Music schools in Latvia provide pupils with musical education both in the towns and rural areas of Latvia. Studies include instrumental playing, history of music, and music theory lessons. An actual pedagogical problem at the time is activation of pupils' learning. Self-regulated learning acquires significant meaning for pupils' future life. A way of helping pupils' self-regulation in learning is differentiation of learning methods and forms. The aim of the paper is to research the meaning of music schools' ensemble work (collective performance) for enhancing pupils' self-regulated learning. Learning is a process where an individual inherits accumulated experience of the society acquires skills, knowledge, attitudes, enhances his experience, individually and responsibly working and discovering himself, nature and society. Learning as an activity is based on learning experience. According to L.S. Vygotsky's theory of learning, the cultural development depends upon social interaction. The use of ensemble work (collective performance) in school as a form of learning activity and method observes a reciprocal movement towards didactic goal, includes the components of due learning contents (knowledge, skills, instrumental playing experience, attitudes), the results of learning process and its evaluation. Analysis of the obtained data shows that music teachers choose ensemble work as method and form of teaching to indirectly influence the self-regulated learning of pupils, whereas the pupils do not fully understand the significance of ensemble work for enhancing self-regulated learning techniques.

The requirements for education, school and teachers become increasingly varied and complicated. The Latvian education system needs to be changed. The aim of the education reform is to establish a qualitative, accessible, competitive education system. The role of the teacher in studies changes with the economical and labour market changes. It determines new requirements and makes the knowledge, skills and competences of teachers change. To foster the development of teacher skills and acquisition of information, it is necessary to promote further education of teachers. The involvement of Latvia in the today’s global processes makes it necessary to substantially reconsider the aims and tasks of the education system – to ensure modernization of the education system and attain the introduction of new education content and methods. The article theoretically and empirically analyses and summarizes the further education experience of teachers at the Centre for Lifelong Education of the Latvia University of Agriculture in 2009/2010. The research target group - professional education teachers. The aim of the article is to justify teacher further education as development of professional and pedagogical competences in ensuring a modern and qualitative study process. The novelty of the research is related to the idea of the professional education reform and optimization of the network of professional schools.

Since the change of the paradigms of competitiveness is taking place now, the concept ‘competitiveness’ also changes its semantic meaning. In the article the concept ‘educator’s competitiveness’ is analyzed and scientifically substantiated according to different views. The aim of the article is to present the results of theoretical research, performed by author for several years in the field of concurentology, actualizing the new meaning of the concept ‘educator’s competitiveness’ in the pedagogy science and education, and proposing an insight into the substantiation of the philosophic methodological basis for the evaluation of educator’s competitiveness. In the article, the author applies the concept ‘educator’ according to its broader meaning. The research shows that there exists: 1) diversity in relation to the definitions and explanations of the competitiveness of an educator as a specialist; 2) three methodological approaches in the research of competitiveness: a biometric, a functional and a structural approach. According to the author’s opinion, the structural approach would be the most appropriate for the development of the evaluation methodology, including the system of evaluation indicators, in relation to the components of an educator’s competitiveness structure.

The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/ specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.

The social environment of a university, which is comprised of students, teaching staff and parents, play an essential role in the educational process. Students’ decisions, learning and attainment could be considerably affected by relationships with their coursemates in particular. The present research therefore aims to examine students’ expectations towards their coursemates in the academic environment in Latvia. The research surveyed 979 students at Latvia University of Life Sciences and Technologies (2016–2018). The research has found that for students, the study process involves not only learning but also common events with their coursemates as well as informal relationships. Comparing the role of coursemates and the informal influence of parents and teaching staff, the respondents preferred the involvement of their coursemates. Larger differences in opinion were found for the informal role of teaching staff in learning. Of the respondents, 47% expected teaching staff to be friends, while 29% slightly agreed that the teaching staff had to be authorities and knowledgeable specialists, which indicated that it was important for some students to disassociate formal relationships from informal ones between students and teaching staff. The dispersion of opinions that could be observed for some variables might be explained by the specifics of the programmes the students represented. Statistically significant differences in opinion were found between bioscience and engineering students in relation to the attitude of teaching staff to students, parental support and coursemate support in learning (p is less than 0.05) – the bioscience students more often favoured informal relationship aspects.

One of the most often mentioned competence in the surveyed literature is problem solving. It is also one of the key skills for the sustainable development of society. The article includes analysis of pedagogical approaches like project-based, problem-based learning and enquiry-based learning, as well as describes the use of design thinking as one of the problem solving approaches in higher education. As mathematics studies at universities play an important role in developing problem solving skills, an empirical study was carried out to identify the pedagogical approaches used by mathematics teachers and to illustrate the development of problem solving skills in mathematics studies at universities in Latvia. It includes a survey of mathematics teachers in Latvia aimed at identifying their experience in implementing different pedagogical approaches to mathematics and assessing the extent to which these methods help develop problem solving skills. The answers of mathematics teachers show that problem solving skills are developed at the middle level, which means only for the use in a certain situation (that is slightly different from previously known). The most effective approach to promoting problem-solving skills is the so-called context approach, which means focusing on the practical task related to a specialty. In the empirical study self-assessment method is used and the results are based only on respondents’ opinion.

The term "competence" has not been clearly defined in the literature. Two meanings of the term have been identified. One refers to the outputs or results of education (training), but other - to the inputs or underlying attributes needed for a person to demonstrate competent performance. Each meaning has been used to describe both individual and organizational competences. A classification of the meanings of competence is given to show that the term has several meanings depending on the purpose for which it is used. Although competence is an important concept in education, it is unclear what competence is. Constructivism is a way out of the competence confusion - we don't search for one absolute true definition, but do use the competence concept for our own purposes. At the end of article a description (definition) of competence is given. This definition is appropriate to define inputs for undergraduate programmes and to improve student's lifelong and life wide learning competences while studying undergraduate study programmes.