Kiri

Survey on Country Actions to Transform Education page 1 / 76 Section 1. Respondent's Information (918) Country (101548) Type: (!/list-dropdown) A58 - Estonia Full name (surname, first name) (101549) Type: (S/text-short) Kaarlõp, Hanna-Liis Title (Position) (101550) Type: (S/text-short) Education and Science programs coordinator page 2 / 76  Department/unit (175678) Type: (S/text-short) Ministry of Culture Email (101552) Type: (S/text-short) [email protected] Ministry/department/agency (101551) Type: (S/text-short) Estonian National Commission for UNESCO page 3 / 76 Section 2. Paths to transformation (920) 2.1 Creating wider and deeper ownership of the commitment to transformation Since the 2022 Transforming Education Summit, has your country carried out any activities to encourage wider and deeper ownership of the country’s commitment to transformation, including whole-of-government (i.e. across ministries and across central and sub-national authorities) and whole-of-society (i.e. involving multiple stakeholders such as teachers, students, families, communities and the private sector) dialogues? (175359) Type: (M/multiple-opt) [X] Map the wider stakeholder network (175361) [X] Communicate to the public the TES messages and national commitments (175362) Create and provide platform/website accessible to all with successful initiatives, narratives and other resources related to educational transformation (175363) page 4 / 76  Organize post-TES consultations, forums, dialogues, etc. with stakeholders (175364) Organize the whole-of-the-government and inter-ministerial dialogue on the role of education in social and economic transformation (175365) Organize social dialogue with teachers and other educational personnel to discuss their roles in educational transformation (175366) Build capacities of relevant ministry staff to argue for increased investment in education (175367) Other page 5 / 76  Please provide a short description of the processes and actors involved (max. 1,000 characters without space) (175368) Type: (T/text-long) Estonia's commitment to TES is part of the Estonian Education Strategy 2021-2035, and as the process of developing the strategy was collaborative in nature, encouraging wider and deeper ownership of the commitment to transformation was a synergistic part of it. For example, during the development of the Education Strategy 2021-2035, a wider network of stakeholders was identified, with over 60 experts and organisations involved in both the preparatory and post-consultation phases of the Strategy. The Estonian TES messages and national commitments have been widely disseminated by various stakeholders and the Ministry, both in written and oral form, and have included various communication channels such as public speeches, press conferences, seminars, and the Ministry's website, blog and social media profiles. 2.2 From commitment to policy and plan Since the 2022 Transforming Education Summit, has your country initiated any actions aimed at integrating the education transformation agenda into its existing national policies and plans, and monitoring and evaluation frameworks? (101560) Type: (M/multiple-opt) Review pre-Summit national consultations and the national statement of commitment to unpack key elements of transformation (175500) [X] Integrate the TES messages and commitments and post-TES implementation strategies into page 6 / 76 existing or new education plans, policies, programmes and initiatives (175501) page 7 / 76  [X] Revise, adapt or prepare education plans through a participatory approach, bringing stakeholders including youth groups (175502) Review the national socio-economic development plan and discuss how to integrate education transformation through inter-ministerial collaboration (175503) [X] Conduct annual reviews to examine if plans or policies are aligned with transformation agenda (175504) Integrate the national commitments into relevant programming documents such as the UN Sustainable Development Cooperation Framework and the GPE Partnership Compact (175505) Other page 8 / 76  Please provide a short description of the processes and actors involved (max. 1,000 characters without space) (176022) Type: (T/text-long) TES messages and commitments and post-TES implementation strategies have been integrated into the Estonian Education Strategy 2021-2035. The Ministry of Education and Research monitors the implementation of the strategy through performance reporting and needs-based evaluation. The achievement of the strategy's objectives will be evaluated at least twice during the strategy's implementation period, including a final mid-term evaluation no later than three years before the end of the strategy. In addition, the Ministry's annual report provides an update on the progress of the strategy. For public dissemination, the Ministry publishes the results of the report on its website. The implementation of the Education Strategy will be monitored by a multi-stakeholder steering committee. In order to involve the leaders of youth organisations in the monitoring of the Education Strategy and the Youth Sector Development Plan, a permanent Youth Policy Working Group has been established to support the work of the Steering Committee with sectoral expertise. 2.3 From policy and plan to action Since the 2022 Transforming Education Summit, has your country implemented education transformation policies and plans, effectively involving stakeholders and utilising local initiatives for comprehensive system-wide reform strategies? (101562) Type: (M/multiple-opt) [X] Share transformation agenda with administration and school staff to identify actions and support needed (175507) page 9 / 76  [X] Identify with stakeholders major enablers and bottlenecks to the implementation of education policies and plans, and discuss strategies to address them (175508) [X] Engage teachers in policy dialogues on education and other relevant sectors (e.g. health, labour, social protection and welfare) (175509) Guide and strengthen school supervisors and local administrators to effectively support schools (175510) [X] Support principals and teachers to share their experiences and insights and contribute to designing innovative transformation strategies (175511) [X] Explore the potential of successful local initiatives for system-wide scaling-up by reflecting on their enablers and conditions (175512) Other page 10 / 76  Please provide a short description of the processes and actors involved (max. 1,000 characters without space) (176023) Type: (T/text-long) The Ministry has involved various stakeholders, including administrators and school staff.The focus is on three strategic goals. The education system should provide access to diverse learning opportunities and facilitate smooth transitions between different levels and types of education. It is important to ensure that there are sufficient numbers of competent and motivated teachers and school leaders, and that learners have access to a diverse learning environment with a learner-centred approach to learning and teaching. It is also essential to ensure that learning opportunities are responsive to the developmental needs of society and the labour market. The Ministry's annual progress report provides an update on progress towards the expected outcomes and identifies key bottlenecks and possible strategies to overcome them. The results of the report are published on the website for public dissemination. Cooperation between universities and schools has led to successful initiatives that effectively involve stakeholders and make use of local resources. One example is Tallinn University's Future School project 2.4 Accounting for commitments, actions and results Has your country assessed or planned to assess the progress made towards the country’s commitments to transform education as part of the sector or SDG 4 monitoring? (101564) Type: (M/multiple-opt) [X] Develop or adjust a monitoring matrix that identifies responsibilities and resources for action implementation (175515) [X] page 11 / 76  Use existing mechanisms at (sub-)national level to monitor the implementation of the commitments (175516) [X] Review and adapt the existing M&E frameworks and EMIS to integrate the indicators for national education transformation (175517) [X] Discuss and disseminate the monitoring and evaluation findings (175518) Other Please provide a short description of the processes and actors involved (max. 1,000 characters without space) (176024) Type: (T/text-long) The assessment and oversight of Estonian commitments to TES are integral components of Estonia's Education Strategy monitoring. A matrix is used for monitoring and evaluation purposes, which defines responsibilities, allocates resources for the implementation of measures and sets out key indicators of success. The Ministry's annual progress report integrates the outcomes of the ongoing evaluation and monitoring, providing a comprehensive update on the strides made. The Ministry disseminates report findings to the public through its official website and other public communication channels. Additionally, the strategic objectives' attainment will undergo thorough evaluation at least twice during the strategy's implementation period from 2021 to 2035. The final mid-term assessment will take place no later than three years before the strategy's conclusion. page 12 / 76 page 13 / 76 Section 3. Country actions to transform education (1096) 3.1 Theme: Inclusion, equity and gender equality Sub-themes (175215) Type: (M/multiple-opt) [X] Inclusion and equity (general) (175728) [X] Gender equality, girls’ education (175729) [X] Refugees, displaced persons and migrants (175730) Poverty/ low-income groups (175731) [X] page 14 / 76  Rural and remote residents (175732) [X] Disabilities and special needs (175733) [X] Cultural and linguistic minorities (175734) [X] Financial support and incentives (175735) [X] School meals and nutrition (175736) Actions (175226) Type: (M/multiple-opt) [X] Policies (175239) page 15 / 76 [X] Funds allocation (175240) [X] Programmes (175241) Social dialogues (175242) Advocacy (175243) Other page 16 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175227) Type: (T/text-long) The Estonian Education Strategy 2021-2035 is a state-level policy that supports inclusion, equity, and gender equality in education. Its general objective is to equip the population of Estonia with the knowledge, skills, and attitudes necessary to fulfill their potential in personal, occupational, and social life. By doing so, it aims to contribute to promoting the quality of life in Estonia, as well as global sustainable development. The strategy seeks to achieve this by 2035. The strategy will be funded with a total of 25.387 billion euros between 2021 and 2035. The general goal will be measured by the following indicators: a) the number of 18 to 24-year-olds with low educational attainment who are not in education or training; b) the number of adults in lifelong learning; c) the number of adults with professional qualifications; d) the performance of top students in the PISA test; e) the employment rates of graduates in growth areas of smart specialization one year after graduation; f) the number of self-directed learners (indicator currently being developed); and g) the average pay of teachers compared to the average pay in Estonia (%). More specifically, the first strategic objective supports the general goal by ensuring that learning opportunities are diverse and accessible. The education system should also enable a smooth transition between different levels and types of education. The strategic goal will receive €18,522 million euros between 2021 and 2035 from a total budget of €25,387 million. Its impact will be measured by the following indicators: a) participation of children aged 3 to school age in pre-school education; b) share of 20 to 24-year-olds with at least secondary education; c) share of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are the main stakeholders. page 17 / 76  Attach relevant documents (175228) Type: (|/upload-files) Annual progress report of the Estonian Education Strategy No comment File type "pdf" Estonian Education Strategy for 2021-2035 No comment File type "pdf" Action Plan for transition to unified education system in Estonia No comment File type "pdf" page 18 / 76  Provide URL(s) (175238) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022]: https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035: https://www.hm.ee/en/media/2919/download 3) Action Plan for transition to unified school system: https://hm.ee/sites/default/files/documents/2022-10/ee stikeelsele_oppele_ulemineku_tegevuskava_2022_2030%20(1).pdf page 19 / 76 3.2 Theme: Teachers Sub-themes (175249) Type: (M/multiple-opt) [X] Teacher supply and deployment (175250) Teacher certification and qualification (175251) [X] Teacher working conditions (175252) [X] Teacher training and professional development (175253) Actions (175774) page 20 / 76 Type: (M/multiple-opt) [X] Policies (175775) [X] Funds allocation (175776) [X] Programmes (175777) [X] Social dialogues (175778) Advocacy (175779) Other page 21 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175780) Type: (T/text-long) The Estonian Education Strategy 2021-2035 is the state-level policy that supports teachers and teacher education. Its general objective is to equip the Estonian population with the knowledge, skills, and attitudes necessary to fulfil their potential in personal, occupational, and social life. This will contribute to promoting the quality of life in Estonia and global sustainable development by 2035. The strategy will be funded with a total of 25,387 million euros between 2021 and 2035. The general goal will be measured by the following indicators: a) 18 to 24-year-olds with low educational attainment who are not in education or training; b) adults in lifelong learning; c) adults with professional qualifications; d) top-performing students in the PISA test; e) employment rates of graduates in growth areas of smart specialization one year after graduation; e) self-directed learners (indicator under development) and f) average teacher pay compared to the average pay in Estonia (%). Estonia's second strategic objective is to support teachers and teaching by ensuring that they are competent, motivated, and that Estonia has a diverse learning environment that prioritize a learner-cantered approach to education. This strategic goal will be funded with €6,032 million from the total budget of €25,387 million between 2021 and 2035. Its impact will be measured by the following indicators: a) the percentage of 16–24-year-olds with digital skills above the basic level; b) the subjective well-being of students and teachers; c) the proficiency of Estonian among basic school graduates; d) low-performing students (Level 1 or 2 in the PISA test, 2018); e) teacher retention. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are considered the main stakeholders. page 22 / 76  Attach relevant documents (175781) Type: (|/upload-files) Annual progress report of the Estonian Education Strategy No comment File type "pdf" Education Strategy of Estonia No comment File type "pdf" Provide URL(s) (175782) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download page 23 / 76 3.3 Theme: Content and methods Sub-themes (175269) Type: (M/multiple-opt) [X] Curricular content – what to learn (175270) [X] Pedagogical approaches – how to teach & learn (175271) [X] Assessment methods (175272) [X] Education for sustainable development/greening education (175273) [X] Socio emotional learning and values education (175274) [X] page 24 / 76  21st Century skills (175275) [X] TVET and skills for work (175276) [X] Physical/mental health and safety (175277) Comprehensive sexuality education (175278) [X] STEM (175279) Foundational learning (175280) Actions (175783) Type: (M/multiple-opt) page 25 / 76 [X] Policies (175784) Funds allocation (175785) [X] Programmes (175786) Social dialogues (175787) Advocacy (175788) Other page 26 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175789) Type: (T/text-long) The Estonian Education Strategy 2021-2035, as a state-level policy, focuses on content and methodological changes. The second strategic objective of the strategy aims to support teachers and teaching by ensuring their competence, motivation, and the creation of a diverse learning environment that prioritizes a learner-cantered approach to education. The strategy allocates €6,032 million from the total budget of €25,387 million between 2021 and 2035 to fund this goal. Key indicators to measure its impact include the percentage of 16–24-year-olds with digital skills above the basic level, subjective well-being of students and teachers, proficiency of Estonian among basic school graduates, performance of students in PISA tests, and teacher retention. Primary stakeholders include parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. Attach relevant documents (175790) Type: (|/upload-files) The Progres report of the Estonian Education Strategy No comment File type "pdf" Estonian Education Strategy No comment File type "pdf" page 27 / 76  Provide URL(s) (175791) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3) Global Citizenship Competency Model: https://estdev.ee/wp-content/uploads/sites/73/2023/11/ESTDEV- Pa%CC%88devusmudel-2022-loplik.pdf 3.4 Theme: Governance Sub-themes (175583) Type: (M/multiple-opt) [X] Governance (175584) [X] Data management (175585) page 28 / 76 Actions page 29 / 76 (175792) Type: (M/multiple-opt) Policies (175793) Funds allocation (175794) Programmes (175795) [X] Social dialogues (175796) Advocacy (175797) Other page 30 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175798) Type: (T/text-long) The Estonian Education Strategy 2021-2035 functions as a comprehensive state-level policy governing the governance and financing of education. The primary objective of the strategy emphasizes the critical importance of ensuring diverse and accessible learning opportunities for all, with an emphasis on facilitating a seamless transition between various levels and types of education within the system. The allocated budget for this strategic goal is €18,522 million euros between 2021 and 2035, derived from a total budget of €25,387 million. The impact of the strategy will be assessed through key indicators, including a) the participation of children aged 3 to school age in pre-school education; b) the proportion of 20 to 24-year- olds with at least secondary education; c) the percentage of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. The primary stakeholders involved in this strategic initiative encompass parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. page 31 / 76 page 32 / 76  Attach relevant documents (175799) Type: (|/upload-files) Estonian Education Strategy No comment File type "pdf" Ministry of Education and Research Performance Report No comment File type "pdf" Provide URL(s) (175800) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download page 33 / 76 3.5 Theme: Digital