Education at a Glance 2026: Latvia
Table of contents
This country note for Education at a Glance 2026 provides an overview of the key characteristics of the education system in Latvia. In line with this year’s thematic focus, it emphasises teacher shortages while also covering other parts of the education system. The data in this note are provided for the latest available year. Readers are referred to the corresponding tables in Education at a Glance 2026 for notes and reference years.
Teacher shortages are an increasing concern in many OECD countries. One way in which teacher shortages can manifest is through unfilled teaching vacancies. In Latvia, the share of teaching positions in primary and secondary education that were unfilled at or shortly before the start of the school year increased from 1.0% in 2017/18 to 3.0% in 2024/25. As most other countries, the share of unfilled vacancies was higher at secondary (3.9%) than at primary level (1.9%), pointing to greater recruitment difficulties at higher levels of schooling (Table 2).
However, unfilled vacancies are only part of the picture, as teacher shortages can also manifest through greater reliance in teachers who do not yet meet all the requirements to be recognised as fully qualified teachers under national regulations. In Latvia, teachers classified as non-fully qualified are an integral part of the teacher training pipeline and are all in the process of acquiring a full qualification. In 2024/25, 3.5% of teachers in Latvia were non-fully qualified, compared to 9.1% on average across the OECD. Although unfilled vacancies in Latvia increased with the level of education, reliance on non-fully qualified teachers moved in the opposite direction: non-fully qualified teachers made up 8.1% of the teaching workforce in pre-primary education, versus 4.3% and 2.7% at primary and secondary levels (Table 1).
Latvia faces relatively high teacher attrition. In 2024, 12% of fully qualified teachers in primary and secondary education in Latvia left the profession (compared to 6.4% on average across the OECD), with a relatively high share of leavers moving to other positions within the education sector (37%, compared to 12% for the OECD) (Table 3). At the same time, Latvia facilitates re-entry and transition into teaching. Teachers who have left the profession can generally return whenever vacancies are available as their qualifications remain valid. Transition into teaching for other professionals is also supported: the “Teaching Power” program (Mācītspēks) allows individuals with a degree in another field to become teachers by combining academic study with in-school teaching practice over two years (Figure D8.3, Education at a Glance 2025). According to the OECD Teaching and Learning International Survey (TALIS) 2024, 10.6% of all lower secondary teachers in Latvia are second-career teachers, compared to 8.4% across the OECD (Table 5).
Latvia, like other Baltic States, has an ageing teaching workforce. In 2024, almost two in five teachers in Latvia were aged 55 or older, an increase of +10 percentage points relative to 2015. This share is similar to Estonia (38%) and Lithuania (42%), yet substantially above the OECD average of 23% (Table 4).
Latvia’s education system will need to adapt to one of the sharpest demographic contractions in school-aged populations among OECD countries. Although the number of students enrolled in primary and lower secondary education in Latvia increased by 6% and 12% between 2015 and 2024, this trend is likely to reverse in the decade ahead. Between 2024 and 2033, the number of children aged 5-14 in Latvia is projected to decrease by 23%. This is among the sharpest expected declines in OECD countries (Table 7).
Tertiary attainment among young adults (25-34 year-olds) in Latvia increased from 40% to 45% between 2015 and 2025. This was driven mostly by the increase in attainment by men, going from 26% to 35%, while women’s tertiary attainment remained strong, going from 54% to 55%. Overall, the gender gap in tertiary attainment fell by about 9 percentage points, the largest drop among OECD countries. Though reduced, the attainment gap between men and women in Latvia (at 19 percentage points) remains among the highest in OECD countries (Table A1.2).
Latvia has room to strengthen students’ transition into upper secondary education. In the year following the last grade of lower secondary education, only 88% of students in Latvia have transitioned into an upper secondary programme, while 7% are repeating the last grade of lower secondary education and 5% are no longer enrolled in any education (Table B3.1). To support smoother transitions, Latvia has recently introduced a reform allowing students who fail one centralised examination in the last grade of lower secondary to enter vocational education and training programmes while retaking the failed subject during their first year, reducing the need to repeat an entire school year.
