Skolu t\u012bkla probl\u0113mas un demogr\u0101fijas lejupsl\u012bde Latvij\u0101 veido savstarp\u0113ji pastiprino\u0161u ciklu. B\u0113rnu skaita samazin\u0101\u0161an\u0101s, emigr\u0101cija un sabiedr\u012bbas noveco\u0161ana noved pie tuk\u0161\u0101k\u0101m skol\u0101m, savuk\u0101rt skolu sl\u0113g\u0161ana vai nemit\u012bga to past\u0101v\u0113\u0161anas ap\u0161aub\u012b\u0161ana mazina teritoriju pievilc\u012bbu jaunaj\u0101m \u0123imen\u0113m. Skola \u0123imen\u0113m nav tikai izgl\u012bt\u012bbas pakalpojums \u2013 t\u0101 ir sign\u0101ls par vietas n\u0101kotni. Ja skolas past\u0101v\u0113\u0161ana ir nestabila, \u0123imenes izv\u0113las neien\u0101kt vai aizbraukt, t\u0101d\u0113j\u0101di v\u0113l vair\u0101k pa\u0101trinot demogr\u0101fisko kritumu. \u0160\u0101dos apst\u0101k\u013cos skolu t\u012bkla \u201coptimiz\u0101cija\u201d, ja t\u0101 balst\u012bta tikai meh\u0101nisk\u0101 piel\u0101go\u0161an\u0101 b\u0113rnu skaitam, nereti nevis rea\u0123\u0113 uz demogr\u0101fiju, bet tai kait\u0113.<\/p>\n
Situ\u0101cij\u0101, kur valsts nesp\u0113j nodro\u0161in\u0101t elast\u012bgu un kvalitat\u012bvu publisko skolu t\u012bklu, veidojas plaisa, kuru aizpilda priv\u0101t\u0101s skolas. T\u0101s k\u013c\u016bst par risin\u0101jumu \u0123imen\u0113m ar pietiekamiem resursiem, vienlaikus pastiprinot nevienl\u012bdz\u012bbu starp b\u0113rniem ar piek\u013cuvi stabilai izgl\u012bt\u012bbas videi un tiem, kuri paliek atkar\u012bgi no arvien sar\u016bko\u0161a publisk\u0101 pied\u0101v\u0101juma. Priv\u0101t\u0101s skolas pa\u0161as par sevi nav sist\u0113mas probl\u0113ma. Risks rodas br\u012bd\u012b, kad publisk\u0101 izgl\u012bt\u012bbas sist\u0113ma atk\u0101pjas bez skaidras strat\u0113\u0123ijas, atst\u0101jot kvalit\u0101ti un pieejam\u012bbu individu\u0101l\u0101s maks\u0101tsp\u0113jas zi\u0146\u0101.<\/p>\n
No fisk\u0101l\u0101 instrumenta l\u012bdz normat\u012bvajam kvalit\u0101tes krit\u0113rijam<\/p>\n
Pied\u0101v\u0101tais regul\u0113jums demogr\u0101fisk\u0101s p\u0101rmai\u0146as faktiski fiks\u0113 k\u0101 stabilu un vienvirziena krit\u0113riju, kaut ar\u012b t\u0101s nav line\u0101ras un b\u016btiski at\u0161\u0137iras da\u017e\u0101dos re\u0123ionos. L\u012bdz ar to elast\u012bbai un piel\u0101go\u0161an\u0101s sp\u0113jai vajadz\u0113tu b\u016bt politikas pamat\u0101, ta\u010du t\u0101s aizst\u0101j meh\u0101nisks atlases instruments. No tiesisk\u0101 skatpunkta tas noz\u012bm\u0113 funkcijas mai\u0146u \u2013 politikas \u012bsteno\u0161anas pal\u012bgr\u012bks tiek p\u0101rv\u0113rsts par normat\u012bvi saisto\u0161u kvalit\u0101tes standartu bez atbilsto\u0161a metodolo\u0123iska pamatojuma. Regul\u0113jums neparedz ar\u012b pietiekami skaidrus p\u0101rejas vai iz\u0146\u0113mumu meh\u0101nismus, kas \u013cautu saglab\u0101t izgl\u012bt\u012bbas pieejam\u012bbu funkcion\u0101li noz\u012bm\u012bg\u0101s teritorij\u0101s, t\u0101d\u0113j\u0101di apdraudot sam\u0113r\u012bguma principu.<\/p>\n
\u0160\u0101d\u0101 konstrukcij\u0101 kvantitat\u012bvais parametrs, kas nav izstr\u0101d\u0101ts k\u0101 kvalit\u0101tes standarts, k\u013c\u016bst par nosac\u012bjumu izgl\u012bt\u012bbas programmu \u012bsteno\u0161anai ar\u012b taj\u0101s skol\u0101s, kuras attiec\u012bg\u0101 mode\u013ca lo\u0123ik\u0101 neietilpst. T\u0101tad tiek ignor\u0113ts fakts, ka priv\u0101tskolas Latvij\u0101 bie\u017ei vien pilda kompens\u0113jo\u0161u funkciju tur, kur publiskais sektors nesp\u0113j nodro\u0161in\u0101t pietiekamu kvalit\u0101ti, dro\u0161\u012bbu vai specializ\u0113t\u0101s programmas, radot riskus gan nevienl\u012bdz\u012bbas pieaugumam, gan izgl\u012bt\u012bbas pieejam\u012bbas samazin\u0101jumam re\u0123ionos.<\/p>\n
