Latvian Schools Research Articles

Reducing Plate Waste in Latvian Schools: Evaluating Interventions to Promote Sustainable Food Consumption Practices.

Food waste (FW) threatens food security, environmental sustainability, and economic efficiency, with about one-third of global food production lost or wasted. Schools play a crucial role in addressing FW, representing lost resources and missed educational opportunities. The present research assessed three interventions to reduce plate waste (PW) in Rezekne City schools, namely (S1) a plate waste tracker, (S2) an awareness and educational campaign, and (S3) organizational changes, including larger plates, extended lunch breaks, and teacher supervision. Implemented in three schools with a fourth as a control, PW was measured at three intervals, at pre-intervention, short-term, and long-term post-intervention. The PW data analysis utilized two models (day view and class view) and a Wilcoxon signed-rank test. While the plate waste tracker initially reduced PW, sustained impact required continuous reinforcement. The awareness and educational campaign alone proved insufficient, highlighting the need for complex strategies. The organizational changes unexpectedly increased PW, underscoring FW's complexity. The research has concluded that reducing FW requires tailored and multi-faceted approaches. According to the MOA framework, the school catering model in Rezekne City lacks essential "Opportunities" for effective FW reduction, as students have limited flexibility in portion sizes and food choices, which hinders the interventions' effectiveness. Future research should explore adaptable FW-reducing interventions suited to specific school contexts.

Maintaining ethnic identity and heritage language through community involvement: a case study of third-generation Australian-Latvians

ABSTRACT By the third generation, migrant languages are usually no longer spoken and few identify with their grandparents’ ancestry. This study investigates factors that have encouraged a group of third-generation Australian-Latvians in their teens and twenties to maintain their ethnic identity and heritage language. Active community involvement was found to be a major factor, particularly in organizations such as Latvian schools, folk dancing, and singing groups. Involvement is facilitated by their connections with family, friends, people, and organizations in Latvia, and creates an individual sense of belonging with the community and identification as a Latvian.

Knowledge-Based Recommendation System for Plate Waste Reduction in Latvian Schools

Food waste indicates ineffective and irresponsible consumption of resources, particularly during the food consumption stage. The aim of our research study is to optimize the catering management process at Latvian schools by reducing the amount of plate waste. The experts developed a set of recommendations aimed at improving the catering management process at schools. The recommendations developed were supported by measurable parameters, which must be monitored by school staff. The capability-driven development approach was applied to model the recommendation system. A plate waste predictive module and a large language model classifier were integrated into the system to support sustainable decision-making. The large language model classifier was trained to filter questions and recommendations. Three training methods were compared: training from scratch and finetuning by using datasets DBPedia and News Category Dataset. As a result, we present the list of recommendations based on the literature review, and the prototype of the knowledge-based recommendation system was developed to audit the school catering management process and promote sustainable school management and decision-making. The recommendation system aims to reduce plate waste due to deficiencies in the implementation of the catering process and to promote responsible food consumption at schools.

Potential and Challenges of School-Parent Collaboration in Developing Parental Health Literacy

The aim of this study is to use the experience of two Latvian schools to outline the potential of school-parent collaboration in promoting parental health literacy by answering the following questions: 1) How is the concept of health literacy understood by parents, teachers, and school administration? 2) What factors limit or hinder school-parent collaboration in promoting health literacy? 3) What are the recommendations of the actors involved to improve school-parent collaboration in promoting parental health literacy? This study adopts a qualitative case study approach and explores two cases of schools in Latvia. The data are obtained from 4 focus group discussions and 2 interviews with 26 respondents, including teachers, parents, and school principals, as well as from school records. The data are processed using content analysis.

