* Faila beigās(30.lp) pievienots V.Justicka papildus ziņojums par šo studiju programmu
JOINT REPORT
On
Professional bachelor programme “Science of Law”
Higher School of Social Technology
1
Table of content
Introduction ....................................................................................................................................... 3
The Aims And The Tasks Of The Study Program ......................................................................... 4
The Adequacy of the Study Program According to the Standard for the Profession and to the
National Standard for the Higher Professional Education............................................................ 5
The Comparison of the HSST Study Program ‘Science of Law’ with Study Programs of
Latvian Educational Establishments and with that of the Foreign Countries ............................ 7
Realization of the Study Program. ................................................................................................... 9
Faculty. ............................................................................................................................................. 11
Maintenance of methodical materials and study literature ......................................................... 13
Financial foundations and insurance of infrastructure ............................................................... 14
Conclusions ...................................................................................................................................... 15
General conclusions ......................................................................................................................... 16
2
Introduction
This year May 23-24, our team visited the Higher School of Social Technology to get acquainted
with the Program. Leading body of the Institute provided us with all opportunities to get familiar
with the Programs, teachers, students, employers, to see premises and buildings, libraries, and
equipments. We would like to express our deep gratitude to the Ministry of Education in Latvia,
which gave us the opportunity to visit the Higher School of Social Technology, to Dr. Juris Dzelme,
who took care of the organization of our visit, to the Rector, governing body and faculties. They
gave us hospitality and did everything they could to help us, together with other staff members,
members of the house personnel and students. .
All this information was sufficient to fulfil the task of evaluation.
3
The aims and the tasks of the study program
Latvia has great need in law specialists able to work as legal advisers for work in state
establishments and municipality institutions, commercial companies, international organizations
etc. Both the number and qualification of existing ones is insufficient. This need became
especially strong after Latvia joined EU.
The program under accreditation just aims to satisfy this need. Its objects are :
1) to prepare qualified legal advisers for work in state establishments and municipality
institutions, commercial companies, international organizations etc.
2) to teach students to digest into the Latvian and European law systems, to be able to
supplement one’s knowledge individually, to acquire new information and skills, to use
theoretical skills in practical exercise, to be able to contact at least in one foreign language
(writing and speaking), to digest in political, social and cultural events in the counrty, Europe
and world.
3) to ensure with the knowledge for Master studies in Science of law after finishing Bachelor
studies.
During our visit we had sufficient opportunity to make certain of great need of the country in
such specialists. Highly convincing was the video records of interviews with 17 employers,
which represented quite different branches of public and private sector. All of them testified on
really great demand in such specialist and highly appreciated qualification of part-time students
and graduates working in their companies and institutions.
This was supported also by part-time students that already have a job and can use the knowledge
received in HSST in their everyday job activities.
The demand on legal advisers in the country seems to be strong. With increased integration
into EU, demand in such specialists supposed to increase. In view of national interests of the
country, education of such specialists could be supported.
4
The Adequacy of the Study Program According to the
Standard for the Profession and to the National Standard for
the Higher Professional Education
The demands to the profession of the legal adviser are precisely regulated in Latvia. The sources
of law are the provision of the Latvia Ministry Nr. 481 ‘Terms of the state standards for the second
level higher professional education’. The content of education is regulated by standards for the
profession PS 0296, as well as to the requirements of the professional operation and basic tasks of
the legal adviser pointed in the classificatory of professions.
The Program under accreditation fully agrees with these requirements, which means that both the
list of subjects and the structure of the program, distribution of the workload between main parts of
the Program agree these requirements. This also supported by the very fact that the Program was
licensed, which is followed by fixing whether its contents and structure agree with official
requirements established by national legislation.
So, in accordance with Ministry provisions on the Standards of second level professional high
education, the total amount of such program cannot be less than 160 credit points. It has to
include at least 20 credit points of general educative subjects, among them humanitarian and
social subjects, subjects supposed to develop organizational and communicative skills of
students. The Program under accreditation meets these requirements. The subjects of the
general MANDATORY part - 20 credit points (CPs). Civil defense (1CPs), Principles of
European integration (2CPs), Principles of philosophy (2CPs), Principles of clerical work
(2CPs), Methodics of the acquisition of studying skills (1CP), Principles of politology (2CPs),
second foreign language, part 1 (2CPs), Economic principles of business (2CPs), Principles of
bookkeeping calculations (2CPs), first foreign language (2CPs), Communication skills (2CPs).
Also, the second level professional Program has to contend at least 36 credit points of subjects
dealing theoretical subjects of the branch and with informatics and informational technologies.
The Program under accreditation meets also these requirements.
The subjects of the MANDATORY part, Field theoretical (and infomation technologies) – 36
credit points.
Administrative process (2CPs), Civil rights. General part (3CPs), Principles of computer
informatics system (2CPs), European Union law ( 3CPs), Constitutional law. Parts1 and 2
(5CPs), Principles of Roman civil rights (2CPs), Comparative jurisprudence (2CPs),
International public law (3CPs), Law enforcement institutions (2CPs), Law philosophy (2CPs),
Law theory (4CPs), History of foreign law (2CPs), Latvian law in historical context (2 CPs),
General state studies (2CPs).
According to Latvia regulation , at least 60 credit points have to be provided for professional
subjects of the branch.
The Program under accreditation also meets this requirement. The subjects of the
MANDATORY part, Field professional and optional – 54 credit points.Next 6 credit points
have to be selected by students from the list of optional subjects.
These are Insurance law (2CPs), Intellectual property law. Computers and legislation (2CPs),
Human rights (2CPs), Civil process (3CPs), Administrative law (3CPs), Civil rights. Family law
(2CPs), Civil rights. Law on property (ownership) (4CPs), Civil rights. Inheritance law (2CPs),
Civil law. Committal law (4CPs), Labour law (3CPs), Environment law (2CPs), Finance and
tax law. Banking law (2CPs), Commercial law. Parts 1 and 2 (5CPs), Criminalistics (2CPs),
Criminal process (2CPs), Criminal law. General part. Specific part.. (4CPs), Criminology
(2CPs), Customs law (3CPs), Municipal law (2CPs), Professional ethics (2CPs). And , as
mandatory optional are choosen: either 1.Legal guarantee of the transportation
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Legal guarantee of railway and auto transportation (3CPs)
Legal guarantee of air and sea transpot (3CPs)
or
2. Legislation guarantee in the sphere of real estate
Transactions with real estate (3CPs)
Evaluation of real estate (3CPs)
or
3. Legal clerical work in small enterprises
Market science (3CPs)
The principles of business security 3(CPs)
The Program under accreditation fully agrees with the requirements of the national legislation
as for its structure and content.
6
The Comparison of the HSST Study Program ‘Science of Law’
with Study Programs of Latvian Educational Establishments
and with that of the Foreign Countries
a. The Comparison with Study Programs of Latvian Educational Establishments
The Program under the accreditation has been carefully compared with professional study program
(with integrated standard of Bachelor of Law) of Latvia Police Academy (LPA) and Rezekne
Institute, preparing specialists for regional courts and procurator’s office institutions in Latgale
This comparison showed that both programs are similar.
The theoretical parts of the study program at the HSST and the LPA,and Rezekne are generally
identical. All contents quite similar list of subjects and are similar in the amount of workload. All
these Programs follow analogical programs developed in other universities, mostly the University
of Latvia.