Izgl\u012bt\u012bbas un zin\u0101tnes ministres Daces Melb\u0101rdes publiski paust\u0101 nost\u0101ja1<\/a> neparedz\u0113t iz\u0146\u0113mumus priv\u0101tskol\u0101m, balstoties uz argumentu, ka \u201cnoteikumiem j\u0101b\u016bt vien\u0101diem visiem\u201d, atspogu\u013co \u0161auru un p\u0101rsvar\u0101 fisk\u0101lu skat\u012bjumu.<\/p>\n Vien\u0101di noteikumi pa\u0161i par sevi nenoz\u012bm\u0113 taisn\u012bgumu, ja sektori darbojas p\u0113c at\u0161\u0137ir\u012bgiem mode\u013ciem, proti, priv\u0101tskolas veido maz\u0101kas klases, \u012bsteno specializ\u0113t\u0101s programmas un uz\u0146em b\u0113rnus, kuriem publisk\u0101s skolas nereti nesp\u0113j nodro\u0161in\u0101t atbilsto\u0161u vidi. Min\u0113to dimensiju ignor\u0113\u0161ana noz\u012bm\u0113, ka reforma tiek virz\u012bta k\u0101 administrat\u012bvais instruments, nevis izgl\u012bt\u012bbas kvalit\u0101tes uzlabo\u0161anas politika.<\/p>\n Pieeja, saska\u0146\u0101 ar kuru skolu t\u012bkla reforma tiek balst\u012bta gandr\u012bz tikai skol\u0113nu skaita krit\u0113rij\u0101, ir pretrun\u0101 m\u016bsdienu publisk\u0101s p\u0101rvald\u012bbas principiem, kas uzsver datu kvalit\u0101ti, ietekmes anal\u012bzi, sist\u0113mas daudzveid\u012bbu un ilgtsp\u0113ju. Meh\u0101niski sliek\u0161\u0146i nesp\u0113j atspogu\u013cot pedagogu darbu, b\u0113rnu individu\u0101l\u0101s vajadz\u012bbas, kopienu kontekstu vai m\u0101c\u012bbu re\u0101lo kvalit\u0101ti. Ilgtsp\u0113j\u012bgai reformai nepiecie\u0161ama daudzsl\u0101\u0146aina krit\u0113riju sist\u0113ma, kur\u0101 tiek \u0146emtas v\u0113r\u0101 teritori\u0101l\u0101s at\u0161\u0137ir\u012bbas, skolu soci\u0101lais pienesums un b\u0113rnu individu\u0101lais progress, nevis tikai skol\u0113nu skaits administrat\u012bvaj\u0101s tabul\u0101s.<\/p>\n Kvantitat\u012bvie krit\u0113riji \u2013 p\u0101r\u0101k \u0161auri un neobjekt\u012bvi<\/p>\n Groz\u012bjumi paredz skol\u0113nu skaita sliek\u0161\u0146us k\u0101 galveno krit\u0113riju valsts finans\u0113juma pie\u0161\u0137ir\u0161anai, faktiski pasludinot skol\u0113nu skaitu par izgl\u012bt\u012bbas kvalit\u0101tes indikatoru. T\u0101da pieeja ir p\u0101rm\u0113r\u012bgi \u0161aura, respekt\u012bvi, t\u0101 neataino ne skol\u0113nu sasniegumus un individu\u0101lo progresu, ne pedagogu profesionalit\u0101ti, ne skolas p\u0101rvald\u012bbas kvalit\u0101ti vai programmu specifiku. T\u0101pat tiek ignor\u0113tas b\u016btiskas teritori\u0101l\u0101s at\u0161\u0137ir\u012bbas, piem\u0113ram, nok\u013c\u016b\u0161anas laiks, mobilit\u0101te, re\u0123ion\u0101l\u0101s \u012bpatn\u012bbas, k\u0101 ar\u012b at\u0161\u0137ir\u012bg\u0101s izmaksas STEM, iek\u013caujo\u0161\u0101s vai bilingv\u0101l\u0101s izgl\u012bt\u012bbas nodro\u0161in\u0101\u0161anai.<\/p>\n Apgalvojums, ka \u201cvis\u0101m skol\u0101m j\u0101piem\u0113ro vien\u0101di skol\u0113nu skaita krit\u0113riji\u201d2<\/a>, ir form\u0101li pievilc\u012bgs, tom\u0113r saturiski maldino\u0161s. Priv\u0101t\u0101s skolas Latvij\u0101 ir radu\u0161\u0101s nevis k\u0101 luksusa alternat\u012bva, bet risin\u0101jums situ\u0101cij\u0101s, kad publiskais sektors nesp\u0113j nodro\u0161in\u0101t pietiekamu kvalit\u0101ti, dro\u0161\u012bbu, individu\u0101lu atbalstu vai specializ\u0113t\u0101s programmas. To apstiprina ar\u012b SAFEGE Baltija (2023) p\u0113t\u012bjums \u201cPriv\u0101to izgl\u012bt\u012bbas iest\u0101\u017eu ieguld\u012bjums visp\u0101r\u0113j\u0101s izgl\u012bt\u012bbas nodro\u0161in\u0101\u0161an\u0101\u201d3<\/a>, uzsverot priv\u0101tskolu noz\u012bmi b\u0113rniem, kuriem valsts skolas nesp\u0113j nodro\u0161in\u0101t atbilsto\u0161u vidi.<\/p>\n T\u0101d\u0113j\u0101di form\u0101la \u201cvienl\u012bdz\u012bba\u201d praks\u0113 rada nevienl\u012bdz\u012bbu \u2013 publisk\u0101s un priv\u0101t\u0101s skolas tiek v\u0113rt\u0113tas p\u0113c vienas formulas, lai gan to finans\u0113\u0161anas meh\u0101nismi un funkcijas iev\u0113rojami at\u0161\u0137iras. Priv\u0101t\u0101s skolas nesa\u0146em kapit\u0101lieguld\u012bjumus, finans\u0113jumu \u0113ku uztur\u0113\u0161anai vai pla\u0161as pa\u0161vald\u012bbu dot\u0101cijas. T\u0101s darbojas galvenok\u0101rt no vec\u0101ku maks\u0101jumiem, un maz\u0101s klases \u0161aj\u0101 kontekst\u0101 ir kvalit\u0101tes, nevis neefektivit\u0101tes r\u0101d\u012bt\u0101js.