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VET Excellence Award 2026

On 21 May 2026, the inaugural VET Excellence Award ceremony took place in Latvia, jointly established by the German Federal Ministry of Education and the Latvian Ministry of Education and Science. The award recognises outstanding achievement in work-based learning, industry partnerships, and the transformation of vocational education. The event was organised by the German-Baltic Chamber of Commerce in partnership with the Latvian Employers’ Confederation and the Latvian Chamber of Commerce and Industry, under the German-Latvian SEC_pLus project.

Opening the ceremony, Reinhard Schneider of the German-Baltic Chamber of Commerce noted that human capital development has become investors’ top priority this year. Ingus Zitmanis of the Latvian MES framed vocational education as a strategic investment in Latvia’s economic security and competitiveness, stressing the need for continued collaboration between businesses, educational institutions, and the public sector.

 

Award Winners

In the Driving Force in Education category, recognising companies for excellence in long-term cooperation with vocational schools and promoting the sector, the winner was SIA “LANOS”, a metalworking company nominated by Saldus Technical School.

The Model of Transformation category, honouring vocational institutions for broadening and modernising their educational offerings, was won by Latgale Industrial Technical School in Daugavpils.

The Sectoral Expert Councils category recognised five experts for their contributions to vocational education governance and public representation: Andrejs Vītoliņš (Food Industry and Agriculture), Ieva Bečere (Printing and Media Technology), Ieva Erele (Wood Industry), Inese Berga (ICT and Electronic Equipment Manufacturing), and Ivars Eniņš (Metalworking and Mechanical Engineering).

The Voices of the Future category celebrated ten young professionals and students aged 30 or under who have demonstrated exceptional achievement and serve as ambassadors for vocational education. Winners included a ship’s officer who also lectures at RTU Liepāja Maritime College, a tourism consultant whose Erasmus+ experience led directly to employment at the Radisson Blu Latvija hotel, a mechanical engineering technician hired by LANOS before graduation, and an agronomist who teaches at Latgale Industrial Technical School while running Erasmus+ projects — among others spanning hospitality, culinary arts, electrical installation, and agriculture.

 

Broader Significance

The award reflects a shared consensus among the Latvian and German governments, the business community, and international partners that a skilled, modernly trained workforce is the foundation of Latvia’s future growth and global competitiveness. By publicly celebrating excellence across companies, institutions, expert councils, and young professionals, the VET Excellence Award aims to raise the image of vocational education in Latvia and inspire the next generation to pursue careers in skilled trades and technical fields.

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10-month Traineeships opportunity at EU Agency Cedefop — Apply by 21 April 2026!

Cedefop is offering 14 paid traineeships for diverse backgrounds, such as digital communication, data management and statics, personal data protection, ICT security and policy analysis in different areas (lifelong guidance, apprenticeships…).

Start date: 1 October 2026

Duration: 10 months

Location: Thessaloniki, Greece (in-person)

Deadline for application: 21 April 2026, 13:00 Greek time (CET+1)

Check out all the available opportunities, eligibility criteria, and how to apply:

https://www.cedefop.europa.eu/en/about-cedefop/job-opportunities/vacancies/traineeships-2026

More information available here (.pdf).

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Cedefop is inviting to submit a tender application for the Cedefop framework contract

Cedefop is inviting to submit a tender application for the Cedefop framework contract on Continuous Skills Development (CSD) research and policy evidence.

PROJECT OVERVIEW

This framework contract supports Cedefop’s work in advancing public policies that foster learning-conducive work environments and enable learning-intensive working lives. The successful contractor will be responsible for generating, analysing, and brokering evidence through diverse research and data collection methods, whilst facilitating dialogue, cooperation, and partnerships among stakeholders across multiple levels.