Differences are few and mainly can be explained in terms of specialization.
The main difference between the HSST and the LPA lies in their courses of professional
specialization. In the program of the LPA there are more of these subjects, therefore it takes a
longer time to acquire them. The study program of the second level higher professional education
at the Rezekne Institute is very close to that of the HSST. But, taking into account the fact that this
Institute prepares specialists for regional courts and procurator’s office institutions in Latgale, the
program includes such subjects as Principles of operative search, Penalty execution law, Methods of
procurer’s work, Advocacy, that are not included in the program of the HSST that is aimed for
obtaining of knowledge necessary for the legal adviser.
Thus, there is the basic agreement between the Program under accreditation and those in other
Latvian high education institutions.
b. The Comparison with Study Programs in the Foreign Countries
The Program of HSST has been compared with two foreign programs : the study program ‘Science
of law’ at the juridical faculty of the University of Helsinki and Bachelor degree in Science of law
at Westminster University.
The comparison with the study program ‘Science of law’ at the juridical faculty of the University
of Helsinki shows that HSST program is basically similar to this program. It contains the
introduction studies (14 CPs), language (11 CPs), studies of law subjects (105CPs), special studies
in one of the spheres of law (30 CPs) – in total 160 CPs.
According to the program, the following subjects should be obtained: Civil rights (6,5 CPs),
Commercial law (5CPs), Law on property (ownership) (4,5CPs), Family law and ward law (4CPs),
Labour law (4CPs), Land law (4CPs), European law (3CPs), Theory of law (3CPs), History of law
(3CPs), Law and economics (3CPs), other subjects (3CPs).
Thus , both programs are rather similar both in the list of subjects and in the distribution of the
workload.
Some differences can be explained in terms of specialization. For example, the HSST gives
preference to the subjects of theory of law and history, whereas University of Helsinki stresses the
practical subjects- Labour law etc.
The Program under accreditation is also basically similar to Bachelor degree in Science of law at
Westminster University.
The study program of Westminster University (that is equivalent to
the HSST second, third and fourth year studies) envisages that students have to acquire a much less
number of subjects, specializing more in some concrete subject. Many general and special lawyer
7
subjects at Westminster University and at the HSST coincide (History of Latvia (England) in
historical context, Principles of English law- Theory of law in Latvia), if we do not consider that
they have been planned differently according to time and succession.
In the program of Westminster University, a great attention is paid to the international lawthere are equivalent courses in the program of HSST (European Union law, International public
law, International private law). Some of the special Science of law subjects coincide as well (Civil
rights, Criminal law, Land law, Law on property (ownership), Labour law, Family law, Commercial
law a.o.). For some of the subjects at the HSST there are no analogues at Westminster University
program: Roman civil rights, Civil defense, Economic principles of business, Principles of Business
security etc., whereas in the program of the HSST there are no subjects as Law and women, Law
and films etc.
Thus, there is the basic agreement between the Program under accreditation and those in some
foreign high education institutions.
Nevertheless our team was not unanimous in assessing the very sufficiency of this agreement.
In opinion of the member of the team professor Hans Wildberg, much higher standards of such
agreement have to be set. He does not think that the Program really meets the demands of
European high education (See his individual report) .
8
Realization of the Study Program.
Study process is organized according to the traditional academic standards. The academic year
lasts 40 weeks. The year is divided into two semesters (terms) with the study load of 20 credit
points in each semester. At the end of every semester there is a session- tests and examinations to
check the knowledge of the students. All theoretical subjects end in the 7th semester. In the 8th
semester students have their pre-diploma juridical practice, meanwhile gathering the data necessary
for their diploma work. The places of the practice are usually the firms of the potential
employers.Our team have some doubts as for time distribution of the subjects. During the first
study year there is almost no subject on law available, thus in fact the programme boils down to a 3
year law study programme, which is too little to qualify for professional skills in law.
‘Self- evaluation report” informs about great variaty of teaching methods in HSST . „In order to
complete the teaching methods the professors try to realize the active study forms. Instead of
reading there are discussions, work in groups, role plays, presentations, comments, thought-out
visual aids, that are doubled in handouts”. Our team had an opportunity to attend in two
examination procedures. These visits and our talks with students in HSST showed that there still
are the field for further development in forms of teaching. It was revealed the obvious lack of
modern teaching methods, like case analysis and the Socratic Method. One test for assessing
performance in a course in State Law consisted of a 15 minutes report by 3 students on a visit to the
road traffic authorities; another 1 hour written test on Human Rights, of 3 questions for each student
on, for example, the structure of a ministry or the qualification required as judge in a certain court.
The nature of the tests indicates that virtually no emphasis in the programme is put on promoting
analytical skills in the application of the law to changing factual circumstances, but - at its best – on
conveying and on checking secondary formal knowledge related to legal issues, if at all.
Students do not have any opportunity to develop their professional skills on the everyday basis.
In our opinion, it would be a good idea to establish (as it is done in many high education institution)
a law clinic for students.
The Systems of Assessment. The evaluation of the students’ knowledge is usual for the
country. The assessment of knowledge takes place after every study course according to the 10
point scale system. The marks are given for reports, term papaers, diploma works, as well as for the
students’ knowledge in seminars and practical lessons. The criterions for the assessment of tests are
the same as that for the examinations. The assessment is successful if the mark is not below 5.
There exist a good feed-back with employers in assession and improvement of the teaching. A
good idea is also surveys with employers that HSST carries on a regular basis.
Our meeting with student showed that they are good motivated. They have high „corporate
ethics” , like their high education instution, are glad of knowledge they receive and the way they
are taught. Students appriciated good accessibility of their teacher, informed us that the latter are
ready to provide every support.
The HSST has a plan for the further development of the Program. However, it is a rather short,
containing general declarations and no datails or any set of activities attended to improve
teaching.
Study process is organized according to the traditional academic standards.Students are good
motivated, are glad with the teaching. There is good cooperation and contact with teachers.
Students do not have any opportunity to develop their professional skills on the everyday basis.
In our opinion, it would be a good idea to establish (as it is done in many high education institution)
a law clinic for students. There exist a good feed-back with employers in assession and
improvement of the teaching. student showed that they are good motivated.
9
Thus, the Program under accreditation is realised in teaching and works.
There exist a good feed-back with employers in assession and improvement of the teaching.
Students are good motivated and assess the Program very good.
Nevertheless ,there is needed further development of the variety of teaching methods, more
extensive use of case work, and Socratic methods, case- work based teaching and examination.
10
Faculty.
According to Accreditation rules approved by Latvian Ministry (October 21, 2001, nr.442) and their
first attachment, accreditation is possible if at least 50 % teacher work at the institution on a fulltime basis and this is their main job.
The Program under accreditation fully meets this requirement. Our teem checked personal files of
teachers and got certain that more than a half of teachers involved into the Program work at HSST
on a regular basis and this is their main job.
