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ESTONIA

BASIC DATA
Official Country Name:	Republic of Estonia
Region:	Europe
Population:	1,431,471
Language(s):	Estonian, Russian, Ukrainian, English, Finnish
Literacy Rate:	100%
Academic Year:	September-June
Number of Primary Schools:	727
Compulsory Schooling:	9 years
Public Expenditure on Education:	7.2%
Libraries:	743
Educational Enrollment:	Primary: 125,718
	Secondary: 112,288
	Higher: 43,468
Educational Enrollment Rate:	Primary: 94%
	Secondary: 104%
	Higher: 42%

Teachers:	Primary: 7,276
	Secondary: 11,098
	Higher: 4,435
Student-Teacher Ratio:	Primary: 17:1
Female Enrollment Rate:	Primary: 93%
	Secondary: 109%
	Higher: 46%

HISTORY & BACKGROUND

Estonia is located in Eastern Europe, bordering the Baltic Sea and Gulf of Finland, between Latvia and Russia. The total land area is 43,211 square kilometers, of which 44 percent is forest and woodland. It is slightly smaller than New Hampshire and Vermont combined. The estimated population in July 2000 was nearly 1.5 million, with the two largest ethnic groups being Estonian (65.1 percent) and Russian (28.1 percent).

The Russians first mentioned Estonia in the eleventh century, but the first signs of human life in Estonia are 10,000 years old. Chronicled history began with the conquest of Estonian territory by German and Danish feudal landlords in the thirteenth century; it may also be regarded as the starting point of schooling in Estonia because the first schools were established in the larger towns. As a result of the Protestant Reformation, the first books in Estonia (the Lutheran Catechism-1535) were published. After the Livonian War, which began in 1558 and lasted 25 years, Estonia was divided between Poland and Sweden. After all of Estonia came under Swedish rule in the seventeenth century, a time of peace and prosperity ensued. In 1632, Tartu Grammar School was reorganized and given the name Academia Gustaviana, which is regarded as the establishment of the first university in Estonia, Tartu University. However, only students of Baltic German, Swedish, or Finnish origin could attend; Estonians were excluded. Public schools were established and, as a result, a majority of Estonians became literate. As a result of the Great Northern War, Tartu University was forced to close in 1710. Estonia became a part of the Russian empire.

The nineteenth century was a period of economic development and urbanization. Estonians were freed from serfdom, and, in the 1860s, they acquired the right to buy farmland. Not only was there an increase in wealth, but there was also a period of national awakening that was interrupted by a resurgence of Russification in the 1880s. In 1802, the University of Tartu reopened with the first native Estonians among its scholars. By the end of the century, 96 percent of Estonians were literate.

Independence came with the declaration of the Republic of Estonia on February 24, 1918. The independence period (1920-1940) resulted in the formation of the Estonian language national culture. The economic improvements during that period resulted in a living standard similar to Estonia's Scandinavian neighbors. As a result of the desire for a well-educated population, new upper-secondary schools and seminaries opened. In 1919, instruction in the Estonian language was introduced at the University of Tartu. In addition, Tallinn Technical University and the Estonian Academy of Music were established in Tallinn.

Estonia was occupied by the Soviet Union in 1940. During the first year of occupation, Estonian political and social leaders were either killed or deported to Siberia. A second deportation took place on June 14, 1941, when a large number of ordinary citizens, including women and children, were sent to Siberia. On June 26, 1941, Nazi Germany attacked the Soviet Union and also conquered Estonia; however, the Soviet Union reoccupied Estonia in 1944. Rather than live again under Soviet domination, approximately 80,000 Estonians fled to the West. Furthermore, Estonia lost one-third of its population as a result of World War II. The Soviets began a process of forced collectivization of the farms in the late 1940s, which included another deportation in March 1949. The rural life that had been the basis of the economy was destroyed. During the process of industrialization, a migratory labor force was imported from other regions of the Soviet Union with the purpose of inhabiting Estonia with a Russian-speaking population. By the end of the Soviet period, large regions of Estonia were populated almost entirely with Russian-speaking people. It was difficult to have an independent education policy because of the pressure to adopt the Soviet educational structure and curricula. However, the Estonian educational system was permitted to maintain instruction in the Estonian language.

