Twelve o'clock at noon, the corridor of Tallinna Südalinna School, situated in the heart of Estonia's capital city, Tallinn, is teeming with vibrant energy. The air is filled with laughter and chatter of students who have just finished their classes. Within this bustling scene, one can observe the presence of young children, their faces brimming with curiosity, alongside teenagers exuding a sense of coolness and self-assuredness. In Estonia, children usually attend the same "basic school" from seven to fifteen.

The younger children, whose regular classes have already concluded for the day, are seen lingering at the school playground, playing or participating in free extracurricular activities. For them, homework is not a nightmare, as they can typically complete it in as short as half an hour.

"Children in Estonia learn to make decisions for themselves at a very early age and are given ample opportunities to plan free time activities," observed Yi-Ting Lin, a Taiwanese mother whose children go to schools in Estonia.

Outdoor activities are the top choice for Estonian students after school. (Source:  Sylvia Meng-Hsin Tien)

The older students at Südalinna still have classes scheduled in the afternoon, which usually finish around three o'clock. Cram schools or extensive supplementary tutoring are not popular in Estonia. As a result, even students who are preparing for the next academic year's national exams promptly head home once the school bell rings.

From the perspective of Taiwan, this approach may look like a more laid-back learning environment. However, it has proven to be highly effective, as Estonia boasts one of the most remarkable academic performances among European countries.

According to data from the Programme for International Student Assessment (PISA), a global student assessment program organized by the Organisation for Economic Co-operation and Development (OECD), Estonia has achieved exceptional results in the three key competencies of "mathematics," "science," and "reading." In the 2018 PISA rankings, Estonia won the top spot in all three categories, surpassing Finland, the acclaimed European education model.

In addition to the excellent academic results, what is even more commendable is that Estonia's lower-performing students are not significantly behind, while their top performers excel even further.

In the realm of "science" assessment, while the OECD average identifies 22% of students as "low achievers," Estonia's figure stands at a mere 8.8%. Furthermore, the average proportion of OECD students capable of solving "complex" and "very complex" problems is 6.8%, whereas Estonian students excel with an impressive 12.2%.

The same trend can be observed in the domains of "mathematics" and "reading" as well. Particularly in the domain of "reading," it is noteworthy that there is only a marginal difference of "seven points" between urban and rural students in Estonia (526 points vs. 519 points). This led OECD researchers Echazarra and Radinger to conclude that when it comes to enhancing students' reading skills, rural schools in Estonia are the world's best.

What is most astonishing is that Estonian students do not sacrifice their quality of life in pursuit of better academic performance.

In the 2018 PISA report, it was found that 70% of Estonian students expressed satisfaction with their lives. As a result, the OECD drew the conclusion that Estonia is an example of a nation where “high performance and a strong sense of well-being can be achieved simultaneously.” In comparison, Taiwan's corresponding figure is 56%.

According to the same report, the "fear of failure" index that has been widely discussed in the education field in recent years shows that 89% of Taiwanese students worry about "how others will perceive them after failure," while in Estonia, 46% have the same worry.

Although Taiwan also demonstrated laudable performance in the 2018 PISA assessment, with mathematics scores even exceeding those of Estonia, there are concerns regarding a larger proportion of students in the lower-performing group and considerable disparities between urban and rural areas. The collective memories of Taiwanese people are often intertwined with the oppressive fluorescent lights in cram schools and the countdown to entrance exams written on classroom blackboards.

"Why is Estonia able to achieve high academic performance while simultaneously ensuring equality and well-being?" In an attempt to find answers, CommonWealth Magazine conducted visits to urban schools, rural schools, teacher training centers, and government departments in Estonia. 

(Source:  Sylvia Meng-Hsin Tien)

Core Value: Equality and Well-being

From high above, the Baltic Sea gradually comes into view. As the plane descends, it lands in the capital city of Estonia, Tallinn, a place over 8,000 kilometers away from Taiwan, yet sharing many similarities: a complex history and being a mini-tech powerhouse by the sea.

Estonia, under the rule of German, Swedish, and Russian powers, regained independence from the Soviet Union in 1991. Video software Skype and the ride-hailing app Bolt both originate here. It is also the first country in the world to fully implement digital governance.

When it comes to distinguished achievements in technology startups, both Taiwan and Estonia have cultivated highly talented individuals. However, when it comes to "equal educational opportunities" and "enjoy learning," the latter is significantly ahead.

"We build our nation on education, and the core spirit of education is equality," defined Maie Kitsing, an advisor at the Estonian Ministry of Education and Research.

"Estonia may not be strong, so it must play smart," emphasized Maria Jürimäe, an expert in curriculum and theory at the Faculty of Education, University of Tartu. With a population of just over a million, it is crucial to value each individual.

Early Childhood Education Is Key

The practice of the philosophy begins in a mother's womb. In Estonia, parents can enjoy one and a half years of fully paid parental leave, followed by an additional one and a half years of unpaid leave, allowing parents to provide comprehensive care for their child until they reach the age of three. Such early companionship is beneficial for the brain development of children, especially their language abilities.

