Strengthening of Human Capacity and Learning in Life and Work in Inclusive Contexts of Diversity

The UL Doctoral School of Lifelong Learning aims to increase the quality and efficiency of the scientific activities of the University of Latvia (hereinafter – the University) at international level.

The UL Doctoral School in LLL seeks to:

• Serve as a forum for the development of ideas and practices in each programme.
• Develop and assure the quality of doctoral supervision.
• Support and manage cross-disciplinary projects undertaken by students of the Doctoral School.
• Develop and manage courses (6 ECTS) and joint activities for the doctoral programmes.
• Attract highly reputable international researchers.
• Create and maintain a stimulating research environment for the doctoral students.
• Promote the use of new innovative methods in the structuring and implementation of doctoral studies
• Facilitate collaboration with national and international research networks.

Trans- and inter-disciplinary studies of human capacity development and improvement of the quality of lifelong and life-wide learning draw on theoretical ideas in pedagogy, biology, economics, education management and other sciences. In doing so, they create new knowledge and innovative trans-disciplinary solutions for sustainable development at local, regional, national and international level.

The LU Doctoral School in LLL has been created to foster synergies between different programmes and disciplines. The idea of human capacity development was initially introduced in economics’ theories as a resource for economic growth. It was also used in biology as part of the science of life, and in education as a concept in management and pedagogy. Human capacity is people’s ability to behave, act and work, viewed as a dynamic system which incorporates motivation for participation and competent identification, use and creation of opportunities (innovations, creativity and entrepreneurship). The interdisciplinary nature of the concept of human capacity requires cross-disciplinary research to be fully understood and put to action. A person’s behaviour must be studied from different perspectives. As a social being and as a dynamic systemic mechanism it is studied in social sciences and in biology. Development of programmes, models and theories that promote human capacity, is a question of pedagogy. Introduction of new pedagogical solutions is a topic for education policy leaders. All this has contributed to a new paradigm of trans- and cross-disciplinary research.

Human capacity is closely linked to the quality of learning in all its dimensions. A neuroscientific understanding of the biological basis of learning looks at a biochemical and biophysical activity process of the whole human being’s organism, in which the limbic system has a significant meaning (Roth 1997): “As a fundamental biological phenomenon, memory signifies the modification of an organism ... In this way it lies at the very basis of the learning process" (Colvin 2008).

Improvement of the quality of life-wide learning contributes to human capacity development as a moral value in society, and to economic development as a country’s transition from industrial to post-industrial society. The improvement of learning calls for pedagogical solutions and is a topic of education management.

New knowledge on human capacity and quality learning is created by drawing ties between sectors like entrepreneurship and education, science and policy-making, in order to design and implement appropriate programmes, which help motivate people to learn throughout their lives.

From the point of view of the application of pedagogy, the proposed recommendations for improvement of quality life-wide learning serve as a basis for research undertaken by doctoral students. Implementing such recommendations in real-life and work situations in various fields of education and professions are important topics of study. In this process learning diversity for improvement of human capacity will be taken into account and developed.

From the point of view of scientific development, the research results will contribute to rethinking the scientific paradigm of pedagogy, which is connected not only with end-of-the-century modernism but also postmodernism or the second or new modernism. The research can also be linked with the establishment of new scientific schools, the critical evaluation of theoretical viewpoints of pluralism, the stagnation of education systems and the search for new trans-disciplinary theories that emphasize the attractiveness of pedagogical thinking and extension of its limits.

Scientists working at the University of Latvia, other Latvian and foreign universities and research institutions, including students and their supervisors in doctoral and master study programs, who are matriculated in accredited or otherwise nationally recognized doctoral or master's degree programmes, as well as doctoral candidates after consideration of their application  can attend the Doctoral School courses and activities, which further strengthens its inter-disciplinary profile:

• natural sciences (bioethics);
• environment sciences;
• social sciences (economics, management science);
• education sciences (pedagogy, education management).

1. Development of ICT skills, e-content and the culture of e-learning (Research direction 1).
2. Professional workplace-oriented learning. Competence to learn at the workplace and for the workplace, cultures of a learning organisation (Research direction 2).
3. Professionalisation of lifelong learning with a special emphasis on teacher training (Research direction 3).
4. National, regional and local strategies of lifelong learning with regard to citizens' motivation and removing barriers inhibiting continuing education and training (Research direction 4).
5. Human capacity and core competences for employability and innovations (Research direction 5).

The research results will promote scientifically based policies that improve the lifelong learning quality of pre-schools, primary and secondary schools, as well as higher education establishments. They will emphasize the importance of inclusive environments, expanding learning opportunities for all in institutions (in projects, mutual learning, in networks, in teams), which is life-wide non-formal and informal learning in different inclusive social contexts (regional, state, etc.) to minimize the contradiction between unequal opportunities and equal rights. It is difficult to overcome this contradiction in traditional formal school systems, as the values set by society are mainly learned in non-formal and informal learning.