Between 2015 and 2023, government expenditure on primary to tertiary education (based on final funds) in Latvia decreased from 4.6% to 3.4% of GDP1. The reduction in spending mirrors that of other OECD countries, albeit with a more marked drop. In OECD countries with available data for both years, average government expenditure at these levels decreased from 4.4% to 4.2% of GDP (Table C1.7).
Compared to other OECD countries, Latvia relies heavily on private and non-domestic sources in tertiary education funding. In 2023, non-domestic funding in Latvia accounted for 24% of expenditure on tertiary educational institutions (including R&D), well above the OECD average of 6% and of other countries with relatively high shares like Croatia (17%), Lithuania (18%) and Portugal (16%). In addition, private funding accounted for 35% of expenditure on tertiary educational institutions in Latvia, above the OECD average of 23%. With 41% of the remaining expenditure coming from government sources, Latvia was among the few countries where government contributes less than half of the total expenditure on tertiary institutions (Table C1.4).
Between 2015 and 2023, expenditure on staff compensation per full-time equivalent student in upper secondary education increased from USD 8 432 to USD 9 105 on average across the OECD countries for which trend data are available. In Latvia, expenditure on staff compensation in upper secondary increased by almost 74%, going from USD 5 085 to USD 8 035, driven mainly by higher spending on vocational education (USD 4 889 in 2015 to USD 7 027 in 2023) rather than falling enrolment (Table C4.3).
Teacher salaries in Latvia have been increasing across all levels of education. Between 2015 and 2024, actual salaries of teachers in Latvia increased by 67% in pre-primary, 41% in primary, 51% in lower secondary general programmes and 35% in upper secondary general programmes. In comparison, the average increase across OECD countries was 26% in pre-primary, and 17% in primary and lower secondary education (Table D3.8). However, as in most countries, teachers in public institutions in Latvia still earned less than other tertiary-educated workers: pre-primary teachers earned 35% less on average, while primary and secondary teachers earned 26% less on average. (Table D3.2).
Teachers in Latvia work a total of 1 584 hours per year in primary and secondary education (general programmes), above of neighbouring Estonia (1 540 hours) and Lithuania (1 512 hours), yet they spend relatively less time teaching (Table D4.2). At lower secondary level (general programmes), teachers in Latvia spend 35% of their time teaching, compared to 41% in Estonia and 59% in Lithuania (Figure D4.3).
Shortages of skilled workers have affected many sectors across the OECD in recent years, and the teaching profession is no exception. Teacher shortages manifest in different ways across education systems: in some countries, a lack of fully qualified teachers is reflected in a higher share of non-fully qualified staff, while in others a significant number of teaching positions remain unfilled.
Non-fully qualified teachers refer to teachers who do not yet meet all the requirements to be recognised as fully qualified teachers under national regulations. In most countries, they either possess the required academic qualifications but lack mandatory certification or teacher training, have completed the required teacher training but do not hold the required academic qualifications, or lack both. Teachers classified as non-fully qualified in Latvia are all in the process of acquiring a full qualification. In Latvia, 3.5% of all primary and secondary teachers in public institutions were not fully qualified in 2024/25, below the OECD average of 9.1% (Figure 1).
Countries use two main approaches to measuring teacher shortages. The first approach estimates shortages before or at the start of the school year based on projected recruitment needs. The second approach measures shortages by counting the number of positions that remain vacant at the start of the school year or shortly after it begins. Latvia uses the second approach. In public primary and secondary education, 3.0% of all teaching positions in Latvia were unfilled at or shortly before the start of the 2024/25 school year, with the rate of unfilled vacancies being higher in secondary (3.9%) than primary education (1.9%) (Table 2).
In per cent, full-time equivalents, public institutions
1. Year of reference differs from 2024/25: academic year 2023/24 for Denmark, Finland, France, Germany and Switzerland; calendar year 2024 for Chile and Costa Rica; calendar year 2025 for New Zealand; academic year 2025/26 for Japan.
2. Pre-primary and primary education are combined in France, Luxembourg and the Netherlands. Upper secondary education is excluded in Denmark, Israel and Switzerland. Upper secondary vocational education is excluded in Finland, Hungary and the Netherlands.
