Summary of the vision documents of three expert groups - Estonian Education and Research Strategy 2021-2035
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1 Estonian Education and Research Strategy 2021–2035 Summary of the vision documents of three expert groups
2 Publisher: Estonian Ministry of Education and Research www.hm.ee Date of issue: April 2019 Expert group leaders: Margit Sutrop (Values and Responsibility), Krista Loogma and Marju Lauristin (Welfare and Cohesion) and Raul Eamets (Competitiveness) Compiled by: Aune Valk Cover photo: Aron Urb
3 CONTENTS Introduction 4 1. What kind of Estonia do we want? Vision of Estonia 2035 5 2. Where are we now? The main strengths and problems for Estonian education, research, language and youth 6 3. Changes in the world affecting education, research, the Estonian language and youth work 8 4. Where to go? Directions and goals in education, research, language and youth policy 10 A seamless educational system that supports individual choices 11 Valuing the Estonian language and culture and a cohesive society 13 New skills and better use of skills 14 Learning as collaboration and teacher as a guide 15 Research-based mindset and top-level universities 17 Photo: Tõnu Runnel
4 INTRODUCTION “The Estonian people have faith in educa- This summary is based on eight months of tion,” President Toomas Hendrik Ilves said work by three broad-based working groups.1 in 2015. “We really sincerely believe that The Expert Group on Values and Responsi- the best thing that parents can give their bility was led by Margit Sutrop, the Expert children is a good education. Not land, Group on Welfare and Cohesion by Marju houses, woods or bank accounts.” In 2018, Lauristin and Krista Loogma, and the Expert the University of Tartu’s Development Plan Group on Competitiveness by Raul Eamets. expressed the same idea regarding research: Ideas presented in this summary come from “The Estonian people have faith in research,” the vision documents of these working bearing in mind that research is valuable, groups and are thus a joint creation. There is useful to Estonians and fulfils a key role in no reference behind each sentence to facil- searching for the “truth”. Faith in the value itate reading. Certainly, not every member of education and research is also the reason of the working groups agrees with every why we think that the major challenges fac- individual thought and sentence. The aim ing Estonia can be solved primarily through was to highlight the most important ideas education and research, language policy and presented. Some of them overlapped in youth work. Although strong buildings and different vision documents, some were dif- faster connections are also important, they ferent, and some were in conflict. This is the have no value without the right knowledge, author’s choice, agreed with the leaders of skills and attitudes. The Ministry of Educa- the working groups. The aim of the summary tion and Research (MER) is currently prepar- is to provide the reader who is interested in ing strategies for 2035, but its goals are much education, research, language and youth broader than more beautiful schoolhouses policy with a more concise overview of the or smarter children. The joint vision for 2035 work done by the expert groups. It is worth for the MER’s four areas of responsibility reading all three vision documents to obtain looks beyond education and research. The a thorough picture. In the further strategic goal is an inclusive society of welfare and planning process, the vision documents shared values, a competitive and sustainably prepared by the expert groups serve as input growing economy, and a viable and growing that is used as the basis for setting final goals Estonian culture and language. for the policy fields and agreeing the course of action by the working groups that also involve different stakeholders. Policy field strategies will be completed by 2020. 1 More about working groups: https://www.hm.ee/et/kaasamine-osalemine/haridus-ja-teadusstrateegia-2021-2035/visiooniloome
5 1. WHAT KIND OF ESTONIA DO WE WANT? VISION OF ESTONIA 2035 The future is uncertain and unpredictable, 1. The welfare of the Estonian society but we must be open and ready for it. The and people is growing. The basis of “Smart And Active Estonia 2035” Vision sets growth is the self-realisation of every the goal of increasing the material, social person – the opportunity to develop and mental welfare of Estonian society as a and use his or her abilities and to be the whole and of every Estonian person through master of his or her own life. In a society, education and research as well as youth and commonality is created by shared values language policy, to ensure the sustainability and equality of opportunities for different of the Estonian language, culture and natural people and groups, and the freedom to environment and the competitiveness of the choose and take responsibility both as a Estonian economy. Although good education person and as a state. Welfare is not based and top-level research are values in them- on increasing consumption, but on the selves, in formulating the 2035 vision, we way of life in line with the natural envi- focus on how, in the future, to make better ronment and the balanced and meaning- use of Estonia’s current high-quality educa- ful application of technology. tion – in comparison with other countries 2. The Estonian language and culture are – for the benefit of the people, society and also of value in an increasingly multicul- economy of Estonia. We are boldly stating tural environment. The Estonian language that we have many things that we do very is sustainable, developing and reputable, well when compared globally and without while Estonian residents learn and know regard for the difficulties of the past. foreign languages. Culture is one of the The vision of Estonia in 2035, which we most important cornerstones, facilitators think is possible to design through educa- and binders of self-realisation, common- tion, research, language and youth policy, is ality and freedom – for us, the Estonian as follows. culture and language with shared core values. It gives our activity a longer course and goal as well as a base we can rely on in a rapidly changing world. 3. The competitiveness of the Estonian economy is increasing thanks to the economic development that is gaining momentum from R&D and innovation, widespread adoption of the latest technol- ogy in all sectors, increase in education and innovativeness, better application of skills and knowledge, smart and prudent migration policies, and sustainable use of Estonia’s special characteristics / unique natural environment.
