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Figure 1.3.10 Estonia’s place in the Global Competitiveness Index’s (GCI 2012) indicator of educational competitiveness Top level Estonia Average Training of workers Availability of training services Conformity of education to the economy 7 6 5 4 3 2 1 Access to the Internet in the schools Both Vertical Horizontal United Kingdom Estonia Spain Netherlands Italy France Germany Norway Austria Czech Republic Finland Quality of the MS teaching Level of the schools of business and management *MS – quality of the mathematics and natural sciences teaching On a scale of 1 to 7, in which 1 is the lowest and 7 is the highest; expert assessments Figure 1.3.11 Vertical and horizontal incompatibility between the labour market and education, % of university graduates with up to 5 years of work experience, 2005. Percentage 0 10 20 30 40 50 Source: European Commission, 2011. Sweden, more than 60% of the teachers believed this to true, and in Italy, even 70% (European Commission 2011). A third view about creativity and entrepreneurship in today’s education system is provided by the Eurobarometer public opinion poll. Half of the respondents from the EU states found that school had help to develop their attitudes that promote entrepreneurship and initiative; a somewhat smaller percentage (41%) agreed that they have received the necessary knowledge and skills from school to start a business. The Estonian respondents are at the European average in regard to their attitudes, but they are more critical than the average about the knowledge that have acquired in school for running a business (see Figure 1.3.12). When making a global comparison, it is worth noting that the people in the countries with developing economies (China, Turkey) gave a considerably higher assessment to the contribution of schools to the development of business-related knowledge and skills than European or the respondents in the old leading countries of the world (European Commission 2012b). 1.3.5 In conclusion Through the years, education has become an increasingly influential instrument for the assessment of human development. It is included in all the main composite indices, and ever new and more complicated dimensions have been added. Two factors are behind the growth of complexity. Firstly, the basic quantitative educational indicators (such as enrolment in education) have reached the level of saturation in the OECD states and the differences between countries are too small to provide any useful explanations. Secondly, from the viewpoint of the international organisations, education has greater instrumental than normative value. Therefore, a greater attempt is being made to link the indicators related to education to economic development or the social cohesion of the society. The measurement of educational quality has a relatively short history, and therefore, one large and dominant index has yet to develop. Instead, there are many indices and rankings, and they are constructed using various types of data – national statistics, tests with large samples (PISA), public opinion polls with smaller samples (Legatum Prosperity Index, Gallup World Poll, Eurobarometer) and expert surveys (Global Competiveness Index ). This provides each country with the best opportunity for analysis based on its needs, but also places high demands on the competency of the researchers to adequately and methodologically synthesise the various data. Among other things, attention should be paid to whether the international indices work adequately for Estonia. For instance, some of the measures (ET2010 enrolment of female students in the sciences; Legatum Index) value the higher enrolment of women in education. However, for Estonia, the problem is not the deficit of women, but of men, in education. As a whole, Estonia’s membership in the IEA, EU and OECD has considerably enriched the evidential material, based on which the position and prospects of Estonian education can be analysed. Assessing Estonia’s place in the rankings of the international education indices, for the most part, there is reason to be positive. In most of the composite indices (e.g. the UN Human Development Index, the OECD Better Life Index, and the World Economic Forum’s Global Competitiveness Index) a high score in education increases Estonia’s rating as a whole. Estonian education is also uniformly good, differences between schools are small and the number of low-achieving students is marginal. The phenomenon of a “strong average” can be considered to be Estonia’s distinctive feature. This means that the general performance level is good and there are few very low-performing students, but also few top-performing children. Additional research is required to determine how this educational pattern affects economic perspectives. 38 Estonian Human Development Report 2012/2013