transformation and learning Sub-themes (175648) Type: (M/multiple-opt) [X] Connectivity (175649) [X] Digital Learning (175650) Digital regulation (175651) page 34 / 76 Actions (175801) Type: (M/multiple-opt) [X] Policies (175802) [X] Funds allocation (175803) [X] Programmes (175804) Social dialogues (175805) Advocacy (175806) Other page 35 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175807) Type: (T/text-long) The Estonian Education Strategy 2021-2035 outlines state-level policies that emphasise digital transformation in education. The second strategic goal targets competent teachers, diverse learning environments and learner-centred approaches, with a focus on the targeted integration of new technologies. Intelligent learning resources enhance the effectiveness of teaching and provide immediate feedback. Personalised and diversified learning experiences through digital solutions are emphasised. A systematic approach is crucial for successful integration, promoting access to Estonian-language education using digital tools. Key indicators to measure impact include digital skills, subjective well-being and Estonian language proficiency, with a budget of €6032 million for 2021-2035. Stakeholders include parents, educators, learners and various institutions. The third strategic goal aims to provide responsive learning opportunities that are aligned with societal and labour market needs, and support competencies such as digital literacy. The ability to develop digital content is essential for competitiveness and requires a digital solution to manage individual learning pathways and assess skills through digital learning histories. Fostering digital literacy across age groups promotes inclusion and engagement with information technologies. Defined but flexible roles and responsibilities of stakeholders are crucial for successful implementation. Impact indicators include digital literacy, employment rates and entrepreneurship, with a budget of €833 million. Key stakeholders include parents, educators, learners and various institutions. Attach relevant documents (175808) Type: (|/upload-files) Estonian Education Strategy 2021-2035 No comment File type "pdf" Ministry of Education and Research Performance Report No comment File type "pdf" page 36 / 76  Provide URL(s) (175809) Type: (T/text-long) 1) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 2) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 3.6 Theme: Early childhood care and education Sub-themes (175605) Type: (M/multiple-opt) [X] Early childhood care and education (175606) page 37 / 76 Actions (175810) Type: (M/multiple-opt) [X] Policies (175811) [X] Funds allocation (175812) Programmes (175813) Social dialogues (175814) Advocacy (175815) Other page 38 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175816) Type: (T/text-long) The Estonian Education Strategy 2021-2035 is a state-level policy that regulates the domain of early childhood care and education. Strategies first strategic objective stresses the importance of ensuring that learning opportunities are diverse and accessible for all and the education system should enable a smooth transition between different levels and types of education. This strategic goal will receive €18,522 million euros between 2021 and 2035 from a total budget of €25,387 million. The strategy's first strategic objective´s impact will be assessed using indicators such as the participation of children aged 3 to school age in pre- school education, the proportion of 20 to 24-year-olds with at least secondary education, the percentage of 25 to 34-year-olds with tertiary education attainment, and short-term outgoing learning mobility in vocational and higher education. The primary stakeholders involved in this initiative include parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. Attach relevant documents (175817) Type: (|/upload-files) Ministry of Education and Research Performance Report 2022 No comment File type "pdf" Education Strategy 2021-2035 No comment File type "pdf" page 39 / 76  Provide URL(s) (175818) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3.7 Theme: Higher education and research Sub-themes (175619) Type: (M/multiple-opt) [X] Higher education access and inclusion (175620) [X] International mobility in higher education (175621) [X] Research and development (175622) page 40 / 76 Actions (175819) Type: (M/multiple-opt) [X] Policies (175820) [X] Funds allocation (175821) Programmes (175822) Social dialogues (175823) [X] Advocacy (175824) Other page 41 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175825) Type: (T/text-long) The Estonian Education Strategy 2021-2035 operates as one of the state-level policy governing higher education and research. The primary objective of the strategy underscores the crucial importance of ensuring diverse and accessible learning opportunities for all, with a specific focus on facilitating a seamless transition between various levels and types of education within the system. The allocated budget for this strategic goal is €18,522 million euros between 2021 and 2035, drawn from a total budget of €25,387 million. The impact of the goal will be evaluated using key indicators, including a) the participation of children aged 3 to school age in pre-school education; b) the proportion of 20 to 24-year-olds with at least secondary education; c) the percentage of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. The primary stakeholders engaged in this strategic initiative encompass parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. Attach relevant documents (175826) Type: (|/upload-files) Ministry of Education and Research Performance Report 2022 No comment File type "pdf" The Education Strategy 2021-2035 No comment File type "pdf" page 42 / 76  Provide URL(s) (175827) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3.8 Theme: COVID-19 recovery Sub-themes (175633) Type: (M/multiple-opt) [X] COVID-19 recovery (175634) page 43 / 76 Actions (175828) Type: (M/multiple-opt) Policies (175829) [X] Funds allocation (175830) Programmes (175831) [X] Social dialogues (175832) Advocacy (175833) Other page 44 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175834) Type: (T/text-long) The COVID-19 pandemic increased uncertainty in society, leading to physical and social isolation, loneliness, reduced physical activity and concerns about livelihoods. These factors had both direct and indirect effects on education, health and youth policies, and had a significant impact on people's mental well-being. Despite the challenges posed by the pandemic, schools managed to remain operational through the implementation of rapid testing. Schools were supported through financial assistance, the recruitment of auxiliary and substitute teachers, and initiatives to protect the mental health of staff. Efforts were also made to help students catch up with their studies. The COVID-19 pandemic had also positive effects on the schools. These included increased efficiency in various areas, accelerated acquisition of new skills (especially in digital technologies) and a shift towards innovative forms of learning. In the aftermath of the pandemic, new educational approaches emerged, such as outdoor education, the involvement of experts in the classroom, project-based learning, creative teaching and the revision of curricula. Attach relevant documents (175835) Type: (|/upload-files) Ministry of Education and Research Performance Report 2022 Education Strategy 2021-2035 File type "pdf" No comment File type "pdf" page 45 / 76  Provide URL(s) (175836) Type: (T/text-long) 1) Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3) Estonian Human Development Report 2023, https://inimareng.ee/en/estonian-human-development-report-2023/ 3.9 Theme: Youth engagement Sub-themes (175662) Type: (M/multiple-opt) [X] Youth engagement (175663) page 46 / 76 Actions (175837) Type: (M/multiple-opt) Meaningful youth engagement in education policy making (175843) Engagement of youths, particularly from vulnerable and marginalized communities, in key education-related meetings and forums (175844) Presence of a youth engagement process within the government structure (such as a youth advisory group) (175845) Other page 47 / 76  Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): (175847) Type: (T/text-long) The Youth Sector Development Plan 2021-2035 is a key state-level policy in Estonia that aims to create a state where young people feel safe, supported and actively engaged in development opportunities. The overarching goal is to measure young people's trust in their state, with a budget of EUR 356.29 million for 2021-2035. In 2022, there were significant changes in youth engagement, with local authorities assessing the quality of voluntary activities and a surge in youth-led projects amidst the challenges of COVID-19. The "Supporting Youth Education" project integrated non-formal and formal education and conducted surveys to assess integration practices nationally and internationally. The Digital Leap in Youth Work initiative, launched in 2022, focused on improving the digital skills of youth workers and introducing innovative solutions. Grant programmes supporting youth participation actively included those affected by the conflict in Ukraine. The multilingual youth information portal "Teeviit" improved the visibility and accessibility of national youth information. A notable development was the formulation of the 2022 concept for mobile youth work, aimed at national understanding and implementation. The programme to support young people at risk of social exclusion had a significant impact, assisting 264,258 individuals, with an impressive 67.6% successfully reintegrating into the labour market or education system. Youth participation processes are evident within the government structure, including youth councils attached to municipal or town councils, which act as consultative bodies to discuss issues affecting young people. A Youth Advisory Group meets regularly with the Minister to address the needs and interests of young people. Attach relevant documents (175848) Type: (|/upload-files) Ministry of Education and Research Performance Report 2022 No comment File type "pdf" Youth Sector Development Plan No comment File type "pdf" page 48 / 76  Estonian Education Strategy 2021-2035 No comment File type "pdf" Provide URL(s) (175849) Type: (T/text-long) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3) Youth Sector Development Plan, https://www.hm.ee/sites/default/files/documents/2022-10/ee_youth_sector_development_plan_2021-2035_en.pdf page 49 / 76 Section 4. Education financing (1094) 4.1 Allocating at least 4-6% of GDP and/or at least 15-20% of total public expenditure to education, protecting public education OR if such targets have already been reached, protecting education budgets from the constrained fiscal environment. If relevant, you may wish to report progress towards: Establishing and/or reaching national benchmarks for the investment per student and per school-age person Creating integrated, long-term policy and financing strategies aimed at boosting investment in education, such as an earmarked tax for education Implementing (progressive) tax reforms and/or progressing towards an adequate tax-to-GDP ratio Please provide a short description (max. 2,500 characters without space): (175007) Type: (T/text-long) The Estonian state budget for 2022 was planned to be around 14 billion euros, with the total cost of the budget 11% higher than before, with the budget for education provisionally set at 888 million euros. In response to the need for additional measures, a supplementary budget was adopted. In total, the 2022 State Budget (including the supplementary budget) allocated to education 1,385 million euros. The allocation of resources from the state budget has been around 6% of the GDP. page 50 / 76 4.2 Establishing and reaching specific goals with respect to the percentage of educational investment going to families with the lowest income, to those living in rural or distant areas, children with disabilities or those especially vulnerable. If relevant, you may wish to report progress towards: Allocating educational budgets more equitably across different education levels, including early childhood care and education, such as through an equity-based allocation formula Integrating gender responsiveness into public expenditure monitoring and reorienting spending to promote gender equalit y Please provide a short description (max. 2,500 characters without space): (175190) Type: (T/text-long) The Estonian Education Strategy 2021-2035 and the Youth Sector Development Plan 2021-2035 form the basis for the programme "Clever and Active People" which reflects the activities carried out to fulfil the TES commitments. The programme budget for 2022 is almost €840 million, an increase of almost €209.5 million (33%) compared to the original budget. Of this increase, €63.7 million was additional funding from the supplementary budget for the basic needs of Ukrainian war refugees, including support for language learning and integration and the provision of additional study places. The breakdown of the additional funding by programme action is as follows Access to general education €48.9 million; Equal opportunities in education €6.3 million; Access to vocational training €5 million; Access to higher education €2.7 million; and Organisation and development of the education network and development of curricula and school organisation €0.5 million. An additional €12.9 million was provided from the government reserve. page 51 / 76 4.3 Increasing the efficiency of educational investment by reducing leakages, increasing delivery capacities of the education stakeholders and institutions strengthening accountability frameworks, and/or improving teacher workforce development and management. If relevant, you may wish to report progress towards: Undertaking action to improve the connection between sector planning and budget programmin g Please provide a short description (max. 2,500 characters without space): (175192) Type: (T/text-long) Estonia has taken steps to improve the efficiency of investment in education by optimising the school network and attempting to develop strategic workforce planning to ensure a consistent and well-prepared teacher workforce. Optimising the school network is part of Estonia's efforts to ensure quality education for all. Recognising the key role of competent and motivated teachers, Estonia prioritises the recruitment and retention of sufficient numbers of well-paid teachers at all levels. This commitment reflects a national priority to create optimal learner-centred learning environments. Despite these efforts, challenges remain due to the complex nature of these problems. page 52 / 76 4.4 Tracking and reporting on educational investment and its results in a disaggregated and systematic way, to make sure educational investment is equitably distributed, with special attention to those most vulnerable If relevant, you may wish to report progress towards: Developing adequate and timely data to link and evaluate education plans in terms of anticipated outcomes Please provide a short description (max. 2,500 characters without space): (175194) Type: (T/text-long) The Estonian Education Strategy for 2021-2035 and the Youth Sector Development Plan 2021-2035 form the basis for the Estonian national commitments to TES. They are implemented in accordance with the Estonian State Budget Act. To achieve the overall objective and strategic goals of the strategies, a specific program is drawn up each year. The program is revised annually and is consistent with the state budget. It is amended as part of the budgetary strategy and the preparation of the state budget. This activity-based approach to budget planning has been used in Estonia since 2020 and it links strategic planning and budgeting through cost accounting, enabling the measurement of results. The strategic planning process is structured around five levels: result areas, programmes, measures, activities, and services. The national budget strategy defines result areas and sets long-term objectives established by the government. Programmes are documents that outline measures, indicators, activities, and financing plans needed to achieve result area objectives. Services are priced, and the entire budget is allocated to services and associated activities. 4.5 Has your country pursued any other actions related to education finance, including innovative financial mechanisms and tools? Please provide a short description (max. 2,500 characters without space): (175196) Type: (T/text-long) No page 53 / 76 4.6 (For donor countries) Please outline major steps you have taken or the progress made in relation to international support for education since the Transforming Education Summit. Please consult relevant ministries and government agencies (e.g. Ministry of Foreign Affairs or International Cooperation) to respond to these questions. a) Has your country fulfilled the established benchmark 0.7% of donor Gross National Income (GNI) for official development assistance (ODA) and/or increased the proportion of such aid (concessional loans and grants) for education to 15% - 20% of portfolios? (175198) Type: (M/multiple-opt) 0.7% of GNI for ODA (175524) 15-20% of aid for education (175525) None of the above (175681) [X] Not applicable (176028) page 54 / 76  If yes, please provide a short description (max. 1,500 characters without space): (175537) Type: (T/text-long) In accordance with the Council of European Union´s 2017 conclusion, Estonia has committed to achieving the ODA target of 0.33% of GNI by 2030, demonstrating its dedication to progressively increase its commitment to international development cooperation and humanitarian aid. This is the target goal set for the EU members that joined post-2004. Notably, Estonia surpassed the target for the first time in 2022, with its ODA by GNI reaching 0.54%, largely due to increased ODA for in-donor costs of refugees. While the ODA allocation to education currently falls short of the 15-20% benchmark, it is important to highlight that education remains one of the priorities of Estonia´s development cooperation. 