<\/p>\n Svar\u012bgi atg\u0101din\u0101t, ka skol\u0113nu skaita krit\u0113riji v\u0113sturiski rad\u012bti tikai publiskajam sektoram k\u0101 fisk\u0101lais instruments skolu t\u012bkla konsolid\u0101cijai, nevis visp\u0101r\u0113js kvalit\u0101tes standarts. To meh\u0101niska pacel\u0161ana likuma l\u012bmen\u012b un autom\u0101tiska attiecin\u0101\u0161ana uz priv\u0101to sektoru deform\u0113 izgl\u012bt\u012bbas ekosist\u0113mu, kur priv\u0101tskolas l\u012bdz \u0161im pild\u012bju\u0161as kompens\u0113jo\u0161u funkciju. Tr\u012bs gadu p\u0101rejas periods \u0161aj\u0101 kontekst\u0101 darbojas nevis k\u0101 re\u0101ls adapt\u0101cijas meh\u0101nisms, bet politisk\u0101s atbild\u012bbas atlik\u0161ana, p\u0101rnesot struktur\u0101l\u0101s sekas uz n\u0101kamo politisko ciklu bez garantij\u0101m, ka sist\u0113ma l\u012bdz tam k\u013c\u016bs elast\u012bg\u0101ka vai taisn\u012bg\u0101ka. Visvair\u0101k tas skars b\u0113rnus, kuriem priv\u0101tskolas nodro\u0161ina specializ\u0113tu atbalstu, dro\u0161\u012bbu vai individualiz\u0113tu m\u0101c\u012bbu vidi.<\/p>\n Eiropas Savien\u012bbas (ES) dati apliecina, ka priv\u0101t\u0101s skolas ir norm\u0101la un integr\u0113ta izgl\u012bt\u012bbas sist\u0113mas da\u013ca. Vid\u0113ji ES\u00a0valst\u012bs priv\u0101taj\u0101s skol\u0101s m\u0101c\u0101s ap 12%\u00a0skol\u0113nu pamatizgl\u012bt\u012bb\u0101 un 18%\u00a0vid\u0113j\u0101 izgl\u012bt\u012bb\u0101, kam\u0113r Latvij\u0101 \u2013 tikai 3%\u00a0pamatskol\u0101 un 5%\u00a0vidusskol\u0101 (SAFEGE Baltija,\u00a02023). Daudz\u0101s ES valst\u012bs priv\u0101tais sektors tiek b\u016btiski l\u012bdzfinans\u0113ts no valsts bud\u017eeta, lai nodro\u0161in\u0101tu pieejam\u012bbu un kvalit\u0101ti, piem\u0113ram, Be\u013c\u0123ij\u0101, Sp\u0101nij\u0101 vai Malt\u0101.<\/p>\n Sal\u012bdzino\u0161\u0101 anal\u012bze ar\u012b atspogu\u013co, ka nevien\u0101 no p\u0113t\u012bjum\u0101 apl\u016bkotaj\u0101m ES\u00a0valst\u012bm skol\u0113nu skaits klas\u0113 netiek izmantots k\u0101 normat\u012bvais kvalit\u0101tes krit\u0113rijs priv\u0101taj\u0101m skol\u0101m. Regul\u0113jums fokus\u0113jas uz programmu kvalit\u0101ti, pedagogu profesionalit\u0101ti, m\u0101c\u012bbu rezult\u0101tiem un p\u0101rvald\u012bbu, bet ne kvantitat\u012bvajiem sliek\u0161\u0146iem. L\u012bdz ar to Latvijas iecere priv\u0101tskolas piel\u012bdzin\u0101t publiskaj\u0101m, izmantojot skol\u0113nu skaitu k\u0101 centr\u0101lo kvalit\u0101tes m\u0113rauklu, ir netipiska Eiropas praksei un rada risku samazin\u0101t izgl\u012bt\u012bbas pieejam\u012bbu un sist\u0113mas elast\u012bbu.<\/p>\n Priv\u0101t\u0101s skolas rodas tur, kur publiskais sektors nesp\u0113j nodro\u0161in\u0101t vajadz\u012bbas <\/p>\n Priv\u0101to skolu past\u0101v\u0113\u0161ana Latvij\u0101 atkl\u0101j nevis individu\u0101lu izv\u0113\u013cu kapr\u012bzi, bet publisk\u0101s izgl\u012bt\u012bbas sist\u0113mas struktur\u0101l\u0101s robe\u017eas. T\u0101s funkcion\u0113 k\u0101 kompens\u0113jo\u0161s meh\u0101nisms tur, kur publiskais sektors nesp\u0113j nodro\u0161in\u0101t pietiekamu elast\u012bbu \u2013 maz\u0101ku kla\u0161u modeli, individualiz\u0113tu atbalstu, alternat\u012bvas pedago\u0123ijas vai specifiskas programmas. SAFEGE Baltija\u00a0(2023) p\u0113t\u012bjum\u0101 veikt\u0101s intervijas ar priv\u0101to izgl\u012bt\u012bbas iest\u0101\u017eu vad\u012bt\u0101jiem apliecina, ka \u0161\u012bs skolas apzin\u0101ti str\u0101d\u0101 ar m\u0113r\u0137a grup\u0101m, kuru vajadz\u012bbas publiskaj\u0101 sist\u0113m\u0101 paliek nepiln\u012bgi nosegtas.<\/p>\n \u0160\u0101d\u0101 skat\u012bjum\u0101 priv\u0101tskolas nav paral\u0113la sist\u0113ma, bet funkcion\u0101ls papildin\u0101jums publiskajai izgl\u012bt\u012bbai, kas samazina spiedienu uz valsts sektoru un papla\u0161ina izgl\u012bt\u012bbas pied\u0101v\u0101juma spektru. Tie\u0161i kompens\u0113jo\u0161\u0101 loma skol\u0113nu skaita sliek\u0161\u0146u meh\u0101nisku piem\u0113ro\u0161anu padara problem\u0101tisku, respekt\u012bvi, instruments, kas rad\u012bts publisk\u0101 t\u012bkla fisk\u0101lai optimiz\u0101cijai, tiek attiecin\u0101ts uz instit\u016bcij\u0101m ar iev\u0113rojami at\u0161\u0137ir\u012bgu uzdevumu, darb\u012bbas lo\u0123iku un kvalit\u0101tes krit\u0113rijiem.