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opportunities should be the principal form of learning for them. It is critical to give them the time
to build some interest in what the course is about while surrounded by others, and then encourage
them to experiment with the digital contents, while providing support. That leads to situations, that

often even for fully online available courses, educators would offer activities in which the student’s
study individually, but in one space where they can obtain assistance, as well as interact with other
learners.

Why is relevant for adult educators and adult education centers?

Why this case study is a success / best practice?

This case underlines the high relevance of accounting not only for the learning objectives and style
of individuals, but also for the cultural aspects and individual motivations. While change requires
getting out of the comfort zone, educators need to think about the learner and do not push him/her
too much, to avoid discouragement and abandoning the learning activities. The presents a model
how to integrate digital learning, also among adults that are not interested in its self-learning aspect,
and how to offer flexible opportunities between face-to-face and distant learning.

5.7 LATVIA

Adult Education Initiative in Latvia

In 2022, Latvia implemented crucial amendments to the Vocational Education Law, ushering in a
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more flexible learning paradigm. The reforms enable learners to access education anytime and
anywhere, allowing them to obtain state-recognized documentation not just for entire educational
programs but also for individual components. Latvia has established a comprehensive National
Qualification System, currently featuring 15 Industry Qualifications Frameworks. This system aims
to better align the skills offered by the education system with the demands of the labor market,
fostering a more direct and relevant connection between education and industry requirements.

Moreover, Latvia is progressing towards the implementation of micro-credentials within the Latvian
Qualifications Framework. This framework serves as a tool for comparing professions and their
corresponding qualifications, promoting transnational mobility for both learners and staff. The
emphasis on micro-credentials aligns with the broader goal of facilitating lifelong learning, ensuring
that individuals can continually adapt their skills to meet the dynamic demands of the professional

The “Adult Education Initiative in Latvia” is a project that aims to improve the professional
competence of those already employed. The initiative is funded by the European Social Fund and

the Latvian state and is implemented by the Latvian State Education Development Agency, in
cooperation with municipalities, educational institutions, and the State Employment Agency in
Latvia. It is running from 2017 until the end of 2023, and any employed or self-employed citizen
between the ages of 25 and unlimited is eligible to participate. The types of training available include
continuing vocational education and training programmes, professional development programmes,
non-formal education programmes, modules or sets of modules, study course or modules at