Education at a Glance 2025: Latvia
Table of contents
This country note provides an overview of the key characteristics of the education system in Latvia based on data from Education at a Glance 2025. In line with this year’s thematic focus, it emphasises tertiary education while also covering other parts of the education system. The data in this note are provided for the latest available year. Readers interested in the reference years for the data should refer to the corresponding tables in Education at a Glance 2025.
In Latvia, adults aged 25-34 with vocational upper secondary or post-secondary non-tertiary education have an employment rate of 80% compared to an employment rate of 77% among adults with general upper secondary or post-secondary non-tertiary attainment. However, employment rates are highest among tertiary-educated adults, reaching 89% in Latvia, slightly above the OECD average of 87%, highlighting the continued value of tertiary attainment in improving employability.
In Latvia, adults aged 25-34 with tertiary education earn on average 35% more than those with upper secondary education, slightly below the OECD average of 38%. However, large gender pay gaps persist. Based on the estimates of the OECD, women in Latvia aged 25-34 with tertiary attainment earn just 67% of what their male peers earn, compared to an OECD average of 83%. While the OECD average shows a narrowing gender gap with age, women aged 45-54 with tertiary education earn 76% of what men earn, Latvia shows no change across these age groups, women aged 25-34 and 45-54 still earn just 67% of men’s earnings.
Participating in the Survey of Adult Skills (PIAAC) for the first time, results show that 35% of adults aged 25-64 in Latvia have low literacy and problem-solving skills (defined as at or below Level 1 (on a scale of 0-5) in the OECD Survey of Adult Skills), above the OECD average of 27%. Only 6% of adults reached the highest literacy levels. However, younger adults (aged 25-34) achieved literacy and problem‐solving scores close to the OECD average.
As part of a key government initiative to reduce early school leaving, Latvia now allows students who fail one centralised 9th-grade exam to enrol in vocational education and training programmes, leading to the acquisition of a third-level vocational qualification, while offering an individual plan for learning the failed subject to ensure the necessary overall score in the state examination, offering a way to complete lower-secondary education and helping reduce early school leaving.
In Latvia, a new school funding model, “Programme in School”, will be introduced in 2025. This new model will allocate resources based on programme type, class size, and enrolment, with local governments (municipalities) expected to co-finance schools that fall short of central government’s criteria.
While average per-student spending from primary to tertiary levels across OECD countries increased from USD 11 955 to USD 13 210 between 2015 and 2022, Latvia’s spending fell from USD 9 291 to USD 8 303. Latvia is one of only four OECD countries - alongside Finland, Mexico, and the Republic of Türkiye - where per-student spending declined over this period. As student numbers decreased over the same period, the share of public budgets allocated to education declined even more sharply in Latvia, from 11.6% to 7.4%, compared to a smaller drop across the OECD from 10.9% to 10.1%.
In Latvia, the average tuition fee for bachelor’s programmes in public institutions is USD 6 782, with over 50% of students receiving financial support, mainly through loans. Fees for master’s programmes are 41% higher, reflecting the trend across OECD countries. Foreign students from outside the EU/EEA face significantly higher tuition in Latvia, averaging USD 20 071 annually.
Despite relatively high tuition fees for foreign students, Latvia has seen a steady rise in international student enrolment. Between 2018 and 2023, the share of international students in tertiary education grew from 9.3% to 13.4%, exceeding the OECD average of 7.4% in 2023. Over half of these students are enrolled in master’s programmes. While half of international tertiary students come from other European countries, a substantial 46% come from Asian countries, highlighting Latvia’s growing attractiveness as a study destination.
In Latvia, 1.1% of teaching positions are unfilled, below the 1.6% average of the 14 countries and economies with data available. To address teacher shortages, Latvia offers alternative entry routes for second-career teachers, with an average of 84 new entrants per year between 2022 and 2024. As of October 2024, qualification requirements were revised for primary education, second foreign language, and special needs teachers. The amendment now allows tertiary-educated adults to teach in specific subjects after completing professional development courses, without needing a second tertiary degree in pedagogy.
Educational inequalities persist across generations. In all countries with available data, young adults (25-34 year-olds) are significantly more likely to attain a tertiary qualification if their parents have also done so. In Latvia, 74% of 25-34 year-olds with at least one tertiary-educated parent have also attained a tertiary qualification (Figure 1).
Survey of Adult Skills, in per cent
Note: The percentage in parentheses represents the share of tertiary-educated parents.