4.6 (For donor countries) b) Has your country prioritized global actions on taxes, supporting international reforms that can help countries expand tax-to-GDP ratios? (175200) Type: (L/list-radio) No A2 page 55 / 76 4.6 (For donor countries) c) Has your country supported action on debt relief, restructuring or cancellation? (175202) Type: (L/list-radio) No A2 4.6 (For donor countries) d) Has your country acted in support of innovative financial mechanisms including scaling up existing successful smart aid financing and grants to increase fiscal space for education? (175204) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,500 characters without space): (176030) Type: (T/text-long) While domestic resource mobilization (DRM) is not a stand-alone priority in Estonian development cooperation, it is part of our priority to support good governance in our partner countries. By providing support in e-governance and regulatory reforms, we have supported the DRM efforts in our partner countries. DRM is also one of the main policy priorities of the World Bank´s Nordic-Baltic Constituency, of which Estonia is a member. page 56 / 76 page 57 / 76 Section 5. Actions to respond to the TES Calls to Action (1095) a) Place gender equality at the heart of education sector plans, budget, policies and governance (175008) Type: (M/multiple-opt) [X] Education sector plans (175543) Budget (175544) Policies (175545) Governance (175546) Other page 58 / 76  Please provide a short description (max. 1,000 characters without space) (175523) Type: (T/text-long) Over 10% of Estonian youths exit the educational system with limited qualifications, with boys exhibiting an almost twofold likelihood compared to girls. This percentage has witnessed a recent upswing, particularly among boys. Estonia faces notable gender disparities throughout its education system, including in higher education. Initiatives have been implemented to curb premature departure from schools and boost the enthusiasm of all learners to pursue further education. One such measure involves amalgamating formal and non-formal learning to establish an environment conducive to the success of all students. Furthermore, revisions to the national curriculum aim to enhance learner motivation and independence, coupled with intentions to elevate the compulsory school leaving age to 18. b) Embed gender equality in the teaching and learning process through updates to curriculum and teaching/learning materials and teacher capacity development (175010) Type: (M/multiple-opt) [X] Curriculum (175551) Teaching/learning materials (175552) [X] Teacher capacity development (175553) Other page 59 / 76  Please provide a short description (max. 1,000 characters without space) (175540) Type: (T/text-long) Updates have been made to the national curriculum with the aim of amplifying learner motivation and independence. Additionally, there are intentions to increase the mandatory school leaving age to 18. In addressing gender disparities in STEM subjects, concerted efforts are being made by both the government and civil society. The Estonian Association of Kindergarten Teachers and the Estonian Women's Round Table are collaborating on an initiative to conduct a program for kindergarten teachers, shedding light on how gender stereotypes can impact children's development and lifestyle. The HK Unicorn Squad is actively providing teaching resources, mentorship, and support for establishing technology groups catered to girls, with the primary goal of fostering their involvement in technology, robotics, and science. Presently, approximately 2000 girls between the ages of 8 and 14 are actively participating in these initiatives. c) Ensure gender-transformative, safe and inclusive learning environments (175011) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space) (175541) Type: (T/text-long) The detrimental effects of bullying on academic performance, self-esteem, and overall well-being are widely acknowledged. A study commissioned by the ministry in 2022 revealed that, apart from cyberbullying, boys are more frequently both perpetrators and targets of bullying compared to girls. The study proposes the adoption of a comprehensive approach to monitor and prevent bullying in all schools, a practice that has not been consistently implemented thus far. One of the ministry's key collaborators is the NGO “Kiusamisvaba kool”, which actively supports kindergartens and schools in formulating their action plans and provides educational resources for teachers. page 60 / 76 Section 5. Actions to respond to the TES Calls to Action (1117) a) Please specify which ONE/SINGLE public digital learning platform* you would like to have featured on the map being built as part of the Gateways to Public Digital Learning Initiative. (175538) Type: (S/text-short) https://e-koolikott.ee/et b) Please explain the ways your country is planning to improve/strengthen this platform before the end of 2026? (175539) Type: (T/text-long) 1) E-koolikott (https://e-koolikott.ee/et), an educational resource portal; 2) EHIS (www.ehis.ee), which collects data from educational institutions and is integrated with the population register; and 3) Haridusportaal (https://haridusportaal.edu.ee/). The website provides information on education, including learning, teaching, and educational institutions. It is accessible to a broad audience and is recommended as a primary source of information. These digital environments named previously have been created by the state and are developed on a regular basis. It is worth highlighting however that a large part of the digital solutions used in Estonian education are developed by private companies. The most significant of which are: e-kool (www.ekool.ee) and Stuudium (stuudium.com), which act as school diaries and support home- school communication; Opiq (www.opiq.ee), digital textbooks and workbooks environment; as well as educational assistance solutions such as Clanbeat (clanbeat.com), Triumf Health (www.triumf.health). page 61 / 76 Section 5. Actions to respond to the TES Calls to Action (1101) a) Promoting schools to become green and climate resilient and sustainable development through teaching and learning practice, school facilities and operations, participatory governance and community engagement (175157) Type: (M/multiple-opt) [X] Teaching and learning practice (175559) [X] School facilities and operations (175560) Participatory governance and community engagement (175561) Other page 62 / 76  Please provide a short description (max. 1,000 characters without space): (175158) Type: (T/text-long) Sustainable development has been part of the national curriculum as a cross-curricular topic since 2002. Additionally, in the beginning of 2023, the Ministry of Education and Research, in collaboration with the Ministry of the Environment, jointly introduced an updated strategic plan for environmental education “Environmental education and awareness action plan 2023-2035” (see more https://kliimaministeerium.ee/media/9621/download) The objective of the action plan is to seamlessly integrate environmental topics across all subjects and educational levels, fostering collaboration among educational institutions, environmental education centres, and communities. Additionally, the plan encompasses the establishment of a comprehensive official quality system for environmental education centres. This system will assess the excellence of educational programs, introduce a competency model for teachers and trainers, define quality criteria for centres, and institute an accreditation system for securing long-term funding. Moreover, there is a focus on enhancing the energy efficiency of educational institutions and in 2023 all new school buildings that are built are environmentally sustainable b) Embedding climate change and sustainable development through updates to curriculum and teaching/learning materials (175159) Type: (M/multiple-opt) [X] Curriculum (175565) [X] Teaching/learning materials (175566) Other page 63 / 76  Please provide a short description (max. 1,000 characters without space): (175163) Type: (T/text-long) Sustainable development as a cross-curricular topic have been part of the Estonian curriculum since 2002. Additionally, in 2022, the Global Citizen Competency Model, which aims to support the inclusion of a global dimension in the competencies outlined in the curriculum and to link them to the learning outcomes of different subjects was developed. The updated curriculum from 2023 has been taking into account the aforementioned changes. c) Strengthening climate change and sustainable development in teacher training programmes (175160) Type: (L/list-radio) No A2 page 64 / 76 d) Placing greening education at the heart of education sector plans, policies, budget and governance (175161) Type: (M/multiple-opt) [X] Education sector plans (175570) [X] Budget policies (175571) [X] Governance (175572) Other Please provide a short description (max. 1,000 characters without space): (175758) Type: (T/text-long) Sustainable development and greening of education is one of the main objectives of the Estonian Education Strategy for 2021-2035, as its overall goal is to equip the population of Estonia with the knowledge, skills and attitudes necessary to fulfil their potential in personal, professional and social life. In doing so, it aims to contribute to the quality of life in Estonia and to global sustainable development. page 65 / 76 e) Fostering lifelong learning and youth engagement on greening communities (175162) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (175759) Type: (T/text-long) Estonia has put the development of green competences for adults and youth at the centre of vocational and higher education and lifelong learning. In 2022-2023, government regulations have been adopted that set out the conditions for supporting the development of green competences. page 66 / 76 Section 5. Actions to respond to the TES Calls to Action (1102) page 67 / 76 a) Conducting learning assessments, including international/regional learning assessments (175167) Type: (M/multiple-opt) School-level assessment (175577) Sub-national assessment (e.g. provincial) (175578) National assessment (175579) Regional/international assessment (175580) [X] Not applicable (176031) Other page 68 / 76  Please provide a short description (max. 1,000 characters without space): (175764) Type: (T/text-long) b) Reviewing/revising/adjusting the curriculum to focus on foundational learning for all (175168) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (176032) Type: (T/text-long) In 2022, adjustments were made to the national curriculum for primary and upper secondary education, with a focus on fostering skills development and striving to improve students' overall contentment with their educational experience. The updated curriculum provides teachers with increased flexibility in how they approach learning content and conceptualise assessment, incorporates additional optional courses in upper secondary education to better align teaching with the diverse needs and interests of students. These modifications are intended to enhance subject learning and foster general competencies, including the ability to learn, digital literacy, 21st Century skills and communication skills, cultural awareness, and SEL skills and values. page 69 / 76 c) Supporting teachers with training and relevant tools (175171) Type: (L/list-radio) No A2 d) Providing catch-up or remedial programmes to teach children at their current learning level (175172) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (175767) Type: (T/text-long) To assist pupils who are Ukrainian war refugees, a dedicated school has been established in Tallinn. State financial support is extended to local governments throughout Estonia to facilitate the integration of Ukrainian war refugees into the Estonian school system. In collaboration with local authorities, Ukrainian students have been given the opportunity to engage in non-formal education. Assistant teachers have been deployed, and resources for Ukrainian instruction, as well as materials for learning the Estonian language, have been made accessible. Additional funding for higher education places has been allocated for Ukrainian students, with Erasmus+ opportunities expanded to encompass them. The integration of Ukrainian students into the Estonian education system is further facilitated through mental health support, guidance and assistance for teachers, and language learning camps. page 70 / 76 e) Supporting the health, nutrition and psycho-social well-being of every teacher and child (ISCED 1) (175173) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (175768) Type: (T/text-long) The negative impacts of bullying on academic performance, self-esteem, and overall well-being are widely acknowledged. The NGO "Kiusamisvaba kool" is a crucial collaborator for the ministry, actively aiding kindergartens and schools in developing their action plans and providing teaching materials for educators. Moreover, to enhance the mental well-being of both teachers and students, extra resources have been assigned to the school system. Lastly, students are provided with complimentary school meals. f) Others (175174) Type: (L/list-radio) No A2 page 71 / 76 Section 5. Actions to respond to the TES Calls to Action (1103) a) Improve equitable inclusive education access and learning outcomes for children and youth affected by crises, including forcibly displaced populations (175179) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (175770) Type: (T/text-long) In addition to the above-mentioned efforts to support Ukrainian students in Estonia, there is a broader approach to improving equitable and inclusive access to education for children and youth affected by crises, including forcibly displaced populations. Estonia recognises the importance of long-term integration strategies as well as immediate assistance. This includes the establishment of a special school in Tallinn for Ukrainian students, demonstrating a commitment to creating a supportive learning environment. The government's financial support is not limited to the special school, but also extends to local governments across Estonia. This support aims to facilitate the seamless integration of Ukrainian war refugees into the wider Estonian school system, promoting inclusivity on a national scale. Working closely with local authorities, Estonia has provided Ukrainian students with opportunities for non-formal education, recognising the need for flexible learning approaches that address the unique challenges faced by displaced populations. The provision of teacher assistants and resources for both Ukrainian and Estonian language learning underlines Estonia's commitment to ensurin page 72 / 76 b) Protect and improve external financing across humanitarian and development instruments, ensuring financing is equitable and aligns with national planning priorities and commitments to international convention (175180) Type: (L/list-radio) Yes A1 Please provide a short description (max. 1,000 characters without space): (175771) Type: (T/text-long) c) Work together in the spirit of international cooperation to build crisis-resilient education systems that ensure the protection of children and youth rights, and address learner needs in a holistic way, including health, wellbeing, nutrition, water, sanitation and protection from violence, sexual exploitation, and abuse. (175181) Type: (L/list-radio) Yes A1 page 73 / 76  Please provide a short description (max. 1,000 characters without space): (175772) Type: (T/text-long) Estonia has been actively involved in supporting the education system recovery in Ukraine. d) Scale and mainstream high-impact and evidence-based interventions into policy and programming efforts (175182) Type: (L/list-radio) Not applicable A3 page 74 / 76  (1104) (175676) Type: (M/multiple-opt) [X] I grant UNESCO the worldwide non-exclusive rights to reproduce, translate, adapt, publish, perform, broadcast, and communicate to the public, in any language and in printed and electronic format, the whole or any part of the responses provided and to authorize other publishers or co-publishers to exercise any or all of these rights. I also grant UNESCO the worldwide irrevocable rights to deposit the whole or any part of the surveys/interviews/online contributions responses in its multilingual Open Access Repository in electronic form. This entails the right of access to copy, usage, distribution, adaptation, for lawful purposes, with in specified constraints. UNESCO uses Creative Commons CC BY SA 3.0 IGO license in line with its Open Access Policy . (175677) Toggle navigation Exit and clear survey page 75 / 76 page 76 / 76 Survey on Country Actions to Transform Education Introduction This survey by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the SDG 4 High-Level Steering Committee (HLSC) seeks information about how countries have translated their commitments made in the context of the 2022 United Nations Transforming Education Summit (TES) into action. The TES was a response to the triple-crisis in education—of equity and inclusion, quality and relevance – compounded by a lack of adequate financing and heightened by the COVID-19 pandemic. The TES mobilized ambition, solidarity and solutions to reignite actions towards the Sustainable Development Goal 4 (SDG 4) by fundamentally re-thinking the purpose, content and delivery of education. Leading up to the Summit, 163 countries convened national consultations and committed to take action to transform their education systems, and to increase financing of education to achieve this transformation. As of July 2023, 141 countries submitted their national statements of commitment. In December 2022, the HLSC, mandated to coordinate and monitor global efforts to achieve SDG 4 and to lead the Summit follow-up, invited Member States to translate their commitments into action, ensure the allocation of sufficient public resources and report on progress at the Global Education Meeting. The HLSC also prepared a guidance note for countries to translate national commitments into action and requested its Inter-Agency Secretariat (IAS) hosted at UNESCO to develop a Dashboard of Country Commitments and Actions as a monitoring and accountability tool. The IAS analyzed the national statements of commitment against the 9 themes and 37 sub-themes identified by the HLSC’s working group (see Annex). The Dashboard , hosted on the SDG 4 Knowledge Hub , currently allows visualization of these thematic areas to which countries explicitly made commitments. This focus on transforming education does not replace the SDG 4-Education 2030 agenda or its monitoring framework—it rather spotlights and mobilizes collective, transformative actions to accelerate progress towards SDG 4. Purpose: The purpose of this survey is two-fold. First, it aims to monitor countries’ actions undertaken against their own commitments made in the context of the TES and spotlight transformative actions on the Dashboard. Second, the information provided through this survey will facilitate cross-country learning and exchange of experiences and good practices, and help maintain the momentum created through the TES, so that education remains on top of the political agenda. In this sense, all countries are invited to respond to the survey even if they have not submitted their national statements of commitment. Countries that have not sent their national statements of commitment yet are encouraged to do so. The survey consists of five sections: Respondent’s information: It asks for the contact information of the person filling the survey. We invite a government official(s) with an overview of education sector planning and policies, as well as familiarity with the SDG 4-Education 2030 agenda and the Transforming Education Summit to collect responses and complete this survey. Paths to transformation: This section