The government of Latvia has decided to destroy literacy remains in the territory of the country. The Minister of Education and Science Ilga Šuplinska repeats like a mantra the words about the need to optimize the number of educational institutions, assuring that this will lead to an improvement in the quality of education. The official number of schools planned for closing in Daugavpils alone varies from five to 13, which is approximately equal to half of all schools in the city. As an excuse for the closure of schools, theses are expressed about the lack of funding and the small number of new students. According to the minister, five schools will be enough for the city to provide education to all comers. The reasons for the absence of students are bashfully silent. What are the reasons for these endless “improvements” and is it worth waiting for their end?
Oddly enough, the root cause of the problems is the system itself – in which the ruling class of capitalists sets their own goal for their own enrichment. Being part of this system, education is an instrument of the class struggle in the hands of the capitalists. Through the deterioration of its quality, as well as the phased introduction of undisguised propaganda of “market happiness”, the younger proletariat is decomposed and lumpenes are formed from it. Or, at best, short-sighted bourgeois who will not only support the modern way of life, but also with pleasure fulfill the role of gears in large economic chains of private enterprises. In addition, education is becoming more and more a paid service, ceasing to be an institution aimed at progress in society. The respected teacher profession has been turned into a forced service for the “enlightenment” business.
No matter how many talking government heads promise to increase teachers’ salaries, they won’t do this unless the teachers themselves
The economic struggle is the basis and inalienable moment of any class struggle. Examples of successful economic struggles can be found in distant and close countries. For example, in 1999, in the Altai Territory, do-it-yourself teachers “beat out” unpaid salaries from gentlemen. In 2014, employees of one of the schools in the Chelyabinsk region refused to do part of the work due to the fact that they stopped making additional payments for the intensity of their work, and their earnings fell almost twice. The signal lights of public discontent lit up in the Baltic states. In Lithuania, representatives of the teachers’ union occupied the ministry building and held it for three weeks, demanding an increase in wages and a decrease in the number of students in classes.
A teacher is the cost of producing someone else’s capital, which means that in the absence of a collective struggle for his interests, he will receive exactly as much as is necessary to maintain the minimum conditions for his existence.
Unfortunately for the Latvian bourgeoisie, in the 90s they got a state where the “damned Bolsheviks” managed to build a universal and extremely high-quality free education. For 30 years, newly-minted owners have been engaged in the systematic destruction of schools and universities. For example, in Daugavpils for 1984 there were 25 secondary schools, as well as railway and mechanical technical schools, the Daugavpils Pedagogical Institute with a total number of students over 16,000 people. For 2018, the total number of students in all 18 educational institutions of Daugavpils was only 9,261 students. However, the new education reform has every chance to achieve the educational system of the Latgale capital, and the entire region as a whole, which was in a difficult situation – a large number of teenagers from small towns in Latgale chose technical schools and secondary schools of Daugavpils as their place of study.
In the search for formal reasons for closing schools, unfortunate reformers carry out countless re-accreditations, introduce new grading systems and set unattainable standards, doing everything possible to prevent them from overwhelming schools. To take at least a fresh incident with deprivation of the Daugavpilssky University university status. As a result, the question arose of renaming the university and its fate in general. As a result, as a survey of schoolchildren showed, the number of people wishing to enroll in childcare is halved compared to last year. In this regard, it will become much more difficult to reach the norm of 5,000 students for university leadership. Unknown future awaits and schools, whose directors are not members of large parties. From anonymous sources it is reported that such schools will be hit by “optimization” in the first place.
Given all of the above, the question begs. Under the current political system, can Latvia provide teachers with decent salaries, and the population with quality universal education? Why under socialism in Latvia with education everything was in order? If the so-called “freedom” excludes the decent life of the working people, then for whom is this freedom? And is it true freedom or just an empty, quoted word, a word whose true meaning has long been forgotten by everyone?