6 2. WHERE ARE WE NOW? THE MAIN STRENGTHS AND PROBLEMS FOR ESTONIAN EDUCATION, RESEARCH, LANGUAGE AND YOUTH This chapter is largely based on Chapter 3 enough autonomy at school. Basic schools of the Values and Responsibilities Vision do not support the integration of children Document, as well as Chapter 3 of the Com- from different cultural backgrounds and do petitiveness Vision Document. not provide sufficient knowledge of the Esto- nian language to children with a different mother tongue. Estonian research is world-class in many General secondary education also gives areas, considering the size of Estonia. We our young people very good skills in compar- have good research infrastructure, while the ison to other OECD countries, based on the internationality of the research community international PIAAC. Estonian teachers are and our ability to successfully participate highly qualified and there are no major dif- in international project competitions have ferences between schools. At the same time, grown. The problem is ensuring continued the shortage of teachers, especially teach- development or even remaining at current ers of mathematics and natural sciences, is levels with current resources. Funding for worsening, while teachers have little coop- both research and higher education has eration and low self-efficacy. Few teachers fallen in the last five years as a share of GDP. come to school after graduating from univer- Due to lower funding, the wages of Estonian sity and nearly a third of new teachers leave researchers and lecturers are not competi- after their first year of work. A major prob- tive. In addition to the fact that public R&D lem is the lack of support specialists, espe- funding is scarce in Estonia, project-based cially special education teachers and psy- research funding also dominates, increasing chologists working at school. So far, we have uncertainty for researchers. The number of been relatively good at supporting weaker researchers per thousand employees is low pupils, but children with special educational and decreasing. In the perspective of 2035, the needs related to talent do not receive enough number of doctoral degrees is not enough for attention. There is no system for evaluating the renewal of academic positions or sustain- and recalling school directors, who focus able knowledge-intensive business and public too much on administration, and not on development needs. The State and companies development and change management. are not yet able to be demanding and knowl- edgeable clients in the field of R&D. The opportunities for cooperation between schools and universities have improved, In Estonia, high-quality pre-school edu- but there is room for development in terms cation is available for most children. The of counseling, research and training, etc. level of basic education in Estonia is rated There is a need to increase the inclusion of among the best in the world and educational education with society at large and the links inequality is low. At the same time, ISCWeB, between each school and its community in the international child welfare survey of social, economic and cultural terms. last year, indicates that the quality of edu- cation is, according to pupils, better than Vocational education infrastructure is social relationships in the school environ- good and vocational education is increas- ment. According to pupils, they do not have ingly popular among adults. At the same
7 time, vocational secondary education is not More than half of the working-age popula- available to adults nor is it attractive for basic tion participates in adult education each school graduates. Selection of vocational year, and participation has increased in over general secondary education is heavily recent years. The strengths of the system are skewed, depending on the region, the learn- the diversity of learning opportunities and er’s gender, nationality and past learning funding sources, the directing of training results. For example, young people from offers to target groups in need of state sup- Tallinn and Tartu, girls, ethnic Estonians and port, and the participation of employers in young people with better learning results funding the training. Problems include very are under-represented in vocational second- unequal participation in learning, depending ary education. Only half of pupils complete on nationality, employment status, edu- vocational secondary education within the cation and age; and low contributions by nominal time. Career paths through voca- people themselves. Compared to other OECD tional education are not valued in society countries, the need and readiness to learn is and there is also a lack of awareness among relatively high among Estonian adults, but parents, learners and teachers. labour market demands and regulations do not support learning. The adult education Based on the analyses of the Estonian Higher market is fragmented, and quality is uneven. Education and Vocational Education Quality Most of the courses offered are short and do Agency, it can be stated that the quality of not support major changes in learners’ skills. higher education in Estonia is good. The same is also true according to the PIAAC The current strengths in the youth field study, comparing the skills of our recent are the high participation of young people, graduates with graduates from other OECD diversity of activities, long traditions of countries. In their reports, external experts youth work and high levels of satisfaction acknowledge up-to-date infrastructure, among