 

KEY DATES & INFORMATION

Deadline for Clarification Requests: 19 May 2026, 23h59 (UTC+03:00 Greek local time)

Closing Date for Tender Submissions: 27 May 2026, 23h59 (UTC+03:00 Greek local time)

 

WHERE TO FIND PROCUREMENT DOCUMENTS

All tender documents and information are available on the EU Funding & Tenders Portal here.

 

Any request for additional information must be made in writing only through the above F&T Portal link in the “Questions & answers” section, by clicking “Create a question”.

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Inspiring practices on green transition in Europe

The 2024 edition of the Compendium of inspiring practices on green transition is available, 2024 edition of the Compendium. It has been prepared as part of the work of the Strategic Framework Working Group (WG) on Vocational Education and Training (VET) and the Green Transition, 2021-2025, managed by the European Commission.

The 2023 edition of the Compendium, which was published in 2023, also  stays stable, with 5531 views and 1785 downloads.

The final publication of the Working Group and the Executive Summary translations in all EU languages are also made available, enhancing the accessibility to the key messages of the final publication.

The upcoming European Strategy on Vocational Education and Training, referencing the Herning Declaration and the Union of Skills, will aim to support the Member States in strengthening VET as a driver of increased competitiveness, employment and innovation. Hence, the key objectives of the Strategy will be to make VET more attractive by improving quality, innovation, mobility and labour market relevance.

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Latvia extends access to VET for at-risk learners

Since July 2025, individuals who have completed 9 years of basic education with satisfactory marks in all subjects (at least 4 out of 10) but failed no more than one State examination can still enrol in vocational education and training (VET).

Full article available here.

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CEDEFOP is offering 10-month paid traineeships in Thessaloniki, Greece

CEDEFOP is offering 10-month paid traineeships in Thessaloniki, Greece, starting 1 October 2025. Gain hands-on experience in areas like skills intelligence, VET policy, communication, and more.

Open to EU & EFTA graduates with a C1 level of English.

Apply by 5 June 2025, 13:00 Greek time here: https://www.cedefop.europa.eu/en/about-cedefop/job-opportunities/vacancies/traineeships-2025#group-details

Don’t miss this chance to make your mark in Europe!

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Latvia: supporting stereotype-free careers

In 2024, the German-Baltic Chamber of Commerce (AHK) in Latvia, with the support of the Embassy of the Federal Republic of Germany in Riga, launched the project Choosing a profession without prejudice. The project empowers young people in Latgale, a region with notably high unemployment, by challenging stereotypes and encouraging a gender-neutral approach to career choices. The project is an enabler for improved career choices of both genders and their enrolment in training programmes.
Full article available here.

Full article available here.

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Union of Skills – adopted

On 5 March 2025, the Commission presented the Union of Skills, a key initiative of the European Commission. It comes in the first 100 days, soon after the adoption of the Competitiveness Compass and the Clean Industrial Deal, due to the fundamental role skills play in Europe’s competitiveness and sustainable prosperity.

The Union of Skills sets out a comprehensive strategy to address skills and labour gaps across the EU. It provides a holistic vision of skills acquired at all levels, at all ages, no matter how and where they were acquired, including across borders. It provides a unified vision, bringing all elements together – action, investment and governance. It connects the dots, seeks to transcend silos and amplify. It highlights that skills are a collective responsibility.

The Union of Skills focuses on action under four strands: building skills for quality jobs and lives; upskilling and reskilling an agile workforce; circulating skills unlocking the single market’s full potential; and attracting, developing, and retaining talent. It strengthens existing initiatives and introduces new action, where needed. 

The Union of Skills will frame the work of the Commission on skills for this entire mandate. The set of actions announced reflect an ambitious and comprehensive approach to skills policy in the EU.

You may be interested in particular in the strand on upskilling and reskilling, as well as the chapter on investment and governance. The Union of Skills Communication is accompanied by an Action Plan on Basic Skills and a STEM Education Strategic Plan.

