Estonian Human Development Report

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Table 1.3.2. Number of students in Estonia’s higher education schools Source: SE 2000 2001 2002 2003 2004 2005 2006 2007 Average % Bachelor’s studies Teacher Education, Educational Science 5247 5681 5126 4722 3930 3292 2744 2546 4161 7.9 Humanities and Arts 5647 6027 6274 6273 6525 6551 6366 6596 6282 11.9 Social and Behavioural Sciences 3090 3266 4157 4585 5157 5372 5549 5288 4558 8.6 Business and Administration 12449 13012 12707 13064 12854 12829 13051 13135 12888 24.3 Law 4696 4465 4022 3774 3604 3664 3730 3631 3948 7.5 Natural and Environmental Sciences 2459 2619 2984 3111 3391 3135 3054 3067 2978 5.6 Engineering and Computer Sciences 8566 9175 9402 9683 9965 9123 9196 8547 9207 17.4 Agriculture 1097 1179 1256 1259 1224 1078 989 880 1120 2.1 Health 3295 3576 2425 2454 2485 2426 2465 2421 2693 5.1 Service 4105 4761 5176 5452 5938 5719 5143 4753 5131 9.7 Total 50651 53761 53529 54377 55073 53189 52287 50864 52966 Master’s studies Teacher Education, Educational Science 529 666 1121 1298 1477 1817 1940 1922 1346 13.3 Humanities and Arts 643 742 816 848 873 1009 1132 1233 912 9 Social and Behavioural Sciences 450 516 661 823 877 983 1033 1033 797 7.9 Business and Administration 1263 1429 1995 2188 2563 2801 2819 3043 2263 22.4 Law 130 170 227 307 375 537 675 743 396 3.9 Natural and Environmental Sciences 355 430 500 575 613 865 923 918 647 6.4 Engineering and Computer Sciences 563 701 1302 1680 2014 2849 3426 3592 2016 19.9 Agriculture 126 154 233 276 426 515 578 586 362 3.6 Health 165 183 1427 1397 1357 1352 1369 1397 1081 10.7 Service 115 149 227 237 312 398 443 456 292 2.9 Total 4339 5140 8509 9629 10887 13126 14338 14923 10111 Doctoral studies Teacher Education, Educational Science 33 42 51 61 69 73 83 83 62 3.7 Humanities and Arts 155 180 215 241 284 342 372 452 280 16.7 Social and Behavioural Sciences 87 116 154 185 228 279 339 360 219 13 Business and Administration 51 67 79 72 85 93 87 88 78 4.6 Law 18 21 27 33 43 47 56 72 40 2.4 Natural and Environmental Sciences 323 347 380 414 432 472 492 521 423 25.1 Engineering and Computer Sciences 185 217 244 305 356 399 448 533 336 20 Agriculture 71 79 97 103 112 110 113 110 99 5.9 Health 104 106 112 118 125 117 121 128 116 6.9 Service 19 24 28 30 34 38 31 34 30 1.8 Total 1046 1199 1387 1562 1768 1970 2142 2381 1682 31.3 Achievement of doctoral degree Teacher Education, Educational Science 0 0 0 2 6 2 2 8 3 2.2 Humanities and Arts 10 14 15 17 28 17 26 33 20 17.6 Social and Behavioural Sciences 4 5 8 11 4 8 14 8 8 6.8 Business and Administration 3 5 4 3 6 5 2 2 4 3.3 Law 0 4 2 2 3 4 2 2 2 2.1 Natural and Environmental Sciences 31 21 29 33 48 34 46 50 37 32.1 Engineering and Computer Sciences 11 10 11 18 19 30 22 24 18 15.9 Agriculture 6 2 5 8 5 7 5 5 5 4.7 Health 7 1 10 27 27 16 18 19 16 13.7 Service 0 0 1 1 4 1 6 2 2 1.6 Total 72 62 85 122 150 124 143 153 114 20.7 lic and Portugal (29%), Bulgaria (27%), Sweden and Slovakia (26%), Lithuania and Romania (25%), Austria and Italy (24%). Ireland was at the same level as Estonia, while data was not presented for Germany and France. In order to understand the content of this indicator, let’s compare the distribution of specialisation at the different study levels of Estonia’s higher education schools. At the first higher education level, the largest specialization group is administration and business management (almost a quarter of the students), about a tenth study service as well as arts and social studies. Those interested in engineering sciences consistently comprise one sixth, and the number of students dedicated to the sciences (mathematics, physics, natural sciences and the environment) has increased from 5% to 6% during the reference period. At the master’s studies level, the situation changes slightly. The proportion of graduate students specializing in natural sciences and engineering sciences grows somewhat, and the increase in the fields of teacher education and health is noteworthy, while the decline in the service sector is to be expected. However, at the doctoral level the situation has changed radically. The share of students specializing in the natural and environmental sciences (including mathematics, physics, and chemistry) has increased fourfold com- | 24
pared to master’s studies. The share of the humanities has almost doubled (compared to master’s studies), while the engineering field have remained the same, and all other specialties have declined, including the health field. Actually, the number of doctoral degree awarded is the highest in the natural science field: almost a third of all those who have been awarded doctoral degrees during the last eight years have done so in the field of natural sciences. On the other hand, in the engineering sciences the number of doctoral degrees has declined in comparison to the number of students. Doctoral studies have also been effective in the health field, where more than an eighth of all doctoral degrees were awarded. Since the number of those being awarded doctoral degrees in Estonia is quite small, it is not possible to track the dynamics by speciality. Do the specialities of those acquiring higher education correspond to Estonia’s needs? Unfortunately