participating young people. Improve- strategic management of higher education ments in the quality of youth work are institutions, qualification and dedication hampered by the lack of recognition of youth of lecturers and the level of research work. work (including low wages for youth work- Curricula are of good quality, teaching ers and high labour turnover) and unequal methods are diverse and student counselling availability based on region. More attention systems are developed. Higher education needs to be paid to the development of active institutions’ cooperation with employers and citizenship among young people and to the the competitiveness of graduates are high- preventing the risk of youth exclusion. lighted. The disadvantages are the duplica- The Estonian language has a strong posi- tion of learning in different institutions, the tion, including as an official language of the shortage of foreign lecturers and a lack of European Union and as a technologically learning mobility for students and teachers. developed language. The main problems are Little attention is paid to the development inadequate knowledge of Estonian by the of key competences, including practical non-Estonian population and the expansion of skills; there are problems in evaluation and the use of English in society. Language tech- the planning of workload; and dropout rates nology will require significant investments in are very high. The achievement over the last the future so that in 2035 we could speak with five years can be attributed to the increase machines in Estonian. Both kindergartens and in the share of admissions and graduates in schools need many Estonian language teach- science, technology, engineering and math- ers and teachers teaching in Estonian. ematics (STEM), primarily at the expense of ICT learners. The share of foreign students has increased rapidly.
8 3. CHANGES IN THE WORLD AFFECTING EDUCATION, RESEARCH, THE ESTONIAN LANGUAGE AND YOUTH WORK In general terms, global trends affecting personal skills. New skills are increasingly education and other key vision topics can be being developed outside school, in informal broken down into the fields of technology, and non-formal learning. demography and geopolitics. In addition, • Rapid changes in the economy, internation- there are also independent labour market alisation and acting in global value chains and educational changes. Global trends are increase the importance of teamwork and more specifically discussed in the Competi- cooperation with external (international) tiveness document and less in the two other partners in companies. The number of vision documents. These are briefly summa- mobile workers is increasing. The ability rised in the following, focusing not so much to acquire, adapt and apply new knowl- on trends in themselves, but rather on their edge in the context of your business model (complex) impact on the fields we focus on is important. This requires a very good and, if possible, considering Estonia’s special domestic training and retraining system. characteristics. Schools, in turn, need to include more people with entrepreneurial experience in their learning to stay competitive and • Accelerating technological development keep up with the latest trends. If demand and automation, the emergence of new for new skills is constantly changing, skills forms of work and jobs2, and the disappear- mismatches will also increase. This leads to ance and transformation3 of several work the need for refresher training and retrain- tasks require greater flexibility and new ing and for breaks needed for self-improve- skills from employees. On the one hand, ment during working life. A possibility for technology-related skills are involved, and, this is provided by concentrated and short- on the other hand, soft skills relate to being term learning modules, leading to “nano- human.4 At least a few widespread but degrees,” and learning paths where shorter in-depth professional competencies (the modules form a comprehensive learning so-called T-shaped skills model) help people path that helps to adapt to the changing to re-orient themselves in the labour market. needs of the labour market. This skill profile reduces the risk of being left behind due to rapid changes and labour • E-learning is expanding, supported by market polarisation. Growing uncertainty machine learning and learning analytics. and the associated risk of mental health E-learning is definitely an opportunity for problems necessitate the development of Estonian universities/schools to sell their self-regulation, tension tolerance and similar top-level knowledge and skills. However, 2 Increasingly important jobs include e.g. machine and artificial intelligence specialists, big data experts, process automation experts, digital security specialists, user experience managers, human-machine interaction experts, robotics engineers and blockchain specialists (World Economic Forum 2018, Competitiveness Report). 3 According to McKinsey’s Future Work Report, nearly half of the work tasks in 2016 will be automated by 2030, including nearly 60% in low- and medium-skill jobs, and a quarter of high-skilled jobs. 4 These include e.g. empathy, creativity, initiative, critical thinking, persuasion and negotiation skills, detail perception skills, resilience, flexibility, and the ability to solve complex problems. In addition, emotional intelligence, managerial skills and social influence are mentioned as more important than before. (World Economic Forum 2018, Competitiveness Vision Document).