  

 

Links: 

Communication on the Union of Skills

Press Release

Union of Skills website

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Latvia: adult skill development in focus

On 11 December 2024, the Ministry of Education and Science organised a high-level conference ‘Adult skills: a prerequisite for human capital development’, focusing on strategies to improve adult skills and their role in advancing human capital. Full article available here.

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Vocational education and training and the green transition – A compendium of inspiring practices : 2024 edition

This second edition of the Compendium builds on the first by providing a new set of inspiring practices and new insights into developments taking place in VET across Europe. As well as elaborating further on some of the themes in the previous edition, it also identifies new themes, reflecting the additional inspiring practices brought forward by the Working Group members. Publication available here.

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Latvia: strengthening sectoral expert councils

In June 2024, the kick-off event of project Strong sectoral expert councils – strong vocational education (SEC_pLus) took place in Riga.
The project was created within the framework of the 2023 Memorandum of cooperation in vocational education and training (VET) between the Latvian Ministry of Education and Science and the German Federal Ministry of Education and Research, with joint funding. Full article available here.

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Latvia: renewed collaboration on VET with Germany

In August 2023, the Latvian and German education ministries signed a declaration of cooperation in the fields of vocational education and training (VET) and lifelong learning. The declaration acknowledged the importance of sharing knowledge about VET policies, systems, measures, models, methods, and best practices. It is the third declaration of this kind since 2013. Full article available here.

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Latvia: international vocational education forum hosted by VET school in Ogre

On 26 and 27 September 2023, as part of the European Year of Skills, the Ogre Technical School in Latvia hosted the international vocational education forum ‘Planet of skills: renewed perspective on networking potential’. More than 700 experts and practitioners from 72 countries and international organisations participated in the forum sharing their experiences and vision on the latest trends in skill development. The forum was jointly organised by the Latvian Ministry of Education and Science in collaboration with Skillman International and the European Training Foundation. Full article available here.

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Latvia: digital and partial-completion VET certificates

In 2023, the regulation on VET and professional qualification documents updated the types of certificate issued by VET. The certificates are also becoming digital. Full article available here.

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Latvia: upskilling pathways introduced in legislation

On 1 May 2023, the government regulations allowing recognition of competences for VET admission entered into force. They introduced principles of the Council Recommendation Upskilling pathways: new opportunities for adults in the national legislation. Full article available here.

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Latvia: sectoral qualifications supporting VET curricula reform

The project on improving the sectoral qualification system for better VET quality, supported by the European Structural Funds, was completed in 2022. It has helped reforming the VET curricula based on the changing labour market needs in collaboration with social partners and other stakeholders. More information available here.

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Latvia: integrating the Ukrainian refugees into VET and labour market

Currently, there are more than 24 thousand Ukrainian refugees in Latvia, including 700 at school age. They receive free housing, regional transportation, health care and education services, and allowance of EUR 109 per person.

 

Accessible VET

Ukrainians have the right to receive education and to work in Latvia. Children may enter pre-school education in the municipality where they reside. Young refugees are exempt from the State examinations at upper secondary level. They may choose to study in Latvian or, when available, minority languages.

VET is accessible. After assessing learner existing competences in accordance with VET curricula, providers offer individual learning plans and decide on the necessary support measures, including individual counselling, mentoring, psychologist or social pedagogues. Free study materials (and EUR 50 for additional materials) and school meals are also offered for all refugees from Ukraine. In addition, EUR 76 (EUR 108 in arts programmes) monthly scholarship is provided for each VET learner at upper secondary level. Obtaining a professional qualification requires passing the professional qualification exam.

Local authorities have five days to evaluate and offer suitable education programmes to newly arrived and registered refugees. The authorities shall immediately contact the education ministry (within one day) should there be no relevant VET programme available in the city/county. In such cases, the ministry will ensure the support is provided.

Higher VET learners are entitled to receive EUR 140 monthly scholarship until end-June 2022. Latvia has also established a Special Support Scholarship Fund to support Ukrainian civilians in pursuing higher education and scientific activities. Ukrainian university students can continue their studies in Latvia with the same state support as Latvian students.

