Cabinet of Ministers Regulations No. 931 in Riga 2010 October 5 (pr. No 51 16) amendments to the Cabinet of Ministers of 2 December 2008, Regulation No 990 ' of the rules for classification of education of Latvia "issued under the State statistics law 7.1 article do cabinet 2008 December 2, Regulation No 990 ' rules of Latvian education rankings" (Latvian journal, 2008, nr. 190; 2009, No 29) the following amendments: 1. Make a new annex (annex 1).
2. To make the new version of annex 3 (annex 2).
Prime Minister v. dombrovsky, Minister of education and science t. koķe annex 1: Cabinet of Ministers of 5 October 2010 regulations no 931 "annex 1 Cabinet 2008 December 2, Regulation No 990 table 1 first and second classification level and its comparison with international standardized classification of education (ISCED-97) and the European qualifications framework (EQF) the first classification level the second level of classification ISCED-97 EC code number 1 degree code numbers 1 and 2 (with/without uppercase letters) type of education program 1 2
3 4 5 6 0 pre-school education 00 five-year-old and a baby sešgadīg mandatory preschool education programs (children who have not attended preschool educational institution to start compulsory education) 0 01 preschool education programs of basic education phase 1 1 11 General education, basic education phase 1 (1-6) in the programs of vocational education 1 10V, be implemented in addition to the basic education stage 1 for 10 in the Professional continuing education (level 1 acquisition of professional qualifications) without previous training, limit 2 primary 2nd stage 21 in general education, basic education (class 1 to 9) 2A, 2B 23 1-3 General education, 2. primary education stage (6-9 class) 2A, 2B 3 26 General elementary education pedagogical correction (buffer education programs 9. class) 2A, 2B 3 22 Professional training, implemented without prior education limit 2 c 3 to 20 vocational training (level 2 vocational qualifications obtained) , by total or partial primary education programs learning professional development 3 20 p, after the acquisition of primary vocational education 20V 3, be implemented in addition to the general basic education (1-9) in the program 3 3 average degree 31 General education (General secondary education), to be implemented after the acquisition of basic education. The duration of training – 3 years 3A, 3B 4 32 vocational education (level 2 vocational qualifications acquired) 3 c 4 33 vocational secondary education (level 3 vocational qualifications obtained), to be implemented after the primary mining 3A, 3B 4 35 vocational education (level 2 vocational qualifications obtained), to be implemented after the General secondary education the mining 4B 4 35b vocational secondary education (level 3 vocational qualifications obtained), to be implemented after the General secondary education the mining 4 36 general education (General secondary education) and vocational education continued. Duration of training-3A, 3B 4 37 year vocational secondary education (level 3 vocational qualifications obtained), vocational training cont'd 4 30 professional training (level 2 or 3 acquisition of professional qualifications), to be implemented by the General or vocational secondary education mining 4 30 p professional development, to be implemented by the General or vocational secondary education mining 4 30V Professional orientations, be implemented in addition to the General or vocational secondary education higher education for grade 4 4 41 level 1 vocational higher (College) education (level 4 vocational qualification obtained). The duration of study for full-time studies – 2-3 years 5B 5 42 level 2 vocational higher education (level 5 professional qualifications professional extraction and a Bachelor's degree in the field of professional activity) or level 2 vocational higher education (level 5 acquisition of professional qualifications). Duration of study for full-time studies – at least 4 years 5A 6 43 academic education (Bachelor's degree). The duration of study for full-time studies – 3-4 years 6 44 level 2 vocational higher education (level 5 acquisition of professional qualifications), the continuation of a college education. The duration of study for full-time studies – at least 1-2 years. Total full time duration of study – at least 4 years 6 45 academic education (master's degree). Duration of study full time studies 1-2 years. Total full time duration of study – at least 5 years 7 46 level 2 vocational higher education, which is implemented on the base of higher education and provides a level 5 vocational qualifications earned (continued education with code 43). The duration of study for full-time studies – at least a year. Total full time duration of study – at least 4 years professional level 2 6 47 higher education that provides 5. level of professional qualifications and professional master's degree or professional master's degree in the field of professional activity.
The duration of study for full-time studies – at least a year. Total full time study duration – 5 years 7 48 level 2 vocational higher education (level 5 acquisition of professional qualifications). The duration of study for full-time studies – at least a year. Total full time duration of study – at least 5 years 7 5 51 doctoral studies (Ph.d.).
Study duration: 3-4 years. Full time studies table 2 6 8 EQF level appropriate knowledge, skills and competences the EQF level descriptions of knowledge (knowledge and understanding) skills (the ability to apply knowledge, communication, general skills) competence (analysis, synthesis and evaluation) able to display 1 elementary knowledge that gets recognizes or remembering able to use practical and basic cognitive skills, which can be performed under direct supervision, using simple tools. Unable to perform simple tasks that participate are repetitive and predictable

The ability to perform tasks in a structured environment, operate in a limited context. The form can execute simple tasks, learn the basics of the self-service skills able to display specific 2 subjects in certain basic knowledge is able to use the basic cognitive and practical skills required to use relevant information, complete tasks and using simple rules and tools, solve everyday problems. The ability to understand the consequences of their actions for themselves and others the ability to perform tasks individually or in a group, or partly independently.
Ability to participate in a separate training exercise goal setting and action planning process 3 can show facts, principles, processes and general concepts of knowledge and use of its training and professional field.
Able to understand different types of information on materials, equipment, technology, appropriate training or a certain profession Can use a variety of cognitive and practical skills required to carry out tasks and to solve simple problems by selecting and applying basic methods, tools, materials, information, and technology to be aware of and take responsibility for the work or learning tasks in a constant and stable environment under the supervision of professionals.