3. Teacher data are based on headcounts instead of full-time equivalents.
4. Year of reference differs from 2017/18: academic year 2018/19 for Bulgaria, the Netherlands, and Switzerland; 2019/20 for Luxembourg and Poland; calendar year 2020 for New Zealand.
5. Including government-dependent private institutions.
6. Teachers classified as non-fully qualified in these countries are in the process of acquiring full qualification.
For data, see OECD (2026) Education at a Glance 2026: OECD Indicators, https://doi.org/10.1787/b4968bbc-en, Figure 1 and Table 1.
Recruiting second-career teachers is a common strategy for addressing teacher shortages and helps to diversify the profile of the teaching workforce. According to the OECD Teaching and Learning International Survey (TALIS) 2024, on average across the OECD, 8.4% of lower secondary teachers are second-career teachers; in Latvia, they make up 10.6% of all teachers (Table 5).
The attractiveness of the teaching profession depends on a variety of factors, including working conditions and salaries. According to the OECD Survey of Adult Skills (PIAAC), full-time teachers in primary, secondary and vocational education report working 40.8 hours per week on average across the OECD in 2023, compared with 41.5 hours for other full-time workers holding a bachelor’s or master’s qualification. In Latvia, these teachers report working 40.3 hours per week on average, while other full-time workers with a bachelor’s or master’s qualification report working 40.9 hours per week. This difference is not statistically significant (Table 6).
According to the OECD Teaching and Learning International Survey (TALIS) 2024, a large majority of lower secondary teachers (68.4%) are satisfied with their terms of employment (barring salaries) on average across the OECD. In contrast, the share of lower secondary teachers who are satisfied with their salaries is much lower at 38.7% on average. In Latvia, 81.7% of lower secondary teachers are satisfied with their terms of employment and 38.9% are satisfied with their salaries (Table 5).
Teachers tend to be older than other workers. On average across countries with available data, 25% of secondary teachers are aged 55 and over, compared to 19% of employed individuals holding at least a master’s degree and 21% of the overall employed population. Latvia follows a similar pattern: 42% of secondary teachers are aged 55 and over, compared to 39% of employed individuals holding at least a master’s degree and 27% of the overall employed population (Figure 10).
High teacher turnover can indicate dissatisfaction with the profession, but the number of teachers in public institutions who leave the profession is also shaped by factors such as the age structure of the workforce, labour-market conditions and the professional culture of a country. In Latvia, 12% of fully qualified teachers in primary and secondary education left the profession (through retirement, resignation, or by switching to another assignment within the public education sector) in 2024/25, compared with an OECD average of 6.4% (Table 3).
The number of teachers a system needs is not determined by student numbers alone. On average across the OECD, measured in full-time equivalents, the number of teachers in public and private primary schools rose by 13% between 2015 and 2024, even though the number of primary students rose by only 2% over the same period, a divergence driven by policy choices around class sizes, teachers’ working hours and instruction time. In Latvia, the number of primary teachers decreased by 10% over this period, while the number of students increased by 6% (Table 7).
Looking ahead, the number of children aged 5-14 in Latvia is projected to decrease by 23% between 2024 and 2033, pointing to lower demand for teachers if other policies remain unchanged. This is the sharpest expected decline among OECD countries, after Korea (40%) and Costa Rica (28%), and slightly above neighbouring Lithuania (22%) (Table 7). However, as argued above, demographic trends are only one factor shaping teacher workforce needs, and their effects can vary depending on how population change is distributed across regions. Teacher workforce needs also depend on policy decisions related to class sizes, teacher attrition and funding.
Educational attainment remains at an all-time high in 2025 as more people obtain advanced qualifications. Across the OECD, 43% of working-age adults (25-64 year-olds) have a tertiary qualification, while the share of adults with upper secondary or post-secondary non-tertiary attainment is slightly lower at 39%. In Latvia, the share of adults with tertiary attainment is similar to the OECD average at 41%, while the share of adults with upper secondary or post-secondary non-tertiary attainment is above the OECD average at 48% (Table A1.1).
The share of young adults without upper secondary attainment continues to decline across the OECD, standing at 12% in 2025. This trend is also apparent in Latvia, where the share of 25-34 year-olds without upper secondary attainment decreased from 15% to 11% between 2015 and 2025 (Table A1.2).
