<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Erika Gintere</style></author><author><style face="normal" font="default" size="100%">Martins Iltners</style></author><author><style face="normal" font="default" size="100%">Linda Pavitola</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE LINK BETWEEN HEALTH ISSUES AND LEARNING DYNAMICS AMONG LATVIAN STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Covid-19</style></keyword><keyword><style  face="normal" font="default" size="100%">learning dynamics</style></keyword><keyword><style  face="normal" font="default" size="100%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">self-assessment survey</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762101.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The contagion of COVID-19 and its resulting health consequences, combined with the rapid and unplanned shift to online teaching and learning, profoundly affected various aspects of students’ personal and academic lives worldwide. The pandemic disrupted traditional educational systems, altering the way students learn and interact, while also influencing their mental and physical well-being. These changes have raised concerns about the long-term impact on students’ academic performance, engagement, and overall learning outcomes, especially in the context of health challenges exacerbated by the pandemic. Therefore, the aim of this study is to explore the link between COVID-19-related health problems and student learning dynamics. The study found that health indicators have generally worsened during COVID-19 and have significantly worsened for students who contracted COVID-19. However, this difference is statistically significant only for the health factor “nervousness.” The study also indicates that the overall deterioration of health does not significantly affect academic performance. A total of 106 students participated in the study, with 60 participants from grade 8 and 46 participants from grade 9. Of these, 59 were male and 47 were female. Among the participants, 81 contracted COVID-19, while 25 did not. Although many studies suggest that the consequences of COVID-19 negatively impact health and potentially affect academic achievement, these effects have not been found to be statistically significant. Therefore, further research is needed to identify specific cases where the spread of the disease could have a statistically significant impact on academic performance.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-61</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gunta  Kinta</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CONCEPT OF LEARNING OUTCOMES IN THE LATVIAN VOCATIONAL EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ learning assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational upper-secondary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406612059.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Recently learning outcomes, which are statements of what a learner knows, understands and is able to do after learning, have gained more attention at education policy level in Latvia. International discussions about the terms connected with learning outcomes have been raised by the development of the European Qualifications Framework – an eight level reference system – and consequent elaboration of national frameworks in the Member States. For the referencing process and other reforms to be successful, all stakeholders should share a common understanding of the used terms. This study aimed at exploring the education participants’ views about the concept and use of learning outcomes in the Latvian vocational education. In terms of the study the questionnaire was completed by 577 vocational education students, and five vocational education teachers’ and five employers’ interviews were conducted. The results of the study indicate that the respondents do not have a thorough understanding of learning outcomes. Prior introducing learning outcomes in practice, national informative and educational activities should be arranged for education participants and general public in order to support vocational education stakeholders during the ongoing education reforms initiated by the shift towards learning outcomes based education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">64-78</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agnese  Rusakova</style></author><author><style face="normal" font="default" size="100%">Andrejs  Rauhvargers</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">METHODOLOGY FOR IMPLEMENTING LEARNING OUTCOMES IN A STUDY PROGRAM AS BASIS FOR FUTURE RECOGNITION OF PRIOR LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong learning</style></keyword><keyword><style  face="normal" font="default" size="100%">National Qualifications Framework</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594310</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the most important problems of the next decades in the context of lifelong learning is the integration non- formal and informal learning achievements of individuals with formal learning so that non- formal and informal learning can be used for their formal promotion –gaining credits and/or whole qualifications.
 One of the means for integrating the achievements is through translating knowledge, skills and competencies obtained through alternate forms of learning into learning outcomes (further in text- LO). It is necessary to implement LO approach in the formal system of education to prepare it for recognition of prior learning. 
The objective to be reached is understandable and so is the rationale to do so. However unclear is the way how to translate the theory into a working practice. In the following article the authors will address this problem by proposing and examining a methodology for implementing LO in a program, discussing the possibility to improve the quality of program through this action.
 The LO approach reflects change from „teacher-centered” to „student-centered” learning. The first results of surveying the lecturers involved in the analyzed program show that the LO are currently implemented rather formally. It is necessary to do more explanatory work in order to benefit from the LO as quality instrument.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-131</style></section></record></records></xml>