The second requirement is that at least 30% have the doctor or doctor habilitates degree. The
Regulation does not raise any additional requirements to the profession of these teachers. This
opens an opportunity to accredit high school programs in which basic professional knowledge and
skills are provided by teachers having no scientific degrees. As it is well known, non-professional,
additional, general educative subjects consist the great part of any high school program. For
example, according to the Latvian regulation, courses that directly provide professional knowledge
and skills (for example, law subjects educating jurists) should have (at least) 60 credit points of the
whole the load of the Program (160 CP). This means that the greatest part of the program load
(62,5 %) are non-professional (general educative , etc) subjects and they are taught by teacher of
others branches of science. If sufficiently great number of these teacher have scientific degrees,
then formally the high education institution is free to attract profession teachers(in our case law)
without such degrees. This creates a paradoxical situation: all demanded 30% teachers having Dr.
degree are experts in other branches of science , for example, philosophy, history, informatics, etc.,
But the main professional subjects(in our case –the law) teach teachers without any doctor degree.
It can be supposed that it is just a gap in law. It is impossible to believe that Latvian legislator
intended to have lawyers with poor professional knowledge.
HSST fully used this gap in regulation.
As one can see in the “Self-evaluation report” in the study program ‘Science of law’ the
teaching staff fully agrees formal 30% requirements, but they are teachers of other branches, not
law, There are 59 lecturers: 22 Doctors of Sciences (seven of them are guest lecturers or
guestprofessors), 24 with Master Degree ( one of them is the guest lecturer). One lecturer is a
Master student and 2 –Doctor students.
This means that formally no reproaches as for quality of the staff can be made.
However, the program has only two teachers with scientific degrees in Law (it is JānisRozenbergs(Associated professor-Dr.iur.-Labour law , Notary’s office law) and Valdis –
Cielava(Assistant professor-Cand.sc.iur.-Constitutional law). There are also two teachers
(Andrejs-Vilks-Guest professor-Dr.iur.-Criminology, and Sergejs-Babajevs-Guest professorDr.iur.-Pre-diploma juridical practice) involved as guest professors, which means that they take
part in the Program on a sporadic basis. The overwelming part of law teaching is provided by
teachers without scientific degree.
We are convinced that proper quality in teaching of lawyers can be provided only by a team of
highly qualified faculties of law. Just these prerequisitions exist on law faculties of universities.
Every branch of law is represented here by a chair of lawyers, which did their great impact in
development of the theory of his branch and are able to teach their students not only the letter law
but also its ‘spirit” ,providing deep understanding of the law,disclosing ideas underlying it, its
development around the world.
We are afraid that the Program with only few such teachers is not able to assure necessary level of
the education of lawyers. We are certain that students which are prepared by such a faculty will be
lacking analitic abilities, deep understanding of the most essential traits of law. In the best case it
11
will produce hack- specialists, which know what to do, but have poor idea , why it has to be done
this way. Such “lawyers” will be badly adapted to quickly changes in the law and society. They are
condemned to be behind their colleagues in their ability to comprehend and use the law.
This is the main reason of our negative evaluation of the Program. We are aware of really difficult
situation in Latvia witas for scientifically qualified lawyers. Quickly increasing demand on lawyers
overtook capacities of high education to educate them.
However , we do not think, that this problem could be solved by decreasing the quality of high
education.
Recently we were informed by the Head of the Program that the HSST took strong measures to
attract new teachers with highest scientific degrees: Dr.jur. Vizma Dubure, Nil Zhuravliov, Hugo
Grote and Ilia Jaroshewic. It is a good news. We hope that this will be able to bring essential
improvement in the staff and teaching.
We suppose that considering the question on accreditation of the Program, Latvian accreditation
Commision will find it possible to receive and review the information on these new teachers and
on the impact of this on the situation in the HSST . Maybe, after reviewing this information the
Commision will find it possible to acredit the Program despite our negative conclusion. We will
rejoice such decision.
The Program under accreditation fully meets the requirement that at least 50 % teacher have to
work at the institution on a full-time basis and this has to be their main job.
The Program under accreditation fully meets the requirement that at least 30 % teacher have to
have the doctor or doctor habilitates degree.
The faculty that is supposed to teach juridical subjects (most important for this profession) are
not qualified enough to ensure the proper level of teaching.
The HSST took measure to improve this situation and acclaimed that four new teachers with
highest scientific degrees in law will be invited. The Information on these new teachers should be
reviewed. This will provide an opportunity to assess if this measure is able to cause a decisive
change in the quality of teaching.
12
Maintenance of methodical materials and study literature
The HSST library contents books needed for the Program. The study literature is in different
languages: in Latvian 2353 items, in other languages 1256 numbers. In addition to this literature,
the higher school provides its students with photocopies of books, as well as with the methodical
materials and synopsis of the lectures created by the staff.
Of course, such a library still cannot be compared with usual high school library. It can be used for
study but is really insufficient for any investigation.
In the library there is the local computer net, as well as connection to the Internet (5 computers).
Readers can use electronic catalogues, connection to the bibliographic data on Internet juridical data
basis ‘Information System of Normative Documents’; Database ‘Kodekss’. Students of HSST
widely use the common library card, while attending the consortium libraries of the state
information net: , Latvian Academic library , LLU Fundamental library , Library of Latvian
Medical Academy , Latvian National Library , Technical Patent library , Library of the University
of Latvia , Medical Scientific library , RTU Scientific library , HSST has signed contracts for
library services and supply of information with Library of the University of Latvia , Business
information service (about information services and subscription of periodicals) , Dienas Bizness
about the subscription of the periodical , Business information office (about getting information
from ‚Kodekss’ database) , Book wholesale ‘Januss’ (about the delivery of training literature) .
All in all, the library equipment meets the bottom line. It can provide some preconditions for
study but not for scientific research. There is no evidence that the foreseen spending of 5,6 %
of the budget for books and study materials, which would be exceptional, is actually
implemented.
The library equipment meets the bottom line. However, it is still behind usual high school
library. It can provide some preconditions for study but not for scientific research.
13
Financial foundations and insurance of infrastructure
Materially technical maintenance. Studies take place in the lecture rooms appropriate for study
process, there is also the infrastrucutre necessarry for the study process and for the individual work
created, e.g. library, reading –room, computer rooms with connection to the internet, cafe etc. For
qualitative acquiry of languages, the rooms with special audio equipments have been set up, for the
computer sciences there are two specially equipped rooms with necessarry modern computer
systems.
In the Institute there is a library for students’ needs ( 2 rooms and a reading-room, with 5 additional
working places with connection to Internet.
There is a marked increase comparing with 1998 in equipment used for study. There are two well
equipped computer rooms. The technical basis for the computer rooms is 11 professional computers
in each room. All computers are provided with multimedia that ensures the stereophonic sound and
sound record from the microphone for computer programs. Computers are connected to the local
net and are provided with fast net cards. Central computer is the server that provides the effective
commutation and connection to the international Internet (100 Mbps).
HSST has suitable premises and modern enough equipment that provides the necessary
support for the realization of the Program.
14
Conclusions
1. The demand on legal advisers in the country seems to be strong in Latvia. With increased
integration into EU, the demand in such specialists supposed to increase. In view of national
interests of the country, education of such specialists could be supported.
2. The Program under accreditation fully agrees with the requirements of national legislation as
for its structure and content.
3. There is the basic agreement between the Program under accreditation and those in other
Latvian high education institutions.
4.There is the basic agreement between the Program under accreditation and those in foreign
high education institutions. Nevertheless our team was not unanimous in assessing the very
sufficiency of this agreement. In opinion of the member of the team professor Hans Wildberg,
much higher standards of such agreement have to be set. He does not think that the Program
really meets the demands of European high education (See his individual report) .