asks how your country may have taken forward the strategies and initiatives recommended as the ‘Paths to Transformation’ in the SDG 4 High-Level Steering Committee’s guidance note . Country actions undertaken by thematic areas: It asks for transformative actions undertaken (e.g. policies, funds allocation, programmes, social dialogues, advocacy) inspired by the Transforming Education Summit, in relation to the thematic areas used for the Dashboard (see Annex). Education financing: This section relates to the Call to Action on Educational Investment . It asks how the country has invested more, more equitably, and more efficiently in education. TES Calls to Action: In addition to education financing, specific questions are asked about country actions in response to the Calls to Action launched during the TES: Gender equality and girls’ and women’s empowerment Quality public digital learning for all Greening education Addressing the learning crisis Education in crisis situations Submission: The online survey questionnaire is available in Arabic, Chinese, English, French, Russian and Spanish, to be submitted no later than Friday 20 October 2023 . Only one submission per country is expected – different ministries, departments and organizations should coordinate among themselves and submit the response via the national government. To the extent possible, the government-led local education coordination mechanisms should be consulted. The survey results will be featured on the Country Dashboard and serve as inputs to the 2024 Global Education Meeting (GEM). Preliminary findings will be shared at the HLSC Leaders’ Group meeting to be held in early November 2023. Good practices will be documented and made available on the SDG 4 Knowledge Hub . Kindly address all questions to: [email protected] Section 1. Respondent's Information This section asks for the contact information of the person filling the survey. We invite a government official(s) with an overview of education sector planning and policies, as well as familiarity with the SDG 4-Education 2030 agenda and the Transforming Education Summit to collect responses and complete this survey. Click on the "Resume later" button if you wish to save your responses Country Estonia Full name (surname, first name) Hanna-Liis Kaarlõp Title (Position) Education and Science programs coordinator De partment/u nit Estonian National Commission for UNESCO Ministry/department/agency Ministry of Culture Email [email protected] Section 2. Paths to transformation The SDG 4 High-Level Steering Committee’s guidance note suggests four inter-connected paths for action. On each of these paths, the guidance note offers some strategic advice and suggestions on what governments and partners may wish to do as follow up to the 2022 Transforming Education Summit. Click on the "Resume later" button if you wish to save your responses 2.1 Creating wider and deeper ownership of the commitment to transformation Since the 2022 Transforming Education Summit, has your country carried out any activities to encourage wider and deeper ownership of the country’s commitment to transformation, including whole-of-government (i.e. across ministries and across central and sub-national authorities) and whole-of-society (i.e. involving multiple stakeholders such as teachers, students, families, communities and the private sector) dialogues? Please choose all that apply: ​ ☒ Map the wider stakeholder network ☒ Communicate to the public the TES messages and national commitments ​ ☐ Create and provide platform/website accessible to all with successful initiatives, narratives and other resources related to educational transformation ​ ☐ Organize post-TES consultations, forums, dialogues, etc. with stakeholders ​ ☐ Organize the whole-of-the-government and inter-ministerial dialogue on the role of education in social and economic transformation ☐ Organize social dialogue with teachers and other educational personnel to discuss their roles in educational transformation ☐ Build capacities of relevant ministry staff to argue for increased investment in education 793750 29210 ☐ Other: Please provide a short description of the processes and actors involved (max. 1,000 characters without space) Estonia's commitment to TES is part of the Estonian Education Strategy 2021-2035, and as the process of developing the strategy was collaborative in nature, encouraging wider and deeper ownership of the commitment to transformation was a synergistic part of it. For example, during the development of the Education Strategy 2021-2035, a wider network of stakeholders was identified, with over 60 experts and organisations involved in both the preparatory and post-consultation phases of the Strategy. The Estonian TES messages and national commitments have been widely disseminated by various stakeholders and the Ministry, both in written and oral form, and have included various communication channels such as public speeches, press conferences, seminars, and the Ministry's website, blog and social media profiles. 2.2 From commitment to policy and plan Since the 2022 Transforming Education Summit, has your country initiated any actions aimed at integrating the education transformation agenda into its existing national policies and plans, and monitoring and evaluation frameworks? Please choose all that apply: ☐ Review pre-Summit national consultations and the national statement of commitment to unpack key elements of transformation ☒ Integrate the TES messages and commitments and post-TES implementation strategies into existing or new education plans, policies, programmes and initiatives ☒ Revise, adapt or prepare education plans through a participatory approach, bringing stakeholders including youth groups ☐ Review the national socio-economic development plan and discuss how to integrate education transformation through inter-ministerial collaboration ☒ Conduct annual reviews to examine if plans or policies are aligned with transformation agenda ☐ Integrate the national commitments into relevant programming documents such as the UN Sustainable Development Cooperation Framework and the GPE Partnership Compact ☐ Other: 842645 -40005 Please provide a short description of the processes and actors involved (max. 1,000 characters without space) TES messages and commitments and post-TES implementation strategies have been integrated into the Estonian Education Strategy 2021-2035. The Ministry of Education and Research monitors the implementation of the strategy through performance reporting and needs-based evaluation. The achievement of the strategy's objectives will be evaluated at least twice during the strategy's implementation period, including a final mid-term evaluation no later than three years before the end of the strategy. In addition, the Ministry's annual report provides an update on the progress of the strategy. For public dissemination, the Ministry publishes the results of the report on its website. The implementation of the Education Strategy will be monitored by a multi-stakeholder steering committee. In order to involve the leaders of youth organisations in the monitoring of the Education Strategy and the Youth Sector Development Plan, a permanent Youth Policy Working Group has been established to support the work of the Steering Committee with sectoral expertise. 2.3 . From policy and plan to action Since the 2022 Transforming Education Summit, has your country implemented education transformation policies and plans, effectively involving stakeholders and utilising local initiatives for comprehensive system-wide reform strategies? Please choose all that apply: ☒ Share transformation agenda with administration and school staff to identify actions and support needed ☒ Identify with stakeholders major enablers and bottlenecks to the implementation of education policies and plans, and discuss strategies to address them ☒ Engage teachers in policy dialogues on education and other relevant sectors (e.g. health, labour, social protection and welfare) ☐ Guide and strengthen school supervisors and local administrators to effectively support schools ☒ Support principals and teachers to share their experiences and insights and contribute to designing innovative transformation strategies ☒ Explore the potential of successful local initiatives for system-wide scaling-up by reflecting on their enablers and conditions ☐ Other : Please provide a short description of the processes and actors involved (max. 1,000 characters without space) The Ministry has involved various stakeholders, including administrators and school staff, in the decision-making process for implementing system-wide transformative education reform strategies. The focus is on three strategic goals. The education system should provide access to diverse learning opportunities and facilitate smooth transitions between different levels and types of education. It is important to ensure that there are sufficient numbers of competent and motivated teachers and school leaders, and that learners have access to a diverse learning environment with a learner-centred approach to learning and teaching. It is also essential to ensure that learning opportunities are responsive to the developmental needs of society and the labour market. The Ministry's annual progress report provides an update on progress towards the expected outcomes and identifies key bottlenecks and possible strategies to overcome them. The results of the report are published on the website for public dissemination. Cooperation between universities and schools has led to successful initiatives that effectively involve stakeholders and make use of local resources. One example is Tallinn University's Future School project, which supports school leaders and teachers in reflecting on successful school change and exploring the potential of local initiatives for system-wide scale-up by reflecting on their enablers and conditions. 2.4 Accounting for commitments, actions and results Has your country assessed or planned to assess the progress made towards the country’s commitments to transform education as part of the sector or SDG 4 monitoring? Please choose all that apply: ☒ Develop or adjust a monitoring matrix that identifies responsibilities and resources for action implementation ☒ Use existing mechanisms at (sub-)national level to monitor the implementation of the commitments ☒ Review and adapt the existing M&E frameworks and EMIS to integrate the indicators for national education transformation ☒ Discuss and disseminate the monitoring and evaluation findings ☐ Other: Please provide a short description of the processes and actors involved (max. 1,000 characters without space) The assessment and oversight of Estonian commitments to TES are integral components of Estonia's Education Strategy monitoring. A matrix is used for monitoring and evaluation purposes, which defines responsibilities, allocates resources for the implementation of measures and sets out key indicators of success. The Ministry's annual progress report integrates the outcomes of the ongoing evaluation and monitoring, providing a comprehensive update on the strides made. The Ministry disseminates report findings to the public through its official website and other public communication channels. Additionally, the strategic objectives' attainment will undergo thorough evaluation at least twice during the strategy's implementation period from 2021 to 2035. The final mid-term assessment will take place no later than three years before the strategy's conclusion. Section 3. Country actions to transform education In recent years, what transformative actions inspired by the Transforming Education Summit has your country initiated or undertaken against the commitments made in your national statement of commitment? Please refer to your country profile on the Dashboard of country commitments and provide answers for the relevant themes and the sub-theme(s). You may also wish to share actions related to themes/sub-themes not captured in the national statement of commitments. Finally, countries that have not yet submitted their national statement of commitment, you may wish to share recent transformative actions related to these themes/sub-themes. Click on the "Resume later" button if you wish to save your responses 3.1 Theme: Inclusion, equity and gender equality Sub-themes Please choose all that apply: ☒ Inclusion and equity (general) ☒ Gender equality, girls’ education ☒ Refugees, displaced persons and migrants ☐ Poverty/ low-income groups ☒ Rural and remote residents ☒ Disabilities and special needs ☒ Cultural and linguistic minorities ☒ Financial support and incentives ☒ School meals and nutrition Actions Please choose all that apply: ☒ Policies ☒ Funds allocation ☒ Programmes ☐ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 is a state-level policy that supports inclusion, equity, and gender equality in education. Its general objective is to equip the population of Estonia with the knowledge, skills, and attitudes necessary to fulfil their potential in personal, occupational, and social life. By doing so, it aims to contribute to promoting the quality of life in Estonia, as well as global sustainable development. The strategy seeks to achieve this by 2035. The strategy will be funded with a total of 25.387 billion euros between 2021 and 2035. The general goal will be measured by the following indicators: a) the number of 18 to 24-year-olds with low educational attainment who are not in education or training; b) the number of adults in lifelong learning; c) the number of adults with professional qualifications; d) the performance of top students in the PISA test; e) the employment rates of graduates in growth areas of smart specialization one year after graduation; f) the number of self-directed learners (indicator currently being developed); and g) the average pay of teachers compared to the average pay in Estonia (%). More specifically, t he first strategic objective supports the general goal by ensuring that learning opportunities are diverse and accessible. The education system should also enable a smooth transition between different levels and types of education. The strategic goal will receive €18,522 million euros between 2021 and 2035 from a total budget of €25,387 million. Its impact will be measured by the following indicators: a) participation of children aged 3 to school age in pre-school education; b) share of 20 to 24-year-olds with at least secondary education; c) share of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are the main stakeholders. In regards to specific sub-themes, following activities have been undertaken since 2022: Inclusion and equity (general): Transition to a unified school system and instruction in the Estonian langu a ge. Since the Second World War, the Estonian school system has been divided into schools with Estonian as the main language of instruction and schools with Russian as the main language of instruction. It has been observed that students in schools with Russian as the main language of instruction underperform Estonian students in both national exams and international tests, such as PISA, TIMSS, and ICCS. To tackle long-standing educational inequality, the government has decided to unify the Estonian education system by 2030. The reform aims to provide high-quality education in Estonian to all students, from primary to higher education. An Action Plan was launched immediately after the government's decision. Refugees, displaced persons and migrants , c ultural and linguistic minorities Support for Ukrainian war refugees Estonian education system was strongly influenced by the war in Ukraine, as nearly 80 000 Ukrainian war refugees have arrived by date to Estonia and approximately 8500 Ukrainian students learn in Estonian school system. To support Ukrainian students, a special school has been opened in Tallinn. Local governments across Estonia are also supported financially by the state to integrate Ukrainian war refugees into the Estonian school system. In cooperation with local authorities, Ukrainian students were given the opportunity to participate in non-formal education. Assistant teachers were deployed and Ukrainian teaching materials, as well as materials for the study of the Estonian language, were made available. In the field of higher education, funding was provided for additional study places for Ukrainian students. Erasmus+ opportunities were extended to include Ukrainian students. In addition, the integration of Ukrainian students into the Estonian education system has been supported by providing mental health support for refugees, advice and support for teachers, and language learning camps. Disabilities and special needs There has been a clear improvement in the indicators of inclusive education. The percentage of support services implemented, as recommended by the out-of-school counselling team, has increased annually. Furthermore, the proportion of pupils in mainstream classes receiving enhanced and special support has steadily risen. In 2022, 36.2% of pupils who received enhanced and special support were included in regular classes. A reform has been implemented to reduce unnecessary bureaucracy in the activities of the counselling team and to provide faster access to educational advice. Social and health professionals will now be involved on a needs basis rather than a mandatory one. This will reduce unnecessary burdens on both education and social and health services. Gender equality, girls education More than 10% of young people in Estonia leave the education system with low qualifications, and boys are almost twice as likely as girls to do so. This figure has increased in recent years, specifically among boys. Gender gaps in the education system, including higher education, are significant in Estonia. Measures have been adopted to reduce early school leaving and to increase the motivation of all learners to continue their education. One of the steps taken is to integrate formal and non-formal learning in order to create an environment in which all students can succeed. In addition, the national curriculum has been updated to increase learner motivation and autonomy, and there are plans to raise the compulsory school leaving age to 18. The negative impact of bullying on learning outcomes, self-esteem and well-being is widely recognised. A study commissioned by the ministry in 2022 found that boys are more likely than girls to be both bullies and victims of bullying (excluding cyberbullying). The study recommends that a systematic approach to monitoring and preventing bullying should be implemented in all schools, which has not been the case to date. Regarding STEM subjects and gender disparities, actions are being taken by the government and civil society. The Estonian Association of Kindergarten Teachers and the Estonian Women's Round Table are collaborating to organize a course that raises awareness among kindergarten teachers about how gender stereotypes can affect children's development and lifestyle. The HK Unicorn Squad provides complimentary teaching resources, mentorship, and facilities for establishing technology groups for girls. The objective is to enhance girls' engagement in technology, robotics, and science. Presently, around 2000 girls between the ages of 8 and 14 are involved. Rural and remote residents The Estonian Education Strategy 2035 strives to establish an all-encompassing and enduring network of educational institutions and infrastructure dedicated to delivering high-quality education. The goal is to make education accessible to diverse demographic groups while fostering a contemporary learning environment. Local authorities bear the responsibility for designing the primary and basic education network. A development plan outlines clear guidelines agreed upon by the state, municipalities, and other partners. The objective is to ensure that primary education for grades 1-6 is available in close proximity to a child's home, while lower secondary education is concentrated in the regional centres of the municipality or city. The state will take on a more significant role in providing secondary education opportunities. Additionally, the Ministry of Education and Research has developed a support programme to keep primary schools open in rural areas, and additional state support is available for municipalities that have primary schools or study places for grades 1-6. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download Action Plan for transition to unified school system: https://hm.ee/sites/default/files/documents/2022-10/eestikeelsele_oppele_ulemineku_tegevuskava_2022_2030%20(1).pdf 3.2 Theme: Teachers Sub-themes Please choose all that apply: ☒ Teacher supply and deployment ☐ Teacher certification and qualification ☒ Teacher working conditions ☒ Teacher training and professional development Actions Please choose all that apply: ☒ Policies ☒ Funds allocation ☒ Programmes ☒ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 is the state-level policy that supports teachers and teacher education. Its general objective is to equip the Estonian population with the knowledge, skills, and attitudes necessary to fulfil their potential in personal, occupational, and social life. This will contribute to promoting the quality of life in Estonia and global sustainable development by 2035. The strategy will be funded with a total of 25,387 million euros between 2021 and 2035. The general goal will be measured by the following indicators: a) 18 to 24-year-olds with low educational attainment who are not in education or training; b) adults in lifelong learning; c) adults with professional qualifications; d) top-performing students in the PISA test; e) employment rates of graduates in growth areas of smart specialization one year after graduation; e) self-directed learners (indicator under development) and f) average teacher pay compared to the average pay in Estonia (%). Estonia's second strategic objective is to support teachers and teaching by ensuring that they are competent, motivated, and that Estonia has a diverse learning environment that prioritize a learner- cantered approach to education. This strategic goal will be funded with €6,032 million from the total budget of €25,387 million between 2021 and 2035. Its impact will be measured by the following indicators: a) the percentage of 16–24-year-olds with digital skills above the basic level; b) the subjective well-being of students and teachers; c) the proficiency of Estonian among basic school graduates; d) low-performing students (Level 1 or 2 in the PISA test, 2018); e) teacher retention. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are considered the main stakeholders. In regards to specific sub-themes, following activities have been undertaken since 2022: Teachers supply and deployment In 2022, a collaborative effort between the Ministry and universities was undertaken to tackle the shortage of teachers and education support staff. This involved the creation of a steering committee tasked with coordinating the Education Research and Development Program and the Teachers' Academy Program. The overarching objectives of these programs are to ensure a sustainable pipeline of researchers in teacher education and to augment the pool of qualified teachers within schools. The universities will provide study opportunities geared towards supporting a balance between work and study commitments, along with offering micro-qualifications for education and training in subjects such as science, technology, mathematics, Estonian as a second language, and inclusive education. Teachers working conditions In 2022, the state and teachers' union reached an agreement to increase teachers' salaries from €1,412 to €1,749 per month. The agreement also included a differentiation fund of 17% for school principals to allow for more flexible salary adjustments. It was agreed that kindergarten teachers' minimum salary would increase to 90% of the minimum salary for general education teachers, provided they meet the Estonian language requirements. If they meet the same requirements and hold an MSc or equivalent degree, their minimum salary will be raised to 100%. Overall, in 2023, teachers received a significant pay rise of 23.9%. However, on average, teachers earn less than their counterparts with tertiary qualifications. Currently, an earlier agreement to increase teachers' salaries in consecutive years has been postponed due to insufficient funds in the state budget. This postponement is attributed to the significant challenges posed by the economic and energy crisis in 2022, affecting both individuals' livelihoods and institutional operational efficiency. Estonia has experienced one of the most substantial price increases among Eurozone countries, especially in energy and food prices. Ongoing negotiations with trade unions are addressing salary concerns. Teacher training and professional development The higher education funding agreement for 2023, established between the Ministry and both the University of Tartu and Tallinn University, outline a provision for an augmented intake in teacher training and education support personnel programs. Special emphasis will gf be placed on admitting prospective teachers specializing in Estonian (including Estonian as a second language), science, technology, mathematics, and general class teachers. The University of Tartu has expanded its available positions by 287, whereas Tallinn University has increased its capacity by 155. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Re search Performance Report 2022]: https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035 : https://www.hm.ee/en/media/2919/download 3.3 Theme: Content and methods Sub-themes Please choose all that apply: ☒ Curricular content – what to learn ☒ Pedagogical approaches – how to teach & learn ☒ Assessment methods ☒ Education for sustainable development/greening education ☒ Socio emotional learning and values education ☒ 21st Century skills ☒ TVET and skills for work ☒ Physical/mental health and safety ☐ Comprehensive sexuality education ☒ STEM ☐ Foundational learning Actions Please choose all that apply: ☒ Policies ☐ Funds allocation ☒ Programmes ☐ Social dialogues ☐ Advocacy 774065 10048 ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035, as a state-level policy, focuses on content and methodological changes. The second strategic objective of the strategy aims to support teachers and teaching by ensuring their competence, motivation, and the creation of a diverse learning environment that prioritizes a learner- cantered approach to education. The strategy allocates €6,032 million from the total budget of €25,387 million between 2021 and 2035 to fund this goal. Key indicators to measure its impact include the percentage of 16–24-year-olds with digital skills above the basic level, subjective well-being of students and teachers, proficiency of Estonian among basic school graduates, performance of students in PISA tests, and teacher retention. Primary stakeholders include parents, educators, school owners, learners, labo u r market participants, civil society, government, and local authorities. Since 2022, specific initiatives have been undertaken within the sub-themes: Curricular content – what to learn In 2022, adjustments were made to the national curriculum for primary and upper secondary education, with a focus on fostering skills development and striving to improve students' overall contentment with their educational experience. T he updated curriculum provides teachers with increased flexibility in how they approach learning content and conceptualise assessment, incorporates additional optional courses in upper secondary education to better align teaching with the diverse needs and interests of students. These modifications are intended to enhance subject learning and foster general competencies, including the ability to learn, digital literacy, 21 st Century skills and communication skills, cultural awareness, and SEL skills and values. To facilitate the integration of students with diverse cultural backgrounds, mandatory lessons for Estonian as a second language have been expanded on a weekly basis. Furthermore, adult learners now have the choice to either resume their unfinished studies up to the basic education level or opt for a simplified course of study. Pedagogical approaches – how to teach & learn A proposal for the European Union Structural Funds financed action “ Evidence-based and learner- centred learning and development of quality management in general education ” was created based on the input gathered from the lessons of the quality assessment system development program for general education schools. The proposal entered into force in September 2022. The objective of this action is to foster a culture of quality, which includes evidence-based management, in both general education institutions and local authorities. As part of the program , Tallinn University and the University of Tartu will provide 50 school development programs between 2022 and 2029 to institutions facing the greatest challenges in meeting national performance indicators. Additionally, a General Education Advisory Board was established to provide guidance and feedback to the Estonian Education Quality Agency on the development of evidence-based and learner- cantered quality assurance in education management. Education for sustainable development/greening education In 2022, the Estonian Centre for International Development commissioned the development of the Global Citizen Competency Model, which aims to support the inclusion of a global dimension in the competencies outlined in the curriculum and to link them to the learning outcomes of different subjects. The model defines global education as a shared knowledge of how global issues affect the daily lives of individuals, communities and societies, and how each of us can have an impact on the world. It is a learning process that enables us to move from awareness to personal responsibility and informed action, and from there to international cooperation and sustainable human development. The model was published in November 2022 and has been used in both curriculum development and school development projects. Physical/mental health and safety In order to contribute to the mental health of students and school staff, a crisis response team has been established as part of the educational counselling network “ Rajaleidja ” , as well as a training series to build the teams' crisis response capacity has been launched . A helpline for school psychologists has been set up for people working with children and young people, parents and learners. In order to prevent and reduce bullying in schools and effectively support mental health, strategic partners for the Ministry were selected in 2022. The aim of the partnerships is to support educational institutions in developing mentally and physically safe learning environments and school cultures. From 2022 September onwards, the partners have implemented a range of programs to support the development of socio-emotional skills and to prevent and reduce bullying in kindergartens, general education and vocational schools. TVET and skills for work The focus has changed on the view of employers as stakeholders in the TVET system, the trend towards openness and the recognition of different learning pathways, with the aim of regulating fewer and more fundamental issues in order to give TVET stakeholders both freedom and responsibility. Furthermore , three new models have been developed for the implementation of work-based learning (construction, metalwork and commerce). Finally, in order to improve the match between education and the labour market, the guidelines for the approval of grants for TVET reforms and grants for the digital and green transformation s of enterprises were approved. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) : Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035: https://www.hm.ee/en/media/2919/download Global Citizenship Competency Model: https://estdev.ee/wp-content/uploads/sites/73/2023/11/ESTDEV- Pa%CC%88devusmudel-2022-loplik.pdf 3.4 Theme: Governance Sub-themes Please choose all that apply: ☒ Governance ☒ Data management Actions Please choose all that apply: ☐ Policies ☐ Funds allocation ☐ Programmes ☒ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 functions as a comprehensive state-level policy governing the governance and financing of education. The primary objective of the strategy emphasizes the critical importance of ensuring diverse and accessible learning opportunities for all, with an emphasis on facilitating a seamless transition between various levels and types of education within the system. The allocated budget for this strategic goal is €18,522 million euros between 2021 and 2035, derived from a total budget of €25,387 million. The impact of the strategy will be assessed through key indicators, including a) the participation of children aged 3 to school age in pre-school education; b) the proportion of 20 to 24-year-olds with at least secondary education; c) the percentage of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. The primary stakeholders involved in this strategic initiative encompass parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. In regard s to specific sub-themes, following activities have been undertaken since 2022: Governance In terms of educational governance, one of the main challenges has been to continue to reorganise and optimise the school network to achieve inclusiveness and sustainability, so that all schools provide quality education. This is challenging due to changing enrolment and uneven distribution of pupils. The number of students in general education schools has increased moderately since the 2014/15 school year, reaching almost 12,500 this year (+8%). The increase is due to higher birth rates and immigration, including the arrival of Ukrainian war refugees. The Vabaduse school in Tallinn, which opened in 2022, has 600 pupils of Ukrainian origin. The school will follow the Estonian national curriculum, with a focus on integrating Ukrainian youth into Estonian society and maintaining their native language skills. Teaching is based on the language immersion method - 60% in Estonian and 40% in Ukrainian. In addition, new state secondary schools have been opened in Rakvere and Saue, as well as the Tallinn Music and Ballet School MUBA, which provides primary, secondary and vocational education based on the existing schools. The new state gymnasium in Mustamäe will open in 2023. The transfer of schools from municipalities to the state will continue, including the transfer of Narva Eesti Gümnaasiumi, Kohtla-Järve Järve Kooli and three schools in Lüganuse municipality. The state is also supporting investment in municipal schools, for example by improving the learning environment at Valga Primary School, Lihula Gymnasium and Maardu Gymnasium. Lastly, the state has taken over the organisation of adult education in Jõgeva and Valga counties, providing general adult education in vocational schools and state upper secondary schools, improving learning conditions and the use of resources. Data management: social dialogue Haridussilm (www.haridussilm.ee) is an information gateway to education data in Estonia, providing educators and the general public with access to education, research, language and youth data. It supports data-driven decisions and choices in education policy making, quality assessment and evidence-based school management. It visualises data by type of education: primary, general, vocational and higher education. It also presents a selection of thematic management tables, such as data on adult education and teachers, and topical education statistics, such as the number of Ukrainian refugees in the Estonian education system. From 2023, the environment will include an overview of the indicators in education strategy documents (development plans and programs ), reports on the performance of educational institutions and an interactive performance chart. The schema provides a comprehensive overview of performance indicators describing progress towards the country's education goals and the performance of educational institutions. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035: https://www.hm.ee/en/media/2919/download 3.5 Theme: Digital transformation and learning Sub-themes Please choose all that apply: ☒ Connectivity ☒ Digital Learning ☐ Digital regulation Actions Please choose all that apply: ☒ Policies ☒ Funds allocation ☒ Programmes ☐ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 is a state-level policy that regulates digital transformations and learning , s trategies second and third strategic objective stress specifically the importance of digital transformations . For example, the second strategic objective aims by 2035 to achieve competent and motivated teachers and heads of schools, a diverse learning environment and a learner- centred approach to learning and teaching. It is envisioned that e ducators are well versed in emerging trends, potential opportunities, associated risks, and various methodologies pertaining to new technologies. They skilfully integrate these technologies with a clear purpose. The utilization of intelligent learning resources and methodologies is instrumental in fostering engaging and effective teaching and learning experiences. These tools facilitate prompt and meaningful feedback for both educators and learners. A central focus is placed on personalizing and diversifying learning experiences through digital solutions. To achieve this, it is imperative to encourage the development and implementation of diverse teaching and learning methods, with a specific emphasis on digital pedagogy. Digital solutions should be harnessed as tools for educational innovation, allowing for the customization and diversification of educational approaches, including assessment methods. There is a need to sensitize all participants in the learning process to the opportunities and challenges presented by the information society. The adoption of a systematic approach is essential for the successful integration of new solutions. Additionally, efforts should be directed towards enhancing access to Estonian-language education and facilitating the learning of the Estonian language through the strategic introduction of digital solutions. The following indicators will measure the impact of the second strategic goal : 1) share of 16-24 years olds with digital skills above the basic level ; 2) subjective wellbeing of students and teachers; 3) proficiency of Estonian among basic schools graduates. The second strategic goal will be financed by 6032 millions of euros during the timespan of 2021-2035. