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

According to United Nations data, 256 million students were enrolled in higher education institutions worldwide in 2022. The number studying outside their home country tripled between 2000 and 2021, rising from 2.1 million to 6.4 million. This trend is not accidental. The broad and lasting benefits of studying abroad are increasingly recognised. Beyond the acquisition of academic knowledge, international study strengthens cognitive skills, enhances cultural competence and deepens self-awareness. It also enables students to build valuable social and professional networks, develop language proficiency and increase their mobility.

For a small, open economy such as Estonia, enabling young people to study abroad is critically important. Equally important is being an attractive destination for international students. Eero Loonurm and Heli Aru-Chabilan identify seven areas in which Estonia could make more effective use of the export potential of education. Their analysis is persuasive and calls for decisive action.

Estonia’s education system should set an ambitious goal of multiplying the scale of education exports. It rests on a strong and internationally recognised foundation, reflected in its PISA results, but higher education should play a stronger role in driving economic growth and innovation. Ambitious targets can open new perspectives and make existing constraints irrelevant. Strategic focus is essential: Estonia should compete at the highest level in fields that align with its strengths – information technology, engineering and biomedicine.

A comprehensive approach to the international student experience is equally important. All key elements of academic and everyday life must be addressed. For me, two areas stand out where even countries active in education exports continue to face challenges. First, investment in purpose-built student accommodation is needed, as Estonia’s rental market is neither large enough nor sufficiently developed. The start of studies in Estonia should be smooth, allowing students to focus fully on learning. Second, greater investment in high-quality internship opportunities is necessary. In the priority fields mentioned above, Estonian companies – especially those with international ambitions and export markets – have a strong demand for skilled professionals. Offering international students an initial positive work experience and access to professional networks would generate significant benefits.

International students should also be viewed as ambassadors for Estonia. Whether their period of study lasts a few months or several years, sustained contact should be maintained with those who have studied in Estonia. For Estonian companies, they can serve as bridgeheads to foreign markets for products and services. Estonia does not have the centuries-long tradition of global engagement and self-assurance associated with former colonial powers, but it must assert itself internationally and act with confidence regardless. Its most effective partners and advocates are likely to be young people who have had a positive experience in Estonia and who trust the country.

If Estonia succeeds in creating an integrated model that combines learning, living and working, education can become the country’s next engine of growth – an export sector that brings revenue, skills and long-term partnerships.