As in the first reading a week ago, with consideration and adoption as urgent second and final amendments Education In the law defining distance learning, on Thursday, November 12, the Saeima had a heated debate for several hours. Opposition officials expressed concern that Covid-19 under the guise of crisis Ministry of Education and Science (IZM) wants to make distance learning a permanent norm in schools without providing sufficient support for teachers and parents.
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On Thursday, 57 deputies of the ruling coalition voted for the amendments to the law, against 33 members of the opposition. The debate on these amendments and proposals for second reading lasted more than four hours. The amendments will enter into force on the day following their promulgation.
Following the debate at first reading and the concern on social networks that strengthening distance learning as a permanent norm in the educational process will place too much responsibility on parents for their children’s education and may reduce the quality of education, the debate between readings also continued in the responsible The Saeima In the Education, Culture and Science Commission, which was the preparer and submitter of amendments to these laws.
Aware of public concerns, the commission prepared a proposal for final reading, which was also supported by the Saeima, instructing the Cabinet of Ministers to develop regulations of the Cabinet of Ministers by the end of January next year, which determine the procedure for organizing and implementing distance learning.
Now the amendments to the law adopted by the Saeima stipulate that distance learning is a part of the full-time education process in which learners study, including using information and communication technologies, without being physically in the same room or place of study together with the teacher. In turn, face-to-face is defined as a form of educational acquisition in which the learner acquires the content of education by visiting an educational institution, including distance learning, in accordance with the educational program implemented by the educational institution.
In total, 31 proposals were submitted for the second reading, most of which were proposals of the representatives of the opposition, which were much debated at the Saeima sitting, but which were not supported. Both in the debate and in the votes, the position of “Harmony”, the Greens and Farmers’ Union, as well as several non-attached Members, coincided.
During the debate, the opposition stated that it was not opposed to distance learning as such in the 21st century education system, but argued that it was not appropriate to introduce it as a permanent norm in times of crisis and at a time when sufficient support for teachers and families was not yet provided. Opposition officials said they did not object if distance learning was introduced only during the crisis or regulated by the Covid-19 Infection Control Law.
MEPs also pointed out that distance learning during the Covid-19 crisis has once again highlighted the problems of social inequality in our country, as children in poor and socially disadvantaged families lack both computers and food. Concerns were also expressed about the additional spending of local governments as school founders at a time when local government revenues are planned to be reduced in the state budget next year.
Already during the first reading, as a representative of the responsible commission reporting on the amendments to the law, MP and Parliamentary Secretary of the Ministry of Education and Science Reinis Znotins (JKP) explained that the amendments define the distance learning process, which is defined as a form of full-time education not provided by the current law. The resources needed for the learning process are also specified. “It is important to point out and remind here that no additional obligations are imposed on parents to purchase these funds, but only on the founders and the ministry,” Znotins emphasized.
He also pointed out that the amendments proposed by the ministry allow schools to enter into agreements with each other to ensure the workload of teachers. “If there is no, say, a chemistry teacher in one school, but in another school this teacher works part-time, then this teacher would have the opportunity to work the rest of the workload and teach in a school where there is a shortage of teachers,” Znotins explained.
He acknowledged that these changes were important not only during the Covid-19 crisis, but also under normal circumstances. “We also see examples from around the world – Estonia and Finland, where distance learning was part of the normal learning process long before the Covid-19 crisis,” said Znotins at first reading.
At second reading, in response to opposition questions and concerns, Znotins explained that educationally advanced countries such as Estonia and Finland had included distance learning as part of the learning process before the Covid-19 pandemic several years ago, and called for modern, up-to-date and changes in the educational process. Znotins also denied that the amendments to the law had not been sufficiently discussed, as they had been developed already in the summer and were discussed both with school principals and in other formats.
Znotins acknowledged that this time and process was difficult for everyone, but reminded that already a year before the pandemic, training had been planned and started to improve teachers’ digital skills with the aim of increasing the use of technology in the teaching process. Unfortunately, teachers did not take these opportunities actively enough. The Ministry of Education and Science has also directed a significant part of Covid-19’s money to computers and Internet connections at school, but this must be addressed together with local governments. “If we do not now recognize distance learning, then we prevent schools from maneuvering in a difficult situation now,” said Znotins, adding that the Ministry of Education and Science has recommended to schools to use three models at work during a pandemic, but not everyone copes and used it in time.
Member of the committee responsible Raivis Dzintars (NA) said in the debate that there is no question at all as to whether distance learning can completely replace face-to-face learning, as the amendments only define what distance learning can be, if necessary. However, in order to alleviate the concern that schools will fully switch to distance learning only in everyday conditions, the responsible commission prepared a second reading amendment instructing the Cabinet of Ministers to draft regulations of the Cabinet of Ministers by the end of January next year.
The amendments adopted by the Saeima also precisely define what is considered to be teaching aids, as well as stipulate that local governments finance from their budget teaching aids corresponding to the state pre-school education guidelines, state basic education, general secondary education, vocational secondary education and vocational education standards – additional literature, visual aids. , handouts, teaching aids, teaching materials, equipment and supplies, toys and supplies, and may also finance the purchase of electronic resources, interactive learning platforms and teaching and communication software, or subscription fees to its subordinate educational establishments.
The law now clarifies that in private educational institutions the purchase of textbooks, games, methodological aids, additional literature in accordance with the state pre-school education guidelines, primary and general secondary education standards, as well as the acquisition of study management platforms or subscription fees is financed from the state budget and state budget. earmarked grants.
Also in state and local government educational institutions, as well as in state secondary education institutions, the purchase of textbooks, games, methodological aids, additional literature in accordance with the state pre-school education guidelines, basic and general secondary education standards, as well as the acquisition of study management platforms or subscription fees is financed from state budget funds and state budget earmarked grants.
It has been determined that in the future educational institutions are entitled to enter into a mutual agreement on the implementation of subjects or parts thereof within the general secondary education program, agreeing on the type and program of study subjects, assessment of learners ‘achievements and notification of learners’ assessments, learners involved in the acquisition of subjects, the expenses for the implementation of study subjects and the procedure for payment thereof, as well as other conditions.
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