The research results will specifically contribute to activities of the ASEM Education and Research Hub for Lifelong Learning (ASEM LLL Hub), which fosters mutual understanding of researchers of different fields, employers and policy makers from Europe and Asia in the atmosphere of reciprocal respect and relationships based on equity, and which aims to carry out evidence-based research in the field of Lifelong Learning and to facilitate annual meetings for researchers and education policy makers in order to:

• integrate lifelong learning in professional development;
• improve the quality of lifelong learning to ensure effective movement between different levels and modalities of education;
• improve the development of life-wide learning and its realisation as an important part of higher education.

Students enrolled in the UL Doctoral School of Lifelong Learning will be offered involvement in comparative research projects, including in the ASEM Education and Research Hub for Lifelong Learning. Within the frameworks of these projects, doctoral students can conduct practice-oriented and cross-disciplinary research using international methodologies on learning benefits and impact. The UL Doctoral School In LLL will provide young researchers and their research supervisors with opportunities to improve their competences by using English language and media and help them to create independent institutions, enterprises or systems of education for the future by offering innovative solutions for raising human capacity and, as a result, for employability, life-skills and sustainability. The UL Doctoral School in LLL provides a path for the development of research results and the direct impact on education policy, and finding solutions for life-wide learning, human capacity, employability and innovation in different sectors of economics, and sustainability.

Doctoral School guest lectures, seminars and workshops are planned, taking into account the Doctoral School participants' suggestions, Doctoral School opportunities, UL National Research Strategy, as well as Doctoral School priorities for research excellence in ASEM LLL HUB research networks and in pedagogical solutions. There are opportunities for Doctoral School participants to participate in 1-2 projects, with emphasis on developing Doctoral School scientific thinking, writing scientific articles, introducing new technologies, and innovation.

Doctoral School activities are scheduled for Fridays from noon. 4pm to 8pm and Saturdays from 11am. until 2:00 pm.

The Doctoral School is managed by the Council with international and national members as well as representatives of the three LU Faculties, whose students can participate.

Council members

(Approved with Amendments of LU 15.10.2019, Decision Nr.1/360  to  Decision LU 28.12.2016. Nr. 1/498)

1. Visiting Professor, Dr.h.c.mult., Arne Karlsens (Arne Carlsen), University of Latvia, Faculty of Education, Psychology and Art – Chair of the Council
2. Professor, Dr.habil.paed. Irina Maslo, LU Faculty of Education, Psychology and Art – Vice-Chair of the Council
3. Professor, Dr.h.chem. Maris Klavins, Head of the Doctoral studies in Enviromental Science, representative of LU Environmental Sscience, member
4. Professor, Dr. paed. Zanda Rubene, Head of the Department of Educational Sciences and Innovations in Pedagogy, representative of LU Educational Sciences, member
5. Professor, Dr.phys. Andris Kangro, Head of the Doctoral studies in Education Management, representative of LU Social sciences, member
6. Professor, Dr. oec. Andrejs Geske of the Faculty of Education, Psychology and Art, Head of Educational Research Institute, member
7. Professor, Ph.D., FAcSS Karen Evans, University College London, Institute of Education, Lifelong and Comparative Education, UK, Coordinator of ASEM LLL HUB Research Network on Workplace Learning, member
8. Professor., Ph.D. Aaron Benavot, School of Education, University at Albany, , New York, USA, member
9. Associate Professor, Ph.D. Margarita Pavlova, Department of International Education and Lifelong Learning, Education University of Hong Kong, Director of the UNESCO-UNEVOC Centre Hong Kong, member
10. Leading researcher Ph.D. Kai Pata, Tallinn University, School of Digital Technologies, Centre for Educational Technologies, member
11. Leading researcher, Dr. paed. Rita Birziņa, Faculty of Biology, representative of  LU Natural Sciences, member
12. Leading researcher, post-doctoral grant holder, Dr.paed. Manuel Joaquin Fernandez Gonzalez, LU Faculty of Education, Psychology and Art, Scientific Institute of Pedagogy

Technical Secretary of the Council: Leading researcher, Dr. paed. Rita Birziņa, Faculty of Biology 

Assistant of the Technical Secretary of the Council: BSc. Liga Lace-Jeruma –student of professional master study programme Educational management.

Contact person: Rita Birziņa

Faculty of Biology at University of Latvia

Address: Jelgavas iela 1, Riga, Latvia, LV1004, Room 541

Email: rita.birzina@lu.lv

Tel.: (+371) 67033922