Table 1.3.4 The quality of education according to the Global Competitiveness Index (GCI 2012): Estonia and the top 5 countries in the world Measures supporting efficiency Measures supporting innovation Conformity of education to the economy Level of mathematics and sciences teaching Level of schools of economics and management Availability of the Internet in schools Availability of high-quality training services Training and development of workers 1 Switzerland Singapore United Kingdom Iceland Switzerland Switzerland 2 Finland Finland Belgium Estonia The Netherlands Finland 3 Singapore Belgium Switzerland Finland Austria Singapore 4 Qatar Lebanon Spain The Netherlands Germany Luxembourg 5 Belgium Switzerland Canada Singapore Belgium Japan Estonia among 144 countries 49. 19. 48. 2. 39. 46. The following educational risks for Estonia should be mentioned: the small percentage of men among the students at all educational levels and the meagre positive effect of education on positions in the labour market. Estonians with higher education more often have jobs that do not conform to their educational qualifications, and higher education also does not have the same positive effect on salary levels as it does in other countries. Keeping Estonia’s small population in mind, a serious concern is the percentage of young people with only Figure 1.3.12 Assessment of the role of school in the development of entrepreneurial attitudes, as well as knowledge and skills, % of the respondents that agreed that school plays a positive role. Attitudes Turkey China Finland Switzerland Czech Republic USA Denmark Rep. of Korea Austria Slovakia Slovenia Estonia Netherlands Hungary Ireland Japan Skills-knowledge Percentage 0 10 20 30 40 50 60 70 Source: Flash Eurobarometer 354, 2012 basic education or less, which is statistically equal to the European Union average. A drop-out rate of 10–11% means 10,000 young people aged 18 to 24 who only have a basic education, if that. Only 6% of them are employed, which means great economic losses to the society in the form of unpaid taxes and increased social costs, as well as the indirect costs for ensuring security and health (European Parliament 2011). We should keep an eye on the changes in Estonia’s position in the rankings of educational indicators. For instance, Estonia’s results in the 2009 PISA tests were poorer than in 2006 (Kitsing 2011). Secondly, there is no decline in the measures of education that are based on expert opinions related to competitiveness and the public’s assessment of the role of school in the development of entrepreneurship has improved between 2009 and 2012. Therefore, the data on the quality of education are somewhat contradictory and today there are too little of it to draw any fundamental conclusions. International impulses have significantly shaped Estonian education policy (Heidmets et al. 2011). During the last decade, Estonia has adopted the European Union’s educational guidelines, and also actively learned from neighbouring countries. At the same time, the arguments and instruments for the adoption of polices have rapidly developed; among other things, learning from our neighbours, has made learning from international organisations less important (Toots 2009). One reason could be that Estonia’s accession to the European Union and the OECD came at a time when greater importance started to be placed on the measurement of the efficiency of indicator-based education systems. Besides the things that are on the international agenda, topics are prevalent in Estonia’s educational policy debates that do not seem to be justified by Estonia’s international position (see Table 1.3.5). This confirms that external influences have been multifaceted and are mediated based on domestic interests. Secondly, it seems that domestic policymakers have not always known how to assess Estonia’s situation based on the international reference system, and therefore, some topics have been over-amplified while others have not received sufficient attention. Estonian Human Development Report 2012/2013 39
Page 1: ESTONIAN HUMAN DEVELOPMENT REPORT 2
Page 4 and 5: Table of Contents 1 Human Capital /
Page 6 and 7: Dear Reader Since the moment when E
Page 9 and 10: 1Human Capital Estonian Human Devel
Page 11 and 12: the HDI’s content has also been h
Page 13 and 14: Figure 1.1.1 The human development
Page 15 and 16: Figure 1.1.7 The income sub-index:
Page 17 and 18: The results of the Princeton Projec
Page 19 and 20: the hypothetical generation. The to
Page 21 and 22: Figure 1.2.3 Life expectancy. Eston
Page 23 and 24: Table 1.2.2 also presents the most
Page 25 and 26: The new trends that are appearing i
Page 27 and 28: Figure 1.2.8 Components of populati
Page 29 and 30: New features were introduced into E
Page 31 and 32: Initiation of Voluntary Birth Contr
Page 33 and 34: Table 1.3.1 Best-known educational
Page 35 and 36: (OECD 2012b). Therefore a certain r
Page 37 and 38: The reciprocal dependence of the pr
Page 39: Figure 1.3.8 Percentage of students
Page 43 and 44: 1.4 Health Raul-Allan Kiivet Change
Page 45 and 46: Table 1.4.1 Usage of prescription m
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Page 49 and 50: promote healthy lifestyles among th
Page 51 and 52: Figure 1.5.1 The World Values Surve
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Page 55 and 56: Figure 1.5.3 The percentage of the
Page 57 and 58: Figure 1.5.5 Percentage of the Esto
Page 59 and 60: The fact that Estonia’s position
Page 61 and 62: Summary Mati Heidmets The global vi
Page 63 and 64: 2People and Society Estonian Human
Page 65 and 66: Table 2.1.1 Structure of the Bertel
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Page 69 and 70: 2.2 Freedom and democracy Martin M
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Page 77 and 78: political participation are general
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Page 83 and 84: Figure 2.4.2 Average circulation of
Page 85 and 86: 2.5 Corruption Jüri Saar In accord
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crime. And thirdly, there was a wis
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References 1. Ahven, A. & Tabur, L.