<\/p>\n Ja politikas m\u0113r\u0137is ir samazin\u0101t priv\u0101t\u0101 sektora nepiecie\u0161am\u012bbu, vien\u012bgais ilgtsp\u0113j\u012bgais risin\u0101jums ir publisk\u0101s izgl\u012bt\u012bbas kvalit\u0101tes cel\u0161ana, nevis administrat\u012bvi ierobe\u017eojumi priv\u0101taj\u0101m skol\u0101m. Somijas piem\u0113rs r\u0101da, ka sp\u0113c\u012bga valsts skolu sist\u0113ma pati par sevi stabiliz\u0113 priv\u0101t\u0101 sektora lomu, \u2013 augstas kvalit\u0101tes publisk\u0101 izgl\u012bt\u012bba padara priv\u0101tskolas par papildino\u0161u, nevis aizvietojo\u0161u izv\u0113li. Latvijas apst\u0101k\u013cos tas iesp\u0113jams tikai ar ilgtermi\u0146a ieguld\u012bjumiem pedagogu profesij\u0101, m\u0101c\u012bbu vid\u0113 un programmu moderniz\u0101cij\u0101. L\u012bdz br\u012bdim, kad publisk\u0101 sist\u0113ma sp\u0113j nodro\u0161in\u0101t l\u012bdzv\u0113rt\u012bgu kvalit\u0101ti, administrat\u012bvie ierobe\u017eojumi priv\u0101taj\u0101m skol\u0101m nevis samazina to nepiecie\u0161am\u012bbu, bet palielina sist\u0113miskos riskus \u2013 pieejam\u012bbas kritumu, nevienl\u012bdz\u012bbu un izgl\u012bt\u012bbas risin\u0101jumu aizpl\u016b\u0161anu \u0101rpus valsts uzraudz\u012bbas.<\/p>\n Priv\u0101tskol\u0101m ir ar\u012b noz\u012bm\u012bga inov\u0101ciju funkcija, proti, t\u0101s bie\u017ei vien ievie\u0161 jaunas pedago\u0123isk\u0101s pieejas, bilingv\u0101l\u0101s programmas un personaliz\u0113tu m\u0101c\u012b\u0161anos, kalpojot k\u0101 eksperiment\u0101la vide, kur jaunin\u0101jumi tiek p\u0101rbaud\u012bti maz\u0101kos un elast\u012bg\u0101kos mode\u013cos. T\u0101d\u0101 veid\u0101 priv\u0101tais un publiskais sektors var veidot savstarp\u0113ji papildino\u0161u izgl\u012bt\u012bbas ekosist\u0113mu. Ta\u010du pied\u0101v\u0101tie likuma groz\u012bjumi \u0161o lo\u0123iku ignor\u0113, pak\u013caujot priv\u0101tskolas tiem pa\u0161iem skol\u0113nu skaita sliek\u0161\u0146iem k\u0101 publisk\u0101s izgl\u012bt\u012bbas iest\u0101des, lai gan to darb\u012bbas modelis balst\u0101s uz maz\u0101k\u0101m klas\u0113m un liel\u0101ku individualiz\u0101ciju. \u0160\u0101ds meh\u0101nisms nav savietojams ar priv\u0101tskolu b\u016bt\u012bbu un rada struktur\u0101lu risku to past\u0101v\u0113\u0161anai.<\/p>\n Potenci\u0101l\u0101s sekas ir b\u016btiskas: da\u013ca priv\u0101to skolu objekt\u012bvi nesp\u0113s sasniegt noteiktos sliek\u0161\u0146us, t\u0101s k\u013c\u016bs finansi\u0101li nestabilas vai b\u016bs spiestas palielin\u0101t vec\u0101ku iemaksas, samazinot pieejam\u012bbu. T\u0101pat tiks apdraud\u0113ta programmu, \u012bpa\u0161i alternat\u012bv\u0101s pedago\u0123ijas un iek\u013caujo\u0161\u0101s pieejas, daudzveid\u012bba, un da\u013ca \u0123ime\u0146u var izv\u0113l\u0113ties \u0101rvalstu vai digit\u0101l\u0101s izgl\u012bt\u012bbas programmas, kas neatrodas Latvijas izgl\u012bt\u012bbas politikas ietvar\u0101.<\/p>\n L\u012bdz ar to priv\u0101tskolas \u0161obr\u012bd nav uzskat\u0101mas par sist\u0113mas probl\u0113mu, bet gan par b\u016btisku stabilit\u0101tes un elast\u012bbas meh\u0101nismu. Regul\u0113jums, kas \u0161o lomu ne\u0146em v\u0113r\u0101, risk\u0113 v\u0101jin\u0101t izgl\u012bt\u012bbas sist\u0113mas kop\u0113jo kvalit\u0101ti, inov\u0101ciju potenci\u0101lu un pieejam\u012bbu Latvij\u0101.<\/p>\n Re\u0101lais m\u0113r\u0137is \u2013 skolu t\u012bkla konsolid\u0101cija?<\/p>\n Nav \u0161aubu, ka skolu t\u012bkla reforma Latvij\u0101 ir nepiecie\u0161ama. Demogr\u0101fijas lejupsl\u012bde, pedagogu tr\u016bkums un re\u0123ion\u0101l\u0101 nevienl\u012bdz\u012bba padara p\u0101rmai\u0146as neizb\u0113gamas. Tom\u0113r jaut\u0101jums nav par to, vai reforma ir vajadz\u012bga, bet k\u0101du politikas instrumentu valsts izv\u0113las t\u0101s \u012bsteno\u0161anai. Pa\u0161reiz\u0113jais risin\u0101jums \u2013 finans\u0113juma autom\u0101tiska p\u0101rtrauk\u0161ana skol\u0101m, kas nesasniedz noteiktu skol\u0113nu skaitu, \u2013 ir administrat\u012bvi vienk\u0101r\u0161s, ta\u010du metodolo\u0123iski reduc\u0113jo\u0161s. Tas neat\u0161\u0137ir skolas ar objekt\u012bv\u0101m kvalit\u0101tes probl\u0113m\u0101m no t\u0101m, kas str\u0101d\u0101 sare\u017e\u0123\u012bt\u0101kos apst\u0101k\u013cos, \u012bsteno specializ\u0113t\u0101s programmas vai pilda noz\u012bm\u012bgu soci\u0101lo funkciju kopien\u0101.