Despite VET offer, currently almost all Ukrainian refugees are in general education programmes (21 in VET).

Given their qualification is recognised, Ukrainian VET teachers can work as teachers assisted by mentors in Latvia. They can also work as teacher assistants. National Centre for Education has published a call for Ukrainians to apply for work in schools.

The Ukrainian Secondary School in Riga designed a block of the so called ‘Ukrainian Studies’ (the Ukrainian language and literature, history of Ukraine, folk studies, elements of Ukrainian culture in home economics, dance, music and visual arts) to help  preserve and develop the Ukrainian language and culture in Latvia.

 

Latvian language courses

The education ministry organises the development and publication of teaching materials for the Latvian language in accordance with the curricula.

 

As a support measure for Ukrainians, a 120-hours language course free of charge is being offered.

Public employment service (State Employment Agency) helps Ukrainians to find a job and offers language courses as well. To receive a job-search support, it is not necessary to register as an unemployed or job seeker. One must register with the service, to be eligible for the Latvian language course (120 hours) and a small allowance. Learners who will pass an example, will receive a certificate of proficiency in the State language.

Erasmus+ project ‘National coordinators for Implementation of European Agenda in Adult Learning in Latvia’ in cooperation with the Latvian Language Agency and local municipalities offers 20-hour Latvian language courses with more than 100 adult Ukrainians already participating.

 

Qualification recognition

Individual qualification recognitions are at the discretion of employers. Fast track is available for recognition of medical qualifications for those with foreign medical degrees.

 

Challenges

Regulations and professional standards in require knowledge of Latvian. A lack of language skills is the main challenge when it comes to integrating refugees in the education and labour market. Another challenges specific to VET is difference between VET systems in Latvia and Ukraine.

 

What works well

Access to public employment services without bureaucratic formalities works well for job seekers and ensures good results. Immediate availability of public childcare services support adults’ integration into the labour market. Social networks that link employers with potential employees also play an important role in ensuring the integration.

 

Information and resources available online for Ukrainian refugees, teachers, trainers, and other professionals

https://www.ukraine-latvia.com/lv

https://www.izm.gov.lv/lv/atbalsts-nedrosa-bridi

https://www.izm.gov.lv/lv/media/15789/download

 

Please cite this news item as: ReferNet Latvia; Cedefop (2022).  Latvia: integrating the Ukrainian refugees into VET and labour market. National news on VET

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Latvia: combatting early leaving from education and training bears fruit

Since March 2017, the State Education Quality Service has been implementing the project ‘Support for the Reduction of Early School Leaving’ (ESF 8.3.4.0/16/I/001) involving more than 95% of municipalities and 584 general and vocational education and training (VET) providers.

The project promotes the development of a system of sustainable cooperation between municipalities, education institutions, teachers, support staff and parents to timely identify learners who are at risk of dropping out and provide them with personalised support. It will run until end-2023 but the results are already visible.

Teachers engage in professional development to improve their skills to work with learners. They are supported with methodological tools created within the project.

The database was also developed that ensures regular exchange of information at national, local and institutional level about learners at risk of dropping out. It also records the preventive measures taken, their outcome as well as provides complete statistics allowing for long-term evaluation of the effectiveness of measures.

The project also supports youth non-governmental organisations’ (NGO) initiatives addressing young people directly or through their peers and offering solutions mitigating the risk of dropping out from education and training, including VET.

Individual support is provided to learners who may drop out due to lack of finances covering their travel costs, meals, accommodation, etc. However, the focus of the project is not the temporary financial support but the design of a sustainable, comprehensive mechanism that creates a supportive and inclusive environment for every learner.

 

What do learners gain?