The Influence of the Pandemic on the Affective States of School Principals and Teachers: A Comparative Study between South Africa and Latvia

This study explores the extensive influence of COVID-19 on the affective states of school principals and teachers. A comparative, qualitative study was conducted on Latvian and South African participants’ experiences during the pandemic, with a focus on leadership, change, extra workload, ICT, and uncertainty. A total of 59 participants from rural, urban, and private schools in both countries took part in this study. Data were collected by conducting interviews with open-ended questions after which themes were identified and grouped. The results demonstrated that the states of mind of Latvian school principals and teachers were more affected than those of South Africans for whom vaccination was not compulsory. Furthermore, it was found that technological adaptation was easier for Latvian than for South African educators. The role of the Department of Education has evoked mixed feelings. Leadership, and the lack of it, also influenced the affective states of school principals and teachers. Emotional support from society, family, and colleagues was experienced differently in Latvia than in South Africa. The results of this study revealed that a pandemic can be experienced differently by principals and teachers but also that there are similarities in these experiences, as no one is ever completely prepared for the effects of a pandemic.

QUALITY OF DISTANCE LEARNING IN SECONDARY SCHOOL SPORTS AND HEALTH CLASSES

Distance learning or remote studies can break the boundaries of time and space, as students can use computers or electronic devices (for instance, mobile phones and tablets) to instantly acquire learning resources and listen to teachers during remote classes. The pandemic led to procedures that changed the way teachers teach and communicate with students and families. All teachers faced such a situation for the first time, thus it was necessary to invent, acquire and apply new teaching methods in sports and health classes, in order to provide students with the planned amount of physical activity in sports classes, as well as to implement the curriculum. The human body is made for movement; therefore, a person feels best when they move regularly. The aim of this study was to evaluate the skills of sports teachers to apply digital teaching methods in secondary school sports and health classes, and the quality of distance learning. Research methods: the research used surveys, which were issued to 29 secondary schools in Latvia, as well as to 2 respondents from primary schools. In total, 34 respondents filled out the research survey. In order to determine the opinion of sports teachers on the quality of distance learning in sports classes in secondary school and the applied digital skills, interviews were conducted with the participation of 5 sports teachers. Analysing the responses to the survey and the correlations between them, the research results show that if the sports teacher has not acquired digital skills, then online and distance learning cannot be provided, as well as the set learning results in sports in secondary school are not achieved.

RELATIONSHIP BETWEEN MOTIVATION OF CHILDREN AND YOUTH AND TIME SPENT IN FOOTBALL TRAINING (GRADE 5-9)

The laws and regulations of Latvia on the professional education activity in football training state that as the age of the students increases, the number of contact hours per week that must be spent in football training also increases. Furthermore, scientific literature often mentions that as people age, their motivation to engage in physical activity and sports often decreases. The aim of this study was to determine the relationship between the motivation of children and youth for participation and time spent in football training in different age groups. Within the framework of the study, the opinion of the Ethics Commission of the Latvian Academy of Sport Education was received on the compliance of the survey with ethical norms, as well as the legal representative of each research participant had confirmed their participation in the study with a permission. As part of the study, 167 research participants from one Latvian school were surveyed in the grade groups from 5 to 9. The number of hours the research participants spend in football training sessions per year was determined, as well as their motivation to participate in the training. The results of the study showed that as the age of children and youth increases, they spend more time in football training sessions (p≤0.001), but their motivation decreases every year (p≤0.01).

OUTDOOR PHYSICAL EDUCATION CLASSES IN THE EDUCATIONAL CONTENT OF LATVIAN AND FOREIGN SCHOOLS

In Latvia, the conduct of outdoor physical education classes is influenced by both the climate and the challenges of the learning process, therefore, conducting the physical education classes outside the school premises (outdoors) is a topical and challenging subject. The purpose of this literature review is to: 1) find out the benefits of organizing physical education classes outside the school premises (outdoors), 2) find out what is the regulatory framework of the outdoor physical education classes would be in general education schools in Latvia and abroad, 3) compare the status of Latvian and foreign outdoor physical education classes in the educational content of schools. Results: conducting physical education classes outside the school premises (outdoors) provides benefits in the following groups of benefits – learning benefits, health, environment. Compared to other countries, outdoor physical education classes in Latvia are possible, but not mandatory. There are countries where the status of outdoor physical education classes is lower, but in the Nordic countries (Finland, Sweden, Estonia, Norway) the status of outdoor physical education classes is the highest, and conducting such physical education classes is especially encouraged.