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are the main stakeholders. The third strategic objective ai ms to achieve learning options that are responsive to the development needs of society and the labour market, in order to achieve that competences that create more benefit (including digital competences) are supported among other actions. The acquisition of digital content development skills across various age groups ensures equal opportunities for all learners and establishes conditions for heightened competitiveness. A crucial step is the creation of a digital solution designed to manage individual learning paths and career trajectories, as well as assess skills through a digital education history. Concurrently, there is a need to cultivate digital literacy across diverse age groups, fostering digital inclusion and the ability to engage with information technologies. To achieve these goals, it is imperative to devise a digital tool for overseeing individual educational journeys and career progression, coupled with skill assessment (digital education history). It is equally important to enhance awareness of both the opportunities and risks associated with the information society, encouraging the development of digital skills across all age groups to promote digital involvement. To successfully realize these objectives, the roles and responsibilities of all stakeholders should be well defined yet flexible. It is crucial for everyone to be attentive and proactive, taking responsibility for tasks aligned with their strengths and demonstrating a willingness to collaborate. The impact will be measured by using the following indicator s : 1) digital competences above base level among 16 to 74-years-old ; 2) employment rates among 20 to 34-year-olds with professional education; 3) entrepreneurial activity of graduates. The third strategic goal will be financed in total in the sum of 833 millions of euros. Parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities are the main stakeholders. In regards to specific sub-themes, following activities have been undertaken since 2022: Digital learning and connectivity To enhance pupils' skills development and satisfaction with school, the national curriculum for primary and upper secondary education was updated in 2022 and approved by the Government in February 2023. The renewed curriculum gives teachers more freedom in the way they approach learning content and offers additional optional courses in upper secondary education to tailor teaching to students' needs and interests. The changes will improve subject learning and develop general competencies including digital literacy, which is one of the eight key skills prioritized by schools in Estonia. To facilitate ease of implementation for teachers, Estonia has devised a straightforward and transparent digital competence model for students . In 2022, LAHE, an e-tool for assessing the development of five-year-old children, was completed. It allows the development of five-year-old children to be assessed in five areas: cognitive processes, learning skills, speech and language, mathematics and social skills. In 2022, a pilot project was carried out to develop a mathematics learning toolkit with interactive videos and exercises for digital learning. The project had two objectives: to create a digital learning resource based on a modern learning approach and to develop a digital learning toolkit based on a modern learning approach. The aim was to provide a modern framework for the development of digital teaching materials and to obtain additional mathematics teaching materials on topics identified by the experts as having the most profound knowledge gaps that had emerged as a result of the Corona crisis. Grants w ere approved to support the digital switchover of enterprises. Support was given to schools to promote ICT skills training, including cybersecurity, and to the development of ICT modules in vocational training curricula. The conditions for ESF grant applications to support IT education and digital skills in general, vocational, secondary and higher education are under preparation, the related activities are planned until the end of 2028/29. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035: https://www.hm.ee/en/media/2919/download 3.6 Theme: Early childhood care and education Sub-themes Please choose all that apply: ☒ Early childhood care and education Actions Please choose all that apply: ☒ Policies ☒ Funds allocation ☐ Programmes ☐ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 is a state-level policy that regulates the domain of early childhood care and education. Strategies first strategic objective stresses the importance of ensuring that learning opportunities are diverse and accessible for all and the education system should enable a smooth transition between different levels and types of education. Th is strategic goal will receive €18,522 million euros between 2021 and 2035 from a total budget of €25,387 million . The strategy's first strategic objective´s impact will be assessed using indicators such as the participation of children aged 3 to school age in pre-school education, the proportion of 20 to 24-year-olds with at least secondary education, the percentage of 25 to 34-year-olds with tertiary education attainment, and short-term outgoing learning mobility in vocational and higher education. The primary stakeholders involved in this initiative include parents, educators, school owners, learners, labo u r market participants, civil society, government, and local authorities. In regards to specific sub-themes, following activities have been undertaken since 2022: Early childhood care and education The shift towards a consolidated school system and instruction in the Estonian language in early childhood care and education Since the end of the Second World War, the Estonian educational landscape has been segregated into institutions using Estonian as the primary language of instruction and those employing Russian as the primary language of instruction. This division extended to early childhood care and education, contributing to educational disparities. In a concerted effort to rectify these longstanding inequalities, the government has committed to unifying the Estonian education system by 2030, with the initial phase of reform slated for early childhood care and education in 2024. As part of t his reform to attract early childhood educators to Ida-Virumaa, an area characterized by the largest Russian-speaking population and lower economic development compared to the rest of Estonia, teachers will receive compensation at a rate 1.3 times higher than the standard salary for kindergarten teachers. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035, https://www.hm.ee/en/media/2919/download 3.7 Theme: Higher education and research Sub-themes Please choose all that apply: ☐ Higher education access and inclusion ☒ International mobility in higher education ☒ Research and development Actions Please choose all that apply: ☒ Policies ☒ Funds allocation ☐ Programmes ☐ Social dialogues ☒ Advocacy 733684 10160 ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Estonian Education Strategy 2021-2035 operates as one of the state-level policy governing higher education and research. The primary objective of the strategy underscores the crucial importance of ensuring diverse and accessible learning opportunities for all, with a specific focus on facilitating a seamless transition between various levels and types of education within the system. The allocated budget for this strategic goal is €18,522 million euros between 2021 and 2035, drawn from a total budget of €25,387 million. The impact of the goal will be evaluated using key indicators, including a) the participation of children aged 3 to school age in pre-school education; b) the proportion of 20 to 24-year-olds with at least secondary education; c) the percentage of 25 to 34-year-olds with tertiary education attainment; and d) short-term outgoing learning mobility in vocational and higher education. The primary stakeholders engaged in this strategic initiative encompass parents, educators, school owners, learners, labour market participants, civil society, government, and local authorities. In regards to specific sub-themes, following activities have been undertaken since 2022: Research and development In the summer of 2022, the Estonian government underwent a change, leading to a shift in priorities – the primary focus being the transition to Estonian-language education. The second priority involved an increase in higher education funding, with a one-time additional allocation of 10 million euros and an annual increment of 15% for the next four years. Concurrently, universities were tasked with ensuring Estonian-language instruction within their respective spheres of responsibility. Moreover, administrative contracts between universities and the state were signed for the period 2022-2025. State-guaranteed student loan terms were also revised to be more flexible and favourable for students. Recent year has also witnessed i n higher education an increase in the number of graduates completing their studies within the nominal time frame, and the number of defended doctoral degrees has risen. International mobility in higher education Estonia has ratified the UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education and is advocating for it in international fora. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) 1) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf 2) Education Strategy 2021-2035 : https://www.hm.ee/en/media/2919/download 3.8 Theme: COVID-19 recovery Sub-themes Please choose all that apply: ☒ COVID-19 recovery Actions Please choose all that apply: ☐ Policies ☒ Funds allocation ☐ Programmes ☒ Social dialogues ☐ Advocacy ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The COVID-19 pandemic increased uncertainty in society, leading to physical and social isolation, loneliness, reduced physical activity and concerns about livelihoods. These factors had both direct and indirect effects on education, health and youth policies, and had a significant impact on people's mental well-being. Despite the challenges posed by the pandemic, schools managed to remain operational through the implementation of rapid testing. Schools were supported through financial assistance, the recruitment of auxiliary and substitute teachers, and initiatives to protect the mental health of staff. Efforts were also made to help students catch up with their studies. The COVID-19 pandemic had also positive effects on the schools. T hese included increased efficiency in various areas, accelerated acquisition of new skills (especially in digital technologies) and a shift towards innovative forms of learning. In the aftermath of the pandemic, new educational approaches emerged, such as outdoor education, the involvement of experts in the classroom, project-based learning, creative teaching and the revision of curricula. Attach relevant documents Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035 : https://www.hm.ee/en/media/2919/download Estonian Human Development Report 2023 : https://inimareng.ee/en/estonian-human-development-report-2023/ 3.9 Theme: Youth engagement Sub-themes Please choose all that apply: ☒ Youth engagement Actions Please choose all that apply: ☒ Meaningful youth engagement in education policy making ☒ Engagement of youths, particularly from vulnerable and marginalized communities, in key education-related meetings and forums ☒ Presence of a youth engagement process within the government structure (such as a youth advisory group) ☐ Other: Please provide a short description including the name of the policy; amount of funding; timeframe; key stakeholders; expected or evidence of impact (max. 2000 characters without space per theme/sub-theme): The Youth Sector Development Plan 2021-2035 functions as one of the most important state-level policies regulating youth engagement in Estonia. Its overall goal is that a wide range of development opportunities, a sense of security and strong support for young people will create an Estonian state that they want to develop. The overall goal is measured by young people's trust in their state and its total budget for the years 2021-2035 is planned to be 356, 29 million euros. In 2022, significant changes took place in the field of youth engagement. In particular, local authorities increasingly adopted the practice of assessing the quality of voluntary activities for young people. Following the challenges posed by the COVID-19 pandemic, there was a noticeable upsurge in youth-led voluntary projects, leading to a more diverse and committed participation of young people in organised voluntary activities. Concurrently , there was a growing trend towards youth participation in non-formal education. One of the important initiatives in the field of youth engagement was th e "Supporting Youth Education" project, aimed to facilitate the integration of non-formal and formal education in 2022. This project involved a joint effort to develop guidelines in partnership with stakeholders and to conduct two surveys - one to assess the current state of integration in Estonia and another to explore integration practices in other countries. At the same time, the Digital Leap in Youth Work initiative, introduced in 2022, focused on improving the digital skills of youth workers and introducing innovative solutions in youth work. Grant programmes supporting youth participation actively sought to include young people affected by the conflict in Ukraine. The establishment of the multilingual youth information portal "Teeviit" aimed to improve the visibility and accessibility of national youth information. A notable development in the field was the formulation of a concept for mobile youth work in 2022. This initiative aims to create a common understanding and implementation of mobile youth work at national level. Additionally, t he programme to support young people at risk of social exclusion played a crucial role, assisting 264,258 young people, with an impressive 67.6% successfully reintegrating into the labour market or education system. Presence of youth engagement process within the government structure (such as a youth advisory group) Youth engagement processes are in place. For example, through youth councils, which are consultative and participatory bodies of young people attached to the municipal or city council. Their purpose is to discuss issues affecting young people that fall within the competence of the municipality or city and make proposals based on young people's needs and interests. Additionally, a youth advisory group meets regularly with the minister. Kindly attach the aforementioned documents along with the survey Provide URL(s) Haridus-ja Teadusministeeriumi tulemusvaldkonna “Tark ja tegus rahvas” 2022. aasta tulemusaruanne [Ministry of Education and Research Performance Report 2022] : https://www.hm.ee/sites/default/files/documents/2023-06/TUA22_tark%20ja%20tegus%20rahvas_1.pdf Education Strategy 2021-2035: https://www.hm.ee/en/media/2919/download Youth Sector Development Plan: https://www.hm.ee/sites/default/files/documents/2022-10/ee_youth_sector_development_plan_2021-2035_en.pdf Section 4. Education financing The Call to Action: Investing More, More Equitably and More Efficiently urges all countries and all partners to take concrete action to invest in education both nationally and internationally. Please outline major steps your country has taken or the progress made since the Summit in relation to the following actions. Please consult relevant ministries and government agencies (e.g. Ministry of Economy or Finance) if necessary to respond to these questions. Glossary: Adequate tax-to-GDP ratio : Tax to GDP ratio refers to the ratio of the country’s tax revenue concerning the country’s Gross domestic product (GDP), which is used as a measure to know the control of the government of a country on its economic resources. It is calculated by dividing the period’s tax revenue by the gross domestic product. Tax revenues above 15% of a country's gross domestic product (GDP) are a key ingredient for economic growth and, ultimately, poverty reduction . Gender-responsive budgeting: A public policy tool that analyses central and local administrative budgets to assess gender funding gaps, identify actions to close them and ensure that national and local commitments to gender equality and women’s empowerment are adequately funded. Gender-responsive public financial management: An approach to public financial management that explicitly considers the impact of fiscal policy and public administration on gender equality, girls’ and women’s development, and specific groups of people (for example, people with disabilities, minorities). Progressive taxation : A tax rate that increases (or progresses) as taxable income increases. It imposes a lower tax rate on low-income earners and a higher tax rate on those with a higher income. This is usually achieved by creating tax brackets that group taxpayers by income range. Investment per child : A benchmark that would establish the minimum amount of funding that would need to be dedicated to the education sector per child or school-aged person. Click on the "Resume later" button if you wish to save your responses 4.1 Allocating at least 4-6% of GDP and/or at least 15-20% of total public expenditure to education, protecting public education OR if such targets have already been reached, protecting education budgets from the constrained fiscal environment. If relevant, you may wish to report progress towards: Establishing and/or reaching national benchmarks for the investment per student and per school-age person Creating integrated, long-term policy and financing strategies aimed at boosting investment in education, such as an earmarked tax for education Implementing (progressive) tax reforms and/or progressing towards an adequate tax-to-GDP ratio Please provide a short description (max. 2,500 characters without space): The Estonian state budget for 2022 was planned to be around 14 billion euros, with the total cost of the budget 11% higher than before, with the budget for education provisionally set at 888 million euros. In response to the need for additional measures, a supplementary budget was adopted. In total, the 2022 State Budget (including the supplementary budget) allocated to education 1,385 million euros. The allocation of resources from the state budget has been around 6% of the GDP. 4.2 Establishing and reaching specific goals with respect to the percentage of educational investment going to families with the lowest income, to those living in rural or distant areas, children with disabilities or those especially vulnerable. If relevant, you may wish to report progress towards: Allocating educational budgets more equitably across different education levels, including early childhood care and education, such as through an equity-based allocation formula Integrating gender responsiveness into public expenditure monitoring and reorienting spending to promote gender equality Please provide a short description (max. 2,500 characters without space): The Estonian Education Strategy 2021-2035 and the Youth Sector Development Plan 2021-2035 form the basis for the Clever and Active People programme, which reflects the activities carried out to fulfil the TES commitments. The programme budget for 2022 is almost €840 million, an increase of almost €209.5 million (33%) compared to the original budget. Of this increase, €63.7 million was additional funding from the supplementary budget for the basic needs of war refugees, including support for language learning and integration and the provision of additional study places. The breakdown of the additional funding by programme action is as follows Access to general education €48.9 million; Equal opportunities in education €6.3 million; Access to vocational training €5 million; Access to higher education €2.7 million; and Organisation and development of the education network and development of curricula and school organisation €0.5 million. An additional €12.9 million was provided from the government reserve. 