union, permission may need Contents 1.1.Structure of the national school education system………………………81.2.Governance of STEM education in Latvia...........................................10 1.3.Introduction of the country’s performance in STEM education............141.3.1.Performance in STEM anddiversity........................................................16 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................17 2.1.Policy framework for STEM education in Latvia...................................17 2.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................20 2.2.1.Shortage of STEM professionals and qualified teachers.........................202.2.2.Resource and infrastructure limitations...................................................202.2.3.Fragmented curriculum and limited interdisciplinary learning..................212.2.4.Challenges in VET..................................................................................212.2.5.Quality assurance issues........................................................................212.2.6.Inequitable access to STEM opportunities..............................................222.2.7.Performance gaps in assessments.........................................................22 3.Overview of the identified instruments promoting STEM education23 3.1.Examples of best practices to supportSTEM education......................25 4.Recommendations for potential EU interventions..............................31 5.Methodological annex...........................................................................32 5.1. Bibliography...........................................................................................32 5.2. List of interviewees................................................................................38 This document presents results of country-specific research on STEM educationand its support in Latvia. It was prepared in the context of a wider study on‘PromotingSTEM education in schools’commissioned by the European 1.Background to the country’s education system 1.1.Structure of the national school education system The Latvian education system below tertiary level is divided into three stages:early childhood education and care (ECEC), basic education (primary and lower ECEC (ISCED 0) includes non-compulsory pre-school for children from 1.5 yearsold and two compulsory years of pre-primary education from age five. Pre-primaryeducation aims to prepare children for school by developing transversal skills, Basic education (ISCED 1 & 2) comprises nine years of compulsory, publiclyfunded schooling, typically starting at age seven. ISCED 1 (grades 1–6)andISCED 2 (grades 7–9) are delivered as a single-structure system following a ●Mathematics develops problem-solving and reasoning skills through real-world applications.●Technology is embedded within science and maths, focusing on practical Assessment includes national testing in grades 3 and 6 (Latvian, Mathematics,andNatural Sciences)and final examinations in grade 9(Latvian andMathematics), with optional diagnostic tests in other subjects. Successful pupils Upper secondary education (ISCED 3) lasts three years (grades 10–12) and isoptional. Students follow one of four general education tracks and must studymathematicsand applied informatics.4 Core subjects also include biology,chemistry, physics, and IT, with elective options for deeper STEM exploration. In Latvia, the formal structure of science subjects evolves with each educationallevel. In grades 1–6, science is taught as an integrated subject under the generalarea of “natural sciences”,without separation into distinct disciplines.From grade7 onwards, Latvia's science curriculum becomes more specialised, transitioning Extracurricularactivities such as Olympiads,competitions,and wor