5. There exist a good feed-back with employers in assessing and improvement of the teaching.
Students are good motivated and evaluate the Program very good.
6. Nevertheless, there is needed some further development of the variety of teaching methods,
more extensive use of case work, and Socratic methods, case- work based teaching and
examination.
7. The Program under accreditation fully meets the requirement that at least 50 % teaches have
to work at the institution on a full-time basis and this has to be their main job.
8.The Program under accreditation fully meets the requirement that at least 30 % teachers
have to have the doctor or doctor habilitates degree.
However, the part of the faculty that is supposed to teach juridical subjects(general for this
profession) are not qualified enough to ensure the proper level of teaching. This was decisive for
our negative evaluation of the Program.
9.The HSST took measure to improve this situation and acclaimed that four new teachers with
highest scientific degrees in law will be invited. The information on these new teachers should be
reviewed. This will provide an opportunity to assess if this measure is really able to cause a
decisive change in the quality of teaching and in the evaluation of the whole Program.
10.The library equipment meets the bottom line. However, it is still behind usual high school
library. It can provide some preconditions for study but not for scientific research.
11.HSST has suitable premises and modern enough equipment that provides the necessary
support for the realization of the Program.
15
General conclusions
Our team recommends not to accredit the professional bachelor program ”Science of Law”.
Team leader:
Prof. Viktoras Justickis
Members of the team:
Prof. Hans Wildberg
Prof. Sonita Osipova
16
INDIVIDUAL REPORT
of the expert
professor Viktoras Justickis
on
Professional bachelor programme “Science of Law”
Higher School of Social Technology
I totally agree with all ideas exposed in out “Joint report” and with its
conclusions.
Respectfully,
Prof. Viktoras Justickis
17
Individual Report
concerning evaluation of
the “Professional Study Programme Science of Law”
at Higher School of Social Technologies in Riga (HSST)
submitted by Hans Wildberg
The evaluation of the above programme is based on the material submitted by HSST
and a site-visit to the premises of the school on June 1 and 2, 2005. The information
provided was sufficient to carry out the task. The leadership and staff of the school
were most cooperative in facilitating the work of the expert group.
I fully incorporate the conclusions and recommendation of the expert group not to
accredit the programme as it stands for the following main reasons:
 The aims and objectives of the programme are unclear. On the one hand the
focus is claimed to be on state and municipal administration, on the other, on
small scale enterprises. Graduate (admittedly from the former programme),
however, are attached to professions dealing with criminal law. It appears, that
education is not determined by the curriculum but by the availability of
lecturers and their specialisations. Thus, there is no clear job profile of a “legal
adviser”.
 Content and organization of the study programme does not match European
standards. There is no reference in substance to comparable programmes in
other West European educational systems. The degree would therefore not by
in line with the objectives of the Bologna process towards mutual recognition
of degrees in higher education.
 The programme provides for too many non-legal subjects. During the first
study year there is almost no subject on law available, thus in fact the
programme boils down to a 3 year law study programme, which is too little to
qualify for professional skills in law.
 The academic staff engaged in the programme is to a large extent not qualified
to teach law subjects. None of the staff holds a doctoral degree in law.
Genuine academic research, which ought to be an indispensable prerequisite
for higher educational teaching, is not carried out.
 Evidence on the assessment of teaching and learning in the study programme
is devastating. Attendance in two examination procedures revealed obvious
lack of modern teaching methods, like case analysis and the Socratic Method.
One test for assessing performance in a course in State Law consisted of a 15
minutes report by 3 students on a visit to the road traffic authorities; another 1
18
hour written test on Human Rights, of 3 questions for each student on, for
example, the structure of a ministry or the qualification required as judge in a
certain court. The nature of the tests indicates that virtually no emphasis in the
programme is put on promoting analytical skills in the application of the law
to changing factual circumstances, but - at its best – on conveying and on
checking secondary formal knowledge related to legal issues, if at all.
 The management and support of the study programme suffers from absence of
academic cooperation and exchange. Apart from sharing the same lecturers,
for example with the Police Academy, there is no connection of staff or
students in the programme to other institutions of higher education and
research.
 The library equipment meets the bottom line. There is no evidence that the
foreseen spending of 5,6 % of the budget for books and study materials, which
would be exceptional, is actually implemented.
The task of evaluator in accreditation procedures is, among others, to contribute
through fact finding as objectively and honestly as possible to the administrative
decision making in the interest of quality assurance in higher education. The task is
not to bless study programmes, which do not life up to quality standards although
they might meet the minimum requirements or there might – at the moment – be a
niche in the labour market for potential graduates. When it comes to the legal
profession, in particular, conscientiousness is needed on all parts, since any actor in
this field represents, for better or for worse, the rule of law. Private higher
educational establishments, seeking state recognition, will have to strive for quality and nothing else - to be competitive in the European educational space in the long run
and to be valuable partners in the promotion of justice in our societies.
19
Questionnaire
for Evaluation Commission Experts
concerning
the “Professional Study Programme Science of Law”
at Higher School of Social Technologies in Riga
submitted by Hans Wildberg
(Supplement to the individual report)
It is recommended to evaluate each of aspects listed below by a mark according to the
following scale and to add a short comment. In case of negative evaluation (mark 1) the comment is
compulsory. It is recommended to add short description about each quality aspect: strengths,
weaknesses, opportunities and threats. It is possible to leave without mark a question, about which
expert is not competent. The filled in questionnaire expert must add to the reports – individual
and joint.
This questionnaire can also be used as a plan for the evaluation report.
The scale for the assessment:
4 (excellent), 3 (highly satisfactory), 2 (satisfactory), 1(unsatisfactory)
The assessment of the study programme
(6 main aspects and 14 questions)
I. Aims and objectives
1. Possibility to understand, to reach and to control the aims and objectives defined by the study
programme.
Assessment: 1
Comment: no clear focus on skills for private or public sector, i.e. state administration, municipalities
or small scale enterprise; subjects randomly determined by specialties of available teachers; i.e.
criminal law taught be lecturers from the Police Academy
II. The content and organization of the studies
Assessment: 1
Comment: not sufficient to assure quality education for the legal profession
2. Complying with the professional and education standards, legislation of the Republic of Latvia
and with the requirements and standards of the European Union.
Assessment: 1
Comment: insufficient number of professors and doctors, in particular in law, on the teaching staff
20
3. Consistency of the study programme and its parts with the demands to create the common
European education space, including the comparison with at least two study programmes from EU
countries.
Assessment: 1
Comment: not compatible with European standards; no in-depth comparison made with respective
study programmes of other EU countries (only vague assumption made on p. 4 of the self-evaluation
report)
4. Qualification and professionalism of the academic staff members.
Assessment: 1
Comment: not sufficient to carry out a law study programme; most of the teaching staff academically
not qualified for education in law
III. Assessment of teaching and learning.
Assessment: 1
Comment: taken from the content of tests and exams papers, pedagogical methods, in particular
analytical case method, obviously not up to date
5. Modern methodology of teaching, a clear statement of results to be expected, problem solving,
use of computers, Internet, audiovisual and multi media equipment.
