Education and Science, Round Table, The Baltic Course No. 27

Regardless of the insufficient state support, new educational facilities, e.g. state, private, regional, etc. have been constantly growing. Motivations in getting education have increased and consequently the number of students increased too.

Positive aspects

According to Latvian Ministry of Education the country occupied second place in the world (2006) as to the number of students per thousand citizens: 866 students to 10 thousand citizens. There are presently about 60 universities and high schools in Latvia; out of which 19 universities are state-financed. Some foreign universities showed up with their subsidiaries, e.g. Scandinavian, Russian, etc.

Some of these schools were not good in conducting their business; they went bust and were liquidated. Thus an issue has aroused concerning educational quality control, both internal and external. Most new states have created a strong legislative background for quality control, e.g. educational program’s licensing, accreditation of programs and universities, etc.

Negative trends

In the beginning of 2000 a negative trend appeared in some countries: people, mostly youth, started to migrate to other states in search for better wages. Then an issue has come as to their returning back with an adequate education provision.

But do we rally need “education export” to other countries where our citizens reside, e.g. Germany, the United Kingdom or Ireland? Unfortunately, new EU member states have had such an educational legislation that implementing this opportunity becomes often a serious problem. Thus, for example, there is a provision in the Latvian Law on Education that in order to open a university’s subsidiary or a branch it needs 125 th lats deposit, rental apartment agreement for at least 8 years with about 7 sq m per future student and total enrolment of not less than 100 students.

During hearings about the education law in Latvian parliament some amendments have been voiced as to simplification of these rules but they were not adopted. So, why we are actually so afraid of educational export? Here are some arguments on that account:

• Universities would not be able to provide qualitative education as it’s difficult to control quality while securing accreditation process, etc; state high schools are not motivated as they lack students;

Demographic situation

There is an additional aspect that can hamper educational export-import, i.e. demographic situation in the new states. Thus already in 2007 the number of students in Latvian universities reduced by 2 thousand; there could be a double reduction in 5-7 years to come. What would happen with the universities? Are they going to close or disappear; what about laboratories and condominiums..?

Universities’ rectors do understand the problems and therefore ask us to elaborate the country’s “international strategy” in high education. One apparent way out is evident, i.e. starting to invite students from adjacent countries such as SNG/CIS, Georgia, Ukraine, Moldova, etc. However, the main problem is still there — the language of command, in particular in the state universities. We need new legislation, political will and supporting mechanisms.

Three main aspects

To sum-up the issues of educational export three aspects have to be reviewed: the first of opening high schools or branches abroad for our residents there or to offer an interesting and quality product for foreign students. Second, internationalization of the whole education system when our universities would willingly receive students from other countries. Third, closer university cooperation from different EU states in view of mobility and exchange projects.

Optimal prospects

Supporting educational export we do not have to forget about the system of control and self-control in our own high school quality education. It’s clear that Europe is still lagging behind in education quality of such states as Canada, the United States, Israel, Japan, China and India. We have to instigate private sector’s financial support into education (from the employers’ side): for example in Japanese universities up to 65 per cent of financial support comes from private business and philanthropy.

The government has to adopt a more efficient system for educational support. So far we face the problem: why investing into education if students still choose to immigrate and getting education in other countries in the EU or the US. On top of this, it a clear brain-drain.

It seems adequate to support the opinion of Latvian Rectors Council which was voiced at the national conference devoted to Bologna process: two aspects hamper the main directions in Latvian high education development:

• Lack of adequate legislation (there is a strong need in adopting new draft of high education decree;

• Inadequate financial support for perspective transformations.

The Baltic Course 27, Autumn 2007