ASPECTS OF INEQUALITY IN THE CONTEXT OF EMPLOYMENT OF PRE-SCHOOL TEACHERS IN LATVIA

Inga Vanaga; Anda Grīnfelde; Līga Paula

ASPECTS OF INEQUALITY IN THE CONTEXT OF EMPLOYMENT OF PRE-SCHOOL TEACHERS IN LATVIA

Inga Vanaga, Anda Grīnfelde, Līga Paula

Last modified: 12.02.2020

Abstract

Policy-making in education involves social agents at national, municipal and institutional levels. National regulations and financial capacity of municipalities determine working conditions of teachers and employment aspects at all levels of the education system. For several years, discussions have been taking place in Latvia involving employers of education sector and policy makers on tackling inequalities in pay and workload principles for pre-school teachers. Situation of the pre-school teachers varies across municipalities and is affected by their financial opportunities to sustain educational institutions and ensure teachers’ salaries. In 2019, Latvian Trade Union of Education and Science Employees conducted a survey of all 119 municipalities in order to identify inequalities in the context of the pre-school teachers’ employment. Actor network theory was used to examine links and interactions between actors in education policy, thus addressing inequalities in pre-school education. According to the survey, workload of the pre-school teachers is being reduced in order to meet the requirements of the regulatory framework regarding the minimum monthly wage of the teachers. Higher wages the teachers receive in Pieriga region, which is comparatively wealthier than other regions of Latvia. In order to ensure equal pay for all pre-school teachers in all municipalities, it is necessary to ensure financing from the state budget.

Keywords

Actor network theory; inequality; interaction; pre-school teachers; salary; teacher workload

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