The Architecture of Folk Schools in Latvia: Development and Stylistic Features in Kurzeme and Zemgale

Abstract The analysis in this research focuses on folk schools, which are among the oldest educational buildings in Latvia. These schools played a significant role in the advancement of Latvian national culture and the initiation of Latvian education. Throughout history, the preservation and fate of this architectural heritage have consistently relied on socio-economic and political factors. Even in the present day, due to urbanization, school restructuring, and a lack of societal appreciation for their historical significance, these buildings remain vulnerable to complete deterioration and eventual disappearance. The historical form of folk schools as an educational network no longer exists, and today their architectural heritage serves as vanishing proof of the past, with its value primarily recognized within cultural and historical contexts. This study analyzes 114 identified folk school structures situated in two historical regions of Latvia. It delves into their construction history and architectural characteristics while elucidating the inherent risks and potential cultural significance these edifices hold in the contemporary landscape of Kurzeme and Zemgale.

THE IMPORTANCE OF DRIVING SCHOOLS IN THE LATVIAN ECONOMY AND THEIR FINANCING POSSIBILITIES

The demand for training for various categories of vehicles has been constant over several years. However, there is still a need for more professionals in the labor market for cargo and passenger carriers. Therefore, to ensure qualified employees in the transport sector, the availability of driving schools in all regions of Latvia, high-quality training, and adequate service prices, which would correspond to the capabilities of different households, are essential. Small and new driving schools, to win the market segment by competing with the leading driving schools in Latvia, must think about the quality of the offered services, compliance with customer requirements, and plan financing options - own or borrowed capital. The novelty of the research: the author investigated the importance of driving schools in the economy and their financing possibilities using European Social Fund projects.

Šeimų kalbų politika: latvių kalbos kaip paveldėtosios išlaikymas diasporoje

This article explores the concept of family language policy in relation to child agency and parents’ discourse strategies in the context of the Latvian diaspora. Research is based on four interviews with parents from three countries: the United Kingdom, Norway and Greece. Respondents were recruited through Saturday/Sunday schools in the diaspora, addressing Latvian speakers who work there or whose children attend these schools. Both parents of all four families analysed in this study use Latvian at home. Data were collected using the Zoom platform during spring 2023 and are part of a larger study about family language policies in the diaspora. Currently, data are also gathered using methods such as audio recordings of interactions between parents and children and online classroom observations in Latvian (Saturday) schools. The main research questions for this article are: which language ideologies underlie language practices (language choices) at home involving parents and children, and which parental discourse strategies are used in families with regard to the multilingual language practices of their children.

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were differences between the opinions of school staff, students, and parents on the current practice of implementing the SLO approach in schools. A concurrent triangulation design was implemented, in which qualitative (school staff, n = 38) and quantitative (students, n = 990; parents, n = 620) data were collected concurrently, followed by a separate data analysis, after which the results of the studies were merged and triangulated. One of the key prerequisites for a school to become a learning organization is leadership, which is implemented on a daily basis by the school principal or an extended school management team. The results of the study indicate that, based on the analysis of students’ and parents’ opinions, learning leadership is one of the weakest dimensions of the SLO. The study also concludes that students’ and parents’ views on learning with and from the external environment and the wider system in their educational institution are not so positive, and that there is a need to raise the awareness of the school staff of the importance of collaboration in the current implementation practice of the SLO approach. It is necessary to ensure that purposeful cooperation and joint action are implemented at the school level to achieve the common goals of the school.

NEWLY ARRIVED STUDENTS: CHALLENGES AND PERSPECTIVES FOR TEACHERS

The rapidly changing political situation in the world puts an impact on education. After the invasion of Russia in the territory of Ukraine on the 24th of February 2022, the number of refugees in Latvia increased significantly and newly arrived students from Ukraine started learning in the schools of Latvia. In order to facilitate the successful integration of newcomers, Amendment No 48 was accepted by the Cabinet of Ministers of Latvia, which states that newcomers receive their education in Latvia in the state language of Latvia. Therefore, newly- arrived students started learning in schools of Latvia receiving instructions in Latvian. The aim of this publication is to describe the situation of integrating newly arrived students in schools of Latvia from the perspective of a teacher, focusing on difficulties and challenges for a teacher who has no or relatively little experience (ethnic minority students or children of re-migrants) in working with students who have no or relatively poor Latvian language skills at the same time ensuring an inclusive and meaningful educational process.