While more young adults obtain a tertiary qualification, the share of individuals whose highest qualification is upper secondary with a vocational orientation is decreasing in almost all OECD countries. This is also the case in Latvia, where 20% of all 55-64 year-olds have upper secondary vocational attainment in 2025, compared to 15% of all 25-34 year-olds (Table A1.3).
Youth and young adults who are neither employed nor in education or training (NEET) are a key policy concern, as prolonged periods of inactivity at a young age can have lasting negative effects on socio-economic outcomes later in life. In Latvia, 14% of all 18-24 year-olds were NEET in 2025, up from 12% in 2015. For comparison, the average share of NEETs across OECD countries with available data for both years was 13% in 2025 and 16% in 2015 (Table A2.2).
Employment outcomes for recent tertiary graduates vary across countries and are shaped by economic conditions, labour demand, and public policy. In Latvia, the unemployment rate among tertiary-educated young adults decreased from 6% in 2015 to 4% in 2025. The corresponding rates across OECD countries with available data for both years were 7% on average in 2015 and 5% in 2025 (Table A3.3. and Figure 2).
In per cent of 25-34 year-olds in the labour force
Note: The OECD average on the right is based on a fixed sample of 34 countries.
For data, see OECD (2026) Education at a Glance 2026: OECD Indicators, https://doi.org/10.1787/b4968bbc-en, Figure A3.1 and Unemployment rates of adults, by educational attainment, age group and gender (indicator), https://data-explorer.oecd.org/s/570 (accessed on 27 August 2026).
The labour-market significance of advanced qualifications is also reflected in earnings. In almost every OECD country, workers (aged 25-64) without a tertiary qualification have earnings below the national average. In Latvia, full-time, full-year workers with general upper secondary as their highest level of attainment earn 17% less than the national average while those with below upper secondary attainment earn 28% less. The corresponding wage gaps on average across the OECD are 13% for general upper secondary attainment and 31% for below upper secondary attainment (Figure A4.1).
As the demand for skills in the labour market changes, participation in lifelong learning is essential for all adults. According to the OECD Survey of Adult Skills (PIAAC), younger adults (aged 25-44) are more likely to participate in non-formal education or training than older adults (aged 45-64), but differences between the age groups are often small. In Latvia, 57% of 25-44 year-olds had participated in non-formal education or training over the last 12 months, compared to 45% of 45-64 year-olds. Across the OECD, average participation rates are 52% among 25-44 year-olds and 45% among 45-64 year-olds (Figure A5.2).
Workers with higher educational attainment are much more likely to be in jobs where they can work from home in most countries. In Latvia, 17% of tertiary-educated workers sometimes or usually work from home compared to 5% of workers with upper secondary or post-secondary non-tertiary attainment (Figure A6.3).
Participation in early childhood education and care (ECEC) is common among children from the age of 3 in all OECD countries. In Latvia, 96% of children between the age of 3 and the starting age of primary education (age 7 in Latvia) were enrolled in ECEC in 2024, higher than the OECD average of 90% (Figure B1.1). However, enrolment rates for younger children vary widely across OECD countries. Among 2 year old children in Latvia, 83% are enrolled in early childhood educational development programmes that meet the criteria of the International Standard Classification of Education (ISCED) by combining education and care. This places Latvia at the upper end of OECD countries with available data. In addition, 3% of younger children in Latvia are enrolled in ECEC services outside the scope of ISCED, such as programmes that primarily provide care (Table B1.1).
The number of primary and secondary schools – and thus their geographical proximity to students – varies across countries. Many countries have more primary than lower secondary schools, reflecting the desire to provide education close to primary students’ homes while offering secondary students the greater choice of specialist subjects that can only be provided by larger schools. In Latvia, there are 1.03 primary schools for each lower secondary school, below the OECD average of 1.97 (Figure B2.4).
Transitions from one level of education to the next are critical junctions in a student’s trajectory and have a major influence on educational outcomes. One year after the last grade of lower secondary education, 88% of students in Latvia are enrolled in an upper secondary or other education programme, 7% of students are repeating the last grade in lower secondary and 5% are not enrolled in formal education. The share of students who are not enrolled is identical to the average of 5% among the 22 countries and economies with available data (Figure B3.1).
