"Providus" evaluates the organization of language courses as fragmented: there are three parallel systems, and there is no unified data accounting, making it impossible to fully assess the impact of the courses on integration. It was concluded that the current funding model is mainly project-based, creating uncertainty regarding the long-term availability of the service. In 2024, a total of 9.59 million euros was allocated for language courses, while in 2025, funding was reduced, with most of the funds still directed towards language learning for Ukrainian refugees. A total of 6.76 million euros was allocated for this purpose over two years. Clients of the State Employment Agency (SEA) received 1.44 million euros for language learning over two years, while programs from the Ministry of Culture received nearly 1.49 million euros. Of the total state funding, 355,790 euros were provided by municipalities. Over two years, 11,469 people completed Latvian language courses. Of these, 7,671 were residents of Ukraine, 2,392 were clients of the SEA, 1,350 were participants in Ministry of Culture programs, and 56 were re-emigrants. In 2025, 6,907 people registered for the state language knowledge test, of which about a third applied individually. The most registrations were for language proficiency levels A2, C1, and C2. In 2024 and 2025, about 50-60% of those taking the language test passed successfully. The best results were achieved at levels A1-B1, where about 55-60% of participants passed the exam. Conversely, the lowest results were recorded at levels C1 and C2. For instance, at level C1, 29-38% of test-takers passed successfully, while at level C2, the figures were even lower. On average, 2,903 euros of state funding is required for one person to reach the state language knowledge test. Assuming that about two-thirds of those who applied individually studied the language at their own expense, the total market for language training in Latvia is estimated at around 14.5 million euros, of which about 4.5 million euros is state funding. Experts call for the creation of a unified system for monitoring quality and results, improving data exchange between involved institutions, and making broader use of existing state data systems. It is also recommended to make a clear decision regarding the state funding model for language courses, enhance the participation of municipalities, and assess language learning outcomes in relation to other integration indicators, including labor market participation.