Education for Sustainable Development: A University Perspective
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implementation of educational programmes for national minorities is the precondition for social integration in Latvia. The financial allocations for the implementation
of the general education policy, however, are insufficient. The available funds are used
for maintaining the sector, but fail to support its development. The education system
is characterised by a general shortage of a qualified workforce and an increasing
mean age of teachers. Towns and rural areas differ in terms of access to and availability of high quality education, and there are regional differences in the available
educational programmes. The physical infrastructure of many educational institutions of all levels and kinds has not been upgraded. This considerably decreases the
quality education and makes the maintenance costs of such institutions more expensive. The structure of academic personnel is also disproportionate. The low wage
standard makes it difficult to attract young academic staff and researchers. There is
a wide offer of continuous education in the country at large, and it develops along
with demand. It would be necessary to set up a system to assess the quality of the
continuing education programmes. There is no regulatory framework governing the
financing of continuous education, including shared financing of lifelong learning.
Employers play a crucial role in providing apprenticeships. At present, the provision of internship opportunities is insufficient, requiring an economic stimulus for
businesses to provide internship placements for students in vocational and higher
education programmes. Neither is the apprenticeship system sufficiently developed
in the country. Development of scientific research and innovations and intensive use
of knowledge and high technologies is the main and only realistic path for the development of the Latvian economy in order to ensure a stable welfare standard. Essential means to this effect are Environmental Education and Education for Sustainable
Development. The concept of Education for Environmental Citizenship is timely in
the context of the transformation process of education. This process also includes
the need to develop learners’ competencies that are necessary for functioning in
society and for successful learning, such as being able to manage information flows,
acquiring skills for future use, and handling the rapid development of new methods
to achieve education goals at all levels.
The results of the expert survey on Education for Environmental Citizenship indicate insufficient knowledge of the concept, even among experts in the field, not to
speak of the general public and teachers at all levels. This aspect can be considered
to be a significant weakness in the implementation of the Education for Environmental Citizenship, calling for actions to be taken. There are actors supporting and
promoting EE and ESD. EE is supported by political parties (the Green Party) and
NGOs at a national and international level. Therefore, it can rely on structural and
institutional support. Numerous NGOs support some activities, from campaigns to
the Ecoschool network, along with implementation of the Environmental Education concepts into the regular education system. ESD in Latvia is supported by
the National Committee of UNESCO. Accordingly, its institutional support from
ministries is secured. Major activities in the past that have supported the raising of
ESD awareness at the UN level are reflected in the national mass media and are also
on the discussion agenda. The existing efforts are integrated into legislation. Thus,
281
implementation of educational programmes for national minorities is the precondition for social integration in Latvia. The financial allocations for the implementation
of the general education policy, however, are insufficient. The available funds are used
for maintaining the sector, but fail to support its development. The education system
is characterised by a general shortage of a qualified workforce and an increasing
mean age of teachers. Towns and rural areas differ in terms of access to and availability of high quality education, and there are regional differences in the available
educational programmes. The physical infrastructure of many educational institutions of all levels and kinds has not been upgraded. This considerably decreases the
quality education and makes the maintenance costs of such institutions more expensive. The structure of academic personnel is also disproportionate. The low wage
standard makes it difficult to attract young academic staff and researchers. There is
a wide offer of continuous education in the country at large, and it develops along
with demand. It would be necessary to set up a system to assess the quality of the
continuing education programmes. There is no regulatory framework governing the
financing of continuous education, including shared financing of lifelong learning.
Employers play a crucial role in providing apprenticeships. At present, the provision of internship opportunities is insufficient, requiring an economic stimulus for
businesses to provide internship placements for students in vocational and higher
education programmes. Neither is the apprenticeship system sufficiently developed
in the country. Development of scientific research and innovations and intensive use
of knowledge and high technologies is the main and only realistic path for the development of the Latvian economy in order to ensure a stable welfare standard. Essential means to this effect are Environmental Education and Education for Sustainable
Development. The concept of Education for Environmental Citizenship is timely in
the context of the transformation process of education. This process also includes
the need to develop learners’ competencies that are necessary for functioning in
society and for successful learning, such as being able to manage information flows,
acquiring skills for future use, and handling the rapid development of new methods
to achieve education goals at all levels.
The results of the expert survey on Education for Environmental Citizenship indicate insufficient knowledge of the concept, even among experts in the field, not to
speak of the general public and teachers at all levels. This aspect can be considered
to be a significant weakness in the implementation of the Education for Environmental Citizenship, calling for actions to be taken. There are actors supporting and
promoting EE and ESD. EE is supported by political parties (the Green Party) and
NGOs at a national and international level. Therefore, it can rely on structural and
institutional support. Numerous NGOs support some activities, from campaigns to
the Ecoschool network, along with implementation of the Environmental Education concepts into the regular education system. ESD in Latvia is supported by
the National Committee of UNESCO. Accordingly, its institutional support from
ministries is secured. Major activities in the past that have supported the raising of
ESD awareness at the UN level are reflected in the national mass media and are also
on the discussion agenda. The existing efforts are integrated into legislation. Thus,