they do not. Although more young people than ever are currently studying at higher education schools in Estonia, the number of students majoring in technical subjects – on average a sixth of all students – is insufficient for the innovative development of the economy. Obviously, the roots lie in the specialization choices made in secondary school – since scientific subjects, including mathematics, are not popular, insufficient competence in these subjects closes the door for talented students to continue their studies in these fields. However, there is no sense blaming the young people, who mostly finance their own studies in the “soft” specialities – higher education in these subjects is also useful for the development of the students and the society as a whole. It must be recognized that the abilities and propensity of all secondary school graduates is not suited to the acquisition of engineering and scientific specialities. As far as scientific education is concerned, there continues to be serious problems with the effectiveness of doctoral studies. This is demonstrated by the ratio of those who have studied in doctoral programs in 2000–2003 and those who defended their doctoral theses in 2004–2007: 5,194:570 = 9.1, i.e. on average every ninth student was awarded their doctoral degree during the normal period. The meagre productivity of doctoral studies is harmful to the sustainability of science and of higher education itself. On the whole, it also hinders the development of the entire country in its aspiration to become a knowledge-based society. It would be natural that, similar to the United States, Japan and the countries at the top of the European economies, we would start to have more people with doctoral degrees among Estonia’s top civil servants, as well as among company managers and top specialists. References 1. Barber, M. & Mourshed, M. (2007) How the World’s Best-Performing School Systems Come Out On Top (Understanding and using the OECD comparative PISA study of learning success.) McKinsey & Company. 2. Ministry of Education and Research (2007). Rahvusvaheliste haridusalaste uuringute tutvustus – PISA. http://www.ekk.edu. ee/valdkonnad/uldharidusvalishindamine/pisa 3. OECD (2005). First Results from PISA 2003. Executive Summary. 4. OECD (2005). School Factors related to Quality and Equity. Results from PISA 2000. 5. OECD (2006) Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 Figure 1.3.4. Representation of various specialties (%) at higher education levels (2000–2007 levels) 100 90 80 70 60 50 40 30 20 10 0 Humanities, Arts Social & Behavioural Sciences Natural Sciences Engineering Health Other * Includes bachelor’s, diploma and applied higher education levels Source: SE The career study of those with doctoral degrees (Estonian Study, 2008) proved that the most successful were the students in strong schools with intensive foreign relations – most specialized in natural sciences and the humanities. In many fields a generation of younger scientists is developing who, unlike their older colleagues, are more strongly oriented towards international cooperation and collective research and who prefer to publish their work in high-quality publications. Unfortunately, there are few such strong scientific schools in the field of engineering, including information technology, which should be one of Estonia’s main priorities. 6. OECD (2007) PISA 2006 Science Competencies for Tomorrow’s World. 7. The Trends in International Mathematics and Science Study TIMSS 2003 (2006). Compiler K. Mere. Ministry of Education and Research. 8. http://www.undp.org/publications/annualreport2008/ 9. Statistics Estonia website, http://pub.stat.ee/px-web.2001/Database/Sotsiaalelu/databasetree.asp 10. Estonian Survey on Careers of Doctorate Holders. Transition Facility 2005, Agreement number 19100.2006.002-2006.640, Final Report. Statistics Estonia 2008 Achieved doctoral degrees Doctoral studies Master’s studies First-level higher education* Figure 1.3.5. The number of students studying on different levels of higher education and defending their doctoral theses in different years compared to the average level for the period (%) 160 140 120 100 80 60 40 2000 2001 2002 2003 2004 2005 2006 2007 Source: SE First-level higher education Master’s studies Doctoral studies Defending one’s doctoral thesis 25 |
Page 1 and 2: Estonian Human Development Report
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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 22 and 23: 12. Marksoo, A. 1992. “Dynamics o
Page 24 and 25: Table 1.3.1. PISA 2006 study result
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
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Page 48 and 49: Table 2.6.2. Use of specialized med
Page 50 and 51: dren. The majority of services are
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Page 56 and 57: CHAPTER 3 Quality of life and life
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Page 62 and 63: Figure 3.2.4. Difference in the job
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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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Estonian Human Development Report

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