At the beginning of the 1980s, student demonstrations began in Tallinn. Forty members of the Estonian Intelligentsia composed the "letter of the forty," which condemned Soviet policy and demanded cultural autonomy. The period of perestroika and glasnost permitted even more criticism of Soviet policy. The Heritage Protection Movement, the goal of which was to teach the correct history of politics and culture in Estonia, initiated a new wave of national awakening often termed "the singing revolution." On August 21, 1991, independence was restored, and, in 1992, Estonia implemented a new democratic constitution. In 1989, the Education Committee was reorganized to create a new Ministry of Education to administer general, vocational, and higher education. Reorganization in 1993 led to the establishment of the Ministry of Culture and Education, which had control over education policy, higher education, and science. A separate Ministry of Education was reestablished in 1996. Since 1991, extensive reforms have been instituted with the aim of integrating Estonia into the structures of the European Union (EU).

CONSTITUTIONAL & LEGAL FOUNDATIONS

Estonia is a democratic republic, and the supreme power of the state is vested in the people. The powers of the state are exercised solely pursuant to the constitution and specific laws that are in conformity therewith. The activities of the Riigikogu (Parliament), President of the Republic, Government of the Republic, and the courts are organized on the principle of separation and balance of powers.

The Constitution of the Republic of Estonia determines the right of every citizen to an education. Education is compulsory for school-age children to the extent specified by law and is free in state and local government general education schools. Other education institutions, such as private schools, may also be established pursuant to law. Parents have the final choice of education for their children. The 1992 Estonian Law on Education established the following general goals of education: to promote the development of personality, family, and the Estonian nation, as well as of national minorities; to promote Estonian economic, political, and cultural life and of nature preservation in the global economic and cultural context; to educate loyal citizens; and to set up prerequisites of continuing education for citizens. In addition, the Law on Education established a compulsory nine-year basic education (grades 1-9).

EDUCATIONAL SYSTEM—OVERVIEW

The Estonian educational structure is divided into four levels. Preschool education is provided at kindergartens and other childcare institutions. Primary education (grades 1-6), as well as basic education (grades 7-9), is compulsory in Estonia. Secondary education (grades 10-12) may be completed at a gymnasium in general secondary education school or at a secondary vocational school. Students have three options at the higher education level: vocational higher education, diploma level (applied) higher education, or academic higher education.

In Estonia basic education (grades 1-9) is compulsory. A child that is seven years old on October 1 of the current year must attend school and remain in school until the completion of grade 9 or age 17. Children of foreign citizens or stateless people who are residents of Estonia must fulfill the requirement of compulsory school attendance.

The duration of a school year is from the start of study in one calendar year until the start of study in the next calendar year. A school year consists of a period of study, an examination session, and school holidays. The school year starts on September 1. A study period must include no less than 175 days of study. School holidays are determined in an ordinance issued by the Minister of Education.

The official language of instruction is Estonian; however, instruction in a basic school may be in another language. In a municipal school, the local government decides the language of instruction, and in a state school, the Ministry of Education decides. Since Russians are the largest minority group in Estonia, the Russian language is the second most common language of instruction behind Estonian. In the 2000/2001 academic year, Estonia had 566 Estonian schools, 100 Russian schools, 19 Estonian/Russian schools, 2 English schools, and 2 Finnish schools. By the year 2007, the level of competence in the Estonian language must allow students to continue studying all subjects in the tenth grade in Estonian, regardless of the basic school attended.

One week of study includes five days of study. The weekly study load and the number of lessons for students is determined by the curriculum of the school. The length of each lesson is 45 minutes, with a break of not less than 10 minutes. Usually, there is one meal break of 15 minutes. The school director determines the number of lessons and their sequence.