Assessment: 1
Comment: no first hand evidence on teaching methods, since lectures were over; IT-equipment
adequate
6. Counselling and guidance for students, academic supervision and consultations of the teaching
staff, increasing of the students' motivation to study.
Assessment: 2
Comment: high student motivation
7. Methods to assess the knowledge, skills and attitudes, their objectivity use to improve the studies.
Assessment: 1
Comment: oral tests lack of objectivity and transparency; written test are knowledge oriented not
analytical
IV. The management and support of the studies
Assessment: 1
Comment: no academic cooperation (accept share staff with other institutions in Latvia)
8. Respect of the principles of democracy, clear definition of the relations among representatives of
the administration, academic staff and students;
Assessment: 2
Comment: being developed
21
9. Cooperation with other higher education establishments, research institutions, international
organizations; exchange of staff and students with other higher education establishments.
Assessment: 1
Comment: not existing, apart from employing the same staff
10. Methodological, informational and technical resources and facilities of the study programme.
Assessment: 1
Comment: library is equipped only to a minimum
V. Research (creative) activities of the staff and the students
11. Involvement of the academic and general staff in the research (creative) activities, up to date
character and connection with the content of the study programme.
Assessment: 1
Comment: no genuine research activities in law carried out at HSST
VI. Quality assessment and mechanisms to ensure it
Assessment: 2
Comment: -
12. Annual self-assessment of the study programme, evaluation of the strengths and weaknesses,
changes, plans and possibilities for the development, continuously action of the system of selfevaluation and quality improvement.
Assessment: 1
Comment: development plans are only rudimentary (see p. 30 of the self-evaluation report)
13. Successful work of graduates according to their qualification.
Assessment: Comment: only graduates from the old programme; no evidence from the new programme available
14. Opportunities to continue studies and financial guarantees in the case of closure of the
programme, its re-organization and other changes.
Assessment: 1
Comment: contract in case of closure only with the Baltic Russian Institute
22
Sanita Osipovas individuālā atskaite sakarā ar „Profesionālo studiju
programmas tiesību zinātnē” izvērtējumu Sociālo tehnoloģiju augstskolā Rīgā.
Augšminētās programmas novērtējums ir balstīts uz materiāliem, kurus iesniegusi
Sociālo tehnoloģiju augstskola, un pamatojoties uz augstskolas apmeklējumu 2005.
gada 1. un 2. jūnijā. Nodrošinātā informācija bija pietiekama, lai veiktu Sociālo
tehnoloģiju augstskolas realizētās tiesību zinātņu programmas analīzi. Augstskolas
vadība un personāls bija ļoti pretimnākoši, sekmējot ekspertu grupas darbu.
 Programmas mērķi un uzdevumi ir neskaidri. No vienas puses tiek apgalvots,
ka programma koncentrējas uz valsts un pašvaldību administrācijas darbinieku
sagatavošanu, no otras puses, uz mazo uzņēmumu juristu izglītošanu.
Absolventi (protams, no iepriekšējās programmas) tomēr lielākoties darbojas
profesijās, kas saistītas ar krimināltiesībām. Programmā ir liels ar
krimināltiesībām saistīto disciplīnu īpatsvars un studenti savus zinātniskos
darbus izstrādā kriminālistikā un kriminoloģijā. Tas neatbilst darba tirgus nišai,
kuru paredzēts aizpildīt ar juriskonsulta izglītību apguvušajiem. Šķiet, ka
sniegtās izglītības saturu nenosaka vis studiju programma, bet gan mācībspēku
pieejamība un viņu specializācija.
 Studiju programmas saturs un organizācija neatbilst Eiropas augstākās
juridiskās izglītības standartiem. Pēc būtības šai programmai nav redzama
līdzība ar iespējamām atbilstīgām programmām citās Rietumeiropas izglītības
sistēmās. Studiju rezultātā iegūtais grāds, tādēļ neatbilst Boloņas procesa
mērķim, proti, Eiropas Savienības valstīm savstarpēji atzīt un pielīdzināt
augstākās izglītības grādus.
 Programmā ir pārāk liels nejuridisku studiju kursu īpatsvars. Pirmajā studiju
gadā netiek piedāvāts gandrīz neviens jurisprudences studiju kurss, tādējādi
patiesībā programma dabiski saīsinātos uz 3 gadu ilgu tiesību studiju
programmu, kas ir par maz, lai profesionāli kvalificētos tiesībās, pat atbilstoši
juriskonsulta profesijas standartam.
 Lai arī augstskolā darbojas personāls ar pietiekamu doktoru īpatsvaru, tomēr
akadēmiskais personāls, kas iesaistīts tiesību zinātņu programmas realizācijā,
nav kvalificēts pasniegt studiju kursus tiesībās. Nevienam no augstskolas
ievēlētajiem mācībspēkiem nav doktora grāds tiesībās. Augstskolas
pasniedzējiem nav pietiekamas zinātniskā darba iestrādes, kādām ir jābūt
saskaņā ar Augstskolu likuma 27. pantu visam augstskolas akadēmiskajam
personālam.
 Iesniegtajos akreditācijas materiālos nav ievērotas MK 2001. gada 16. oktobrī
izdotajiem noteikumiem Nr. 442. “Studiju programmas akreditācijas
pieteikumam pievienojamo dokumentu saraksts”. Šī saraksta 7.4. punkts
nosaka iesniegt dokumentus, kas apliecina, ka vismaz 50 procentu no
akadēmiskā personāla strādā izglītības iestādē pamatdarbā. Šādi dokumenti nav
23
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iesniegti, jo nav pievienoti mācībspēku darba līgumi vai nodomu protokoli. Arī
augstskolas uzrādītie darba līgumi pilnībā nesniedza pārliecību, ka 50 procenti
no tiesību zinātņu studiju programmas realizētājiem ir STA pamatdarbā. Tāpēc
nevar secināt, vai normatīvā akta prasības tiek ievērotas. Zinot vai pat pazīstot
dažādu Latvijas augstskolu tiesību zinātņu programmu pasniedzējus secinu, ka
lielākā daļa no kvalificētiem mācībspēkiem, t.i., tiesību zinātņu doktoriem un
maģistriem, kas realizē STA tiesību zinātņu programmu, pamatdarbā ir citu
augstskolu kadri.
Augstskola veic studentu un absolventu aptaujas. Pārrunas ar studentiem
apliecināja, ka nav problēmu administrācijas, akadēmiskā personāla un
studentu attiecībās.
Nenotiek studentu apmaiņa ar citu valstu augstskolām. Netiek izmantotas
nacionāli un starptautiski finansēto programmu fondu piesaiste. Tā piemēram
netiek izmantotas augstskolu sadarbības iespējas, ko piedāvā Erasmus
programma
Attiecībā uz studiju turpināšanas iespējām un finansiālām garantijām studiju
programmas likvidācijas, reorganizācijas vai citu izmaiņu gadījumā, tad
prasības ir pamatā izpildītas. STA tiesību zinātņu studiju programmas
studentus saskaņā ar noslēgtajiem līgumiem ir gatavas uzņemt- Baltijas Krievu
institūts (studiju programma tiesību zinātnēs akreditēta).
Eksperti apmeklēja divus pārbaudījumus. Šis apmeklējums atklāja, ka
augstskolā ir studiju kursi, kuros pielieto novecojušas apmācības metodes.
