What is the secret of the education system with high rankings in many international studies? Take a closer look at both Estonian and international reviews of Estonian education, and get more in-depth information on various aspects of the Estonian education system.
Estonia has one of the highest-quality education systems in the world, achieving high levels of performance and equity among students. According to PISA 2018 Estonian general education is 1st in Europe and among the best in the world and has shown high rankings in many international studies.
The Education Strategy 2021–2035, which sets out key educational goals for the next 15 years.
Link: Education Strategy 2021-2035. Ministry of Education and Research of Estonia
This , is the follow-up to the Estonian Lifelong Learning Strategy 2020.
Link: Youth Sector Development Plan 2021–2035
Estonian curricula on the website of the Ministry of Education and Research, including national curriculum for basic and secondary schools and for preschool institutions.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies.
The document by Ministry of Education and Research of Estonia offers some examples of innovations in education in Estonia. These innovations have to a great extent become an integral part of the education system. At the same time, they continue to co-evolve and be reinterpreted by those taking part in them.
Link to the report:
Estonia: co-constructing the future we need now
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The open access book compares and contrasts the results of international student assessments in ten countries, including Estonia. The book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries.
Te OECD country policy profile on education in Estonia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.
The study examines information and communication technology (ICT) education in order to gain a better overview of the teaching of digital skills (knowledge and skills related to ICT and technology education) in Estonian general education schools and kindergartens.
The public visual educational statistics database HaridusSilm (Education Eye) consists of the statistical data about education, research and development, language policy and youth field in Estonia. In Estonian
Statistics Estonia publishes education data to be used both in Estonia and internationally. Education statistics and international comparisons of education indicators are a basis for the national education policy. They allow comparing trends in Estonian education policy with those in other countries and using this information for better decision-making.
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The Education and Training Monitor 2021 presents European Commission’s yearly evaluation of education and training system across Europe. The report brings together the latest data, technical papers and studies, as well as examples of policy measures from different EU countries.
It offers a cross-national and thematic analysis as well as 27 individual country reports.
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Eurydice publishes descriptions of national education systems and comparative studies on specific topics.
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Global education monitoring report, 2021, Central and Eastern Europe, Caucasus and Central Asia: inclusion and education: all means all.
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Finland (1st), Denmark (2nd), Estonia (3rd), Sweden (4th) and Ireland (5th) are at the top of the ranking of the Media Literacy Index 2021. These countries have the highest potential to withstand the negative impact of fake news and misinformation due to the quality of education, free media and high trust among people.
The report presents the findings of the Media Literacy Index project of the European Policies Initiative (EuPI) of Open Society Institute – Sofia Foundation.
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The authors of the report interviewed in total around 150 key stakeholders from five states: Belgium, Estonia, Italy, Greece and Poland. The main aim of the study was to better understand the existing challenges all actors involved in remote education faced, but also to reflect on the reshaping of education systems and allow them to become more resilient for the future.
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The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. The report sets out the findings from the International Early Learning and Child Well-being Study in Estonia.
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Due to COVID19 pandemic the schools in Denmark, Estonia, Finland, Latvia, Lithuania and Norway, as well as high school level in Sweden were closed during spring 2020, causing children and young people to participate in school work over digital channels. Homeschooling via digital channels presented both a set of challenges and opportunities for children, parents, schools, teachers and local municipalities.
The purpose of this study by Telia Company is to better understand how the children have experienced the period they have studied online from home during the COVID-19 pandemic.
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CEPS (Centre for European Policy Studies) assessed European countries’ performance in digital learning and found that Estonia, the Netherlands and Finland excel in the digitalisation of education.
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A comparative report by the Finnish National Agency for Education gives an overview of basic education in the Nordic region, in Denmark, Estonia, Finland, Iceland, Norway and Sweden.
The report describes and provides statistical data on central features such as governance, structures, expenditure, accessibility and equity, quality assurance, support for learners and teachers.
Link: Basic Education in the Nordic Region. Similar values, different policies
The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of
teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.
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