9 Photo: Erik Riikoja the expansion of e-learning will lead to grow our position in global value chains. increased competition in education. If we want to see a structural change in the economy and move towards more com- • In Europe, including Estonia, the propor- plex jobs, the skills and knowledge of the tion of working-age population is falling in workforce need to be developed in the way relation to dependents, which increases the of advance for some time, thus increasing need for lifelong work and education. mismatches of skills to the needs of the • Europe’s aging population and the rapid labour market. growth of the number of young people • In parallel with real migration, a global vir- in Africa, as well as the growing income tual labour market and platform economy gap, also increase migratory pressure. are emerging, increasing the need to work Migration by climate refugees is increasing in multilingual and cultural virtual teams alongside economic migration. Estonia’s and develop the skills required for this. attractiveness as a destination for migra- tion is increasing. From an educational • Changing geopolitical power lines in the perspective, greater migration means the world are increasing instability across need to learn different languages, to learn the entire international system. In such a about different cultures and religions, to situation, it is important, on the one hand, be prepared to teach and integrate people to see the possibilities for Estonia and, on from different cultural backgrounds, and the other hand, to be alert to the dangers. to prevent radicalisation and instability Uncertainty is exacerbated by the rapidly through education and youth work. changing technical environment, the risk of natural and social disasters and infor- • The education market is internationalising, mation pollution. This, in turn, leads to and there is increase in Estonian students threats of the growth of protectionism and moving abroad and students from other extreme nationalism. In order to maintain countries moving to Estonia. The challenge the cohesiveness of society and a demo- for Estonia and higher education insti- cratic state based on the rule of law, it is tutions in Estonia is to find ways to bring important that education addresses value Estonians that have studied abroad back to development – seeking common values Estonia after the end of their studies and and promoting critical thinking and a to link foreigners studying here with the responsible attitude towards society. Value Estonian labour market. development is not just about the content • In the global labour market, countries and of learning, but also about school culture cities compete for talent. Estonia must hit and management, the learning environ- the right moment to create an ecosystem ment and learning methods. suitable for global talent in Estonia and to
10 4. WHERE TO GO? DIRECTIONS AND GOALS IN EDUCATION, RESEARCH, LANGUAGE AND YOUTH POLICY Considering the changes that are taking • learning as collaboration, and the teacher place around the world and our current as a guide; strengths and weaknesses, five main goals • research-based mindsets and top-level have been formulated for 2035: universities. Figure 1 summarises the image of the future • a “seamless” educational system that Estonia from the three expert groups (com- supports individual choices, i.e. smooth petitiveness, values and responsibility and transitions; cohesion and welfare) in aspects that can be influenced by education, research, youth and • valuing the Estonian culture and language language policies, trends affecting Estonia’s and a cohesive society; development and major new policies. • new skills and better use of existing skills; Figure 1. Smart and Active Estonia 2035: ultimate goals (in the middle), main topics (blue background), premises and trends at both personal and national level (orange background) and main policy directions (grey background)
11 A SEAMLESS EDUCATIONAL SYSTEM THAT SUPPORTS INDIVIDUAL CHOICES In the Estonian education system, the flex- youth, social and other fields to find and ibility of all study levels and directions is implement interventions for welfare. increased and quality is harmonised. Edu- Talented pupils have the opportunity to cation is seen as a continuum in the human complete several school years in one year, life cycle and a system of life-long learning participate in university courses and work is created that motivates people to maintain in research groups while still at school. their learning habits. The education sys- • (Mandatory) secondary education that tem supports fast retraining and provides integrates vocational education and (refresher) training for people of all ages. general education, takes into account the There is no obstacle to continuing a learning individual