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

Raul Kadaste

The article describes a shift in Estonia’s justice system from punishing young people in difficulty to understanding, supporting and guiding them. Young people often face difficulties because of complex life circumstances that begin before they enter school. Prevention must therefore start where a child’s development begins – at home and in early childhood education. Prevention is always less costly than dealing with consequences. How can we prevent even the first offence from occurring?

Prevention begins in early childhood education, not in school. Although the article focuses on school, it is clear that a child’s developmental and social attitudes take shape much earlier. Early childhood education is not merely childcare but the first developmental environment outside the home. It is often there that the first signs of difficulties at home – neglect, violence or lack of security – become visible. Early childhood teachers must be able to recognise these signs. This requires smaller groups and more time for individual interaction with each child. Today’s kindergarten groups of more than 20 children make such individual attention difficult.

Shortage of specialists – the system recognises children’s need for support but cannot always provide it. Teachers are often the first to notice a child’s need for support but may lack the skills or backing to respond effectively. There are not enough support specialists – psychologists, social pedagogues and counsellors. The issue is not only numbers but also working conditions and remuneration, which do not retain specialists in the system. Without adequate support, teachers may become exhausted and a child in need may go unnoticed until problems eventually manifest as offending.

Teacher workload and responsibility. Teacher shortages increase the workload of those who remain, reducing their capacity to notice or intervene. Responsibilities continue to expand – teaching, monitoring behaviour, documenting learning and providing emotional support. The result is burnout and a desire to leave the profession, which further exacerbates shortages. For teachers to notice and support pupils effectively, their role must be valued not only rhetorically but also in terms of pay and public recognition. A teacher is not a low-skilled service worker but a highly qualified professional.

The curriculum – fewer facts, more general competences. School cannot be limited to the transmission of knowledge. Young people need the skills to make informed choices, understand risks, think critically and communicate effectively. The current curriculum does not sufficiently enable teachers to focus on transversal competences, build trusting relationships and provide values education. Reducing the emphasis on factual content and creating more space for discussion would help develop the skills that support young people in avoiding conflict with the law.

While the article reflects a more understanding and prevention-oriented direction in the justice system, reform will not succeed unless the education and social welfare systems are also supportive. Prevention begins before problems become visible – often already in early childhood education. This requires specialists, teachers and an appropriate curriculum. We need more people who notice, know how to respond and are able to help.