In planning the location of schools throughout the country, government officials keep in mind that basic education is compulsory; however, secondary schools for general education and vocational education must also be available. Primary schools are located as close to the homes of the children as possible. An upper-secondary school must have a large enough student population that will enable the school to provide elective courses in the curriculum and employ a teaching staff with excellent qualifications. The establishment of a school requires that the following number of children of an appropriate age must reside permanently within the district area of the school:

• 30 students to establish a three-grade primary school
• 60 students to establish a six-grade primary school
• 90 students to establish a basic school
• 60 students to establish an upper-secondary school (grades 10-12)

A local government also may establish a municipal school in a district area with a number of children at an appropriate age smaller than the number specified. In this case, the deficit in the salaries must be covered from the local governmental budget.

The network of vocational schools must take into consideration regional needs. At least one vocational school must be located in every county.

The list of children subject to the compulsory attendance law is composed by local authorities according to the children's places of residence. A school is required to ensure study opportunities for each child who resides in the district area of the school. Parents may freely choose a school for a child if there are vacancies in the school they wish their child to attend.

The obligation to attend school may also be fulfilled by studying at home. The procedures for home schooling have been established in an ordinance issued by the Minister of Education.

Local governments must allow children with special needs to attend a local school under the conditions established by the Minister of Education. If suitable conditions are not found, disabled children and children who need special support may attend the nearest school that meets their requirements. The conditions for admission to a private school are established by the school.

Religious education is offered, but it is nonconfessional and attendance is voluntary. The teaching of religious studies is compulsory for a school if at least 15 students in a specific age group desire such a course. The school director approves the curriculum.

PREPRIMARY & PRIMARY EDUCATION

Preschool education is available at kindergartens and other childcare institutions. The role of preschool education is to support and complement families by promoting the growth, development, and individuality of children. Several practices have emerged including family care, the setting up of integration groups, family counseling services, and the establishment of private kindergartens and centers for children. The childcare institutions offer primary education until the age of seven.

The 1992 Law on Education replaced compulsory secondary education with compulsory nine-year basic education (grades 1-9). The government of the Republic approves the state curriculum for basic and general secondary education; the simplified state curriculum for basic education and the state curriculum for students with moderate and severe learning disabilities have been established in an ordinance issued by the Minister of Education.

The state-approved curriculum for grades 1 through 3 consists of the following subjects: mother tongue, Estonian (non-Estonian schools), nature study, civics, mathematics, music, art and handicraft, physical education, and foreign language. For grades 4 through 6 the subjects are mother tongue, Estonian (non-Estonian school), foreign language A (Estonian school), foreign language B, mathematics, nature study, history, civics, music, art, physical education, and manual training/handicraft/domestic studies. For grades 7 through 9 the subjects are mother tongue, Estonian (non-Estonian school), foreign language A (Estonian school), foreign language B, mathematics, natural sciences, geography, biology, chemistry, physics, history, civics, music, art, manual training/handicraft/domestic studies, physical education, and elective subjects.

SECONDARY EDUCATION

Students have two options after completing basic education; they may attend either the gymnasium or a vocational education institution. The 1993 Law on Basic Schools and Gymnasiums established the gymnasium as the main structural unit of secondary education replacing the former secondary school. Educational standards are established in the national curriculum. This curriculum determines the objectives; duration of studies; relationship of the national curriculum to the school curriculum; list of compulsory subjects together with the number of lessons and their content, options, and conditions for selection of subjects; and graduation requirements.

Study in the gymnasium lasts for three years (grades 10-12). The maximum weekly course load is 35 hours. The national curriculum accounts for 75 percent of the total load, and the remaining 25 percent includes subjects selected jointly by the students and the school. The compulsory courses are mother tongue, Estonian (non-Estonian schools), foreign language A (Estonian schools), foreign language B, mathematics, geography, biology, chemistry, physics, history, civics, philosophy, art, music, and physical education. Certain subjects can be taught in more depth, and schools can develop their own instructional approach or course content. In 2001, schools exist with special focus on language, mathematics, natural sciences, and other subjects. State examinations at the secondary level were introduced in 1997.