<\/p>\n \u0160\u0101da pieeja faktiski signaliz\u0113, ka reformas prim\u0101rais m\u0113r\u0137is ir t\u012bkla konsolid\u0101cija un fisk\u0101l\u0101 racionaliz\u0101cija, nevis izgl\u012bt\u012bbas kvalit\u0101tes diferenc\u0113ta stiprin\u0101\u0161ana. K\u0101 nor\u0101da Kaspars\u00a0B\u0113rzi\u0146\u01614<\/a>, Latvijas skolu t\u012bkla reformas atk\u0101rtoti non\u0101k strupce\u013c\u0101, jo t\u0101s, interpret\u0113jot vi\u0146a pausto, tiek vad\u012btas p\u0113c \u201cExcel tabulas lo\u0123ikas\u201d, tas ir, kvantitat\u012bviem r\u0101d\u012bt\u0101jiem, nevis vec\u0101ku piepras\u012bjuma, b\u0113rnu vajadz\u012bb\u0101m, izgl\u012bt\u012bbas satura un re\u0123ion\u0101l\u0101s att\u012bst\u012bbas m\u0113r\u0137iem. Jaunais regul\u0113jums min\u0113to probl\u0113mu nenov\u0113r\u0161, bet gan institucionaliz\u0113, pace\u013cot skol\u0113nu skaitu normat\u012bva kvalit\u0101tes krit\u0113rija l\u012bmen\u012b un attiecinot to ar\u012b uz priv\u0101taj\u0101m skol\u0101m ar at\u0161\u0137ir\u012bgu funkciju un finans\u0113\u0161anas strukt\u016bru.<\/p>\n Rezult\u0101t\u0101 reforma var dot \u012bstermi\u0146a fisk\u0101lu efektu, bet t\u0101 neveido ilgtsp\u0113j\u012bgu izgl\u012bt\u012bbas ekosist\u0113mu. Past\u0101v risks padzi\u013cin\u0101t nevienl\u012bdz\u012bbu, v\u0101jin\u0101t kopienas un samazin\u0101t izgl\u012bt\u012bbas pieejam\u012bbu re\u0123ionos, kur skola ir viens no p\u0113d\u0113jiem publisk\u0101s infrastrukt\u016bras balstiem. \u0160\u0101d\u0101 model\u012b skolu t\u012bkla p\u0101rk\u0101rto\u0161ana k\u013c\u016bst par administrat\u012bvo optimiz\u0101ciju, nevis kvalit\u0101tes reformu ar ilgtermi\u0146a redz\u0113jumu.<\/p>\n Ko groz\u012bjumi v\u0113l nerisina, un k\u0101dus riskus tie rada?<\/p>\n Lai gan groz\u012bjumi b\u016btiski maina finans\u0113\u0161anas un skolu t\u012bkla regul\u0113juma lo\u0123iku, tie neatrisina virkni jaut\u0101jumu, kas faktiski nosaka izgl\u012bt\u012bbas sist\u0113mas kvalit\u0101ti un notur\u012bbu ilgtermi\u0146\u0101. Pirmk\u0101rt, regul\u0113jums nerisina pedagogu profesijas kr\u012bzi. Taj\u0101 nav instrumentu skolot\u0101ju presti\u017ea cel\u0161anai, talantu piesaistei vai darba slodzes un profesion\u0101l\u0101s izaugsmes uzlabo\u0161anai, kaut ar\u012b pedagogu darba kvalit\u0101te ir noz\u012bm\u012bg\u0101kais skol\u0113nu sasniegumu faktors. \u012apa\u0161i problem\u0101tiski tas ir STEM\u00a0jom\u0101s, kur skolot\u0101ju tr\u016bkums ir kritisks visos re\u0123ionos. Otrk\u0101rt, groz\u012bjumi neievie\u0161 kvalitat\u012bvu uzraudz\u012bbas sist\u0113mu. Skolu darb\u012bba tiek v\u0113rt\u0113ta, balstoties gandr\u012bz tikai uz kvantitat\u012bviem sliek\u0161\u0146iem, ne\u0146emot v\u0113r\u0101 m\u0101c\u012bbu rezult\u0101tus, skol\u0113nu progresu, skolas att\u012bst\u012bbas dinamiku vai p\u0101rvald\u012bbas kvalit\u0101ti. T\u0101d\u0113j\u0101di netiek rad\u012bts meh\u0101nisms, kas veicin\u0101tu kvalit\u0101tes re\u0101lu uzlabo\u0161anu, nevis tikai struktur\u0101lu piel\u0101go\u0161anos. Tre\u0161k\u0101rt, nosakot vien\u0101da skol\u0113nu skaita slieksni visiem re\u0123ioniem, tiek ignor\u0113tas teritori\u0101l\u0101s at\u0161\u0137ir\u012bbas. Mazapdz\u012bvot\u0101s teritorij\u0101s tas autom\u0101tiski noz\u012bm\u0113 skolu sl\u0113g\u0161anu neatkar\u012bgi no to noz\u012bmes kopienai vai izgl\u012bt\u012bbas kvalit\u0101tes. T\u0101da pieeja padzi\u013cina re\u0123ion\u0101lo nevienl\u012bdz\u012bbu, nevis to mazina.<\/p>\n No iepriek\u0161 min\u0113tajiem neatrisin\u0101tajiem jaut\u0101jumiem izriet vair\u0101ki sist\u0113miski riski.