Viens pārbaudes darbs, lai novērtētu studentu sniegumu valstszinātnes studiju
kursā, sastāvēja no 15 minūšu garas 3 studentu atskaites par satiksmes
departamenta apmeklējumu. Cits 1 stundas rakstiskais pārbaudes darbs Tiesību
aizsardzības iestādēs sastāvēja no 3 jautājumiem katram studentam, piemēram,
par ministrijas iekārtu vai nepieciešamo kvalifikāciju tiesnesim noteiktā tiesā.
Pārbaudes darbu uzbūve norāda, ka patiesībā programmā nav likts uzsvars uz
studentu analītisko spēju attīstīšanu, piemērojot tiesības mainīgos faktiskajos
apstākļos. Tas nozīmē, ka netiek iemācīta Juriskonsulta profesijas standartā
noteiktie amata pienākumi, kā juridisko metožu pielietošana. Absolventi
nevarēs veikt juriskonsulta pienākumus pilnvērtīgi, jo standarta 2.1. prasa
pārzināt juridiskās metodes.
Kursu studiju programmas ir ļoti lakoniskas, tāpēc nevar spriest par studiju
kursu patieso saturu. Programmās norādīts nepietiekams skaits literatūras
avotu, kas nepieciešams kursu sekmīgai apguvei.
Bibliotēkas piedāvātais līdzekļu klāsts neapliecina, ka budžetā paredzētās
izmaksas grāmatām un studiju materiāliem, 5,6 % apmērā faktiski tiek īstenots.
Secinājums. Sakarā ar studiju programmā pastāvošajiem būtiskajiem trūkumiem un
nepilnībām es noteikti atbalstu ekspertu grupas atzinumus kopējā atskaitē par Sociālo
tehnoloģiju augstskolas programmas izvērtējumu un ekspertu grupas ieteikumu
neakreditēt Sociālo tehnoloģiju augstskolas esošo tiesību studiju programmu.
24
2005. gada 9. jūnijā.
25
ANKETA
NOVĒRTĒŠANAS KOMISIJAS EKSPERTIEM
Sociālo tehnoloģiju augstskolas Profesionālo tiesību zinātņu programmu vērtē
Dr.iur. asoc. prof. Sanita Osipova
(eksperta individuālais viedoklis)
Novērtēšanas komisijas eksperta individuālajam ziņojumam un Novērtēšanas
komisijas kopējam ziņojumam jāpievieno aizpildīta anketa. Par katru jautājumu un
par katru no kvalitātes aspektiem (kuri satur vairāk par 1 jautājumu) vēlams dot
novērtējumu 4 ballu skalā un rakstisku komentāru, kurš ir obligāts negatīva
vērtējuma gadījumā. (Ar atzīmi ballēs norāda galvenokārt īstenošanas atbilstību
izvirzītajiem mērķiem un uzdevumiem.) Ieteicams par katru kvalitātes aspektu
kopumā sniegt īsu komentāru, aprakstot: atklātos pozitīvos faktorus, trūkumus,
rekomendācijas un ieteikumus kvalitātes uzlabošanai, iespējamos draudus. Ja par
kādu jautājumu vai kvalitātes aspektu eksperts nav kompetents, par to vērtējums nav
jādod. Ieteicams ekspertu ziņojumus strukturēt atbilstoši anketas jautājumiem,
vajadzības gadījumā pievienojot papildus punktus.
Novērtēšanas skala: 4(ļoti labi), 3 (labi), 2 (apmierinoši), 1 (neapmierinoši).
Studiju programmas novērtējums
(6 galvenie aspekti un 14 jautājumi)
I Mērķi un uzdevumi
1. Iespēja saprast, sasniegt un kontrolēt mērķus un uzdevumus, kas noteikti
studiju programmā.
Novērtējums: 1(neapmierinoši)
Komentārs: pētot studiju programmu, tās realizācijā iesaistīto pasniedzēju
specializāciju praksē vai zinātniskās pētniecības virzienus (liela daļa mācībspēku ir
Policijas akadēmijas kadri) nepārliecina, ka var pilnvērtīgi sagatavot juriskonsultus,
t.i. atbilstoši Juriskonsulta profesijas standartā izvirzītajām prasībām.
II Studiju saturs un organizācija
Novērtējums: 1(neapmierinoši)
Komentārs: nepietiekams, lai nodrošinātu kvalitatīvu izglītību juridiskajā profesijā
26
2. Atbilstība profesionālajiem un izglītības standartiem, Latvijas Republikas
normatīvajiem aktiem un Eiropas Savienības prasībām un standartiem.
Novērtējums: 1(neapmierinoši)
Komentārs: nepietiekams tiesību zinātņu profesoru un doktoru skaits mācībspēku
vidū.
3. Studiju programmas un tās daļu saskaņa ar prasībām veidot vienotu Eiropas
izglītības telpu, ieskaitot salīdzinājumu ar vismaz divām studiju programmām
no ES valstīm.
Novērtējums: 1(neapmierinoši)
Komentārs: programma nav saderīga ar Eiropas standartiem; nav veikts dziļš salīdzinājums ar
atbilstīgām studiju programmām no citām ES valstīm (tikai neskaidri pieņēmumi, kas veikti
pašnovērtējuma atskaites 4.lpp.) Programma neiekļaujas Boloņas hartas regulētajos procesos.
4. Akadēmiskā personāla kvalifikācija un profesionālisms
Novērtējums: 1(neapmierinoši)
Komentārs: nepietiekams, lai realizētu 2. līmeņa augstāko studiju programmu
tiesībās; jo vairākums mācībspēku nav akadēmiski kvalificēti un neveic zinātnisko
darbu vispār.
III Mācību un mācīšanās novērtējums
Novērtējums: 1 (neapmierinoši)
Komentārs: novērtējot mācību procesu vadoties no pārbaudes un eksāmenu darbiem
var secināt, ka netiek pielietotas mūsdienīgas apmācības un zināšanu kontroles
metodes. Kursu studiju programmas ir ļoti lakoniskas, tāpēc nevar spriest par studiju
kursu patieso saturu. Programmās norādīts nepietiekams skaits literatūras avotu, kas
nepieciešams kursu sekmīgai apguvei.
5. Mācīšanas modernā metodoloģija, skaidrs sagaidāmo rezultātu izklāsts,
problēmu atrisināšana, datoru lietošana, Internets, audiovizuālās un multi –
mēdiju iekārtas.
Novērtējums: 2(apmierinoši)
Komentārs: nebija acīmredzamas liecības attiecībā uz mācīšanas metodēm, jo
nodarbības bija beigušās; augstskolas aprīkojums ir adekvāts, lai realizētu moderno
apmācīšanas metodoloģiju.
27
6. Studentu konsultēšana un vadīšana, akadēmiskā pārraudzība un mācībspēku
konsultācijas, studentu motivācija studijām veicināšana
Novērtējums: 2(apmierinoši)
Komentārs: augsta studentu motivācija
7. Zināšanu novērtēšanas metodes, prasmes un attieksme, to objektīva
pielietošana studiju uzlabošanā
Novērtējums: 1(neapmierinoši)
Komentārs: mutiskajiem pārbaudījumiem trūkst objektivitātes un caurskatāmības. Tie
neatbilst jaunajām administratīvā procesa prasībām. Rakstiskie pārbaudes darbi
orientēti uz informācijas iemācīšanos no galvas, bet nevis uz informācijas analītisku
apstrādi.