In upper secondary education, 83% of new entrants in Latvia complete a general or vocational programme within two years of the theoretical end of the programme. By this point, 2% of the cohort remain enrolled, while 15% have dropped out without qualifying (Table B3.3). In Latvia, women are 8 percentage points more likely to complete their upper secondary programme than their men peers, a gap that is larger than the gap in most other countries with available data (Table B3.2).
Transitions between lower and upper secondary education can have lasting implications for educational attainment, as the age at which students enter upper secondary education is a strong predictor of eventual completion. In Latvia, 87% of students who enter upper secondary education at or below the theoretical entry age complete their degree within two years of the theorical end of the programme, compared with 58% of those who enter one or more years late, resulting in a gap of about 30 percentage points. However, Latvia’s students fare comparatively better in their transition between upper secondary and tertiary education. One year after the end of their upper secondary programme, 46% of students in Latvia were enrolled in a tertiary degree programme, while 41% were no longer enrolled in any education. This is above the average across countries with available data, where 35% of upper secondary graduates were enrolled in a tertiary degree programme and 42% are no longer enrolled in education (Table B3.4).
At tertiary level (ISCED 5-8), most OECD countries host a larger number of international students than they send abroad. On average across the OECD, outbound internationally mobile students account for 6% of all national students (whether enrolled domestically or abroad), while inbound students account for 12% of all students enrolled domestically in 2024. In Latvia the share of outbound international students is 8%, while inbound international students average 14%. The top three destination countries for outbound students in Latvia are the Netherlands (26%), Germany (12%) and Russia (11%), while the top three origin countries of inbound students are India (25%), Uzbekistan (12%) and Sweden (9%) (Table B4.3. and Table B4.4).
In many countries, inbound mobility has increased faster than outbound mobility among tertiary students. On average across the OECD, the share of inbound mobile students increased by 4 percentage points between 2015 and 2024, and the share of outbound mobile students increased by 1 percentage point. In Latvia, the share of inbound students increased by 8 percentage points, while the share of outbound students increased by 2 percentage points (Table B4.3).
Most investment in education comes from public sources. On average across the OECD, government expenditure on primary to tertiary education (based on initial funds, on educational institutions) corresponded to 4% of GDP in 2023, while private expenditure corresponded to 0.6%. In Latvia, government expenditure equalled 3.2% of GDP in 2023, while private expenditure equalled 0.6% (Table C1.8).
In OECD countries with available data for both years, average government expenditure on primary to tertiary education (based on final funds, inside and outside educational institutions) has decreased slightly from 4.4% of GDP in 2015 to 4.2% in 2023. Over the same period, it decreased from 4.6% to 3.4% in Latvia, thus demonstrating more rapid decline than in most other OECD countries (Figure 3).
Total government expenditure on education (inside and outside of educational institutions); primary to tertiary education
1. Data include or exclude some categories, please refer to the source table for more information.
For data, see OECD (2026) Education at a Glance 2026: OECD Indicators, https://doi.org/10.1787/b4968bbc-en, Figure C1.2 and Table C1.7.
Government expenditure on primary to tertiary education as share of GDP (based on final funds, on educational institutions, including R&D) varies by a factor of approximately two across OECD countries (ranging from 2.4% to 5.2%), while government expenditure per student varies by a factor of ten (from USD 3 398 to USD 32 832 adjusted for purchasing power parity) as differences in income levels mean nominal expenditure tends to vary more than relative expenditure. On average across the OECD, expenditure per student from primary to tertiary education was USD 13 601 in 2023, while in Latvia it was USD 8 749 (Table C1.4. and Table C1.1).
In early childhood education, government expenditure per child has grown substantially between 2015 and 2023 in many OECD countries. This was also the case in Latvia, where expenditure per child aged 3-5 in 2023 was USD 7 583 compared to USD 6 322 in 2015 (Table C2.3).