\u00a0Pirmk\u0101rt, nav izv\u0113rt\u0113ta publisk\u0101 sektora kapacit\u0101te p\u0101r\u0146emt b\u0113rnus no priv\u0101taj\u0101m skol\u0101m, ja to darb\u012bba tiek ierobe\u017eota, kas savuk\u0101rt apdraud izgl\u012bt\u012bbas pieejam\u012bbu un \u012bpa\u0161i skar b\u0113rnus ar speci\u0101l\u0101m vajadz\u012bb\u0101m. Otrk\u0101rt, past\u0101v nevienl\u012bdz\u012bbas pieauguma risks, jo priv\u0101tskolu finansi\u0101l\u0101 nestabilit\u0101te vai pakalpojumu sad\u0101rdzin\u0101\u0161an\u0101s sa\u0161aurin\u0101s pieejam\u012bbu. Tre\u0161k\u0101rt, tiek apdraud\u0113ta inov\u0101ciju vide, jo priv\u0101tskolas bie\u017ei vien pilda eksperiment\u0101lu un att\u012bsto\u0161u funkciju. Ceturtk\u0101rt, pieaug teritori\u0101l\u0101 nevienl\u012bdz\u012bba starp pa\u0161vald\u012bb\u0101m ar at\u0161\u0137ir\u012bg\u0101m fisk\u0101laj\u0101m iesp\u0113j\u0101m. Visbeidzot \u2013 meh\u0101niska skolu sl\u0113g\u0161ana grauj uztic\u012bbu valsts izgl\u012bt\u012bbas politikai, ja sabiedr\u012bba redz, ka kvalitat\u012bvas skolas tiek apdraud\u0113tas form\u0101lu krit\u0113riju d\u0113\u013c.<\/p>\n Kopum\u0101 groz\u012bjumi nerada pamatu izgl\u012bt\u012bbas sist\u0113mas ilgtsp\u0113jai, bet uzkr\u0101j riskus, kuru sekas piln\u0101 apjom\u0101 k\u013c\u016bs redzamas tikai n\u0101kamajos politiskajos ciklos.<\/p>\n Priv\u0101t\u0101 un publisk\u0101 sektora mijiedarb\u012bba \u2013 k\u0101dai tai j\u0101b\u016bt?<\/p>\n Priv\u0101t\u0101s skolas nav j\u0101uztver k\u0101 publiskajam sektoram paral\u0113la vai konkur\u0113jo\u0161a sist\u0113ma. Ilgtsp\u0113j\u012bg\u0101 izgl\u012bt\u012bbas politik\u0101 t\u0101m b\u016btu j\u0101darbojas k\u0101 vienotas ekosist\u0113mas da\u013cai, kas kop\u012bgi stiprina valsts izgl\u012bt\u012bbas kvalit\u0101ti un notur\u012bbu. Starptautisk\u0101 prakse (Somij\u0101, N\u012bderland\u0113, Igaunij\u0101) r\u0101da, ka efekt\u012bv\u0101kie mode\u013ci balst\u0101s nevis savstarp\u0113j\u0101 aizst\u0101v\u0113\u0161an\u0101 vai konkurenc\u0113, bet koordin\u0101cij\u0101, proti, priv\u0101t\u0101s un publisk\u0101s skolas tiek iesaist\u012btas kop\u012bg\u0101s inov\u0101ciju programm\u0101s, dal\u0101s pedago\u0123iskaj\u0101 pieredz\u0113 un pal\u012bdz risin\u0101t skolot\u0101ju tr\u016bkumu konkr\u0113t\u0101s jom\u0101s vai re\u0123ionos.<\/p>\n Konkr\u0113t\u0101 pieeja \u013cauj apvienot priv\u0101t\u0101 sektora elast\u012bbu un inov\u0101ciju sp\u0113ju ar publisk\u0101 sektora sist\u0113misko stabilit\u0101ti. Latvij\u0101 \u0161\u0101da koordin\u0113ta mijiedarb\u012bba faktiski nav att\u012bst\u012bta \u2013 ne p\u0113t\u012bjumos, ne groz\u012bjumu anot\u0101cij\u0101 nav ietverta anal\u012bze par priv\u0101to skolu ieguld\u012bjumu publisk\u0101s izgl\u012bt\u012bbas kvalit\u0101t\u0113 un pieejam\u012bb\u0101, k\u0101 ar\u012b nav veidots struktur\u0113ts dialogs ar nozari. Pied\u0101v\u0101tie groz\u012bjumi nevis veicina sadarb\u012bbu, bet sa\u0161aurina priv\u0101t\u0101 sektora iesp\u0113jas pild\u012bt kompens\u0113jo\u0161\u0101s funkcijas tur, kur publiskais sektors patlaban nesp\u0113j nodro\u0161in\u0101t pietiekamu kvalit\u0101ti.<\/p>\n Latvijas izgl\u012bt\u012bbas politik\u0101 b\u016btu j\u0101tiecas uz modeli, kur priv\u0101tskolas tiek uztvertas k\u0101 strat\u0113\u0123iskie partneri, risinot specifisku vajadz\u012bbu grupu intereses, test\u0113jot jaunas pedago\u0123isk\u0101s pieejas un palielinot sist\u0113mas elast\u012bbu. Bez \u0161\u0101das integr\u0113tas pieejas izgl\u012bt\u012bbas ekosist\u0113ma k\u013c\u016bst fragment\u0113ta, un valsts risk\u0113 zaud\u0113t gan inov\u0101ciju potenci\u0101lu, gan sp\u0113ju nodro\u0161in\u0101t kvalitat\u012bvu izgl\u012bt\u012bbu visiem b\u0113rniem.<\/p>\n Kas b\u016btu j\u0101maina?<\/p>\n Lai skolu t\u012bkla reforma k\u013c\u016btu ilgtsp\u0113j\u012bga, valstij j\u0101atsak\u0101s no \u0161auras, uz skol\u0113nu skaitu virz\u012btas pieejas un j\u0101p\u0101riet uz datos balst\u012btu, daudzl\u012bme\u0146u kvalit\u0101tes ietvaru. Skol\u0113nu skaits var b\u016bt viens no indikatoriem, ta\u010du tas nedr\u012bkst k\u013c\u016bt par domin\u0113jo\u0161u vai izsl\u0113dzo\u0161u krit\u0113riju. Ilgtsp\u0113j\u012bg\u0101 model\u012b j\u0101\u0146em v\u0113r\u0101 m\u0101c\u012bbu rezult\u0101ti un skol\u0113nu progress, pedagogu kvalifik\u0101cija un stabilit\u0101te, programmu kvalit\u0101te, izgl\u012bt\u012bbas pieejam\u012bba konkr\u0113taj\u0101 re\u0123ion\u0101, skolas p\u0101rvald\u012bbas kapacit\u0101te, soci\u0101l\u0101 loma kopien\u0101 un faktiskais izgl\u012bt\u012bbas piepras\u012bjums.