characteristics of both the dura- path regardless of the time or reason for the tion and content of learning, and allows the interruption in education. Learning path- most talented to proceed to higher edu- ways have become more individualised from cation. This requires the nationalisation kindergarten to postgraduate refresher train- of secondary education and a thorough ing. This is due to the lengthened study times overhaul of basic and secondary education and work paths and increasing job mobility. curricula. A small proportion of young peo- The topics and activities that are important ple who are not able to complete secondary for fulfilling the vision are as follows: education will receive a short (6 months to 1 year) internships from companies or a company and an educational institution • Flexible individual learning and a to learn a simpler profession. Vocational community approach to education. training will be organised in 2035 on a Children, young people and adults of one large scale in cooperation with companies region are offered diverse learning oppor- and in companies. tunities. The learning environments of general education and vocational schools, • Vocational/professional education is adult education institutions, cultural and not understood as a separate education youth institutions, workplaces, etc. are sector, but as part of learning at dif- thus combined, and local businesses and ferent levels of education and learning civic organisations are actively involved. environments, starting from secondary Individual learning paths are developed level and ending with an industrial master’s by combining these and considering the / doctoral degree. In order to develop voca- learning in different environments. The tional fields and update learning, it is expe- curriculum can be (partly) completed in dient to establish vocational development a virtual Estonian-wide or international centres – competence centres where all study environment. The involvement of relevant training in the field is concentrated parents in school life and the capacity of – that combine the competences of voca- local governments to organise the educa- tional education institutions, professional tional landscape grows significantly. higher education institutions and universi- ties. The centres analyse training needs and • More attention to early awareness of future trends and carry out applied research learning difficulties and other special for companies in the field. needs and networking between education,
12 Photo: Renee Altrov • The boundaries between professional Young people are informed and provided higher education and post-secondary with knowledge, and opportunities are vocational education, and professional created to enable them to speak, above all, higher education and academic higher in decisions concerning them. education are redefined. Increasing • It is possible to learn not only at school, the level of post-secondary vocational but increasingly also in other environ- education to the same level as profes- ments: at work, in youth work (including sional higher education and continuing hobby education), acting in different com- to increase the share of internships will munities and by gaining experience. The improve job opportunities. At the same share of learning in the work environment time, short courses for the acquisition of increases in lifelong learning. It is agreed vocational skills are maintained. between the social partners how responsi- • In higher education, the requirements for bility (including financial responsibility) different degrees should be diversified for workplace learning is divided between and a legal framework should also be created the learner, employer, school and state / for nanodegrees, to be received upon the local government. Learning in different completion of 3- to 6-month study modules. environments is acknowledged and rec- ognised and the competence of instruc- • Various forms and ways of youth work tors in the workplace is increased. support greater participation of young people in society. Youth work helps young • The skills demand and supply evalua- people to best realise their development tion system is further developed, which potential by providing a trustworthy, sup- allows the state to obtain an overview of portive and secure environment for young the profile and skills of the labour force. It people. Those who leave school or work are also gives people knowledge of what skills brought back to school or work in cooper- are worth learning. In addition, a lifelong ation with educational, youth and social learning system with financial support is work institutions. The state creates more developed, which also provides retraining flexible legislation to support young opportunities at a later stage. people starting work after their studies.