IV Studiju organizēšana (menedžments) un atbalsts
Novērtējums: 1(neapmierinoši)
Komentārs: nav akadēmiskās sadarbības (tiek akceptēta personāla pieaicināšana
studiju procesa realizēšanai no citām Latvijas augstskolām, lielākoties LPA)
8. Demokrātijas principu ievērošana, attiecību skaidrība un noteiktība starp
administrācijas pārstāvjiem, akadēmisko personālu un studentiem
Novērtējums: 2 (apmierinoši)
Komentārs: tiek attīstīts
9. Sadarbība ar citām augstākās izglītības iestādēm, pētniecības institūcijām,
starptautiskajām organizācijām; personāla un studentu apmaiņa ar citām
augstākās izglītības iestādēm
Novērtējums: 1(neapmierinoši)
Komentārs: šāda sadarbība nepastāv. Par sadarbību nevar uzskatīt citu augstskolu
mācībspēku iesaistīšanu augstskolas darbā.
10.Metodoloģiskie, informatīvie un tehniskie studiju programmas resursi un
aparatūra
Novērtējums: 2 (apmierinoši)
28
Komentārs: bibliotēkā ir pieejams nepieciešamais minimums, lai varētu studēt
jurisprudenci.
V Pētniecības (radošās) personāla un studentu aktivitātes
11.Akadēmiskā un vispārējā personāla iesaistīšanās pētniecības (radošajās)
aktivitātēs, to mūsdienīgs rakstus un saistība ar studiju programmu
Novērtējums: 1(neapmierinoši)
Komentārs: Sociālo tehnoloģiju augstskolā netiek veikta zinātniskā pētniecība
jurisprudencē.
VI. Kvalitātes novērtējums un tās nodrošināšanas mehānismi
Novērtējums: 2 (apmierinoši)
Komentārs: augstskola veic pašnovērtēšanos.
12.Ikgadējs studiju programmas pašnovērtējums, stipro un vājo pušu izvērtēšana,
izmaiņas, plāni un attīstības iespējas, pašnovērtējuma un kvalitātes uzlabojumu
sistēma, kura darbojas un turpinās
Novērtējums: 1(neapmierinoši)
Komentārs: ir tikai ļoti vispārīgi un neskaidri attīstības plāni (skatīt pašnovērtējuma
atskaites 30.lpp.)
13.Absolventu veiksmīgs darbs saskaņā ar viņu kvalifikāciju
Novērtējums: Komentārs: ir tikai absolventi no iepriekšējās programmas; komisijai nav iespējams
izvērtēt šo jautājumu.
14.Iespējas turpināt studijas un finansiālās garantijas programmas slēgšanas
gadījumā, tās reorganizācija un citas izmaiņas
Novērtējums: 2(apmierinoši)
Komentārs: programmas slēgšanas gadījumā līgums ar Baltijas Krievu Institūtu
Anketa aizpildīta 2005. gada 9. jūnijā
29
Report
concerning additional evaluation of
the “Professional Study Programme Science of Law”
at Higher School of Social Technologies in Riga (HSST)
submitted by the leader of the evaluation team
Viktoras Justickis
On May 18th, 2006 and June 1 and 2, 2006 I visited Higher School of Social Technologies in
Riga (HSST) and evaluated improvement that were done to “Professional Study Programme
Science of Law”
During this visit I had an opportunity to review the improved program, equipment and tools used
to teach this program. I met the faculty which is involved in the teaching of this program and
reviewed all programs of subjects taught in “Professional Study Programme Science of Law”. Also
the plans of seminars ,and the stuff used in teaching and evaluation of knowledge were inspected.
We discussed methods used in teaching and evaluation of teaching quality. The use of most
modern, interactive methods of teaching was especially investigated.
I was presented with opportunity to inspect premises, library, and computer equipment. The leaders
and staff of the school were most cooperative in facilitating the work of the expert group. The
information provided was sufficient to evaluate the current state of the “Professional Study
Programme Science of Law” and improvement which have been done.
The most important conclusion is that the faculty have made great effort to improve the Program
under accreditation. The shortcomings, pointed out in the Common Report on the Professional
Bachelor’s Degree Program “Science of Law”(01-02 June, 2005) by the expert team, have been
eliminated.
1. In our previous report the expert team expressed their doubts as for the distribution of the
Program time among its subjects. Experts insisted that in the first year almost no law subjects are
taught, therefore the teaching of law subjects shrinks to 3 years, which is too few to acquire
professional skills in law.
At the moment the doubts have no grounds any more.
Now the structure of Program under accreditation strictly follows the LR Cabinet of
Ministers Regulations on the Second Level Professional Higher Education State Standard, where it
is stated that the obligatory content of the bachelor’s degree study program is composed of general
study courses, the volume of which is at least 20 credit points. In the Profession standard approved
by Minister of Education and Science, certain general study courses are specified: „Bookkeeping”,
„Economics”, „History of culture”, „Political science”.
Several subjects were transferred to the first study year. Thus, besides general study courses
in the first year also are given such courses as „Constitutional law”, „Principles of Roman civil
law”, „Law theory”, „History of foreign law”, „Latvian law in the historical context”.
30
Thus, the set of subjects and their distribution totally agrees with the current Latvian
regulation and recommendations of our team.
.
2. In the resolution of the expert team it is stated that there is still much to do for the
improvement of methods of study, emphasising the acquisition of analytical skills, widest
application of interactive and practice-related learning.
At present it can be seen that the academic staff of the school have done a lot for the use of
active forms of teaching (work in small groups, roleplays, seminars, presentations, students’
scientific conferences), the aim of which is exactly to promote the acquisition of analytical skills.
The solution of special cases, the insufficiency of which was pointed out by professor H.Vildberg,
is also practiced. So, in the study course of „Constitutional law” (docent V.Cielava) students write
essays, where they analyse topical phenomena and occurrences in Latvia and abroad in the context
of constitutional law, i.e. „from students it is expected to apply theoretical knowledge changing real
circumstances“ (H.Vildberg). In „Criminology” course (docent R.Voronkova) students complete
different kinds of questionnaires, the results of which are analysed during seminars, where students
express their evaluation and proposals, and so on. Sets of cases are prepared and used in the
teaching of the “Civil law”, “Employment law”, “Tax law”.
Case examinations are widely included in teaching of legal subjects and in evaluation of
students’ knowledge. ‘Moot court’ method is included in the teaching.
In the academic year 2005/2006 Science of Law department has approved and published
Methodic instructions for the elaboration of students’ independent works, the aim of which is to
consolidate students’ knowledge and skills in the corresponding study course as well as to acquire
the skills of reasoning one’s opinion and get the experience of performing scientifically practical
research work.
Thus, considerate improvement of the teachings standards can be stated. The higher school
considered all recommendations of our team.
3. In their resolution the expert team pointed out that, although the program corresponds to
the requirement, that 30% of the lecturers should have a doctor’s degree, it cannot ensure the
necessary level of juridical education, as it has only two lecturers with a scientific degree in legal
science. It was accented that many lectors are involved only as guest lecturers. That meant they
could participate in the program only episodically.