Government expenditure on education tends to rise with the level of education. In primary education, expenditure per student was USD 8 389 in 2023 in Latvia and USD 12 893 on average across the OECD. In lower secondary education, it was USD 8 477 in Latvia and USD 14 291 on average across the OECD. Thus, Latvia is among the majority of OECD countries where expenditure is higher at lower secondary level than at primary level (Table C3.1).
Expenditure can be divided into capital and current expenditure: the former finances investment in assets such as infrastructure, while the latter covers regular operating costs. Current expenditure can be further broken down into staff compensation and other current expenditure, such as purchases of goods and services and routine maintenance. In Latvia, 76% of current expenditure in primary educational institutions is dedicated to staff compensation compared to 79% on average across the OECD, while the remainder is dedicated to other current expenditure (Figure C3.3).
At upper secondary level, government expenditure per student can differ substantially between general and vocational programmes. Vocational programmes are often more expensive than general programmes due to the need for specialised technical equipment, while at the same time, private contributions, for example from firms, cover a larger share of overall costs in some countries. In Latvia, expenditure per student is USD 9 502 in general upper secondary programmes and USD 11 070 in vocational upper secondary programmes, compared to the OECD average of USD 12 421 in general programmes and USD 13 901 in vocational ones (Table C4.1).
On average across the OECD, government expenditure per student is the highest at bachelor’s and above levels despite being the levels where government expenditure accounts for the smallest share of total expenditure. Latvia is among the countries where government expenditure constitutes a smaller share of total expenditure compared to the OECD average. Government expenditure per student was USD 7 649 in 2023, corresponding to 46% of total expenditure at bachelor’s and above levels. In comparison, average government expenditure per student across the OECD was USD 16 405, amounting to 68% of total expenditure (Table C5.1).
As discussed above, most countries have increased their investment in pre-primary education in recent years. This is also reflected in the ratio of children to teachers. Across the OECD, the number of children enrolled at this level decreased slightly by 2% between 2015 and 2024 while the number of teachers increased by 14%, resulting in a 14% reduction in the child-to-teacher ratio. In Latvia, the number of children enrolled in pre-primary education increased by 2%, while the number of pre-primary teachers decreased by 3%, resulting in a 5% increase of the child-to-teacher ratio (Data for chart D2.1).
In most countries, salaries of teachers in public institutions are lower than the salaries of other tertiary-educated workers, especially for teachers at lower levels of education. This is also the case in Latvia, where pre-primary teachers earned on average 35% less than other tertiary-educated workers, while lower secondary teachers earned on average 26% less than other tertiary-educated workers (Table D3.2).
Teachers spend only a fraction of their working time teaching; the remainder is devoted to other tasks, including lesson preparation and marking. On average across the OECD, primary teachers taught 770 hours per year compared to 710 hours per year in lower secondary education. In Latvia, annual actual teaching hours were 480 in primary education and 558 in lower secondary education. Thus, Latvia was one of the few countries where teachers in primary education did not have to teach more hours than their lower secondary colleagues (Figure 4).
Net statutory teaching time in hours per year, in public institutions
Note: Please refer to the source table for information on whether the data refer to typical, minimum or maximum hours.
1. Actual teaching time (in Latvia except for pre-primary level).
2. Reference year differs from 2023. Refer to the source table for details.
3. Average planned teaching time in each school at the beginning of the school year.
For data, see OECD (2026) Education at a Glance 2026: OECD Indicators, https://doi.org/10.1787/b4968bbc-en, Figure D4.1 and Table D4.1.
Women form the majority of teachers at all levels of education except tertiary. Teachers in pre-primary education are almost entirely women with 96% of teachers being female on average across the OECD. The share of women among pre-primary teachers in Latvia is even higher at 99%. At 83%, the share of female teachers in lower secondary education is lower, although it is still above the OECD average of 68% (Table D5.1).
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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 2026: Sources, Methodologies and Technical Notes, https://doi.org/10.1787/dcf64a14-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.
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← 1. In contrast, government expenditure on education based on the Systems of National Accounts (SNA) and the Classification of the Functions of Government (COFOG) place government expenditure in Latvia at higher levels, at 6.1% of GDP in 2023. These figures are not fully comparable with the data from Education at a Glance due to differences in underlying definitions. Notably non-formal learning is excluded from the data in Education at a Glance but included in COFOG data.