13 VALUING THE ESTONIAN LANGUAGE AND CULTURE AND A COHESIVE SOCIETY Global mobility in both the labour market and • The transition to the single Estonian private life is increasing and the impact of the school/kindergarten reduces national digital environment on culture, intrapersonal segregation and increases the future communication and equality of opportunity competitiveness of children. The single is increasing. Top-level research and higher Estonian school can work according to dif- education are international. All this presents ferent models, but it is important to provide a challenge to the Estonian language and a primarily Estonian-language environment Estonian cultural space. It is important to see based on early integrated subject and lan- language and culture as, on the one hand, guage learning, to support multilingualism consistent and, on the other hand, constantly (i.e., mother tongue and other languages), changing – alive and evolving. The goal is that and to value the state identity of Estonia and in 2035, the Estonian language will continue the preservation of cultures of origin as well to be reputable, protected, researched and as the capacity for intercultural mediation. developing. Estonian is flexibly adapted to the The challenge for a school that combines rapid development of science and technol- pupils with different home languages and ogy. The Estonian language skills of people cultural backgrounds is to create a new kind with Estonian roots living abroad have been of school culture and to unite the parental preserved. The teaching and skills of different community, considering the interdepend- foreign languages have expanded. ence of relationships, cultures and identities and preventing conflicts. The cohesiveness of society is manifested in the ability of people from different back- • In addition to the Estonian-language grounds and cultures to work together, in school, (paid) English-language and the adherence to common goals and rules, in other language schools based on inter- social responsibility and in support to each national curricula operate in major cen- other. Cohesion is enhanced by a common tres to support transnational mobility and language and identity, but also by knowledge make Estonia an attractive place to work of other languages, shared values, mutual and live for highly qualified workers. trust, universal human rights, and equal • In higher education, international- access to different services and benefits. The isation grows primarily through the topics and activities that are important for increased involvement of foreign lectur- fulfilling the vision are as follows: ers and short-term learning mobility. Estonian is the main language of learning at the first two levels, but teaching in sev- • Estonian residents mainly use Estonian eral languages is normal. Foreign students as the language of communication and are taught the Estonian language and cul- of study, administration, information ture and are encouraged to integrate into and work. At the same time, foreign lan- the Estonian labour market. The require- guages are learned and there is tolerance for ment to acquire Estonian language at a speakers of other languages. Estonia also level that allows participation in the daily has a place for the languages and cultures activities of the university is established for of national minorities. Lifelong learning full-time foreign lecturers. provides high-quality education in Estonian and learning of the Estonian language.
14 NEW SKILLS AND BETTER USE OF SKILLS The Estonian labour market currently opportunities for social development and places little value on top skills. Our people are familiar with modern methods of data have more skills than they use in the labour collection and analysis. New technolo- market, according to the PIAAC study, which gies are acquired as separate skills and as compares the information processing skills of integrated into other subjects. In addition adults in different countries. It is a message to technological skills, curricula strike a for the education system, where, in addition balance between the artificial and natural, to good knowledge and skills, the application humanitarian and social. of skills and entrepreneurship should be • Adaptation and self-management taught. It is also a message for a labour mar- capability, social skills, critical thinking ket that is based on cheap rather than smart skills and creativity, entrepreneurial labour. Management and work organisation attitude and perseverance are important skills are becoming increasingly important. at every level of education, as the environ- Three topics lie at the heart of the OECD’s ment is changing at an ever-increasing skills strategy: developing the right skills, pace. In order to acquire these skills, it is using skills effectively, and involving people important to change teaching methods and with skills, through both wider employment environments and find opportunities to and migration. The main directions of the evaluate skills. The increasing importance strategy are: increasing people’s involve- of these skills in the future indicates that, ment through health promotion and active in addition to learning in the work environ- citizenship, increasing work efficiency, high ment, training courses, including courses employment in good jobs, supporting skills that integrate specialised and general development with a clear division of respon- skills, are still needed. sibilities, and information based on demand and supply for decision makers. The topics • Estonia manages labour resources and activities that are important for fulfilling wisely, considering both maintaining and this vision are as follows: increasing the labour market activity of the Estonian population and better appli- cation of their skills, as well as targeted • Learning