<\/p>\n \u012apa\u0161a pieeja nepiecie\u0161ama priv\u0101taj\u0101m skol\u0101m. T\u0101s darbojas, balstoties cit\u0101 lo\u0123ik\u0101, un pilda funkcijas, kuras publiskais sektors \u0161obr\u012bd nesp\u0113j pilnv\u0113rt\u012bgi nodro\u0161in\u0101t, piem\u0113ram, alternat\u012bv\u0101s pedago\u0123ijas, maz\u0101kas klases, specializ\u0113t\u0101s programmas un individualiz\u0113tu atbalstu. T\u0101d\u0113\u013c priv\u0101tskol\u0101m j\u0101piem\u0113ro kvalit\u0101tes standarti un rezult\u0101tu uzraudz\u012bba, nevis meh\u0101niski skol\u0113nu skaita sliek\u0161\u0146i, kas neatspogu\u013co to darb\u012bbas b\u016bt\u012bbu.<\/p>\n Pirms jebk\u0101du ierobe\u017eojumu noteik\u0161anas nepiecie\u0161ams izv\u0113rt\u0113t publisk\u0101 sektora re\u0101lo kapacit\u0101ti. SAFEGE Baltija\u00a0(2023) p\u0113t\u012bjums, pedagogu tr\u016bkums, infrastrukt\u016bras nevienl\u012bdz\u012bba un kvalit\u0101tes at\u0161\u0137ir\u012bbas apliecina, ka publisk\u0101s skolas pa\u0161laik nesp\u0113j p\u0101r\u0146emt funkcijas, ko nodro\u0161ina priv\u0101tais sektors. Priv\u0101tskolu ierobe\u017eo\u0161ana bez attiec\u012bg\u0101 izv\u0113rt\u0113juma apdraud izgl\u012bt\u012bbas pieejam\u012bbu un palielina slogu pa\u0161vald\u012bb\u0101m.<\/p>\n Politikas dizains un kvalit\u0101tes r\u0101d\u012bt\u0101ji<\/p>\n Risin\u0101jums nav meh\u0101niska sliek\u0161\u0146u p\u0101rz\u012bm\u0113\u0161ana, bet reformas p\u0101rveido\u0161ana, lai t\u0101 balst\u012btos kvalit\u0101t\u0113, daudzveid\u012bb\u0101 un taisn\u012bgum\u0101.<\/p>\n Situ\u0101ciju var\u0113tu main\u012bt ar\u012b nelielas, vienlaikus saturiski sp\u0113c\u012bgas iniciat\u012bvas:<\/p>\n
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\n<\/ul>\n Nepiecie\u0161ams ar\u012b iz\u0146\u0113mumu meh\u0101nisms alternat\u012bvaj\u0101m pedago\u0123ij\u0101m (Montesori, Valdorfa pedago\u0123ija, m\u0113r\u0137tiec\u012bgi veidotas mazas klases), kas atainotu valsts izpratni par sist\u0113mas daudzveid\u012bbu, nevis v\u0113lmi to meh\u0101niski homogeniz\u0113t.<\/p>\n Skolu t\u012bkls, demogr\u0101fija un inov\u0101cijas<\/p>\n Skolu t\u012bkls neattiecas tikai uz izgl\u012bt\u012bbu \u2013 tas vienlaikus ir demogr\u0101fijas, re\u0123ion\u0101l\u0101s att\u012bst\u012bbas un valsts kapacit\u0101tes jaut\u0101jums. Ja skolu t\u012bkla p\u0101rveide notiek tikai k\u0101 meh\u0101niska sl\u0113g\u0161ana vai kla\u0161u apvieno\u0161ana, t\u0101 pati k\u013c\u016bst par demogr\u0101fijas lejupsl\u012bdes pa\u0101trin\u0101t\u0101ju. Alternat\u012bva ir skat\u012bt skolu nevis, balstoties lo\u0123ik\u0101 \u201cmaz\u0101k b\u0113rnu = maz\u0101k skolu\u201d, bet k\u0101 re\u0123iona notur\u012bbas infrastrukt\u016bru.<\/p>\n \u0160eit iesp\u0113jami vair\u0101ki inovat\u012bvi virzieni. Viens no tiem ir daudzfunkcion\u0101la skola, kas apvieno izgl\u012bt\u012bbas, kult\u016bras un digit\u0101los pakalpojumus. Otrs \u2013 hibr\u012bdizgl\u012bt\u012bba re\u0123ionos, kur nav iesp\u0113jams nodro\u0161in\u0101t pedagogu pilnu spektru kl\u0101tien\u0113. Tre\u0161ais \u2013 re\u0123ion\u0101lie skolu klasteri ar kop\u012bgiem resursiem un vad\u012bbu. Ceturtais \u2013 skolu t\u012bklu nav iesp\u0113jams reform\u0113t bez \u0123ime\u0146u piesaistes politikas, to sasaistot ar m\u0101jok\u013cu, mobilit\u0101tes, darba politiku un piepras\u012bjumu p\u0113c izgl\u012bt\u012bbas.<\/p>\n Nosl\u0113gum\u0101<\/p>\n Lai pan\u0101ktu ilgtsp\u0113j\u012bgu, taisn\u012bgu un kvalitat\u012bvu skolu t\u012bklu, valstij j\u0101atsak\u0101s no vienas dimensijas skat\u012bjuma un j\u0101balsta l\u0113mumi daudzpus\u012bgos datos, re\u0101l\u0101s vajadz\u012bb\u0101s un profesion\u0101li pamatotos kvalit\u0101tes krit\u0113rijos. Alternat\u012bva univers\u0101lam skol\u0113nu skaita slieksnim ir diferenc\u0113ta pieeja, kas \u013cauj v\u0113rt\u0113t skolas lomu konkr\u0113taj\u0101 teritorij\u0101, izgl\u012bt\u012bbas pak\u0101p\u0113 un demogr\u0101fiskaj\u0101 kontekst\u0101. Tikai \u0161\u0101da pieeja \u013caus reformai k\u013c\u016bt par ieguld\u012bjumu valsts att\u012bst\u012bb\u0101, nevis papildu risku izgl\u012bt\u012bbas videi, skol\u0113niem un re\u0123ioniem.