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
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

Pay growth is an important component of improving teachers’ working conditions. It is also common to assume that teacher supply depends primarily on salary levels. However, focusing solely on pay growth obscures the need to address working conditions more broadly.

There are differing views on pay models. Some favour a centralised model, others a decentralised one. A centralised model could reduce inequality between teachers and schools but would not allow differentiation based on individual contribution. A decentralised or school-based pay system would make it possible to recognise teachers’ effort but could increase competition between schools.

An increase in gig-type work may begin to affect the quality of teaching. Schools need flexibility, but the age structure of the teaching workforce must be taken into account: older teachers tend to prefer stability, while younger teachers are more open to flexible forms of work.

The situation is further complicated by insufficient or low-quality data for analysing teachers’ workload, recruitment needs and pay. As a result, public communication and reform efforts may be ineffective or even counterproductive.

Focusing solely on pay growth obscures the need to address teachers’ working conditions as a whole.

To make the teaching profession more attractive, a comprehensive approach is needed: fair pay, flexible working conditions, a supportive environment and high-quality data on the teaching workforce to enable national-level forecasting and governance. This requires action in three areas.

  1. A two-tier dynamic pay fund: teachers’ contribution combined with a context index. A nationally designed but school-level contribution index should be developed. The index would account for teachers’ effort within each school, including the complexity of teaching and the difficulty of the working environment. At the national level, schools would receive additional funding if they operate in more challenging contexts and take responsibility for generating added value – for example, by achieving developmental progress or piloting and implementing new initiatives. School leaders could then design transparent internal pay systems that differentiate teachers’ contribution within the school, based on nationally agreed indicators.
  2. A comprehensive view of the teaching profession. A balance should be struck between stability and flexibility. Supportive working conditions should be promoted, including teamwork and flexible working time. The system should enable teachers to make informed career choices and take development breaks, during which they may work in other sectors and later bring fresh perspectives back to schools. Such an approach would enhance the attractiveness of the profession, retain experienced teachers and offer a positive image to new entrants.
  3. A teacher register. A public register should be established for graduates of teacher education, those on career breaks and individuals undergoing retraining, enabling schools to contact and make direct offers to qualified teachers. Flexible return programmes should be developed to allow qualified teachers currently working elsewhere to re-enter the profession, including part-time and with mentoring support.