Estonian Human Development Report

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12. Marksoo, A. 1992. “Dynamics of Rural Population in Estonia in 1980s”. Estonia: Man and Nature (Ed. J.-M. Punning). Tallinn: Valgus, pp 129–153. 13. “Rahvastik 2005–2006”, Eesti Statistika, Tallinn 2007. 14. Tammaru, T. 2002. “Universal and Specific Features of Urbanization in Estonia under Socialism: The Empirical Evidence of the Sources of Urban and Rural Population Growth. The Professional Geographer 54:4, pp 544–556. 15. Tammaru, T., Kulu, H. ja Kask, I. 2003. “Siserände üldsuunad”. Ränne üleminekuaja Eestis (toim T. Tammaru ja H. Kulu). Statistics Estonia, pp. 5–27. 16. Tammur, A. 2003. “Siserände rahvuserisused üleminekuaja Eestis”. Ränne üleminekuaja Eestis (eds. H. Kulu ja T. Tammaru). Tallinn: Statistics Estonia, pp. 66–82. 17. Tammur, A., Tammaru, T. ja Tiit, E.-M. (2006) “Rändeandmete kvaliteet ja rändesuundumused Eestis aastatel 2000– 2005”. Linnad ja vallad arvudes. Statistics Estonia, pp.8– 28. 18. Tammur, A., Herm, A., Pungas, E., Rannala, H. ja Valgma, Ü. (2009) “Rändeandmete metoodika ja kvaliteet”. Ränne. Migration. 2000– 2007. Eds. T. Tammaru, A. Tammur. Tallinn: Statistics Estonia, p.5 19. Tammur, A., (2009) “Siserände suundumused”. Ränne. Migration. 2000– 2007. Eds. T. Tammaru, A. Tammur. Tallinn: Statistics Estonia, p35. 20. Tiit, E. (1993) “Eesti rahvastik ja selle probleemid”. Akadeemia 8–10. 21. E:-M. Tiit 2006 Suremus Eestis ja selle sõltuvus soost 22. United Nations, (1998) “Recommendations on Statistics of International Migration”. Revision 1. Series M, No. 58, New York. 23. http://www.undp.org/publications/annualreport2008/ 24. Statistics Estonia website: http://pub.stat.ee/px-web.2001/Database/Rahvastik/databasetree.asp 25. Eurostat: http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1090, 30070682, 1090_33076576&_dad=portal & schema=PORTAL 1.3. Trends of educational development in Estonia The HDI education index and gross enrolment ratio Since the weightiest component of the education index – percentage of adult literacy – is 99% in all developed countries (regardless of where it is measured and a value higher than the threshold is received, or it is not measured), the value of the education sub-index is only affected by the gross enrolment rate. What is the gross enrolment rate and how is it calculated? The gross enrolment rate is the share of enrolled students in an age group or the ratio of the number of enrolees and the total population in same age group, expressed as a percentage. According to Statistics Estonia data, in 2000– 2007, the average ratio of enrolees among 7–15-year-olds (first level, i.e. basic education) was 99.5%, among 16– 18-year-olds (second level or secondary education), 90% and among 19–23-year olds (third level or post-secondary school vocational or higher education), 46% (Figure 1.3.1.). For the Estonian HDI, the gross enrolment rate for students at the first, second and third level is calculated as quotient of the number of enrolees in the country and the size of the age group that theoretically corresponds to the relevant study level. In all countries, the theoretical age group for the enrolees at the third level is the fiveyear age group immediately following the completion of second-level education. Therefore in the case of tertiary education, the 19–23 age group is taken into account. However, in Estonia it only takes three years to acquire Figure 1.3.1. Gross enrolment rate among 7–24-year-olds in Estonia in 2000–2007 100 90 80 70 60 50 40 30 20 2000 2001 2002 2003 2004 2005 2006 2007 Source: SE 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 | 20
a bachelor’s degree and in the 19–21 age group, the corresponding rate would be 55%. This indicator provides a comparatively approximate evaluation of the gross enrolment rate because it does not consider the real duration of the educational path in the case of various programmes, and the indicator is also affected by variations or systematic changes in the sizes of the age groups. Education acquired abroad is also not considered. Despite the given shortcoming, this indicator is well suited for differentiating countries with developed educational organizations from the others. Despite all the problems related to education in Estonia, Estonia is indisputably among the countries with a developed educational organization. However, does this mean that the education provided in Estonia is substantively significant and valuable based on international criteria? Estonian students’ PISA results: an international comparison In order to obtain internationally weighted feedback on the values and content borne by Estonian schools today, our 15-year-olds participated for the first time in PISA 2006, the Programme for International Student Assessment. The principal questions we sought to answer were: Are Estonian students ready to cope with the informationand knowledge-based society of the future? Are they able to analyze and relate to what is happening around them and are they able to communicate their ideas comprehensibly? How ready are they for lifelong learning? Participation