<\/p>\n PAR AUTORU<\/p>\n Dr. soc. pol. Ivo Rollim ir vair\u0101k nek\u0101 20 gadu pieredze ar valsts p\u0101rvaldes reform\u0101m un Eiropas integr\u0101ciju saist\u012btajos jaut\u0101jumos Latvij\u0101, Eiropas\u00a0Savien\u012bbas papla\u0161in\u0101\u0161an\u0101s valst\u012bs un akad\u0113miskaj\u0101 darb\u0101. Aktu\u0101lais intere\u0161u loks: kr\u012b\u017eu notur\u012bbsp\u0113ja, valsts p\u0101rvaldes moderniz\u0101cija un inov\u0101cijas, r\u012bc\u012bbpolitiku koordin\u0101cija, izgl\u012bt\u012bbas politika un att\u012bst\u012bbas sadarb\u012bbas politika. Domn\u012bcas \u201cProvidus\u201d padomes loceklis un SIA\u00a0\u201cResearch & Development\u201d p\u0113tniec\u012bbas un konsult\u0101cijas projektu vad\u012bt\u0101js. \u0160obr\u012bd kop\u0101 ar prof. B. Guy Peters (ASV) un p\u0113tnieku komandu str\u0101d\u0101 pie p\u0113t\u012bjuma par valsts p\u0101rvaldes kr\u012b\u017eu notur\u012bbsp\u0113jas jaut\u0101jumiem Baltijas un Zieme\u013cvalst\u012bs.<\/p>\n 1<\/a>Melb\u0101rde nepiek\u0101psies priv\u0101tskolu pras\u012bb\u0101m ar skol\u0113nu skaita krit\u0113rijiem. Skolasvards.lv. 03.12.2025. Pieejams \u0161eit<\/a>.<\/p>\n 2<\/a>Mieme, D., Kurvins, J. Priv\u0101tskolas satrauktas par pl\u0101notajiem skol\u0113nu skaita krit\u0113rijiem.\u00a0Retv.lv. 02.12.2025. Pieejams \u0161eit<\/a>.<\/p>\n 3<\/a>Izgl\u012bt\u012bbas un zin\u0101tnes ministrijas pas\u016bt\u012btais p\u0113t\u012bjums \u201cPriv\u0101to izgl\u012bt\u012bbas iest\u0101\u017eu ieguld\u012bjums visp\u0101r\u0113j\u0101s izgl\u012bt\u012bbas nodro\u0161in\u0101\u0161an\u0101\u201d. Pieejams P\u0113t\u012bjumu un publik\u0101ciju datub\u0101z\u0113<\/a>.<\/p>\n 4<\/a>B\u0113rzi\u0146\u0161, K., MPA, PhD r\u012bc\u012bbpolitik\u0101. K\u0101p\u0113c skolu t\u012bkla reforma alla\u017e ar pieri sien\u0101? Delfi.lv.\u00a0Pieejams \u0161eit<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"Skolu t\u012bkla probl\u0113mas un demogr\u0101fijas lejupsl\u012bde Latvij\u0101 veido savstarp\u0113ji pastiprino\u0161u ciklu. B\u0113rnu skaita samazin\u0101\u0161an\u0101s, emigr\u0101cija un sabiedr\u012bbas noveco\u0161ana…\n","protected":false},"author":2,"featured_media":94758,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14],"tags":[23,57,28,29,32,33,22,30,31,35,39,38,36,37,34,40,20,26,27,24,25,54,55,56,21,58],"class_list":{"0":"post-94757","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-zinas-no-arvalstim","8":"tag-aktualitates","9":"tag-arvalstim","10":"tag-breaking-news","11":"tag-breakingnews","12":"tag-featured-news","13":"tag-featurednews","14":"tag-headlines","15":"tag-latest-news","16":"tag-latestnews","17":"tag-latvia","18":"tag-latvian","19":"tag-latviesu","20":"tag-latviesu-valoda","21":"tag-latviesuvaloda","22":"tag-latvija","23":"tag-lv","24":"tag-news","25":"tag-popularakas-zinas","26":"tag-popularakaszinas","27":"tag-top-stories","28":"tag-topstories","29":"tag-world","30":"tag-world-news","31":"tag-worldnews","32":"tag-zinas","33":"tag-zinas-no-arvalstim"},"share_on_mastodon":{"url":"https:\/\/pubeurope.com\/@lv\/115841170519968206","error":""},"_links":{"self":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts\/94757","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/comments?post=94757"}],"version-history":[{"count":0,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts\/94757\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/media\/94758"}],"wp:attachment":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/media?parent=94757"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/categories?post=94757"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/tags?post=94757"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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