To raise the level of teaching juridical subjects, in the academic year 2005/2006 two new
science of law doctors (Vizma Dubure and Nils Zhuravlovs) have been involved in the program.
They are elected docents for longer time (V.Dubure is also elected for the Senate of the higher
school).
This enhanced the teaching quality and the qualification of the faculty. This also eliminated
defects that were pointed out by our team in its joint and individual reports. Of cause, the further
enhancement of highly qualified staff is highly desirable, which could be highly favourable for the
further improvement of teaching quality.
However, we should admit that the situation at Higher School of Social Technologies in
Riga (HSST) 1. fully meet requirements of the related Latvian regulation; 2. is equal or better
than in other higher education institutions that received accreditation(business higher school
“Turiba”, “Baltic Russian Institute”). 3. provides opportunities to ensure the proper education of
lawyers.
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4. In the resolution of the expert team it is ascertained that the equipment of the library
corresponds to the minimal requirements, although it is still behind a common higher school library.
It can ensure certain conditions for studies, but not for research work.
Since the visit of the expert team the number of books in the library has grown to 11000.
90% of the books are encyclopedias, collections of normative acts and documents, juridical
periodicals, scientific monographers – i.e. there are sources useful not only for studies but also for
research work. Besides, the circumstance, that the library of the higher school, which is certified
and is a member of Library association, has a good co-operation with Latvia scientific libraries,
helps to solve the problem. Students are given the possibility to use Internet widely and that is what
they do.
Review of written works and final papers presented by student showed that they are really
able to use all necessary native and foreign sources. This means that combining improved HSST
and other available libraries both student and teacher are able to carry out their research activities.
Thus, the current situation as for library and research-books supply is quite sufficient
5. The faculty and leadership of Higher School of Social Technologies in Riga (HSST)
actively searches for new ways to find new ways for evaluating of the teaching process and its
improvement. International evaluation resources are actively used.
As good example of such efforts the multi-side evaluation of Higher School of Social
Technologies in Riga (HSST) by international evaluation and teaching quality improvement
organization - International Education Society (London) should be mentioned. This is the greatest
institution in Europe that specializes in certification of subjects of different types of education
(21000 educational institutions).
Analysis of teaching carried out in the process of certification and its conclusion were very
useful improving teaching standards in Higher School of Social Technologies in Riga (HSST).
The School is highly active developing its teaching methods and raising teaching
standards.
Conclusions:
1. The Program “Professional Study Programme Science of Law” at Higher School of Social
Technologies has been developed and improved comparing with the situation a year ago.
2. In course of this development, all shortcomings mentioned in the team’s “Joint
report”(2005,June) and in related individual reports of the members of our team as the
reasons for rejection of accreditations were considered and eliminated.
3. No further obstacles for full accreditation (for six years) of the “Professional Study
Programme Science of Law” at Higher School of Social Technologies can be seen
Team leader
professor
Viktoras Justickis
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Questionnaire
for Evaluation Commission Experts
concerning
the “Professional Study Programme Science of Law”
at Higher School of Social Technologies in Riga
submitted by Viktoras Justickis
(Supplement to the individual report)
It is recommended to evaluate each of aspects listed below by a mark according to the
following scale and to add a short comment. In case of negative evaluation (mark 1) the comment is
compulsory. It is recommended to add short description about each quality aspect: strengths,
weaknesses, opportunities and threats. It is possible to leave without mark a question, about which
expert is not competent. The filled in questionnaire expert must add to the reports – individual
and joint.
This questionnaire can also be used as a plan for the evaluation report.
The scale for the assessment:
4 (excellent), 3 (highly satisfactory), 2 (satisfactory), 1(unsatisfactory)
The assessment of the study programme
(6 main aspects and 14 questions)
I. Aims and objectives
1. Possibility to understand, to reach and to control the aims and objectives defined by the study
programme.
Assessment: 3
Comment: Aims of the Program are clearly defined and fully meet definition of the profession presented
in the related Latvian regulation
II. The content and organization of the studies
Assessment: 3
Comment: Sufficient to assure quality education for the legal profession.
2. Complying with the professional and education standards, legislation of the Republic of Latvia
and with the requirements and standards of the European Union.
Assessment: 3
Comment: The School involved highest qualification (doctors) teachers, especially for law subjects .
Thus, the disagreement with education standards, legislation of the Republic of Latvia was removed.
The Program totally agrees with other requirements of the professional and education standards,
legislation of the Republic of Latvia and with the requirements and standards of the European Union.
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3. Consistency of the study programme and its parts with the demands to create the common
European education space, including the comparison with at least two study programmes from EU
countries.
Assessment: 2
Comment: Comparisons with the foreign study program were done. Compatibility with respective
study programmes of other EU countries was shown
4. Qualification and professionalism of the academic staff members.
Assessment: 3
Comment: Sufficient to carry out a law study programme; Academically, the teaching staff meets
national standards
III. Assessment of teaching and learning.
Assessment: 4
Commentm Modern, interactive, practice-related teaching methods are actively used in teaching
5. Modern methodology of teaching, a clear statement of results to be expected, problem solving,
use of computers, Internet, audiovisual and multi media equipment.
Assessment: 4
Comment: The School is equipped with the needed problem solving, computers, Internet, audiovisual
and multi media equipment
6. Counselling and guidance for students, academic supervision and consultations of the teaching
staff, increasing of the students' motivation to study.
Assessment: 4
Comment: Very good mutual understanding and interaction between teachers and students.
7. Methods to assess the knowledge, skills and attitudes, their objectivity use to improve the studies.
Assessment: 3
Comment: Evaluation of knowledge is based upon wide use of practical cases, interactive methods
IV. The management and support of the studies
Assessment: 3
Comment: The School co-operates actively with its prospective employers and other higher education
institutions
8. Respect of the principles of democracy, clear definition of the relations among representatives of
the administration, academic staff and students;
Assessment: 4
Comment: The School has the whole range of democratic self-government, decision taking and
dispute solution institutions. Principles of democracy are respected Relations among representatives
of the administration, academic staff and students. are clearly defined
9. Cooperation with other higher education establishments, research institutions, international
organizations; exchange of staff and students with other higher education establishments.
Assessment: 3
Comment: The School contacts with other high education institutions.
10. Methodological, informational and technical resources and facilities of the study programme.
Assessment: 2
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Comment: library is equipped sufficiently. and availability of professional and research literature is
sufficient
V. Research (creative) activities of the staff and the students
11. Involvement of the academic and general staff in the research (creative) activities, up to date
character and connection with the content of the study programme.
Assessment: 2
Comment: Research activity of the staff has increased markedly, though the need for
intensification of the research is obvious
further
VI. Quality assessment and mechanisms to ensure it
Assessment: 3
Comment: -
12. Annual self-assessment of the study programme, evaluation of the strengths and weaknesses,
changes, plans and possibilities for the development, continuously action of the system of selfevaluation and quality improvement.
Assessment: 3
Comment: The school has its general development plans. They are periodically reviewed, detailed and
supplemented
13. Successful work of graduates according to their qualification.
Assessment: - no evaluation
Comment: only graduates from the old programme; no evidence from the new programme available
14. Opportunities to continue studies and financial guarantees in the case of closure of the
programme, its re-organization and other changes.
Assessment: 4
Comment: The school has concluded related contract with the Baltic Russian Institute
Professor
Viktoras Justickis
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