At the beginning of the semester, an educator creates an individual support plan (IAP) for each learner involved in the project in which the risks of early school leaving are evaluated, as well as the necessary support measures for the reduction of these risks are provided:

  • counselling and support by teachers, psychologists, social workers, teacher’s assistants, special education teachers, sign language interpreters, assistants, ergo therapists);
  • reimbursement of expenses for public transport, accommodation, catering, learning materials and items for personal use;
  • opportunity to get involved in youth NGO projects in municipalities.

 

What do the teachers gain?

  • resources for individual work with at-risk learners;
  • development of professional competence;
  • information through seminars, workshops and conferences;
  • methodological support;
  • a system for identification and prevention of the risks of early school leaving.
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Latvia: centralised approach to graduate tracking

A national centralised graduate tracking, based on administrative data, was implemented in higher education in 2019. In VET, the implementation is in progress. The education ministry has already acquired initial data (2018 and 2019) on VET graduates from the national statistics office. However, publishing the data (analysis by the ministry) requires changes in the legislation that are expected to be adopted in Q1 2022. The VET tracking data are expected to be published in mid-2022.

Several institutions are involved in graduate tracking. Schools submit raw data to the State education information system that is coordinated by the education ministry. The national statistics office processes them together with data from other national registers, i.e. the tax office information on employees, taxpayers and their income, and the public employment service information on the unemployed and jobseekers.

 

The graduate tracking data contains:

  • socio-biographical and socio-economic information
    (name, date of birth (year), gender, personal identification number (only for data processing));
  • information on education and training
    (VET programme code in the Latvian education qualifications system, title of the programme, professional qualification and EQF/LQF level);
  • information on employment or continuation of education and training
    (employment status: employed as per qualification or in the relevant sector; generally employed, self-employed or continue studies; unemployed; inactive (economically); number of companies founded by graduates; number of graduates who founded companies; number of graduates owning shares in companies);
  • additional information
    (number of graduates with residence permit; emigrated graduates; graduates by administrative regions).

 

The graduate tracking data follows NACE and ISCO classifications and cover higher education programmes at EQF levels 5, 6 and 7 as well as VET programmes at EQF levels 3 and 4. Each graduate’s data will be tracked for 10 years. For example, the 2018 graduates will be monitored annually until 2028. Graduate tracking data on higher education graduates is published on the education ministry’s web and on open data portal where CSV files are also available. VET graduate tracking data will be published there as well as soon as they are available.

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Latvia: vocational education excellence centres support other VET schools

The Ministry of Education and Science pays great attention to the relevance of the vocational education programmes to labour market needs. This requires day-to-day cooperation between schools and industries, and a clear methodology that allows the strongest VET providers in each sector to take a leading role. According to the ministry, this approach will also help improve VET quality and coordination.

Full Cedefop article is available here.

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Latvia: new momentum for green approaches in VET

National vocational education and training (VET) policy is currently focusing on green challenges. The draft education strategy 2021-27 makes green thinking and digital competences a priority.

Full Cedefop article is available here.

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Graduate tracking gaining momentum

While centralised graduate tracking for tertiary education is being implemented, secondary level VET tracking exists only at school level. The work on centralised system is in the progress and the initial administrative data on the year 2018 VET graduates has been received from the Central Statistical Bureau at the end of 2020.

Meanwhile amendments have to be made to the legal enactments to publish data on graduate tracking and to provide data for the decision making by all stakeholders. Graduate tracking will include data about graduate’s employment, income, further education etc.

It is planned that at the beginning of 2022 data on 2019 VET graduates will be available. It is planned to monitor the graduates’ future career path ten years after graduating from VET school.

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Schools strengthen link between employers to further improvement of the quality of vocational education and training (VET)

In February, the Ministry of Education and Science Republic of Latvia, in cooperation with the National Centre for Education, organised workshops for vocational education competence centres (VECC) and another vocational schools inviting the Sector Expert Councils (SEC).