For data, see OECD (2025) Education at a Glance 2025: OECD Indicators, https://doi.org/10.1787/1c0d9c79-en, Table A1.4 (available on line).
The share of young adults (25-34 year-olds) without upper secondary attainment continues to decline across the OECD, reaching an average of 13%. This trend also continues in Latvia, where the share fell from 11% to 10% between 2019 and 2024.
Individuals with greater educational attainment generally face a lower risk of unemployment and earn higher wages. Completing upper secondary education is particularly important in reducing the risk of unemployment. On average across the OECD, 12.9% of economically active young adults (25-34 year-olds) without an upper secondary qualification are unemployed, compared to 6.9% of those with upper secondary or post-secondary non-tertiary attainment. Those who go on to gain a tertiary qualification see a relatively smaller further reduction in unemployment, with 4.9% of tertiary-educated young adults unemployed on average across the OECD. This pattern is similar in Latvia (albeit at a lower level): 14.3% of young adults without an upper secondary qualification are unemployed, compared to 10.4% of those with upper secondary or post-secondary non-tertiary attainment and 4.8% of those with tertiary attainment (Figure 2).
The employability of individuals with upper secondary attainment varies depending on the orientation of the programme they complete. On average across OECD countries, adults with vocational upper secondary or post-secondary non-tertiary qualifications tend to have higher employment rates than those with a general education at the same level. This pattern is also observed in Latvia, where 80% of adults aged 25 to 34 with vocational qualifications are employed, compared to 77% of their peers with general upper secondary or post-secondary non-tertiary attainment. This suggests that vocational pathways may facilitate a more direct transition into the labour market, likely due to their stronger alignment with job-specific skills and employer expectations.
In per cent
For data, see OECD (2025) Education at a Glance 2025: OECD Indicators, https://doi.org/10.1787/1c0d9c79-en, Table A3.5.
On average, individuals with a master’s or equivalent degree have significantly higher employment rates and earnings than those with a bachelor’s or equivalent degree. However, the share of young adults (25-34 year-olds) attaining a master’s or equivalent qualification varies widely across OECD countries, ranging from 1% to 39% in 2024. In Latvia, 12% of 25-34 year-olds hold a master’s or equivalent degree, which is below the OECD average of 16%. This share was the same in 2019.
The average wage gap between individuals (25-64 year-olds) with and without upper secondary educational attainment is relatively modest across OECD countries. On average across the OECD, workers without upper secondary qualifications earn on average 17% less than those who have completed upper secondary education, while workers with tertiary attainment earn 54% more than those with upper secondary attainment. In Latvia, the wage gap between workers with and without upper secondary attainment is similar to the OECD average, at 16%. The gap between those with upper secondary and tertiary attainment is identical to the OECD average, at 54%.
In Latvia, the highest returns to tertiary education by field of study are observed in information and communication technologies (ICT). 25-64 year-olds with income from employment in the field of ICT earn 67% more than average earning of tertiary educated adults. However, this field is not an exception and is also affected by a wide gender pay gap in Latvia.
In most OECD countries, a significant share of adults has low levels of literacy proficiency, defined as at or below Level 1 (on a scale of 0-5) in the OECD Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). Individuals at this level can only understand very short texts with minimal distracting information. Latvia participates in this international assessment for the first time, with co-financing provided by the European Union. The results reveal that a large share of adults in Latvia has low literacy and problem-solving skills. Among 25-64 year-olds, 35% have literacy skills at Level 1 or below, which is above the OECD average of 27%. In problem solving, 35% of adults scored at or below Level 1, compared to 29% across the OECD. Only 6% reached the highest literacy levels, half the OECD average of 12%. However, younger adults (aged 25-34) achieved literacy and adaptive problem‐solving scores close to the OECD average, suggesting that recent cohorts may be faring better. These findings underscore the importance of sustained efforts to improve foundational skills among adults in Latvia.
Educational attainment and skills are closely linked, although the strength of this relationship varies across countries. In Latvia, tertiary-educated adults score, on average, 39 points higher in literacy proficiency than those with upper secondary or post-secondary non-tertiary attainment in the Survey of Adult Skills. This gap is wider than the OECD average difference of 34 points.