Tackling the challenges, the ability to customize their own actions and accountable for results 4. Able to display comprehensive facts, theories and patterns of knowledge, which is necessary for personal growth and development, civil participation, social inclusion and education.
Ability to understand and show in detail the diverse specific facts, principles, processes and concepts of knowledge in a specific teaching or professional activity in the field of standard and non-standard situations.
Familiar with the technology and methods of teaching task or job tasks profession Ability to plan and organize work, using different methods, technology (including information and communication technologies), devices, tools and materials.
The ability to locate, evaluate and use information in creatively teaching or professional work tasks and problem solutions.
Able to communicate in at least two languages both orally and in writing in the familiar and the unfamiliar context.
Ability to work independently, to learn and to improve.
The ability to collaborate is motivated future career development, continuing education, lifelong learning in a knowledge-oriented, democratic, multilingual and multicultural societies in Europe and the world.
Ability to plan and carry out the training or work assignments in the profession, individual or in a team driving a team work.
Ability to take responsibility for training or professional performance quality and quantity 5. Able to demonstrate comprehensive and specialised vocational areas concerned according to the facts, theories, patterns, and technologies for knowledge and understanding is able, on the basis of the analytical approach, perform practical tasks in the profession, to show the skills that professional problems allows you to find creative solutions, discuss and argue to discuss practical issues and solutions with colleagues in the profession , customers and management, with an appropriate degree of autonomy to learn next, improving their competence. Ability to evaluate and improve their own and other people's actions, to work in collaboration with others, plan and organize work to perform specific tasks in your profession, to make or monitor the activities in which the work may be unpredictable changes the ability to formulate, to describe and analyse practical problems in their profession, select required information and use it in a clearly defined problem solving, participate in relevant professional development, show that the site of the profession concerned understand the wider social context 6. ability to display relevant science or profession-specific basic and specialized knowledge and This critical awareness of knowledge, and share knowledge with the science or profession of the highest level of achievement. Unable to display the relevant scientific or professional areas of the most important concepts and patterns of understanding Ability using theoretical fundamentals and play skills, to carry out a professional, artistic, or innovative research activities, formulate and analytically describe information, problems and solutions in its science sector or profession, they explain and discuss those arguments with both specialists and non-specialists. The ability independently to structure your learning, to push their subordinates and further learning and professional development, show a scientific approach to problem solving, take the responsibility and initiative when working individually, in a team or running other people's work, to take decisions and to find creative solutions to variables or uncertain circumstances Can independently acquire, select and analyze information and use it to make decisions and solve problems in the science industry or profession , show that understands the professional ethics, to assess their professional activity impacts on the environment and society and participate in relevant professional development 7. Able to demonstrate deep or enhanced knowledge and understanding of which part matches the appropriate scientific or professional areas of the latest discoveries and which provides a basis for creative thinking or research, including acting in different areas Can independently use the contact theory, techniques, and problem solving skills to perform research or artistic activities or highly qualified professional functions. The ability to forcefully explain and discuss complex or systemic relevant scientific or professional aspects of the area with both specialists and non-specialists. The ability independently to push their competence development and specialization, take responsibility for the staff group results and their analysis, conduct business, innovation in the science industry or profession, to do the work, research or further learning complex and estimated conditions and, if necessary, modify them using the new approaches

Ability to independently formulate and critically analyze the complex scientific and professional problems to justify decisions and, if necessary, carry out additional analysis. The ability to integrate different areas of knowledge, contribute to the creation of new knowledge, research or professional activity in the development of methods, show understanding and ethical responsibility on the scientific result or work activities potential impacts on the environment and society 8. ability to show that knows and understands the current scientific theories and knowledge, manage research methodology and modern research methods in the science industry or professional field and the ability of the various areas of contact to assess independently and choose the appropriate research methods , has made a contribution to the expansion of the frontiers of knowledge, or given a new understanding of the existing knowledge and their application in practice, implementing significant amounts of original research, which is part of the international publication of the Quotable level. Both oral and written ability to communicate about their scientific scope (your industry) with the broader scientific community and the general public. Ability to independently raise their scientific qualifications, scientific projects, generating scientific criteria the international achievements of the research or development, manage the tasks of enterprises, institutions and organisations that require extensive knowledge and research skills, the ability to take an independent, critical analysis, synthesis and evaluation, addressing important research or innovation tasks independently to put research ideas, plan, organize and manage large amounts of scientific projects, including in the context of international note. EC to the next level is included in the EC in advance to determine the level of knowledge, skills and competence. "
Education and Science Minister t. koķe annex 2 of the Cabinet of Ministers of 5 October 2010 regulations no 931 "annex 3 Cabinet 2008 December 2, Regulation No 990 sixth classification level general education (General education program specific types of training and educational form) the sixth level of classification code 5 and 6 digit education program special way EQF level 7 digit code language code number 8 educational pedagogical correction of form 1 2 3 4 5 6 18 1 Latvian mācībvalod the program
1 day 2 evening (shift) 19 mācībvalod 2 minority social adjustment programs 3 3 other remote mācībvalod the 51 special education programs for students with visual impairments-3 level 52 special education programs for students with hearing impairments, the level 53-3, special education programs for students with physical disabilities – level 3 54 special education program learners with somatic diseases – level 3 55 special education programs for students with language disabilities – level 3 56 special education programs for students with learning disabilities (mixed disabilities – nursery)- 3. level 57 special education programs for students with mental health disorders – level 3 58 special education programs for students with intellectual disabilities – level 2 59 special education programs for students with severe mental disabilities or severe developmental disabilities – level 1 note. Preschool and primary education programmes 6. digit is 1, the other programs-0. " 
Education and Science Minister t. koķe