Homepage Foreword Introduction
1.
Education at a turning point
Introduction
  1. 1.1. The foundations of education: Human capital, strong institutions and the will to pursue education 1.1. Reflection
  1. 1.2. Education at a turning point: The old system is crumbling, a new one is still emerging 1.2. Reflection
  1. 1.3. Seven opportunities for developing Estonian education exports 1.3. Reflection
  1. 1.4. Educational inequality in Estonia: Where does it persist and how effectively has it been reduced? 1.4. Reflection
1.5. Lifelong learning must engage both the university-educated engineer and the low-skilled worker 1.5. Reflection
2.
Data literacy in education
Introduction
  1. 2.1. From data to decisions: How does Statistics Estonia help make society more informed? 2.1. Reflection
  1. 2.2. PISA blindness: Why is Estonia not using the full potential of its register data? 2.2. Reflection
3.
Education as a means of generating income
Introduction
  1. 3.1. Returns to education 3.1. Reflection
  1. 3.2. Does vocational education pay off? 3.2. Reflection
  1. 3.3. Teachers’ wage models 3.3. Reflection
4.
Education as a ladder of social mobility
Introduction
  1. 4.1. Studying in Estonian-medium schools supports the integration of ethnic minorities 4.1. Reflection
  1. 4.2. How do we design a school network that adapts to declining pupil numbers while supporting educational goals and regional development? 4.2. Reflection
  1. 4.3. Educational inequality in life expectancy and ways to reduce it 4.3. Reflection
  1. 4.4. People with higher education value solidarity and innovation more, while security is valued equally across educational levels 4.4. Reflection
5.
Software updated – but what about learning?
Introduction
  1. 5.1. Smart digital learning resources are evolving into an adaptive ecosystem 5.1. Reflection
  1. 5.2. Smart use of artificial intelligence requires human intelligence 5.2. Reflection
  1. 5.3. Estonia’s education system in the winds of technological and legal change 5.3. Reflection
  1. 5.4. Today’s classrooms require digital innovation 5.4. Reflection
6.
Sustainability in the mirror of education
Introduction
  1. 6.1. Education is only one stone in the foundation of a sustainable lifestyle 6.1. Reflection
  1. 6.2. Local schools and sustainable mobility as prerequisites for independent school travel 6.2. Reflection
  1. 6.3. Educational institutions can bridge the gap between climate awareness and climate-responsible behaviour 6.3. Reflection
  1. 6.4. Supporting sustainability in education requires changes not only in content but also in teaching methods 6.4. Reflection
7.
Education as the foundation of a safe society
Introduction
  1. 7.1. Pupils’ needs are a reality schools must address 7.1. Reflection
  1. 7.2. Patterns and causes of juvenile offending: School, family and the digital environment 7.2. Reflection
  1. 7.3. From punishment to prevention in youth offending 7.3. Reflection
  1. 7.4. Extracurricular education as an investment in Estonia’s security 7.4. Reflection
  1. 7.5. Higher educational attainment reduces the risk of offending 7.5. Reflection
Estonian education 2050 Contributors For the media Information

Reflection

Madis Kallas

During the school day, children have structured activities and adult supervision. Immediately after the school day ends, however, unstructured time increases the risk of drifting into harmful behaviour. Young people want to spend time with friends and seek shared ways to dispel boredom. The need for belonging and the desire to prove oneself become particularly salient. When these needs are met through sport or other extracurricular activities under adult guidance and in an appropriate setting, the outcomes are constructive. When left unsupervised, the result is often behaviour typical of loosely organised peer groups – from tobacco and alcohol use or inappropriate language to theft and vandalism in public spaces and online. This is evident in the statistics and, regrettably, in everyday life in larger cities.

Every child can find an activity that genuinely interests them. If we want to guide young people towards extracurricular education, we must support the development of intrinsic motivation. Although participation may begin at the urging of parents or friends, sustained engagement and genuine achievement arise only when motivation comes from within the young person. Extracurricular activities provide belonging and opportunities for self-realisation, improve concentration and strengthen the capacity to maintain routines. How can extracurricular education be made more accessible and more young people guided from unstructured peer groups into organised teams? I propose three measures.

Transport and mobility support must form an integral part of financing extracurricular education. A realistic objective would be to ensure access to at least one activity costing 20–50 euros per month for every child within their county. It is not feasible to provide a broad range of activities in every small settlement or rural school, but county centres can offer such diversity. Public transport and targeted mobility subsidies are essential, and ensuring access from all parts of a county requires deliberate policy effort.

A further concern relates to participation in performances and competitions. Regular competitions, performances and camps are integral to extracurricular education, even where there is no ambition to reach elite level. Young people need opportunities to present and compare their skills, build networks and broaden their horizons. The greater the distance from major centres, the higher the costs for families. Socio-economic disparities further intensify this inequality.

Children should be confidently guided towards suitable activities. In addition to parents, teachers and instructors should be able to direct children towards appropriate activities and recommend changes where necessary if a current activity does not suit the child or sustain interest. In a per-capita funding system, changing activities requires resolve, but such flexibility is essential because the child’s well-being and development are at stake. If a young person would thrive in a team setting, individual athletics training may not be the most suitable starting point. Conversely, if team ball sports do not align with a child’s strengths, running, swimming or cycling may be more appropriate.

When an activity is ill-suited, boredom and withdrawal often follow quickly, returning the young person to a situation in which they are disengaged during their free time. In many municipalities, suitable options already exist within the range of available extracurricular activities. Adults surrounding the child have a responsibility to guide them accordingly.

Higher pay to properly value people working in extracurricular education. Estonia has created increasingly favourable conditions for pursuing diverse interests. Music schools, stadiums, sports halls and other facilities provide a strong foundation for a wide range of activities. The main challenge now lies in the shortage of qualified and motivated instructors. Infrastructure has improved, but remuneration remains inadequate.

Time spent after school and at weekends is as significant for a child as time spent in school. During these hours, a skilled instructor can cultivate belonging, provide opportunities for self-development and reinforce constructive values. Extracurricular education is not merely a way of filling leisure time; it is a direct investment in young people’s development and sense of belonging, and ultimately in a safer present and future for the state.