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states included in the EU Kids Onli
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2.8 Public assessments of the state
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Figure 2.8.4 Changes releated to tr
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of the state’s development are en
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Table 2.9.1 The positions of Estoni
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3. IEP (2011). Structures of Peace.
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3Welfare and the Quality of Life Es
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choices made, not what people say t
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Figure 3.1.5 Public social spending
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tion agreed upon the social contrac
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References 1. Aidukaite, J. (2006).
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hand, to the “inequality of acces
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and explanations of the extent of i
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5- much more than I deserve. Some d
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people in Estonia consider the inco
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Table 3.3.1 Experienced Well-Being
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at about 70%. In Latvia and Lithuan
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sign. It seems that the usual view
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3.4 Quality of life Anu Toots 3.4.1
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a uniform composite indicator has n
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3.4.6 The components of life qualit
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Figure 3.4.4c Perceived quality of
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Figure 3.4.5 Changes in the depriva
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3.5 Environment dimension of well-b
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Figure 3.5.1.b Estonia’s position
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3.5.4 Energy intensity The energy i
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productivity, which is defined as t
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perceive themselves as worse off th
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4The Economy Estonian Human Develop
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vide a valuable connection for maki
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Figure 4.1.3 Components of economic
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ule of law, the sub-indicators for
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References 1. Acemoglu, D.; Robinso
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Development Report employs generali
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and pasture land, and this was capi
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Basing the total and net savings re
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4.3 Labour market Reelika Leetmaa,
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The problems include the very limit
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• Expenditures for active labour
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who lose their jobs. These ensure i
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4.4 Productivity and the economic s
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labour costs at the company level r
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Table 4.4.4 Comparison of the produ
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Figure 4.4.1 Annual average increas
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4.5 Innovation Erik Terk, Katrin M
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Table 4.5.2 Comparison of innovatio
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Table 4.5.4 Comparison of the indic
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in order to make the R&D potential
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It is characteristic of the South K
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mechanisms for increasing their sta
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Globalisation and Policy Patterns 5
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When Estonia regained its independe
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5.2 The impacts of globalisation an
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Table 5.2.2 Support of the differen
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5.3 Development policies Erik Terk,
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• C -the “Estonia-centred” su
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Figure 5.4.1 Support for the possib
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Summary Erik Terk Estonia is part o
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ehavioural patterns. Therefore, it
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EDR 2012/2013 authors Clemens Buche
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EDR 2012/2013 authors Alari Purju i
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Editor-in-Chief: Mati Heidmets Prod
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