Vocational Education: The 1998 Law on Vocational Education Institutions established two levels of vocational education in Estonia: secondary vocational education and vocational higher education. Secondary vocational education (length of study at least three years) has the prerequisites of basic education and one year of general secondary education. Vocational higher education (length of study three to four years) has the prerequisite of secondary education (gymnasium or secondary vocational education). In the 1999-2000 academic year, there were 87 different vocational education institutions in Estonia enrolling 34,312 students, with 3,165 students on the vocational higher education level. Vocational education institutions offer programs in 35 fields of study. The following fields of study are a priority of developmentservices: catering, tourism, hotel management, and trading; logistics (transportation and communications); information technology; electronics; and telecommunications.

HIGHER EDUCATION

Administration of higher education is the responsibility of the Ministry of Education; the institutions may be state, public, or private. Two types of higher education institutions exist in Estonia. The first type is the university, which provides academic higher education and applied, professionally oriented study programs. The second type is applied higher education institutions, which offer applied, professionally oriented diploma-study and vocational higher education programs. The tendency has been to merge applied higher education institutions into the universities as colleges.

Universities: A university is an institution of learning and research in which a student may acquire the academic qualifications of higher education. It is also possible to complete applied diploma-study at the universities. However, the broader objective of a university is to foster research and academic practices and to develop opportunities for obtaining higher education according to the standard of higher education.

Public universities are autonomous under the administrative jurisdiction of the Ministry of Education. Universities have the right to independently determine academic and organizational structure, develop academic content of courses, organize research, employ staff, and select candidates.

Private higher education institutions provide at least one baccalaureate-level study program. These institutions provide their own financing, but the state may participate in some programs if the public demand is apparent.

In the 2000-2001 academic year, six public universities and six private universities (with at least one study program accredited or conditionally accredited) operated in Estonia. The remainder of the 40 institutions and universities operating in Estonia during this period had nonaccredited programs.

Applied Higher Education Institutions: Applied higher education institutions offer non-academic higher education (diploma-study) with an emphasis on professional skills and abilities. These institutions may also offer vocational higher education programs. State supported applied higher education institutions are funded by the state budget. Private higher education institutions provide study programs mainly in the field of social sciences, business administration, or theology.

Admission to Higher Education: The general requirement for admission to higher education is the gymnasium certificate. However, secondary education may also be obtained at a secondary vocational school in which secondary education is combined with vocational education.

Since 1997, secondary school students have been required to pass state exams. These exams are conducted mainly in written form. However, examinations in foreign languages include an oral section. These state exams serve as entrance examinations to higher education institutions. Although some higher education institutions may conduct interviews, the state exams serve as the most important selection criteria.

Administration: The collegial decision-making body of a higher education institution is the council, whose function is determined in the statutes of the higher education institution. All higher education institutions operate primarily under the direction of the rector who acts under the council. The rector is responsible for the daily operation and development of the higher education institution, as well as for the legal and effective use of financial resources.

Academic Staff: The academic staff of a university is comprised of professors, associate professors, lecturers, assistants, and teachers. Senior researchers and researchers conduct the research work at the universities. All tenured education staff are selected from public applications of staff who have completed at least five years at a public university.

Students & Courses of Study: Higher education institutions offer diploma-study, baccalaureate study, master's degrees, doctoral degrees, and vocational higher education study. In the 1999-2000 academic year, approximately 49,574 students, of which 956 were foreign students, were enrolled in Estonia's higher education institutions. The language of instruction is usually Estonian, but an increasing number of courses are taught in English. In addition, some courses are taught in Russian.

ADMINISTRATION, FINANCE, & EDUCATIONAL RESEARCH

Administration at the National Level: The Parliament passes laws and resolutions including those that impact education. Three tasks regarding education are assigned to Parliament only. One is the establishing of principles regarding the formation, operation, and development of the education system. Another is setting the fees for studies in public institutions of education and in public universities. The final task is determining the foundation, merging, splitting, and termination of a public university.