The goal the workshops was to identify VECC responsible for methodological work according to the group of curricula. VECC was evaluated on the basis of the input in the methodological work and the capacity of the school, its future strategic development directions and other factors. SECs played an important role as it recommended VECC according to their quality assessment from employers and the strategic development of the whole industry.

As a result of the workshops, the Ministry of Education and Science Republic of Latvia determine the VECC responsible for methodological work according to the group of curricula.

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Methodical tasks for vocational education excellence centres

On April 6, 2021 by Order of Ministry of Education, all 18 Vocational Education Competence Centres (VECS) under supervision of the Ministry received the tasks to perform methodogical tasks: to supervise methodical work in at least one sector and to be co-responsilbe for methodical work in other sectors under supervision of other VECs in the sector the VECs implement VET programmes. The sectors for supervision and co-responsibility were allocated according to decision of the Ministry made in cooperation with Sectoral Expert Councils, National Centre for Education and VECs.

In February, to make this allocation, 15 discussions involving the Sectoral Expert Councils, VET schools, National Centre for Education and Ministry were organized. Methodical tasks (supervision, co-responsibility, cooperation) were explained and discussed and decisions were made on responsibilities of each VET school in each sector.

The main methodical tasks are: as a supervisor in the sector, to organize work groups and, as a co-responsible VEC, to participate in work groups organized by other VECs to design and update VET curricula, to integrate general education in VET curricula, to improve quality assurance in VET, to implement VET curricula, to design model programmes for implementation in IVET, CVET, in-service training and as parts of qualifications (modules and clusters of modules).

The task for VECs is to develop cooperation and collaboration between VET schools and sectors, to develop methodial materials and to ensure excellence in VET.

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Latvia: Reforming VET – milestones

Cedefop has published an article on progress in vocational education and training in Latvia since 2009.

Cedefop article is available here.

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The ReferNet Information Network seminar was held On 17th December

Towards the end of the year, the ReferNet National Contact Point team invited the participants of the information network to an online seminar providing information on the European Centre for the Development of Vocational Training (Cedefop) and the ReferNet network of contact points, Latvian and European developments in vocational education, as well as more information on the work done by the ReferNet Contact Point in 2020 and planned activities for next year.

Seminar presentations:

L. Krastiņa. ReferNet National Contact Point Activities 2020/2021

R. Gintaute-Marihina. Development of vocational education in Latvia

I. Buligina. Osnabryk Declaration and its impact on the development of vocational education in Latvia

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The ReferNet annual plenary meeting took place on 2-3-4 December 2020.

The annual ReferNet meeting, which was also attended by ReferNet Latvia representatives, took place virtually this year.

The goals of the meeting can be found here.

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Skills forecast for Latvia until 2030

Skills forecast for Latvia until 2030 by sectors, education levels and occupational groups has been published.

Cedefop report

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European Vocational Skills Week

European Vocational Skills Week take place between 9 and 13 November 2020. Due to the COVID-19 pandemic, this year all events are organized online. European Vocational Skills Week is an annual event where local, regional or national organizations showcase the very best of vocational education and training (VET).

The focus for 2020 is vocational education and training for green and digital transitions, in line with the Commission priorities of a European Green Deal and a Europe fit for the digital age.

Recordings of European Skills Week events can are available here.

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European skills index 2020

The European Skills Index (ESI) is Cedefop’s composite indicator measuring the performance of EU skills systems. The ESI measures countries’ “distance to the ideal” performance. This ideal performance is chosen as the highest achieved by any country over a period of 7 years. The ideal performance is scaled to be 100 and the scores of all countries are then computed and compared to that.

The ESI consists of three pillars; skills development, activation and matching, each of which measures a different aspect of a skills system.