ЕЛЕКТРОННІ ТАБЛИЦІ ЯК ЗАСІБ МОНІТОРИНГУ АКТИВНОСТІ УЧНІВ ТА РОБОТИ З ОБДАРОВАНИМИ ШКОЛЯРАМИ

The article describes an experiment on the use of electronic spreadsheets to monitor the activity of pupils and work with gifted pupils in the Municipal institution “Mariupol secondary school of I-III levels №33 Mariupol city council of Donetsk oblast”, Ukraine, and in the Ranka Pamatskola, Latvija. The results of the participation of pupil of the Mariupol school in International, All-Ukrainian, city competitions and olympiads are given, the results of the participation of Ukrainian and Latvian pupil of the Latvian school in the All-Ukrainian online competitions of the Na Urok and Vseosvita projects are given. The expediency of submitting reports of schoolchildren’s participation in olimpiads and competitions in electronic spreadsheets is proven, examples of filling out electronic spreadsheets using colors are given.

Competences of Heads of Schools in the Current Terminology of Education in Latvia

This study examined competences of heads of schools when acquiring the current terminology of education in Latvia. In the school year 2020/2021 schools in Latvia implemented new approach to learning by introducing the curriculum reform called “Introducing the competence approach in the instructional content “Skola 2030”. The event led to several changes in the curriculum as well as an addition of various new terms to be used when introducing the reform to schools; therefore, to successfully implement the reform heads of schools have to fully understand the new curriculum and terms. The aim of this research paper was to study what the necessary competences of heads of schools are when acquiring the current terminology of education.To achieve the objective, analysis of theoretical literature, scientific research and statistics were performed; a survey for heads of schools was developed and conducted; the results of the study were compiled.In the empirical part it was clarified which were the necessary competences of heads of schools that related to acquiring, using, and passing on the terminology of education.The study found that in the acquisition of the current education terminology the most important competences are social competence, methodological competence, self-competence and their subcompetences.

The Assessment of School Lunches in the Form of Food Packs during the COVID-19 Pandemic in Latvia.

During the pandemic, Latvian schools switched to remote learning which required looking for solutions to provide state-funded school lunches for pupils at home. The aim of study was to analyse the type of support received by pupils for provision of school lunches, the compliance of the composition of food packs with Latvian healthy diet recommendations and parental assessment of the food packs received. With the help of the questionnaire data on the composition of food packs, parental assessment was obtained by interviewing 1495 parents of pupils in grades 1–4 (age 6–11 years). The composition of food packs was evaluated in accordance with the recommendations for a healthy diet. Food packs were the main choice for the provision of school lunches in all regions (90.70%). The emphasis in the food packs was on protein-rich products like canned meat and meat products (93.36%) and milk (91.37%). 81.71% of food packs contained both vegetables and fruits. Food packs covered basic needs but improvements would be needed. The parents appreciated the support received, 90% of them rated it as positive/partially positive. In the event of a pandemic recurrence, the state would need to work with food producers to provide smaller packaging of products for food packs to ensure food diversity.

