Transformations in practice, theory and policy (Elina Maslo & Dmitrijs Kuļšs, 2015)

from archive.PNG

Period Practice domain Theory domain Policy domain
Competence development and learning decade (1991-2002)



Opportunities to learn about adult education and learning in theory and practice at NFA (NFA summer academies Academies 1992, 1993, winter Academy 1994).


Opportunities to learn Nordic languages and culture at Danish Cultural Institute, at the Nordic Information Office, at University of Latvia, at Latvian Culture Academy (since 1991).


Opportunities to study at Nordic Folk high schools, Nordic Universities and other institutions.


Opportunities to learn about Nordic adult education organisations at the NFA courses (two week course at NFA: first study visits in the Nordic organisations, then practice periods for deepening the learning and contacts for further cooperation. (1996 – 2001)


Establishing of new umbrella organisations (e.g. LAEA, 1993) to promote development of non-formal educational system in Latvia.


Provision of non-formal education for adults based on personal needs and according to the labour market demands.


Sharing information about popular and adult education through “Baltic Sea Dialogue” (1994-2002).


Development of professional culture of adult educators through international projects.


Cooperation between NGOs, study associations. 7 NGO network meetings (1997 – 2001).



Researching adult education and learning at Nordic Folk Academy in Gothenburg (1993 – 2000)


Developing of teacher training programmes (1992-95)


Improving education for teachers at Latvian Universities (1994-97)


Developing schools through teacher education (1997-2000)


Establishing of adult education department at the Faculty of Pedagogy at the University of Latvia (1995)


Establishing first adult learning units at the universities (1996)


Analysing European adult education experience (Koķe, 1999)




Establishing the unit of adult education in the Ministry of Education (1993).


Establishing the first national adult education policy (1994)[1].


Adult education and non-formal education defined in the law (Education law amendments, 1999).


Cooperation, capacity building, sharing experience (2002-2008)





Nordic-Baltic module-based further training for adult educators “Learning 4 Sharing” – Nordic-Baltic cooperation project (2000-2002)[1]


Resource book for adult educators “Agade. Towards becoming a good adult educator” (Grundtvig project) (Jääger, Irons, Varga, 2006)


Sharing experience with Russian adult educators, f.x. poject “Adult Leanring for Local Action” (ALLA) (2003-2005).


Handbook for adult educators “Как навести порядок в работе нашей организации» (ALLA project, 200?).


Handbook for adult educators: ”Искусство планировать” (2004)



Developing new adult education curriculum: Manual for Adult Education Practitioners – Nordic-Baltic project “Learning 4 Sharing” (2000-2002)


Handbook for adult education trainers KomPas (kompetences pasniedzējiem) – competences for educators (2003)


Teachers as providers of lifelong learning/education (Bluma, 2004)





Concept: The Growth Model of Latvia: People First.


Lifelong learning strategy 2007-13.


Adult Education Law drafted (not adopted).


Improved cooperation at regional level between policy makers.


Creating and sharing knowledge (2008-2015)



The Rope. Stories of adult education. (Urdze, 2000) – adult educator identity


Regular Summer Schools for Baltic adult educators: fx June 2015: IV Baltic Summer School for adult educators (representatives from all Baltic States) in Estonia.


Regular meetings between Nordic and Baltic umbrella organisations: fx 2015 meeting in Tallinn, Estonia.





Journal “Studies for the Learning Society” (BARAE) (2008-2012)


Doctoral school focusing on lifelong learning at the University of Latvia: research in adult education and leanring, fx:


Adults learning strategies for further education (Norvele, 2007)


Adult education as nosacijums for lifelong learning (Stašāne, 2007)


Humanistic approach in the research of adult’s ICT competences (Birziņa, 2007)


Professional development of high school teachers (Baranova, 2012)


Learning for personal development in folk high schools (Babajeva, 2013; Babajeva, Koķe, 2013)


The development of adult’s self-experience in the learning process (Brigmane, 2014)


The learning outcomes approach in formal second chance education (Kuļšs, 2014)


Research of Adults´ Lifelong Learning” (Muraskovska, 2013).



National development plan 2014-20 supports adult education.


Sharing experience with 3th countries, e.g. Moldova, Belarus and Ukraine.


State financial support for adult non-formal education.


Incentives for employers for training employees.



Validation of non-formal learning for VET qualifications.


HE recognises prior study experience.