Towards Media Literacy in the Education Curriculum: Experience of Latvia

Andersone, Rudite; Helmane, Ineta

doi:10.22616/reep.2019.001

Cited by 3 publications

(2 citation statements)

References 7 publications

(9 reference statements)

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“…The reform lasted until 2002 when all grades were taught by the new standard. During this period a national examination system was established, which provided national examinations in the grade 3, 6, 9 and 12 and final centralized examinations at the end of general secondary education programs (Andersone, 2022).…”

Section: A Brief History Of the Mathematics Education System In Latviamentioning

confidence: 99%

“…Subject curricula and educational standards based on the competency approach are being developed and improved from 2012 to 2017. New educational standards and curricula are immediately introduced a system of national tests and centralized examinations that encourage to faster introduce the innovations (Andersone, 2022).…”

Section: A Brief History Of the Mathematics Education System In Latviamentioning

confidence: 99%

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Changes in the Mathematics Curriculum for Grades 10–12 in Latvia

Avotiņa¹,

Zīlīte²

2023

To Be or Not to Be a Great Educator

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In the school year 2021/2022 in all schools and for all grades in Latvia ends the gradual transition from the previous mathematics standard (that was used since year 2008) to the new mathematics standard. This standard is developed within the ESF project “Competence Approach to Curriculum (School 2030)”. The mathematics subject in the secondary school is divided into two parts: Mathematics I (optimal level for every secondary school student) and Mathematics II (advanced level for secondary school students who plan to study exact sciences at the university). The final exam also is different and will focus not only on solving problems but also on the correct use of mathematical language and justification. These changes also have effect on the learning process, now emphasis is on the competency-based learning that will provide pupils with the knowledge, skills and attitudes needed for modern life. The aim of our study is to compare standards, curricula, and final exams to analyse the differences in mathematics content for grades 10–12. The method used in this article is document analysis as documentary research as well as analysis of pupils’ results in final mathematics exams. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.

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Section: A Brief History Of the Mathematics Education System In Latviamentioning

confidence: 99%

Section: A Brief History Of the Mathematics Education System In Latviamentioning

confidence: 99%

Changes in the Mathematics Curriculum for Grades 10–12 in Latvia

Avotiņa¹,

Zīlīte²

2023

To Be or Not to Be a Great Educator

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Media and Information Literacy in the Prescribed Curriculum: A Systematic Review on its Integration

Rojas-Estrada,

Aguaded,

García-Ruiz

2023

Educ Inf Technol

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The curricular integration of Media and Information Literacy (MIL) is crucial for cultivating informed, critical, and engaged citizens in contemporary society. It assists in addressing the challenges of the digital era and capitalizing on the opportunities presented by the ever-changing media landscape. Thus, the present systematic literature review uses the PRISMA guidelines to examine three dimensions in the process of integration of Media and Information Literacy (MIL) in the prescribed curriculum: formulation, implementation, and evaluation and challenges. Starting with the search criteria, 131 studies were found in the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases, published between January, 2013, and March, 2023, written in English, Spanish, Portuguese, and Turkish. The findings suggest that the will of the political sphere and the activism of the triad composed by passionate teachers, civil society, and academia, are key factors for promoting the introduction of MIL in formal education. Likewise, it is underlined that the evaluation of this education policy requires special attention, in order to guarantee the analysis of its reach, effectiveness, and capacity to adapt against the challenges that emerge in the media ecosystem. Thus, the intention is to provide up-to-date information for the creation of policies, research studies, and curricular content on this subject.

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Innovations in the Improved Curriculum Content of the Competence Approach:a Case Study in Latvia

Andersone¹

2020

Rural Environment. Education. Personality (REEP)

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Towards Media Literacy in the Education Curriculum: Experience of Latvia

Cited by 3 publications

References 7 publications

Changes in the Mathematics Curriculum for Grades 10–12 in Latvia

Changes in the Mathematics Curriculum for Grades 10–12 in Latvia

Media and Information Literacy in the Prescribed Curriculum: A Systematic Review on its Integration

Innovations in the Improved Curriculum Content of the Competence Approach:a Case Study in Latvia

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