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Key policy issues

Policy issue 1: The need to improve teacher and leadership quality

Research on human and social capital in education shows that in some of the best-performing school systems such as Canada, Finland, Japan and Korea, teachers and school leaders enjoy high status in society and are paid well enough to draw in, or at the very least not deter, academically able people (Schleicher, 2012; OECD, 2014e; Tucker, 2011; Mourshed, Chijioke and Barber, 2010). These countries have built their human resource systems by focusing on attracting, training and supporting good teachers and school leaders throughout their professional lifecycle (Asia Society, 2011; Schleicher, 2011; OECD, 2015c).

Our overarching conclusion is that at present many of the conditions needed to develop an excellent education profession in Latvia are not in place. The Latvian government has recognised the situation and in recent years has taken several important measures to improve the quality of the education profession, many of which we agree are the right ones. However, more will need to be done, and in a more coherent way, if working in education is to be an attractive career option and ultimately to bring about the desired changes in teaching and learning across Latvia’s schools.

 
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