In Latvia, as in all OECD countries, adults with better literacy skills are more likely to participate in education and training. In 2023, 71% of adults (25-64 year-olds) with high literacy proficiency (i.e. at or above Level 4) in the Survey of Adult Skills participated in formal and/or non-formal education and training in the last year, compared to just 28% of those with proficiency at or below Level 1. The primary motivation for adult learning in Latvia is career-related: around 60% of participants report improving job prospects or work performance as their main reason for engaging in education - one of the highest shares among OECD countries. However, as in all OECD countries, participation in adult learning declines with age. While 50% of 25-34 year-olds take part in education and training, this drops to just 25% among those aged 55-65, resulting in a 25 percentage point gap.
Education systems must adapt to changes in the number of children by expanding or reducing provision accordingly. In many countries, the population of children aged 0-4 changed significantly between 2013 and 2023 and is projected to change further by 2033. Latvia experienced a decline of 13% in the number 0-4 year-olds, and is projected to see a decline of 26% between 2023 and 2033.
Over the past decade, enrolment in early childhood education (ECE) has increased across OECD countries. Latvia mirrors this upward trend. For children aged 0 to 2, Latvia had an 11 percentage-point increase - from 24% to 35% - which is above the OECD average. Enrolment among 3- to 5-year-olds rose from an already high 90% in 2013 to 95% in 2023, also surpassing the OECD average.
Student absenteeism has seen a slight increase between 2019 and 2023 across countries. The share of fourth-grade students reporting being absent from school at least once a week increased from 11% in 2019 to 13% in 2023. While most countries experienced only modest changes, Latvia recorded the one of the largest increases in this period, with weekly absenteeism among fourth-grade students rising by 7 percentage points - from 8% to 15%.
The share of students in lower secondary education who are at least two years older than the expected age for their grade varies widely across OECD countries, ranging from virtually none in some countries to over 10% in others. In Latvia, the share is in the middle of the OECD distribution in 2023, at 2.6%.
To support smoother transitions from lower to upper secondary education and reduce dropout rates, Latvia has introduced a new reform targeting students who choose vocational programmes. Under the new policy, students who fail one centralised exam in 9th grade (the last grade of lower secondary education) are now allowed to begin vocational education and training programmes, leading to the acquisition of a third-level vocational qualification. While these programmes span several years, students can retake the failed subject during their first year through additional support, such as consultations, and re-sit the exam. Previously, students who failed an exam had no option to enter vocational programmes and could only repeat the 9th grade in general education. This reform now offers an alternative path, helping students remain in the education system and to learn vocational qualification without losing a full academic year.
Despite the recognised benefits of work-based learning, its integration into vocational upper secondary programmes varies widely across OECD countries. On average, 45% of vocational students are enrolled in programmes that include a work-based learning component. In contrast, all vocational upper secondary students in Latvia, who make up 42% of all upper secondary enrolments, participate in combined school- and work-based programmes, primarily through apprenticeships.
Across the OECD, the two most popular broad fields of study are science, technology, engineering and mathematics (STEM) and business, administration, and law, each accounting for 23% of graduates from bachelor’s or equivalent programmes. They are closely followed by the broad field of arts and humanities, social sciences, journalism and information, at 22% of graduates. In Latvia, 23% of bachelor’s degree students graduate from a STEM field, 26% from business, administration and law, and 22% from arts and humanities, social sciences, journalism and information. Notably, over the past eight years, ICT and health and welfare are the only fields in Latvia where student numbers have increased, despite broader demographic declines.
International student mobility in tertiary education continues to rise across the OECD, with some countries experiencing substantial growth in the share of international students between 2018 and 2023. On average, 7.4% of all tertiary students across the OECD were international or foreign students, compared to 6% in 2018. Latvia saw an increase, with the share rising from 9.3% to 13.4% (Figure 3). More than half (55%) of foreign students chose to study in master's programmes. While half of international tertiary students come from other European countries, a substantial 46% come from Asian countries. Additionally, 32% of international students are concentrated in a small number of higher education institutions, indicating that international student mobility is unevenly distributed across the country’s tertiary sector.
In per cent
For data, see OECD (2025) Education at a Glance 2025: OECD Indicators, https://doi.org/10.1787/1c0d9c79-en, Table B4.3.
There are significant disparities in how much governments spend each year in education across OECD, partner and accession countries. Latvia spends USD 7 806 per student from primary to post-secondary non-tertiary levels, placing it at the lower end of the country range, which spans from less than USD 2 000 to more than USD 27 000 (Figure 4).
In equivalent USD converted using PPPs, expenditure on educational institutions
Note: Expenditure at tertiary level includes R&D. Expenditure per student in early childhood education is based on headcounts rather than full-time equivalent students. Expenditure at tertiary level for Luxembourg (USD 54 384) is not shown in the figure.