in the study provided Estonia with a valuable comparative database, on which subsequent studies can be constructed. In order to shape future educational policy, it is important to know what differences exist within schools and between schools; how students’ achievements are affected by their home life, attitudes toward learning, language of instruction, gender, ethnicity, class size, school administration model; as well as whether and how the money invested in education is correlated to students’ achievements, etc. We must consider all these factors if we wish to analyze the advantages and disadvantages of our current educational system and to manage future change. PISA history The PISA (Programme for International Student Assessment) was first conducted by the Organisation for Economic Cooperation and Development (OECD) in 2000. This is an international achievement study that measures the knowledge of 15-year-old students and their skill at implementing their knowledge at the end of compulsory education. The PISA evaluates educational success (“literacy” in the PISA vernacular) in three fields of activity: in 2000 the main emphasis was on functional literacy, in 2003 on mathematical literacy and in 2006 on science literacy. In the next PISA cycle (2009–2015) the studies will also be organized every three years. Forty-three countries participated in the 2000 study and three years later 41 countries participated. In 2006, 57 countries were involved in the study. The PISA sample is formed so that its results can be generalized for the country’s entire student contingent of a certain age. The 2006 PISA study in Estonia The PISA study was carried out in April 2006 and its random sample included 4,865 students that represented an approximately 19,600-member group of contemporaries (according to the conditions of the study, the age of the participants in the test ranged from 15.3 years to 16.2 years); 49% of the participants were girls, and 51% were boys. Pro- portionally to the distribution of the language of instruction in the country, 24.3% of the students included in the study were from schools with Russian-language instruction. In total, 127 schools with Estonian-language instruction, 38 with Russian-language instruction and 4 with mixed language instruction participated in the study. Small rural schools were also represented. Almost 85% of the participants were attending eighth or ninth grade of upper secondary schools, the rest were attending basic schools. The testing was carried out under the auspices of the National Examination and Qualification Centre, which was supported by local coordinators and school directors. The testing was monitored by independent observers. The contribution and dedication of Estonian teachers was very important; a stress-free atmosphere during the testing helped to unblock the knowledge and creativity of the students (including those with special needs). The study also included a questionnaire for school directors in order to evaluate the quality of the learning environment. Results of PISA 2006 In PISA 2006, the main emphasis was placed on the natural sciences and the students’ performance results were presented in two ways: as an average score and by ranking. In both cases, the Estonian students demonstrated excellent results in sciences. The PISA study helped to disprove a myth about Estonian education – supposedly, our curricula are too focused on factual knowledge and students do not know how to use their knowledge in everyday life. From the results, it turned out that in solving the assignments, the students were able to identify problems, scientifically explain phenomena, and interpret and implement Figure 1.3.2. Countries participating in PISA 2006 Source: PISA website: www.pisa.oecd.org 21 |
Page 1 and 2: Estonian Human Development Report
Page 3 and 4: Estonian Human Development Report T
Page 5: 4.2. Ethnic differentiations in sat
Page 9: Preface This year, the Estonian Hum
Page 12 and 13: CHAPTER 1 Estonian Human Developmen
Page 14 and 15: Figure 1.1.3. Life expectancy in co
Page 16 and 17: Figure 1.2.2. Life expectancy at bi
Page 18 and 19: to reality. The greatest inaccuracy
Page 20 and 21: Figure 1.2.9. Internal migration ev
Page 24 and 25: Table 1.3.1. PISA 2006 study result
Page 26 and 27: Table 1.3.2. Number of students in
Page 28 and 29: 1.4. The gross domestic product and
Page 30 and 31: Figure 1.4.3. Estonian GDP (right a
Page 32 and 33: 1.5. Changes in the Estonian Human
Page 34 and 35: 2.2. Health of Estonian residents i
Page 36 and 37: Table 2.2.4. Differences in life ex
Page 38 and 39: Figure 2.4.1. Healthy life years of
Page 40 and 41: Figure 2.4.4. Various accidents, tr
Page 42 and 43: 2.5. Lifestyle and behaviour as a s
Page 44 and 45: Figure 2.5.5. Smoking in Estonia in
Page 46 and 47: Figure 2.6.1. Overview of the compo
Page 48 and 49: Table 2.6.2. Use of specialized med
Page 50 and 51: dren. The majority of services are
Page 52 and 53: Figure 2.8.2. How much a health dis
Page 54 and 55: 2.10. Policy recommendations aimed
Page 56 and 57: CHAPTER 3 Quality of life and life
Page 58 and 59: Table 3.2.1. Characteristics of liv
