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

The neoliberal, competition-driven educational paradigm that prioritises grades, rankings and standardisation is fading. The old system was built on the assumption of a stable and uniform labour market, an assumption that no longer holds in a changing world. This helps explain the tensions and dissatisfaction visible across the education system, despite its strong performance indicators. To understand and give direction to the need for change, we must return to fundamental questions: Why does education matter, what is learning, and what should be learned? A central theme in this period of transformation is the art of being human – the capacity to live with awareness, balance and purpose, in harmony with both one’s inner needs and the surrounding world.

Examining and critically evaluating different educational approaches. Society and education evolve hand in hand. While education can drive certain social changes, it cannot depart too far from society itself. Estonia’s education landscape is diverse: it includes competitive elite schools focused on national exam rankings as well as smaller (often private) schools that emphasise human relationships and personal growth through distinctive methods. If uniformity can be seen as a weakness of the old system, the comprehensive school model, with its shared standards, is also a strength – it sets high expectations for all children by default. To gauge society’s readiness for change and assess its potential benefits and risks, the functioning and performance of different school types and educational approaches must be studied.

‘Undermining’ the neoliberal education system using humanist indicators. Greater attention should be given to developing and communicating indicators that measure well-being, the development of future-oriented skills and balanced life outcomes. Initially, these new indicators could be applied in familiar ways – for example, by replacing exam-based school rankings with well-being rankings. Ultimately, however, they should serve a different purpose: to provide feedback to learners, support personalised learning, guide the development of teaching methods and the education system as a whole, and advance related aims.