Since independence in 1991, the Parliament has passed several acts regarding education. The Child Protection Act establishes the right of a child to an education, freedom of study, and the principles of instruction. The Education Act defines the different types of education, including basic education, the principles of organization and management of the educational system, the forms of study, and compulsory school attendance, and also determines the types of institutions. The Basic and Upper-Secondary Schools Act determines the legal status and organization of a basic school under state or municipal ownership, as well as the organization of instruction and education at a school. The Private School Act regulates the same issues in a private school.

The Government of the Republic implements these acts, and all the state programs of education, through the Ministry of Education.

Administration at the Regional Level: The Preschool Institutions Act and the Basic and Upper-Secondary Schools Act mandate that the governor of each county act as the manager of the educational system on a regional level. The task of the county is to compose regional development plans on the same basis as the county development plans of education are composed.

Administration at the Local Level: The Education Act determines the authority of local governments in the general administration of education at the local level. The local authorities:

• Administer and implement education programs at the local level
• Establish, reorganize, and terminate municipal educational institutions within the limits established by legal acts and keep the register of the educational institutions in the area of administration
• Provide the economic and financial oversight of the educational institutions
• Appoint and dismiss the heads of the educational institutions
• Keep the register of children of the age of compulsory school attendance and support children in fulfilling the obligation of compulsory school attendance by providing financial aid, transportation, medical services, or meals at school
• Provide vocational counseling for students
• Keep the register of people with special needs and provide instruction for them.

The executive body of the local government establishes a structural unit or appoints a person who is responsible for the implementation of the education development plans of the local authorities.

SUMMARY

One of the serious problems in the Estonian educational system is that the smaller towns are not able to provide the same quality of education as the larger cities. In addition, the teaching profession is not attractive to students. Almost half the teachers in Estonia are at retirement age or will reach that age by 2005. This older staff is very resistant to changes in educational philosophy and teaching strategies. The low teacher salaries are not attracting high-achieving students into the profession. Yet, the majority of students in Estonia meet the compulsory education requirement. In the 2000-2001 academic year, only 2 percent of 8- to 14-year-olds were not in school.

Estonia's low birth rate presents serious problems for the country. In the 1980s, an average of 22,000 babies were born each year. However, in the late 1990s the average birth rate dropped to between 14,000 and 15,000 births each year. The result has been fewer jobs for students who want to be primary teachers because 15 to 20 primary schools in rural areas are closing each year.

The required State Curriculum of 2000 is more student-centered than it was 10 years ago. A new revision, started in 2000, will be completed in 2007. The priorities of this new curriculum are student-centered instruction, Information Communication Technology (ICT), team work, skill development, and technology integration. In order to implement this new curriculum, more emphasis must be placed on initial and in-service teacher training.

The vocational educational track must be improved because, in the 1990s, it was often viewed as the place for students who failed in the academic track. A clear and successful job placement program must follow completion of the vocational track.

One of the most successful educational programs has been the integration of technology into the classroom. In the 1990s the government initiated the "Tiger Leap Project" with the goal of integrating computer technology into the educational system. In the 2000-2001 academic year, close to 100 percent of the schools had Internet connections, and computer science was the most popular elective. Schools had homepages with study materials accessible through the Internet. Since most of the instructional technology equipment was purchased since 1996, the equipment in the classrooms during the 2000-2001 academic year was modern and fast. It is common for students to use computer technology to make presentations even at the primary level. This emphasis on the integration of technology into the classroom at all levels should ensure that the Estonian educational system will graduate students who understand international issues and will be able to compete in the global economy.

BIBLIOGRAPHY

Eurydice Database on Education Systems in Europe. The Education System in Estonia, 2 March 2001. Available from http://www.eurydice.org/Eurybase/Application/eurybase.htm.

Vaht, Gunnar, ed. Higher Education System in Estonia. Tallinn: Academic Recognition Information Center, 1997.

Vaht, Gunner, Maiki Udam, and Kadri Këutt, eds. Higher Education in Estonia. 2nd ed. Tallinn: Academic Recognition Information Center, 2000.

—Terry L. Simpson and Hasso Kukemelk