Livija Zeiberte


Vocational education and training (VET) plays a central role in the lifelong learning (LLL) continuum. In Europe Union and in Latvia, LLL is recognized and accepted as a tool that promotes human entrepreneurship, employability and resilience, active civic participation, social inclusion and personal self-development. The COVID-19 pandemic has seriously disrupted standard education and training activities, including VET across Europe. Young people entering the workforce at this time will find it harder to secure their first job. VET have to provide people with skills and competences for work which help them to cope with emergency situations and economic shocks and get or create jobs in demand on the labour market. Transversal key competences (TKC) is an essential part of VET. Professional and general competences reflect an individual's ability to work in a specific context, i.e. professional environment; at the same time they presume a set of abilities which we call transversal.

The aim of this research is to analyze the process of implementation of  four TKC (learning to learn, social and civic competences, initiative-taking and entrepreneurship, and cultural awareness and expression) in VET curriculum in Latvia. It is part of wider study of the National Centre for Education of Latvia and Erasmus + Srate­gic Partnership project Developing, assessing and validating transversal key competences in the formal initial and continuing vocational education and training (TRACK-VET), (2017–2020). The project produce detailed analysis of the systemic solutions, practices, and techniques in six EU countries regarding development and assessment of TKC.



lifelong-learning; transversal key competences; vocational education and training

Full Text:



Brockmann, M., Clarke, L. & Winch, C. (2009). Competence and competency in the EQF and in European VET systems. Journal of European Industrial Training, 33 (8/9), 787- 799. Retrieved from

Council of Europe. (2015). TASKs for democracy. 60 activities to learn and assess transversal attitudes, skills and knowledge. Pestalozzi Series No. 4. Retrieved from

Clarke, L., Westerhuis, A. & Winch, C. (2020). Comparative VET European Research since the 1980s: Accommodating Changes in VET Systems and Labour Markets. Journal of Vocational Education and Training. Advanced online publication. Retrieved from

Daija, Z., Kinta, G. & Ramina, B. (2016). Key competences in vocational education and training – Latvia. Cedefop ReferNet thematic perspectives series. Retrieved from

Debowski, H., Stechly, W. & Reegard, K. (2018). TRACK-VET Methodology Report. [Data file] Retrieved from

Delamare Le Deist, F. & Winterton, J. (2005). What is competence? Human Resource Development International, Vol. 8, No 1, 17-36.

Eiropas Savienības Oficiālais Vēstnesis. (2006). Eiropas Parlamenta un Padomes ieteikums par pamatprasmēm mūžizglītībā. (L394). [Data file] Pieejams:

Eiropas Komisija. (2016). Kopīgs darbs cilvēkkapitāla, nodarbināmības un konkurētspējas stiprināšanai. Pieejams:

ESF. (2015). Nozaru kvalifikācijas sistēmas izveide un profesionālās izglītības efektivitātes un kvalitātes paaugstināšana. Retrieved from

European Commission. (2018). Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning. (C 189/1). Retrieved from

Illeris, K. (2009). In K. Illeris (Ed.) International Perspectives on Competence Development: Developing Skills and Capabilities. London/New York: Routledge.

Kanwar, A., Balasubramanian, K. & Carr, A. (2019). Changing the TVET paradigm: new models for lifelong learning. Retrieved from

Mulder, M., T. Weigel & K. Collins. (2007). The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States: A Critical Analysis. Journal of Vocational Education & Training, Vol 59, (67–88). Retrieved from doi:10.1080/13636820601145630.

Nacionālais Koordinacijas Punkts. Latvijas kvalifikāciju ietvarstruktūra. Pieejams:

Sylvest, J. & Kwaw, E. (2017). Support of the stakeholder consultation in the context of the Key Competences Review, Report 1: Comparative Analysis. [Data file] Retrieved from

UNESCO-UNEVOC. (2002., 2003.). Technical and vocational education and training for the twenty-first century. [Data file] Retrieved from

VET4EU2. (2015). Declaration on the medium - term deliverables of the Riga Conclusions. Retrieved from

VISC. (2018). Valsts Izglītības Satura Centra un Eiropas Sociālā fonda darbības programmas "Izaugsme un nodarbinātība" projekts “Nozaru kvalifikācijas sistēmas pilnveide profesionālās izglītības attīstībai un kvalitātes nodrošināšanai”. Pieejams:

VISC. (2020). Obligāti piemērojamo profesiju standartu un profesionālās kvalifikācijas prasību (ja profesijai nav nepieciešams izstrādāt profesijas standartu) saraksts. Pieejams:

VISC. (2017). Profesiju standartu/ profesionālās kvalifikācijas prasību izstrādes metodika. 2. redakcija. Retrieved from




  • There are currently no refbacks.