Introduction
1.
Haridus murdepunktis
Introduction
  1. The foundations of education: Human capital, strong institutions and the will to pursue education Reflection
  1. Education at a turning point: the old system crumbling, the new one is still emerging Reflection
  1. Seven opportunities to develop the export of Estonian education Reflection
  1. Educational inequality in Estonia: where does it persist and how effectively has it been reduced? Reflection
  1. Lifelong learning must engage both the university-educated engineer and the low-skilled worker Reflection
2.
Hariduse andmetarkus
Introduction
  1. From data to decisions: How does Statistics Estonia help make society more informed? Reflection
  1. PISA blindness: Why is Estonia not using the full potential of its register data? Reflection
3.
Haridus kui tuluteenimise vahend
Introduction
  1. Returns to education Reflection
  1. Does vocational education pay off? Reflection
  1. Teachers’ wage models Reflection
4.
Haridus kui sotsiaalne lift
Introduction
  1. Studying in Estonian-medium schools supports the integration of ethnic minorities Reflection
  1. How do we design a school network that adapts to declining pupil numbers while supporting educational goals and regional development? Reflection
  1. Educational inequality in life expectancy and ways to reduce it Reflection
  1. People with higher education value solidarity and innovation more, while security is valued equally across educational levels Reflection
5.
Tarkvara uuendatud, aga kas õppimine ka?
Introduction
  1. Smart digital learning resources are evolving into an adaptive ecosystem Reflection
  1. Smart use of artificial intelligence requires human intelligence Reflection
  1. Estonia’s education system in the winds of technological and legal change Reflection
  1. Today’s classrooms require digital innovation Reflection
6.
Kestlikkus hariduspeeglis
Introduction
  1. Education is only one stone in the foundation of a sustainable lifestyle Reflection
  1. Local schools and sustainable mobility as prerequisites for independent school travel Reflection
  1. Educational institutions can bridge the gap between climate awareness and climate-responsible behaviour Reflection
  1. Supporting sustainability in education requires changes not only in content but also in teaching methods Reflection
7.
Haridus on turvalise ühiskonna alus
Estonian education 2050

Reflection

Educational inequality in health in Estonia is substantial and has not declined – people with higher education live on average 11 years longer than those with basic education. One third of this health gap is explained by smoking, one fifth by an unhealthy diet and one tenth by alcohol consumption, with access to healthcare services also playing an important role. Prevention must therefore address these risk factors and ensure access to medical care. Evidence-based policy makes unhealthy choices more expensive, reduces their availability, restricts advertising and requires clear labelling. This is easier said than done, as several evidence-based interventions lack broad political support, making rapid implementation unlikely.

What could be three steps towards a longer and healthier life for all?

First, stop placing responsibility solely on individuals. The risk of morbidity and mortality is linked to socio-economic characteristics in every country. Wider health disparities between population groups reflect social injustice. If education shapes health behaviour, income determines access to healthcare and parental background influences children’s health, then health outcomes are not determined solely by personal choice but are also shaped by social norms, the distribution of resources and the broader living environment. As long as obesity is attributed to laziness, alcohol use to personal failure and smokers are told to cover their own healthcare costs, current health inequalities will be reproduced in the next generation.

Second, implement evidence-based recommendations so that children grow up healthier. Examples include providing healthy free school meals, banning advertising of unhealthy food to children, enforcing and strengthening supervision of existing regulations on the minimum age for alcohol sales and e-cigarettes, and restricting the distance sale of alcohol so that beer does not arrive at the doorstep within 20 minutes together with takeaway food.

Third, design prevention and healthcare services so that they are accessible and appropriate for target groups. The financial burden on vulnerable groups within the healthcare system should not increase, and the shift of service provision towards the private sector should be limited. Personalised, risk-based prevention should be developed – including support for smoking cessation, improved treatment adherence and weight reduction – and its design should take into account the views and experiences of people with lower levels of education.

The risk of morbidity and mortality is linked to socio-economic characteristics in every country.