4.3 Increasing the efficiency of educational investment by reducing leakages, increasing delivery capacities of the education stakeholders and institutions strengthening accountability frameworks, and/or improving teacher workforce development and management. 4.3. Increasing the efficiancy of educational investment by reducing leakages, increasing delivery capacities of the education stakeholders and institutions strenghthening accountability frameworks, and/or improving teacher workforce development and management. If relevant, you may wish to report progress towards: Undertaking action to improve the connection between sector planning and budget programmin g Please provide a short description (max. 2,500 characters without space): Estonia has taken steps to improve the efficiency of investment in education by optimising the school network and attempting to develop strategic workforce planning to ensure a consistent and well-prepared teacher workforce. Optimising the school network is part of Estonia's efforts to ensure quality education for all. Recognising the key role of competent and motivated teachers, Estonia prioritises the recruitment and retention of sufficient numbers of well-paid teachers at all levels. This commitment reflects a national priority to create optimal learner-centred learning environments. Despite these efforts, challenges remain due to the complex nature of these problems. 4.4 Tracking and reporting on educational investment and its results in a disaggregated and systematic way, to make sure educational investment is equitably distributed, with special attention to those most vulnerable If relevant, you may wish to report progress towards: Developing adequate and timely data to link and evaluate education plans in terms of anticipated outcomes Please provide a short description (max. 2,500 characters without space): The Estonian Education Strategy for 2021-2035 and the Youth Sector Development Plan 2021-2035 form the basis for the Estonian national commitments to TES. They are implemented in accordance with the Estonian State Budget Act. To achieve the overall objective and strategic goals of the strategies, a specific program is drawn up each year. The program is revised annually and is consistent with the state budget. It is amended as part of the budgetary strategy and the preparation of the state budget. This activity-based approach to budget planning has been used in Estonia since 2020 and it links strategic planning and budgeting through cost accounting, enabling the measurement of results. The strategic planning process is structured around five levels: result areas, programmes, measures, activities, and services. The national budget strategy defines result areas and sets long-term objectives established by the government. Programmes are documents that outline measures, indicators, activities, and financing plans needed to achieve result area objectives. Services are priced, and the entire budget is allocated to services and associated activities. 4.5 Has your country pursued any other actions related to education finance, including innovative financial mechanisms and tools? Please provide a short description (max. 2,500 characters without space): Please write your answer here: NO Please write your answer here: NO 4.6 (For donor countries) Please outline major steps you have taken or the progress made in relation to international support for education since the Transforming Education Summit. Please consult relevant ministries and government agencies (e.g. Ministry of Foreign Affairs or International Cooperation) to respond to these questions. a) Has your country fulfilled the established benchmark 0.7% of donor Gross National Income (GNI) for official development assistance (ODA) and/or increased the proportion of such aid (concessional loans and grants) for education to 15% - 20% of portfolios? Please choose all that apply: ☐ 0.7% of GNI for ODA ☐ 15-20% of aid for education ☐ None of the above ☒ Not applicable If yes, please provide a short description (max. 1,500 characters without space): In accordance with the Council of European Union´s 2017 conclusion, Estonia has committed to achieving the ODA target of 0.33% of GNI by 2030, demonstrating its dedication to progressively increase its commitment to international development cooperation and humanitarian aid. This is the target goal set for the EU members that joined post-2004. Notably, Estonia surpassed the target for the first time in 2022, with its ODA by GNI reaching 0.54%, largely due to increased ODA for in-donor costs of refugees. While the ODA allocation to education currently falls short of the 15-20% benchmark, it is important to highlight that education remains one of the priorities of Estonia´s development cooperation. 4.6 (For donor countries) b) Has your country prioritized global actions on taxes, supporting international reforms that can help countries expand tax-to-GDP ratios? Please choose only one of the following: ☐ Yes ☒ No ☐ Not applicable If yes, p lease provide a short description (max. 1,500 characters without space): While domestic resource mobilization (DRM) is not a stand-alone priority in Estonian development cooperation, it is part of our priority to support good governance in our partner countries. By providing support in e-governance and regulatory reforms, we have supported the DRM efforts in our partner countries. DRM is also one of the main policy priorities of the World Bank´s Nordic-Baltic Constituency, of which Estonia is a member. 4.6 (For donor countries) c) Has your country supported action on debt relief, restructuring or cancellation? Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,500 characters without space): Estonia has once provided a debt relief - in 2021 to Somalia. 4.6 (For donor countries) d) Has your country acted in support of innovative financial mechanisms including scaling up existing successful smart aid financing and grants to increase fiscal space for education? Please choose only one of the following: ☐ Yes ☒ No ☐ Not applicable If yes, please provide a short description (max. 1,500 characters without space): Only answer this question if the following conditions are met: Please write your answer here: Please write your answer here: Section 5. Actions to respond to the TES Calls to Action 5.1 Gender equality and girls’ and women’s empowerment Please outline major steps you have taken since the Transforming Education Summit to: Click on the "Resume later" button if you wish to save your responses a) Place gender equality at the heart of education sector plans, budget, policies and governance Please choose all that apply: ☒ Education sector plans ☐ Budget ☐ Policies ☐ Governance ☒ Other: Please provide a short description (max. 1,000 characters without space) Over 10% of Estonian youths exit the educational system with limited qualifications, with boys exhibiting an almost twofold likelihood compared to girls. This percentage has witnessed a recent upswing, particularly among boys. Estonia faces notable gender disparities throughout its education system, including in higher education. Initiatives have been implemented to curb premature departure from schools and boost the enthusiasm of all learners to pursue further education. One such measure involves amalgamating formal and non-formal learning to establish an environment conducive to the success of all students. Furthermore, revisions to the national curriculum aim to enhance learner motivation and independence, coupled with intentions to elevate the compulsory school leaving age to 18. b) Embed gender equality in the teaching and learning process through updates to curriculum and teaching/learning materials and teacher capacity development Please choose all that apply: ☒ Curriculum ☐ Teaching/learning materials ☒ Teacher capacity development ☐ Other: Please provide a short description (max. 1,000 characters without space) Updates have been made to the national curriculum with the aim of amplifying learner motivation and independence. Additionally, there are intentions to increase the mandatory school leaving age to 18. In addressing gender disparities in STEM subjects, concerted efforts are being made by both the government and civil society. The Estonian Association of Kindergarten Teachers and the Estonian Women's Round Table are collaborating on an initiative to conduct a program for kindergarten teachers, shedding light on how gender stereotypes can impact children's development and lifestyle. The HK Unicorn Squad is actively providing teaching resources, mentorship, and support for establishing technology groups catered to girls, with the primary goal of fostering their involvement in technology, robotics, and science. Presently, approximately 2000 girls between the ages of 8 and 14 are actively participating in these initiatives. c) Ensure gender-transformative, safe and inclusive learning environments Please choose only one of the following: ☒ Yes ☐ No If yes, please provide a short description (max. 1,000 characters without space) The detrimental effects of bullying on academic performance, self-esteem, and overall well-being are widely acknowledged. A study commissioned by the ministry in 2022 revealed that, apart from cyberbullying, boys are more frequently both perpetrators and targets of bullying compared to girls. The study proposes the adoption of a comprehensive approach to monitor and prevent bullying in all schools, a practice that has not been consistently implemented thus far. One of the ministry's key collaborators is the NGO “Kiusamisvaba kool”, which actively supports kindergartens and schools in formulating their action plans and provides educational resources for teachers. Section 5. Actions to respond to the TES Calls to Action 5.2 Quality public digital learning for all The Call to Action calls countries to commit to establishing and iteratively improving public digital learning platforms with high quality, curriculum-aligned education resources, ensuring they are free, open and accessible for all. Click on the "Resume later" button if you wish to save your responses a) Please specify which ONE/SINGLE public digital learning platform* you would like to have featured on the map being built as part of the Gateways to Public Digital Learning Initiative. Estonia lacks a central education platform. Instead, educational services are spread across multiple platforms. The three most significant platforms are: The following educational resources are available: 1) E-koolikott (https://e-koolikott.ee/et), an educational resource portal; 2) EHIS (www.ehis.ee), which collects data from educational institutions and is integrated with the population register; and 3) Haridusportaal (https://haridusportaal.edu.ee/). 1) E-koolikott (https://e-koolikott.ee/et), an educational resource portal; 2) EHIS (www.ehis.ee), which collects data from educational institutions and is integrated with the population register; and 3) Haridusportaal (https://haridusportaal.edu.ee/). The website provides information on education, including learning, teaching, and educational institutions. It is accessible to a broad audience and is recommended as a primary source of information. Please note that countries are encouraged to select a platform that meets one or more of the following c riteria: Has a large and/or growing user base; Is well-recognized by learners and teachers nationally; Is being prioritized by the government with investment and other support; Contains high-quality content that is well-organized and aligned with the curriculum; Exemplifies national efforts to support learning in digital environments and complement school-based education; Is open to all, including people outside the country. b) Please explain the ways your country is planning to improve/strengthen this platform before the end of 2026? These digital environments named previously have been created by the state and are developed on a regular basis. It is worth highlighting however that a large part of the digital solutions used in Estonian education are developed by private companies. T he most significant of which are: e-kool (www.ekool.ee) and S tuudium (stuudium.com) , which act as school diaries and support home-school communication; O piq (www.opiq.ee), digital textbooks and workbooks environment; as well as educational assistance solutions such as Clanbeat (clanbeat.com), Triumf H ealth (www.triumf.health). Section 5. Actions to respond to the TES Calls to Action 5.3 Greening educatio n Please outline major steps you have taken since the Transforming Education Summit to green education by: Click on the "Resume later" button if you wish to save your responses a) Promoting schools to become green and climate resilient and sustainable development through teaching and learning practice, school facilities and operations, participatory governance and community engagement Please choose all that apply: ☒ Teaching and learning practice ☒ School facilities and operations ☐ Participatory governance and community engagement ☐ Other: Please provide a short description (max. 1,000 characters without space): Sustainable development has been part of the national curriculum as a cross-curricular topic since 2002. Additionally, in the beginning of 2023, the Ministry of Education and Research, in collaboration with the Ministry of the Environment, jointly introduced an updated strategic plan for environmental education “Environmental education and awareness action plan 2023-2035” (see more https://kliimaministeerium.ee/media/9621/download) The objective of th e action plan is to seamlessly integrate environmental topics across all subjects and educational levels, fostering collaboration among educational institutions, environmental education centres, and communities. Additionally, the plan encompasses the establishment of a comprehensive official quality system for environmental education centres. This system will assess the excellence of educational programs, introduce a competency model for teachers and trainers, define quality criteria for centres, and institute an accreditation system for securing long-term funding. Moreover, there is a focus on enhancing the energy efficiency of educational institutions and in 2023 all new school buildings that are built are environmentally sustainable, and the renovation old buildings takes into account the environmental sustainability of current Euro standards. b) Embedding climate change and sustainable development through updates to curriculum and teaching/learning materials Please choose all that apply: ☒ Curriculum ☒ Teaching/learning materials ☐ Other: Please provide a short description (max. 1,000 characters without space): Sustainable development as a cross-curricular topic have been part of the curriculum since 2002. Additionally, i n 2022 , the Global Citizen Competency Model, which aims to support the inclusion of a global dimension in the competencies outlined in the cur riculum and to link them to the learning outcomes of different subjects was developed. The updated curriculum from 2023 has been taking into account the aforementioned changes. c) Strengthening climate change and sustainable development in teacher training programs Please choose only one of the following: ☐ Yes ☒ No If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: d) Placing greening education at the heart of education sector plans, policies, budget and governance Please choose all that apply: ☒ Education sector plans ☒ Budget policies ☒ Governance ☐ Other: Please provide a short description (max. 1,000 characters without space): Sustainable development and greening of education is one of the main goals of the Estonian Education Strategy for 2021-2035 as its general objective aims to equip the population of Estonia with the knowledge, skills, and attitudes necessary to fulfil their potential in personal, occupational, and social life. By doing so, it aims to contribute to promoting the quality of life in Estonia, as well as global sustainable development. e) Fostering lifelong learning and youth engagement on greening communities Please choose only one of the following: ☒ Yes ☐ No If yes, please provide a short description (max. 1,000 characters without space): E stonia has put the development of green competences for adults and youth at the centre of vocational and higher education and lifelong learning. In 2022-2023, government regulations have been adopted that set out the conditions for supporting the development of green competences. Section 5. Actions to respond to the TES Calls to Action 5.4 Addressing the learning crisis Since September 2022, what has been done to improve foundational learning for all (basic literacy, numeracy and transferrable skills such as social-emotional learning) among young learners (ISCED 1)? a) Conducting learning assessments, including international/regional learning assessments Please choose all that apply: ☐ School-level assessment ☐ Sub-national assessment (e.g. provincial) ☐ National assessment ☐ Regional/international assessment ☒ Not applicable ☐ Other: Please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: b) Reviewing/revising/adjusting the curriculum to focus on foundational learning for all Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: c) Supporting teachers with training and relevant tools Please choose only one of the following: ☐ Yes ☐ No ☒ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: d) Providing catch-up or remedial programmes to teach children at their current learning level Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,000 characters without space): To assist Ukrainian students, a dedicated school has been established in Tallinn. State financial support is extended to local governments throughout Estonia to facilitate the integration of Ukrainian war refugees into the Estonian school system. In collaboration with local authorities, Ukrainian students have been given the opportunity to engage in non-formal education. Assistant teachers have been deployed, and resources for Ukrainian instruction, as well as materials for learning the Estonian language, have been made accessible. Additional funding for higher education places has been allocated for Ukrainian students, with Erasmus+ opportunities expanded to encompass them. The integration of Ukrainian students into the Estonian education system is further facilitated through mental health support, guidance and assistance for teachers, and language learning camps. e) Supporting the health, nutrition and psycho-social well-being of every teacher and child (ISCED 1) Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,000 characters without space): The negative impacts of bullying on academic performance, self-esteem, and overall well-being are widely acknowledged. The NGO "Kiusamisvaba kool" is a crucial collaborator for the ministry, actively aiding kindergartens and schools in developing their action plans and providing teaching materials for educators. Moreover, to enhance the mental well-being of both teachers and students, extra resources have been assigned to the school system. Lastly, students are provided with complimentary school meals. f) Others Please choose only one of the following: ☐ Yes ☐ No If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: Section 5. Actions to respond to the TES Calls to Action 5.5 Education in crisis situations Please outline major steps you have taken since the Transforming Education Summit to: a) Improve equitable inclusive education access and learning outcomes for children and youth affected by crises, including forcibly displaced populations Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Estonia's commitment to supporting Ukrainian students extends beyond immediate assistance, encompassing a comprehensive strategy for equitable and inclusive access to education for children and youth affected by crises, especially forcibly displaced populations. In addition to establishing a special school in Tallinn for Ukrainian students, the government provides financial support to local governments across Estonia, fostering the seamless integration of Ukrainian war refugees into the national school system. Collaborating closely with local authorities, Estonia offers opportunities for non-formal education, recognizing the need for flexible learning approaches tailored to the unique challenges faced by displaced populations. The provision of teacher assistants and resources for both Ukrainian and Estonian language learning underscores Estonia's dedication to ensuring full educational access. Addressing long-term educational needs, Estonia allocates additional funding for higher education places and expands opportunities through programs like Erasmus+. Beyond the classroom, initiatives such as mental health support, teacher guidance, and language learning camps enhance the overall integration process. The multifaceted approach reflects Estonia's commitment to immediate solutions—such as special schools and financial support—alongside a comprehensive strategy for long-term educational integration, mental health support, and linguistic adaptation for displaced populations. This aligns with the overarching goal of improving equitable and inclusive access to education for those affected by crises, demonstrating Estonia's proactive and holistic approach to supporting the educational well-being of Ukrainian students and other affected populations. b) Protect and improve external financing across humanitarian and development instruments, ensuring financing is equitable and aligns with national planning priorities and commitments to international convention Please choose only one of the following: ☐ Yes ☐ No ☒ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: c) Work together in the spirit of international cooperation to build crisis-resilient education systems that ensure the protection of children and youth rights, and address learner needs in a holistic way, including health, wellbeing, nutrition, water, sanitation and protection from violence, sexual exploitation, and abuse. Please choose only one of the following: ☒ Yes ☐ No ☐ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Estonia has been actively involved in supporting the education system recovery in Ukraine. d) Scale and mainstream high-impact and evidence-based interventions into policy and programming efforts Please choose only one of the following: ☐ Yes ☐ No ☒ Not applicable If yes, please provide a short description (max. 1,000 characters without space): Please write your answer here: Please write your answer here: Thank you for your time and your answers to this survey. Please be aware that once you submit your response, you will not have a chance to make any changes or go back to it. ☒ I grant UNESCO the worldwide non-exclusive rights to reproduce, translate, adapt, publish, perform, broadcast, and communicate to the public, in any language and in printed and electronic format, the whole or any part of the responses provided and to authorize other publishers or co-publishers to exercise any or all of these rights. I also grant UNESCO the worldwide irrevocable rights to deposit the whole or any part of the surveys/interviews/online contributions responses in its multilingual Open Access Repository in electronic form. This entails the right of access to copy, usage, distribution, adaptation, for lawful purposes, with in specified constraints. UNESCO uses Creative Commons CC BY SA 3.0 IGO license in line with its Open Access Policy . Annex. Themes and sub-themes Theme Sub-theme Description 1. Inclusion, equity and gender equality Inclusion and equity (general) Commitments to ensure the right to education through inclusion and equity in access to quality education throughout life, to provide special attention to the most vulnerable groups at risk of exclusion, respecting diversity and eliminating all forms of discrimination in and through education. Also included are social protection and safety net measures. Gender equality, girls’ education Commitments to advance gender equality, as well as girls’ and women’s empowerment and their rights in and through education, addressing gender-based discrimination and stereotyping. Refugees, displaced persons and migrants Commitments to uphold the right to education of refugees, stateless people, migrants and internally or internationally displaced learners, including them in the national education system and accommodating for special needs such as language and accelerated education support. Poverty/ low-income groups Commitments to assist learners from poor and low-income families in overcoming the obstacles to accessing inclusive, equitable and quality education. Rural and remote residents Commitments to: (i) ensure access to quality education to learners from rural and remote areas, as well as learners who reside far from schools; (ii) to reduce the education gap with their urban peers and (iii) to tackle safety obstacles for those distant from schools. Disabilities and special needs Commitments to improve educational environments to accommodate the specific requirements of students with disabilities and special needs, promoting the full and effective participation, accessibility, attendance and achievement of all students, without discrimination. Cultural and linguistic minorities Commitments to uphold minorities’ linguistic rights to learn in their own languages, have access to the national/official language of education as well as to international ones, at all levels of the schooling system. Also included are commitments to promote intercultural education, fostering understanding and respect among different social/cultural groups. Financial support and incentives Commitments to make public education free of charge, or progressively so, and/or to reduce the indirect costs of education through measures such as stipends to families, scholarships and other cash incentives. School meals and nutrition Commitments to strengthen school feeding and nutrition education programmes so as to alleviate the triple burden of malnutrition: underweight, micronutrient deficiencies, and overweight. 2. Teachers Teacher supply and deployment Commitments to ensure that a sufficient number of qualified teachers are available across all levels of education, and/or to define deployment strategies that allow to balance the needs of schools and teachers’ preferences. Teacher certification and qualification Commitments to review or implement teachers’ qualification (i.e. requirements to access the teaching profession) and certification (i.e. recognition of teachers’ credentials) systems, ensuring that processes to access the profession are transparent and equitable and that qualified/certified teachers have met the established standards of competencies . Teacher working conditions Commitments to improve teachers’ working conditions in a way that best promotes their wellbeing and effective teaching, recognizing their importance in the success of education systems and engaging them in decision-making processes to transform education. Dimensions of improved working conditions include but are not limited to: salaries and financial incentives, workload, work-life balance, professional status, class size, teaching resources, autonomy, employment relationship, school violence and student behaviour governance measures. Teacher training and professional development Commitments to design and improve pedagogical training and continuous professional development programmes, to make them accessible and affordable, to provide them without discrimination, and to align them to educational priorities, teachers’ standards as well as to career development policies. 3. Content and methods Curricular content – what to learn Commitments to review and update curricular content (what students learn) to ensure learners achieve the skills that enable them to develop their full potential. Pedagogical approaches – how to teach & learn Commitments to change how students learn and teachers teach, reviewing the values underlying pedagogy and the dynamics between teachers and students, and among students, as well as designing new pedagogical approaches and methods that are future oriented. Assessment methods Commitments to review and update students’ assessment and evaluation methods, to better align with national educational priorities. Included are assessments for learning (such as classroom and formative assessments), and assessments of learning (e.g. examinations and summative assessments); both at the school level, and at national, cross-national, or regional level. Education for sustainable development/greening education Commitments to contribute to the advancement of education for sustainable development, fostering the acquisition of knowledge, skills, attitudes and values that will empower learners to acknowledge the interdependence of economic, social, and environmental issues and to create a sustainable future. Strategies comprise greening education, to get every learner climate ready by including climate change and environmental education in school curricula, TVET, workplace skills development, teaching materials, pedagogy, and assessments. Socio emotional learning and values education Commitments to implement or improve (i) socio-emotional learning programmes to teach personal and interpersonal competencies (such as self-awareness, self-management, social awareness, empathy, relationship skills) and/or (ii) values education programmes including on human rights and global citizenship, that prepare learners to engage with and resolve global challenges, contributing to a more just, peaceful, inclusive and sustainable world. 21 st Century skills Commitments to ensure students acquire “knowledge, skills, values, and attitudes that are integral to life in the 21st century”. They include, but are not limited to: (i) ways of thinking - such as creativity, critical thinking, metacognition; (ii) ways of working – communication and collaboration; (iii) tools for working – information and ICT literacy; (iv) the ability to live in the world – citizenship, personal and social responsibility. These skills include some of the skills acquired through socio-emotional learning and values education. Socio-emotional learning focuses on understanding and managing emotions and relationships, while the 21st Century skills encompass a broader set of competencies necessary to thrive in the modern world. TVET and skills for work Commitments to transform technical and vocational education and training systems, identifying new competencies and providing learners with the appropriate upskilling and reskilling required for employment, entrepreneurship, and for access to the green and digital economies. Physical/mental health and safety Commitments to create health-promoting education systems through the shift towards health-promoting schools, where physical health, mental health and safety from school violence are supported. Comprehensive sexuality education Commitments to implement or improve formal or informal comprehensive sexuality education programmes ( i.e. “curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality”), in terms of laws and policies, coverage, curriculum, delivery, and enabling environment. STEM Commitments to integrate and strengthen science, technology, engineering and mathematics (STEM) capacity in the education system, defining approaches to STEM education, and reviewing curriculum frameworks to include it. Foundational Learning Commitments to increase the share of children that achieve minimum proficiency levels in literacy and numeracy, by reducing the share of children out of school, and increasing the quality of education they receive. 4. Governance and financing Domestic financing Commitments to increase financing for education by (i) expanding education budgets through measures such as improved tax systems, innovative financing measures, and public-private cooperation; (ii) allocating spending more equitably and efficiently and (iii) tracking and reporting on spending. Also included are commitments to invest more in education infrastructure. International aid Commitments by donor countries to increase the volume, predictability and effectiveness of international aid to education, and ensure that it is aligned with national education plans and consistent with aid effectiveness principles. Governance Commitments to improve education governance through an integrated approach for the system-wide administration of the formal and informal processes for policy making, resource allocation and accountability channels in education. Also included are commitments to coordinate across ministries and across central and sub-national authorities through a whole-of-government approach, as well as those to adopt a whole-of-system approach by involving multiple stakeholders such as families, students, communities and the private sector in the governance process. Finally, specific measures to decentralize authority to regional or local governing bodies, and those redefining and enhancing school autonomy are covered. Data management Commitments to implement or improve an educational management information system (EMIS), defined as “a system for the collection, integration, processing, maintenance and dissemination of data and information to support decision-making, policy-analysis and formulation, planning, monitoring and management at all levels of an education system”. 5. Digital transformation and learning Connectivity Commitments to establish and sustain connectivity, and to progress towards universal access to the internet for all learners. Also included is the provision of devices to access digital contents through the internet. Digital Learning Commitments to support and improve digital learning in the education system, both in terms of contents and resources provided on open public platforms, and in terms of capacity, i.e. enhancing digital skills and competences of learners, teachers and other stakeholders. Digital regulation Commitments to introduce and update specific legal frameworks on learners’ data protection, privacy, ownership, governance and security, to reduce the vulnerabilities inherent to the increasing digitization and “datafication” of education. 6. Early childhood care and education Early childhood care and education General commitments to improve early childhood care and pre-primary education, which include expanding access to- and improving inclusion, equity and quality of services, strengthening monitoring and evaluation for accountability, as well as policy, governance, financing and advocacy. 7. Higher education and research Higher education access and inclusion Commitments to make higher education more accessible, according to the dimensions of non-discrimination, physical accessibility and economic accessibility, through measures which facilitate enrolment and completion by reducing direct and indirect fees, such as scholarships, subsidized services (meals, public transportation, housing). International mobility in higher education Commitments to promote inbound international mobility for the internationalization of higher education, as well as forms of hybrid or virtual mobility programmes, by simplifying the recognition of qualifications and reducing barriers to equal access to higher education institutions. Research and development Commitments to support and improve research capacity through investments in R&D activities and personnel, better policies for research training, and strategies to retain people in R&D. Also included are the promotion of international collaborations, knowledge sharing and partnerships to further research and innovation. 8. COVID-19 recovery COVID-19 recovery Commitments to support COVID-19 recovery and to tackle the issues exacerbated by the pandemic, accelerating the transformation towards more resilient and effective education systems. This can be achieved through better assessment of students’ levels, adjustments of curricula, increased efficiency of instruction and a focus on psychosocial health and well-being. 9. Youth engagement Youth engagement Commitments to include youth and student leadership, especially from vulnerable and marginalized communities, in decision-making bodies and national delegations, and to involve them in all stages of the process to transform education.