focuses more on the acquisi- recruitment of highly qualified labour from tion of skills and on the willingness and abroad. This is done by setting targets for ability to apply (independently) what has the internationalisation of higher educa- been learned, not just on the acquisition of tion and supporting remigration. In order knowledge. It is important to increase oper- to better apply the skills of our people, ational capability and this allows a person attention is paid to job opportunities for to be the master of their own life: to under- young people, to retraining older people stand the nature of the problems, to set and to integrating other native speakers. personal goals, to plan activities to achieve Flexible forms of work and remote work the goals, to make the planned happen. are widespread and the ability to create virtual teams, work in and manage them • The future education system must becomes important. “produce” technologically literate people that implement and create new
15 LEARNING AS COLLABORATION AND TEACHER AS A GUIDE The lifelong learning strategy for 2020 aims • The teacher’s profession is becoming to renew the learning concept. Learning is more diverse. The teacher is a learning learner-centred and collaborative, focused professional that possesses modern knowl- on empowering and supporting each learner, edge of learning and teaching. When work- self-realisation and coping in different roles. ing in different learning environments, the Significant keywords include the mean- teacher can independently evaluate and ingfulness of learning, learner and teacher decide, in collaboration with colleagues autonomy, close cooperation, and conscious and parents, how best to support and and systematic feedback between all partic- develop each learner. The teacher is also ipants in the learning process. Joy in school increasingly a value educator that con- – the subjective well-being of learners and sciously develops the learner’s attitudes teachers in the learning process – is more through communication, choice of meth- valuable than before. As the learner’s free- ods, and so on. Methodological and assess- dom of choice and responsibility increase, ment tools for learning are developed to the risk of exclusion of the weaker will also focus on the development of skills and increase. The ability of the teacher to be value attitudes alongside the acquisition a tutor, to mentor pupils, to contribute to of knowledge. The focus of the content of forming the learning path and support its the teacher’s work moves towards guiding successful navigation, is important. The learners, directing information choices and topics and activities that are important for activities, and feedback. On the other hand, fulfilling the vision are as follows: there are more people in the teacher’s profession that do not have pedagogical education, but who bring practical skills • By 2035, national curricula for pre- and work experience to the general educa- school and general education will be tion system as well as to higher education. redesigned. The goals of a modern learn- Movement between the teaching profes- ing concept are thus used throughout to sion and entrepreneurship, for example, support the development of self-directed must be supported by a variety of support learners that are open and ready for lifelong schemes, one of which aims to develop learning, are motivated, and are able to find teaching skills. opportunities for self-realisation. One of • One of the most important goals of col- the major challenges is a profound change laborative learning, while taking indi- in national syllabi based on the values and vidual differences into consideration, competences described in the general part is to increase the teachers and learners’ of the basic and upper secondary school welfare, both physical and mental. Welfare curriculum, and the introduction of more at school also affects overall satisfaction with collaborative and problem-based learn- life, academic success of students, probabil- ing methods. Learners move on their learn- ity of graduation and continuing education. ing path at their own pace, which could be “normal,” “faster,” or “slower.” The curricula • In a technology-rich and individualised for all grades and types of education have learning environment, the teacher’s work room for close-to-life choices to develop becomes data-based. By using data on some professional or vocational skills. pupils’ choices and progress on their study
16 paths, and the quality and speed of solv- supporting the life skills of learners and ing tasks, the teacher can monitor student take care of mental and physical health. progress, provide personal feedback, and • In 2035, the professions of teachers, guide further action. To be able to operate school directors, support specialists, successfully in a technology-rich seamless youth workers and lecturers are prestig- educational space, the teacher is assisted ious and well-paid, and include contin- by educational technicians and educational uous opportunities for self-improvement logistics if necessary. Teachers’ reporting and feedback. burdens are reduced through e-solutions. • Regional teacher shortages can be alle- • Teacher training focuses more on how to viated by reorganising school and edu- develop teachers’ skills to develop learners’ cation networks and by creating flexible key competences and values, to guide the forms of work, expanding virtual learning learner-centred individualised learning and rotation of teachers. This requires an process, to develop learners’ self-manage- infrastructure that allows for working even ment skills, and to create an empowering at relatively long distances. and integrative educational environment. • In a changing education system, the • The learning process focuses more on school director has a key role