Basis of the ESI are 15 individual indicators from various international datasets. The scores are calculated across countries at the indicators’ level. The scores are then averaged at the various layers and finally the Index score is formed. To illustrate, an Index (or pillar, sub-pillar etc.) score of 65 suggests that the country has reached 65% of the ideal performance. Thus, there is still 35% (100-65) room for improvement. A score of 100 corresponds to achieving the ‘frontier’, that is an aspirational target performance for that indicator.  A score of 0 corresponds to a lowest-case performance.

Latvian ESI 2020 and comparison to 2018

In ESI 2020 Latvia has scored 66 and ranks 12th of 31 countries which places it above the median and allows to conclude that the skills system is fairly balanced but there is still room for improvement. There is already a positive tendency as in ESI 2018 Latvia scored 59 and ranked 14 out of 28 countries.

Comparing the three pillars of ESI 2020 in Latvia, Skills Activation exhibits the highest score, equal to 81. The lowest performance is on Skills Development with a score equal to 57, and Skills Matching has a slightly higher score of 62.

The pillar Skills Activation consists of two sub-pillars and Latvia has achieved equally very high scores in both – labour market participation (82) and transition to work (80). In comparison to ESI 2018, Latvia has made an impressive improvement on these sub-pillars (increasing the scores from 72 to 82 and from 58 to 80, respectively) which has also contributed significantly to the increase of the overall score. These improvements can partly be explained by the situation in the labour market and the steadily declining unemployment rate. They also show that the policy measures for drop-out prevention and support for NEETs have been fruitful and should be continued. However there is still room for improvement, for example, in the transition to work of recent graduates by strengthening their practical skills and attracting students to professions with labour shortage.

Regarding the pillar Skills Development Latvia ranked above average (14th, score 57) mainly due to high scores in upper secondary attainment and pre-primary pupil-to-teacher ratio (7th on sub-pillar Basic education).  However, for the other sub-pillar Training and other education the Latvian performance is below average and indicates the necessity to further strengthen these aspects which is in line with the current policy priorities. In order to increase the participation in VET it is crucial to continue improving the quality, attractiveness and labour market relevance of VET. During the last decade, comprehensive reforms have been implemented aiming at modernization of VET schools and VET curricula, e.g. modularization of VET programmes, introduction of EQAVET criteria, implementation of work-based learning and other policy initiatives.

On the third pillar Skills Matching Latvia has achieved average results and is ranked 15th (score 62). However, there is a slight improvement in comparison to ESI2018 in the score on this pillar and its sub-pillars. This is mostly due to relatively low rates of long-term unemployment and a decrease of underemployed part-time workers (they work part-time not being able to find full-time work), both indicators are influenced by the situation in labour market.  The second sub-pillar Skills Mismatch has slightly improved as well (from score 50 to 53) due to decreased qualification mismatch (underqualification and overqualification). However, the high share of low waged workers (score 17 also in ESI2018) is the lowest performance in this pillar and sub-pillar and indicates the need for policy initiatives aiming at wage growth in high-demand occupations. Overall, skills mismatch could be tackled by further development of responsiveness of education and training to the labour market, involvement and cooperation with employers, for example, through strengthening work based learning and extending this approach to higher education.

More information on Latvian ESI scores: https://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-skills-index/country/latvia?year=2020

European Skills Index:

https://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-index-esi

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Latvia: VET during the Covid-19 outbreak

Cedefop has published an article on recommendations and support provided to educational institutions in Latvia during an emergency.

Cedefop article is available here.

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Latvia: the Baltic States develop common approaches to work-based learning

The five-year collaboration between the education ministries and other stakeholders in Latvia, Lithuania and Estonia seeking common approaches to work-based learning (WBL) and WBL tutor training is bearing fruit.

The TTT4WBL project, which was started in 2015 , contributed to joint conceptual approaches towards WBL in the Baltics and the TTT4WBL policy experimentation project tested the tandem training approach for WBL tutors, based on the premise that joint training of VET institution and company tutors yield better results. The latter project resulted in more than 800 WBL tutors trained according to a common tandem training methodology across three countries.

More information available here.