1. Year of reference differs from 2022.
2. Primary includes pre-primary education.
3. Includes payments by households outside educational institutions.
For data, see OECD (2025) Education at a Glance 2025: OECD Indicators, https://doi.org/10.1787/1c0d9c79-en, Table C1.1 and Table C1.2.
In contrast to most other countries, government expenditure in Latvia is lower at tertiary level, including research and development (R&D), than at primary to post-secondary non-tertiary levels. Government expenditure in Latvia amounts to USD 6 873 per tertiary student compared to the OECD average of USD 15 102.
A large part of the disparity in expenditure per student across OECD, partner and accession countries reflects differences in national income levels. When expenditure is measured as a share of GDP, cross-country differences tend to be smaller, ranging from 2.5% of GDP to 6.9%. In Latvia, education investment in primary to tertiary education stands at 3.8% of GDP, which is below the OECD average of 4.7% by this measure.
Governments are the primary source of education funding in all OECD countries, especially for the levels covered by compulsory education. In Latvia, governments provide 93.4% of total funding for primary, secondary, and post-secondary non-tertiary education (after transfers to the private sector), which is above the OECD average of 90.4%. At the pre-primary and tertiary levels, private funding often plays a larger role. In Latvia, 92.8% of pre-primary education funding (after transfers) and 55.4% of tertiary education funding (after transfers) come from public sources, compared to OECD averages of 85.6% and 67.4%, respectively.
Governments are the primary source of education funding in all OECD countries, especially for the levels covered by compulsory education. In Latvia, governments provide 93.4% of total funding for primary, secondary, and post-secondary non-tertiary education (after transfers to the private sector), which is above the OECD average of 90.4%. At the pre-primary and tertiary levels, private funding often plays a larger role. In Latvia, 92.8% of pre-primary education funding (after transfers) and 55.4% of tertiary education funding (after transfers) come from public sources, compared to OECD averages of 85.6% and 67.4%, respectively.
In some countries central governments play a more important role in funding vocational upper secondary programmes compared to general programmes. In Latvia, central government covers 15% of the expenditure on general upper secondary programmes, but it accounts for 95% of expenditure of vocational programmes (after inter-governmental transfers).
Latvia is preparing to implement a new funding model for general education schools, which will be gradually introduced starting in September 2025. Under the new approach, called “Programme in School,” funding will be allocated to each school based on the specific programmes it offers and how extensively they are implemented. Factors such as the number of class sets, class size, and student enrolment rates will be considered. If a local government chooses to maintain a school that does not meet the central government’s criteria, it will be required to provide additional co-financing from local government’s resources.
Although expenditure per student from primary to tertiary levels increased on average across OECD countries between 2015 and 2022 in real terms (from USD 11 955 to USD 13 210), government spending on education declined in relative terms from 10.9% of public budgets to 10.1%. In Latvia, expenditure per student decreased from USD 9 291 to USD 8 303, while the share devoted to education decreased from 11.6% of public budgets to 7.4% over this period. Despite relatively low spending per student, Latvia, along with countries like Japan and Korea, achieves comparatively high mathematics performance, in the PISA 2022 results. This suggests that efficiency in education spending and the quality of educational outcomes remain important dimensions alongside funding levels.
At pre-primary level, government expenditure in Latvia increased by 23% between 2015 and 2022. This is partly due to an increase of 7.7% in the number of children enrolled. As a result, government expenditure per child has increased, by 14.2%, compared to an average increase of 24% across the OECD since 2015.
In Latvia, the average tuition fee for bachelor’s programmes at public institutions is USD 6,782. While this level of tuition may seem high, more than 50% of students in Latvia, and in several other OECD countries, receive substantial financial support, primarily through student loans and, to a lesser extent, need-based grants. As a result, high tuition fees are often offset by financial aid.
In most OECD countries and economies, tuition fees vary considerably by level of study, with fees for master’s programmes typically higher than those for bachelor’s programmes, by 29% on average, reflecting the increased labour-market value of advanced degrees. In Latvia, tuition fees for master’s programmes in public institutions are 41% higher than for bachelor’s programmes.
Some countries impose significantly higher tuition fees on foreign students at master’s level in public institutions, including Latvia. In Latvia, average annual tuition fees for foreign students1 at master’s level are USD 20 071 on average, which is well above the fees charged to national students (USD 6 782).
