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
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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 to10
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 new15
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 study16
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 in17
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 the18
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.19
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