in creat- developing a personal learning path. The ing an evidence-based learning culture learner must receive effective support for that supports autonomy and welfare in an learning and career choices, to discover and organisation that supports learner-centred develop talent and to develop self-manage- and collaborative learning. School direc- ment skills. The assessment provides moti- tors must be evaluated and, if necessary, vational feedback to support the learner in recalled. The capability of educational taking further steps. In a learning environ- institutions to analyse their activities ment that brings together different learn- increases, and the critical analytical ers and yet follows individual differences, bystanders are used to better notice the the role of support specialists and their strengths, weaknesses and development collaboration with teachers increases. resources of educational institutions. Support specialists are also involved in
17 RESEARCH-BASED MINDSET AND TOP-LEVEL UNIVERSITIES Research has several major and irreplaceable • The funding of research and higher educa- roles. Research is part of culture, providing a tion is based on the integrity of universities scientific way of thinking and understanding as institutions of teaching, research and of how the world works. Research is the basis development, and motivates cooperation for research-based education, both in con- between universities. In order to solve the tent creation and in shaping the educational funding problems in higher education process, and a precondition for innovation and for the fairer allocation of the respon- and economic competitiveness. The role of sibility of the individual and the state for research and related innovation in the future the choices made in higher education, will grow both in the economy and in other the inclusion of private money and the areas of life, including organising health learner’s contribution for higher edu- and education. The major challenge soon cation studies are increased. The system is to turn the scientific mindset and evi- includes state-guaranteed student loan and dence-based world view into a universal value conditional repayment schemes. that actually guides us. Research-based, fact- • The state ensures the training of specialists and evidence-based approaches are essential to provide public services. On the other for the development of society’s competitive- hand, uncertainty and the range of choices ness, health and welfare as well as education. increase and learning paths are individ- High-quality higher education is expen- ualised. How should responsibility for sive, international and competes globally educational choices be divided between for talented students as well as lecturers. At the state, universities and people? In the the same time, Estonian universities have a future, specialty choices will be directed leading role in the development of the Esto- by providing better information on nian language and culture. If we want to be demand for skills and labour market among the world’s leading countries, we need developments and by supporting learn- to find ways to increase funding and improve ers in evaluating their skills. In addition, the organisation of higher education. There the choices can be directed through tuition is no higher education without research, and fees and related credit policy. without the natural replacement of Estonian • Public expenditure on R&D accounts academic staff, higher education cannot be for 2% of GDP in 2035. The private sector offered in the Estonian language. The topics finances R&D at least on the same scale. and activities that are important for fulfilling The share of project-based funds has the vision are as follows: decreased. Funding takes into account the fact that it also supports research-based higher education. • In order to reduce the duplication of spe- cialties taught, promote the pooling of • In addition to increasing public funding research infrastructure, use existing financial and reducing project-based funding, sup- and human resources efficiently and increase port is also given to cooperation and net- the competitiveness of our researchers and working between businesses and research research institutions, the consolidation of institutions. Skills in adapting research higher education continues. results and applying them outside the
18 academy must increase significantly. Tech- development, a system is created to help nology transfers and the intensification of provide bridge funding for the financial development cooperation is supported, for gap between the education system and example, by a mobility support system private capital. that supports researchers in a company for • As a prerequisite for and consequence of a certain period. cooperation between universities and busi- • To support business ideas emerging nesses, the development units of large from entrepreneurship training and corporations are attracted to be estab- research projects and their pre-market lished in Estonia. Photo: Kaarel Mikkin In summary, we are aiming for a balanced and cohesive society in Estonia by 2035, and for inequality to decrease and welfare to increase. In terms of eco- nomic development and productivity growth, it is essential that it is broad- based, knowledge-based, and respects Estonia’s special characteristics – that it values and adds value to our environment and nature. We value every human being and his self-realisation, and we maintain and develop Estonia’s language and culture. In order to achieve these goals, education, research and innova- tion must be prioritised not only in words but also in actions and budgets, and to develop a smart skills policy and a seamless education system that lever- ages the development of every person.
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