Spāņu valodas apguve Latvijā: pašreizējās situācijas raksturojums

With its ever increasing number of speakers, Spanish, being one of the so-called major languages of the world, has overtaken English in terms of native speakers in recent years, now ranking second behind Chinese, and its growing popularity and expansion can be felt in Latvia as well. In recent years it is evidenced by an increase in translations of original works into Latvian, cinema and theatre performances, rapid growth of various Spanish companies and, undoubtedly, the interest of the residents of Latvia, particularly young people, in learning Spanish. In Latvia, Spanish can be learned in general education schools, starting from Form 6; it is more popular among secondary school pupils, as evidenced by the number of general education schools: in academic year 2018/19 Spanish could be learned in 18 general education schools, while in academic year 2019/20 there were 16 education institutions offering the language. Moreover, the capital of Latvia is not the only place where Spanish is taught as a second or third foreign language: everything depends on the opportunities provided by each individual school. In total, there were 32 schools in Latvia where Spanish was taught as the third or even the fourth foreign language during last academic year. To obtain secondary education in Latvia, one of the centralised exams has to be taken in a foreign language; English is the most popular choice among schools. Those who wish to obtain a certificate in Spanish can do so at the Instituto Cervantes DELE examination centre, which has been operating at the Latvian Academy of Culture since 2004. The centre offers an opportunity to take exams at 6 levels and obtain the internationally recognised DELE diploma, certifying the examinee’s Spanish knowledge and skills. Spanish can also be learned in courses and at language centres irrespective of the students’ age and previous knowledge. Picasso and Seneca, two private Spanish language centres, have been successfully operating in Latvia for more than 10 years, and their students range from pupils to seniors. Bachelor students learn Spanish at the Latvian Academy of Culture in the Latvia-Spain Cross-Cultural Communication programme; however, they do not obtain a qualification in philology. Master students can learn Spanish as part of the Romance Language and Culture Studies study programme at the University of Latvia, and the language is also offered as an elective course at other higher education institutions in Latvia. Unfortunately, systemic Spanish acquisition and programme continuity is hindered by the lack of a Spanish philology bachelor study programme at the University of Latvia. The paper focuses on Spanish learning traditions, issues, and future opportunities in Latvia, drawing upon data available in the state education system and interviews with industry experts: officials, educators, and translators.

Primary validation of Children Spiritual Intelligence Scale in a sample of Latvian elementary school pupils

ABSTRACT The paper aims to describe the development of the Children Spiritual Intelligence Scale (CSIS), focusing on the stage of primary validation of the scale. Based on the five components of the theoretical model (Creation and awareness of personal meaning, Self-understanding, Mastery of self-control, Awareness of personal authenticity and uniqueness, and Social mastery), a 63-item scale with validated content was developed to measure children’s spiritual intelligence. The validation sample consisted of 200 pupils from grades 1–4 representing comprehensive education schools situated in different regions of Latvia. The exploration resulted with the psychometric properties of CSIS, showing the item difficulty and discrimination indices of items, interpretation of the factorial structure and internal reliability of the scale. The final set of 23 CSIS items, measuring children spiritual intelligence in a framework of a one-factor model with four included subcomponents, showed acceptable psychometric properties, enabling to pursue the next steps of scale development.

Plate Waste Forecasting Using the Monte Carlo Method for Effective Decision Making in Latvian Schools.

Food waste is a global problem, which becomes apparent at various stages of the food supply chain. The present research study focuses on the optimization of food consumption in schools and effective food management through data-driven decision making within the trends: zero food waste and digital transformation. The paper presents a plate waste forecasting system based on mathematical modeling and simulation using the Monte Carlo method, which showed an RMSE equal to ±3% and a MAPE of 10.15%. The solution based on the simulator provides a possibility to better understand the relationship between the parameters investigated through data visualization and apply this knowledge to train managers to make decisions that are more effective. The developed system has multi-disciplinary application: forecasting, education and decision making targeted to reduce food waste and improve public health and food management in schools.

Remote learning in basic education schools in Latvia during COVID-19 Pandemic: Experience of pedagogical internship

Due to the outbreak of the COVID-19 pandemic, most students were forced to study remotely, including students in Latvia. This publication aims to reflect on the remote learning process during Covid-19, analysing the results obtained by students during their internships. The research study involves 81 full-time and part-time students of Liepaja University study programmes. This publication is based on qualitative empirical research, using the case study method within a natural environment. The results were analysed using content analysis. As the result of this study, the conclusions are drawn, revealing the identified problems, strong points and contradictions in the learning process, providing a basis for improvements. The obtained research results can serve as a foundation for the research in future.
 Keywords: consequences of Covid -19, remote learning process, internship