From advertising to education: how Ilze Mazpane is searching for meaning and building literacy in schools
Literacy is more than the ability to read and write. It is the ability to understand, interpret, evaluate, and act in a world overflowing with information. According to Ilze Mazpane, a national methodology expert at the State Education Development Agency (VIAA), literacy is a shared responsibility across the entire school rather than the task of a single subject teacher. Her professional journey—from philosophy studies and work in the corporate sector to teaching in Latgale and developing educational methodology at the national level—has only strengthened this conviction.
Although she did not initially plan to dedicate her life to education, the critical thinking skills she developed through philosophy and her practical experience working with language became an important foundation for her work within Latvia’s education system.
Discovering the power of language
After graduating from university, Ilze spent seven years working in the advertising industry as a copywriter and creative concept developer. The experience gave her a unique understanding of the power of language.
“In advertising, I discovered language from a completely different perspective—a very practical one. I had to use language to influence people’s actions. It taught me a great deal about the power of words and how to express ideas clearly, concisely, and effectively,” she explains.
Over time, however, she began questioning the deeper meaning of her work.
“Working in advertising, I realised quite quickly that it did not provide me with a sense of moral fulfilment. I started asking myself: what am I actually dedicating my energy, creativity, and intellectual potential to?”
Seeking greater purpose, Ilze made a significant career change and joined the Mission Possible programme (Iespējamā misija).
Learning through teaching
Her first teaching experience took place in a small rural primary school in Latgale, where she worked as a Latvian language and literature teacher.
According to Ilze, this period was transformative both personally and professionally. Entering a different cultural environment required her to understand different perspectives and adapt to unfamiliar circumstances.
It was in this school that she began focusing on critical thinking and argumentation skills—long before literacy became the central concept in her professional work.
“I devoted a great deal of attention to literacy—perhaps not consciously at the time, but it felt very important to me. I wanted to teach primary school students how to argue, express their opinions, support their ideas with examples and facts, and distinguish between facts and opinions.”
A passion for educational methodology
After her teaching experience, Ilze moved into supporting new teachers. She became a mentor, worked with teachers in the humanities and social sciences, and later participated in the national curriculum reform initiative "School 2030".
“My greatest passion is methodology. I am fascinated by the question of how we can achieve the best possible learning outcomes through effective teaching methods and approaches,” she says.
Literacy as a shared responsibility
Today, literacy is a term heard increasingly often in educational discussions. Yet for Ilze, literacy extends far beyond the technical ability to read and write.
It involves understanding, interpreting, evaluating, and purposefully using information in a variety of contexts—not only written texts but also tables, diagrams, symbols, and visual materials.
One of the most important messages she emphasises is the shared responsibility for literacy within schools.
“Every teacher is also a literacy teacher. The misconception that literacy is only the responsibility of Latvian language or foreign language teachers is simply wrong. Why is this so important? Because every subject area has its own way of thinking and its own types of texts that students must learn to work with.”
According to Ilze, this understanding enables students not only to learn subject-specific content but also to develop different modes of thinking—whether analytical, critical, interpretive, or evidence-based.
Why literacy matters for Latvia’s future
When discussing the overall state of literacy in Latvia, Ilze refers to international assessments such as OECD PISA and PIRLS, where Latvia currently performs around the international average.
“It’s not bad, and it’s not excellent—it’s average,” she says. “But is that enough? In my opinion, definitely not.”
For Ilze, literacy is not only an educational issue but also a question of national development.
“If we want to become a knowledge-based society, then literacy is absolutely essential to our future.”
She emphasises that literacy itself is not a new concept. Education systems have always worked on developing these skills. The real challenge is ensuring consistency, coordination, and a shared approach across schools and educational institutions.
Through VIAA’s methodological support system, these issues can now be addressed more systematically, reaching municipal methodology experts and, through them, teachers throughout Latvia.
Finding meaning in education
What motivates Ilze today?
“I do this work because I feel it has meaning and creates long-term value. I have something to compare it with—from my years in advertising. Financially, advertising was certainly more rewarding. But does its impact remain in the long term?”
For her, literacy represents an area where meaningful and lasting improvements can be made within the education system.
“I believe everyone can succeed. I believe every child is capable of thinking at a high level. It is a question of practice and good methodology,” says Ilze Mazpane.
Supporting teachers through European Union funding
Methodological support for teachers is also strengthened through European Union Funds.
This story was created with the support of the European Union Funds.