Many countries are experiencing teacher shortages, reflected not just in the number of unfilled teaching positions, but also in other indicators such as the share of non-fully qualified teachers in the teaching workforce. In the 14 countries and economies with data available, 1.6% of teaching positions are unfilled on average, and 4.9% of teachers are not fully qualified. In Latvia, the share of unfilled teaching positions is 1.1%. However, cross-country comparisons of these data should be made with even greater caution than in other areas, as teacher recruitment processes vary significantly, ranging from centralised systems with competitive national exams to fully decentralised hiring at the school level, making comparisons of vacancy levels difficult.
Attracting second-career teachers can help alleviate teacher shortages while bringing individuals with a broader range of experience into the profession. To support this, 16 out of 28 countries with available data (including Latvia) offer dedicated alternative pathways into teaching for individuals changing careers. Between 2022 and 2024, this way 84 new teachers were trained each year on average in Latvia. A further alternative pathway for second-career teachers was introduced in October 2024, when qualification requirements were revised for primary education, second foreign language and special needs teachers. These changes allow tertiary educated adults to begin teaching after completing professional development courses, without the need to obtain a second higher education degree in pedagogy. By easing qualification requirements for certain teaching positions, these reforms aim to make it easier for individuals with existing higher education degrees to enter the profession and help alleviate teacher shortages.
Competitive salaries can make the teaching profession more attractive, particularly since teachers in many countries earn less than other tertiary-educated workers. In Latvia, the actual salaries of primary teachers are 23% lower than those of tertiary-educated, full-time, full year workers, compared to an average of 17% lower across the OECD. However, increasing teacher salaries can be financially challenging, as staff costs make up the largest share of education expenditure (Figure 5).
Ratio of salaries to the earnings of full-time, full-year workers aged 25-64
Note: Data refer to the ratio of annual average salaries (including bonuses and allowances) of teachers and school heads in public institutions relative to the earnings of workers with similar educational attainment (weighted average) and to the earnings of full-time, full-year workers with tertiary education. Earnings of workers with similar educational attainment to teachers are weighted by the distribution of teachers (or school heads) by qualification level (see Tables X2.10 and X2.11). As values close to one may be difficult to identify in the figure, please refer to the source table.
1. Data on earnings for full-time, full-year workers with tertiary education refer to the whole country.
2. Year of reference for salaries of teachers differs from 2024.
For data, see OECD (2025) Education at a Glance 2025: OECD Indicators, https://doi.org/10.1787/1c0d9c79-en, Table D3.2.
Since 2015, actual average salaries of primary teachers have increased in real terms by 14.6% on average across the OECD. In Latvia, they increased by 32.9% in 2024.
The amount of compulsory instruction time affects teacher salary costs as it influences the number of teachers needed, combined with other factors such as class size and teaching time of teachers. In Latvia, students receive 583 hours of compulsory instruction per year in primary education and 778 hours in lower secondary education. This is below the OECD average of 804 hours in primary and 909 hours in lower secondary education.
School holidays in primary education last 17 weeks per year in Latvia (all breaks combined), compared to 13.5 weeks across the OECD.
In Latvia, 41% of instruction time in primary education is allocated to mathematics and reading, writing and literature, falling to 30% in lower secondary education. In comparison, the OECD average is for 41% of instruction time in primary education and 27% in lower secondary education to be devoted to these core subjects.
Across the OECD, the average class size at primary level has not changed since 2013, at 20.6 students. In Latvia, the average class size in primary education in 2023 was 17.2 students, up by 1.6 since 2013.
For more information on Education at a Glance 2025 and to access the full set of indicators, see: https://doi.org/10.1787/1c0d9c79-en.
For more information on the methodology used during the data collection for each indicator, the references to the sources and the specific notes for each country, see Education at a Glance 2025: Sources, Methodologies and Technical Notes, https://doi.org/10.1787/fcfaf2d1-en.
For general information on the methodology, please refer to the OECD Handbook for Internationally Comparative Education Statistics 2018, https://doi.org/10.1787/9789264304444-en.
Updated data can be found on line at http://data-explorer.oecd.org/ and by following the StatLinks in the publication.
Explore, compare and visualise more data and analysis using the Education GPS: https://gpseducation.oecd.org/.
Questions can be directed to the Education at a Glance team at the OECD Directorate for Education and Skills: EDU.EAG@oecd.org.
This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.
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← 1. Non-EU/EEA students.