Cultural Heritage in Formal and Non-formal Education in Latvia—What Contributions to Sustainability?

Abstract

Both education and cultural component have a role to play in transformation to a more sustainable society and achieving sustainable development goals (UN (2015). Sustainable Development Goals. Quality Education. https://www.un.org/sustainabledevelopment/education/. Accessed 3 Feb 2020; Hawkes Jon (2001). The Fourth Pillar of Sustainability. Culture’s Essential Role in Public Planning. Illinois: Common Ground Publishing; UNESCO. (2011). International standard classification of education. Retrieved February 3, 2020, from http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf). Seoul Agenda briefly touches upon the potential of arts education to develop and conserve identity as well as to promote diversity and dialogue among cultures (UNESCO 2010. The Seoul Agenda. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Seoul_Agenda_EN.pdf. Accessed 3 Feb 2020). Quality education is one of UN Sustainable Development Goals for 2030 and in this chapter, the content of education will be discussed. We explore what role does cultural heritage play in formal and non-formal education in Latvia and how it contributes to sustainability in the context of youth’s identity, belonging and civic activity. The main focus in the chapter is on the formal general education and its content at the moment and its changes (initiative “Latvian School Bag”—aimed to make professional culture experiences more accessible and incorporating more cultural heritage practices into formal education—and the reform on competence-based general education where culture and arts is one of the education tools), as well as non-formal education and the after-school activities of the youth. The correlation is sought between incorporating cultural heritage in education, building youth’s identity and sense of belonging and achieving sustainability.