2012–2018 Rīga, 2011 Content


 Definition of the Problems Requiring Implementation of a Specific Government Policy



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4. Definition of the Problems Requiring Implementation
of a Specific Government Policy

The principal problems hindering integration have been defined on the basis of the description of the situation.

  • A large part of population in Latvia does not believe in its ability to influence social and political processes.

  • The NGOs of Latvia are not sufficiently strong financially and administratively, and lack sustainability.

  • There is no comprehensive system for monitoring and preventing discrimination. There is a lack of regular research and awareness campaigns on social exclusion and discrimination in Latvian society.

  • Children and young people in Latvia have insufficient level of civic education and therefore there are gaps in collaboration and participatory skills.

  • Current legal arrangements regarding the citizenship create obstacles for maintaining a national link with expatriate Latvians.

  • Non-citizens are becoming less motivated to acquire Latvian citizenship, naturalization is slowing down, and the possibilities for political participation resulting from Latvian citizenship do not lead to sufficient motivation for naturalization.

  • Although the Latvian language skills have significantly increased, however separate trends indicate that the use of the Latvian language in the public domain does not show similar success. Self-sufficiency of the Russian language in the public domain is obvious, especially in cities where there is a great proportion of national minorities. Social integration on the basis of the Latvian language is also influenced by the passivity of Latvians as regards the communication with aliens in Latvian

  • Unjustified requirements for Russian language skills and use of the language in the workplace setting are gaining foothold. This is discriminatory for Latvians in the labour market.

  • Part of the national minority school teachers has insufficient knowledge of Latvian. Alternatively, in the Latvian general educational establishments and higher educational establishments there is a lack of experience among teaching staff in working with students of different ethnical backgrounds.

  • Latvian cultural space is not reflected in its diverse manifestations within formal and non-formal educational curricula allowing people of a different ethnic background to find their own linkage to Latvia. A sense of belonging and integration into a single cultural space is also hindered by ethnic prejudice.

  • There is no targeted national programme for supporting expatriate Latvians willing to learn and maintain the Latvian language, culture and traditions. There is limited access to professional Latvian art.

  • Part of society is dominated by misconceptions based on false historical facts about the occupation of Latvia and its consequences. It leads to divided social memory in Latvia and hinders consolidation of society.

  • Most of the population have but little idea about Latvian history before the 20th century. This narrows down awareness of national identity in the broader context of the European identity.





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