On Thursday, the 4th of September, the Saeima supported amendments to the Education Law in the second reading, which would significantly restrict access to distance learning for students in the first stage of basic education – grades 1 to 6.
The changes were approved by 49 deputies, opposed by 37, with one abstention.
The bill clarifies the available forms of education, including concepts such as inclusive education, in-person learning, distance learning, blended learning, and home education, with each form assigned specific quality requirements.
Committee Chair Agita Zariņa-Stūre (JV) previously told LETA that distance learning, as an independent process, is not advisable for younger students based on global practice and discussions. She stressed that in grades 1–6, children need to learn in the presence of an adult – whether at school or with parents – thus strengthening home education as well.
According to the Ministry of Education and Science’s (IZM) Parliamentary Secretary, Dāvis Mārtiņš Daugavietis (JV), the ministry aims to ensure quality education for all students, which is why the proposed amendments limit distance learning only in the early primary school years, when classroom presence and interaction with teachers are crucial.
Exceptions will remain for students with intensive sports schedules, special talents,
children of the diaspora, and children of diplomats.
Daugavietis added that emotional or psychological reluctance to attend school should be addressed with a comprehensive approach involving parents, schools, and municipalities. He also noted that if the decision is made to restrict distance learning for grades 1–6, parliamentarians will be offered a gradual transition period before the third reading. This would allow time to prepare support specialists to help students adapt to in-person learning.
“Distance learning is not suitable for the youngest children – a six-year-old cannot spend the whole day studying alone at a computer. They need parental or teacher support. Moreover, distance learning cannot fully develop social skills, group work abilities, or participation in physical education, and it increases dependency on digital devices,” Daugavietis said.
The ministry maintains that in-person learning provides the best opportunities for socialisation, immediate teacher and support staff assistance, and access to learning resources. However, it also acknowledges current challenges, including a shortage of teachers and support staff, as well as insufficient learning materials in some schools.
Currently, students can begin distance learning from grade 1,
but poor results of 9th-grade distance learners in centralised exams – especially in mathematics, where only 22.16% achieved a passing grade – have triggered debates about restricting distance learning to older grades.
In 2024, a total of 11,815 students studied remotely, of whom 3,531 were in basic education. Since the 2021/2022 academic year, the number of students in distance learning programs has grown at all grade levels, with the most notable increase of around 3,000 students in grades 10–12.
Over three years, state budget funding for teaching resources and teachers in distance learning has doubled – from 4.8 million euros in 2022 to 11.3 million euros in 2024. Accreditation reports indicate that information on graduates’ further education and career paths is still incomplete for many distance learning schools.
Read also: Covid-19 cases rising: SPKC urges seniors and at-risk groups to get vaccinated
Follow us on Facebook and X!
