Actual developments in history teaching in Latvia

Tallinn, October 24, 2011Dzintra Liepina, HTA of Latvia

Hierarchy of Regulatory Documents for teaching History in Republic of Latvia

•Education Law•General Education Law•State general education standard

•General education subject standard•General Education Programme

•General education subject programme

•Course syllabi

Educational levels where history is being taught

Basic education (compulsory)

General Secondary education (optional)

Basic education (7-16 years old)

Grades/subjects (lessons per week)

6 7 8 9

History of Latvia and World

2 2 2

World history 1History of Latvia 1

Grades/subject (lessons per week)

10 11 12

History of Latvia and World

2 2 2

General Secondary education (17-19 years old)

Basic Education

Process of dividing the history course into separate subjects „World history” and „History of Latvia”.

What were the reasons?Different expectations in society about

the development of the state after regaining the independence (national state like in 1920-s, 1930-s or modern democracy?)

Different collective memories in society

Low level of trust in state establishments

Political preassure from nationally oriented political groups

What were the reasons?Manipulations with collective memory as a part

of politics in Latvia, especially before the elections

Fear of losing the national identity in EU and disappointment in part of society (even history teachers) with EU liberal initiatives to teach more about minorities, migrants, integration of society

Lack of the well-considered discussion between academic historians, society and history teachers about historical past and the aims of history teaching

What were the reasons?October 22, 2004- conference “Latvian

history: an episode or the nation's roots?”- decision that there has been too little attention paid to the history of Latvia at schools and teaching is not good enough

2006- group of historians and scientists publicly declare that history of Latvia should be the separate subject in schools.

26.10, 2005- All for Latvia rally at the Ministry of Education and Science

Foreign Minister’s letter to the Minister of Education and Science

On 27 October 2005, the Latvian Minister of Foreign Affairs, Artis Pabriks, sent a letter to the Minister of Education and Science, Ina Druviete, asking that more attention be paid to the teaching of Latvia's history at schools.

In the letter, Foreign Minister wrote that the issue of teaching history was extensively discussed at the session of the Board of the World Federation of Free Latvians (WFFL) and also during his meeting with the members of the WFFL Board.Mr Pabriks writes, "I agree with the WFFL Board's opinion that is difficult to request our countrymen living abroad as well as the Ministry of Foreign Affairs to explain Latvia's history, when our own schools do not teach it thoroughly.”

http ://www.am.gov.lv/en/news/press-releases/2005/October/27-4/

Reaction of the Ministry of Science and EducationNovember 2005- the Order of the Minister of

Education and Science about teaching history of Latvia as separate subject

January 12, 2006 the Order of the Minister of Education about implementation of piloting of subject “History of Latvia” from school year 2006/2007

Developing the new subject standardsSchool years 2006/2007- 2008/2009 as

piloting of new subjects (History of Latvia and World History) in 40 schools in Latvia voluntary

Reaction of HTA of LatviaDiscussing problems in history

teaching, reacting in mass media (majority of members were against dividing subject, but there were also some teachers who agreed with idea of separation)

Little support in society and also from Universities

Meetings in Ministery of Education, finally- taking part in remodeling of the first version of the new standard

Results of state test in history in 2009 published by theState Education Content Centre

Red colour- schools taking part in piloting, green- the other schools

Conclusions after the piloting separated history subjects

History of Latvia as a separate subject doesn’t improve or worsen achievements of students. The results of piloting show that the separated subject teaching does not improve students' knowledge and skills.

From newspapersThe people are waiting for Latvian history

in schools 2006/07/01, Latvijas AvīzeParliamentary commission: teaching

history of Latvia as subject in schools would improve the low level of population’s history knowledge 2008/04/15, BNS

The national self-esteem issues include the Latvian History Teaching (http://news.lv/Latvijas_Avize/2010/01/23/)

From 1 September 2011 in Latvian schools will have a new subject – “History of Latvia”, which will be taught from grade 6. This was announced today, April 27, after meeting with Prime Minister Valdis Dombrovskis (“Unity”), told reporters the president of Latvia Valdis Zatlers. “On September 1, Latvia’s history will be studied as a separate subject. This is what was waiting for society,” – said the president.(April 27, 2011)

What do we have now?

Aim of the subject

History of Latvia World History

improvement of students’ understanding about the underlying trends of human development, promoting the development of students identity and promoting the growth of responsible and tolerant member of the democratic society of Latvia

to develop the understanding of underlying trends of human development, promoting the development of European identity and promoting development of responsible and tolerant member of the democratic society of European Union

Objectives: creating the opportunity for student to

History of Latvia World History

1) gain knowledge about historical development and historical causality in the closest neighborhood, Latvia and Baltic region from Prehistory to the present day

2) acquire and develop skills in using different types of historical sources and understanding the nature of historical sources

gain knowledge about the European and World history and historical causality from Prehistory to the Present day

acquire and develop skills in using different types of historical sources and understanding the nature of historical sources

Objectives: creating the opportunity for student to

History of LatviaHistory of Latv ia World History

1) gain experience of working in rapidly changing modern society , interpreting historical events in Latvia, Baltic region, Europe and World in independent, critical and constructive way

2) promote a sense of belonging to the Latvian state and patriotism

gain experience of working in rapidly changing modern society, interpreting historical events in Europe and World in independent, critical and constructive way

Main problem- the content planning and balance (grade 6 )

History of Latvia: 35 lessons per year World history: 35 lessons per year

1. Myself and my family history (14%)

2. Myself and the local history (14%)

3. Myself and history of Latvia (44%)

4. Prehistory on territory of Latvia (28%)

Prehistory (14%) Ancient East-

characteristics of civilization and cultural heritage (20%)

Classical Society and its achievements (37%)

Arab culture and Islam, the Arab Caliphate (6%)

Europe during the Early Middle ages (17%)

Formation and strengthening of the Christian Church (6%)

The benefits

First time after the regaining the independence history teaching has so significant financial support from the state- 150 000 LVL (213 431 EUR) for implementation of subject History of Latvia

The benefits

Most of the money (125 000 LVL or 177859 EUR) goes for the purchase of textbooks for teaching history of Latvia

The benefitsTeacher training coursesRecommendations for teaching

History of Latvia and examples of lessons

Digital methodological material with historical images and maps

General Secondary education

Integrated history course- History of Latvia and World

New standard in 2009/2010 school year

Aim of the subjectencourage the development of

multilateral identity of learner as the member of democratic and civil society, exploring Latvian, European and world historical processes

Objectives: creating the opportunity for student tobe aware of the importance of

historical knowledge in understanding of the past and choice of alternatives for personal and social development

supplement the knowledge and understanding of the most important Latvian, European and world history events, causal processes

Objectives: creating the opportunity for student todeepen the knowledge and

understanding of the historical development of Latvian statehood;

develop analytical and synthetic skills of analyzing the the historical sources of information, in order to assess the historical developments and the relationship between past and present independently and in reasonable way

Literature http://www.vvc.gov.lv/advantagecms/LV/tulkojumi/index.html http://zagarins.net/jg/jg263/JG263_Austers.htm http://

szf.lu.lv/files/petnieciba/publikacijas/Velesanas_violeta.pdf http://www.am.gov.lv/en/news/press-releases/2005/October/27

-4/

http://www.likumi.lv/doc.php?id=150407&from=off http://visc.gov.lv/

Thank you!