Page 60 and 61: Table 3.2.4. An assessment of the e
Page 62 and 63: Figure 3.2.4. Difference in the job
Page 64 and 65: Table 3.2.6. Agreement with stateme
Page 66 and 67: Figure 3.3.1. Satisfaction with lif
Page 68 and 69: Figure 3.3.4. Percentage of people
Page 70 and 71: Figure 3.4.1. Types of quality of l
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Figure 3.5.1. Percentage of teenage
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Figure 3.5.4. Percentage of respond
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Arieh A., Conti C., Kutsar D., Nicg
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Figure 3.6.2. Subjective quality of
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Pieper, A. Sixsmith, Care related q
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Figure 3.7.1. The placement of Euro
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Figure 4.2.1. Life satisfaction by
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Table 4.2.1. Factors forming genera
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Annexes Annex 4.2.1. Socio-demograp
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Figure 4.3.1. Changes in the assess
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Figure 4.3.4. Attitudes of the Esto
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olds considered themselves to be pa
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Table 4.4.3. Agreement of the Russi
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Table 4.5.2. The prospects of non-E
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Figure 4.5.4. Certainty of Estonian
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mote equal opportunities. At the (e
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CHAPTER 5 Quality of life in a cons
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Figure 5.2.1. GDP and AIC per capit
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Figure 5.2.3. Distribution of consu
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Figure 5.2.4. Indexes of environmen
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Table 5.3.1. Comparison of countrie
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Figure 5.3.3. Comparison of types o
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Table 5.3.5. Connections between po
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Table 5.4.1. Who and what are the f
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Table 5.4.3. Young people’s asses
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Figure 5.4.6. Time spent on the con
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Table 5.4.6. The perception of prob
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5.6. Summary To briefly summarize t
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Table 6.2.1. Objective and subjecti
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Figure 6.2.4. Relationship between
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Figure 6.2.7. Difference between th
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Figure 6.3.1. GDP, government secto
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Figure 6.3.3. Employed 15-74-year-o
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Figure 6.3.8. Percentage of social
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References 1. Aaviksoo, A., G. Paat
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Figure 6.4.1. Labour market flexibi
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Figure 6.4.3. Creations of jobs ind
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Figure 6.4.5. Public expenditures o
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Figure 6.4.6. Ratio of the particip
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6.5. Cities as development engines
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Table 6.5.2. Existence of developme
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have been underfinanced or are not
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Table 7.1. Factors that favour and
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Table 7.2. Potential economic devel
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Authors Chapter 1 Ene-Margit Tiit,
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Margit Keller (PhD) is a Senior Res
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Special prizes Estonian Human Devel
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Estonian Human Development Report H
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Estonian Human Development Report H
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Estonian Human Development Report T
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Honorable mentions Estonian Human D
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Estonian Human Development Report P
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Estonian Human Development Report A
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Estonian Human Development Report T
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