Carmen Willow, an Estonian diplomat currently on one and a half years of paid parental leave, exclaims, "The government truly makes me feel secure in raising my child."

Children can benefit from parents' company at the early stage of childhood, especially in language development. (Source: Sylvia Meng-Hsin Tien)

After the infant stage, in Estonia, as high as 91.4% of children aged three to six go to publicly funded preschools at affordable costs provided by local governments. According to data from the Estonian Ministry of Finance, families with a single child pay an average of 32 euros per month or 6% of the country's minimum wage for preschool.

"The emphasis on early childhood education is considered a crucial factor for students achieving good results in basic schools," evaluates Peeter Mehisto, a lecturer at the UCL Institute of Education in London, specializing in Estonian education.

At the age of seven, mandatory education begins, and the "big package" from the government becomes even more comprehensive.

All children from grades one to twelve in Estonia enjoy free lunches, health services (including dental care), textbooks, learning materials, and after-school activities.

As Estonia is one of the countries with the lowest population density in Europe, many rural children rely on buses to commute to school, and the government covers the transportation expenses. For disadvantaged students living in remote areas, the government even provides free dormitories under the conditions recommended by social workers and agreed upon by parents. In 2020, 29 schools had dormitories, accounting for 4% of all schools.

According to data from 2018, Estonia ranked first globally in providing computer networks to disadvantaged schools. (Source: Sylvia Meng-Hsin Tien)

Schools Need More Than Just Teachers

To ensure that "every student," not just those with special needs, receives timely support when facing learning difficulties, Estonia has established a system in which every school is equipped with a psychologist, a speech therapist, and a special education teacher. In addition, there is also a "social education teacher" who guides children in social and emotional skills.

"In our school, we also have a reading specialist who can detect children with reading difficulties from the kindergarten stage and provide guidance," speculates Kristjan Saar, the principal of the rural school "Kutina School." He believes this is one of the reasons why Estonia achieves high scores in PISA reading tests.

These experts serve as important equalizers in the country's education system, as these roles are established for the well-being of children—not just excelling academically, but also living happily and having good relationships with others.

In fact, "well-being" and "equality" are equally important, forming the two core educational principles in Estonia. Since 2004, the country has implemented the "development dialogues" (arenguvestlused) system. Every year, schools, parents, and students gather to discuss questions such as: What makes you happy at school? What is the most interesting part of your learning experience? What do you dislike the most about school? and so on.

Diverse Standards to Discover Everyone's Strengths

In addition, the Estonian education system strives to eliminate anything that would spoil the fun of going to school.

Even in ninth grade, Estonian students have only 32 lessons per week. Homework is not assigned to first graders, and basic schools (grades one to nine) are limited to one exam per day and a maximum of three exams per week.

"Homework is not necessary. Once you finish learning at school, you don't need to go home and study," said Andreas Piiri, an English teacher at Tabivere School, another rural school, talking about his teaching philosophy. 

Estonia values the balance of schooling and hobbies, creating a space for students to discover their interests. (Source: Xi-Lun Chen)

The emphasis on well-being in education reflects Estonia's social values.

Eva Toome, the Project Manager of the Education and Youth Board, points out that Estonia's goal is to raise "future happy" children, and education is just a tool. "Parents expect their children to study well, but not in a high-pressure way or with excessive focus on results," she explains.

Toome further explains that in Estonia, a person can pursue any profession. "Even if you're not good at math, you can learn something else." Schools also view children from a diverse perspective, aiming to discover each individual's unique strengths.

In comparison, Ando Meritee, an Estonian tech professional who worked in Taiwan for 17 years, observes that Asian parents may want their children to become doctors or lawyers, limiting the ideal jobs they envision for their children. However, Estonian parents don't have such expectations.

Yi-ting Lin from Taiwan decided to let her children continue studying in Estonia after divorcing her Estonian spouse, saying "This society tends to let individuals decide their own path, and your future is not bleak just because you don't perform well in exams. I want my children to grow up with these values."

Maria Jürimäe from the University of Tartu sums up Estonia's educational goal by saying, "We do our best, and that's enough."

Encouraging Estonian students to explore diverse occupations, by valuing each job equally and challenging the notion of an "ideal job" has led to a broader range of vocational experiences. (Source: Xi-Lun Chen)

Curriculum Focused on Competencies

In such a society that allows diverse aspirations and emphasizes joyful learning, Estonia unexpectedly achieves high academic performance, thanks to the efforts put into curriculum development and the dedication of educators.

Start with the curriculum. The curriculum reform in Estonia is essentially a history of breaking away from the Soviet educational philosophy, which focused on memorization and strict discipline. The major turning point was the education reform in 1996, shifting towards a learner-centered approach and gradually aligning with European models.

The new curriculum in 1996 called for schools to consider students' interests and expectations when planning learning "content" and "methods," and to develop cross-curricular skills such as communication, observation, and writing. In grades 7 to 9, there was also an emphasis on understanding "the relationship between oneself, others, and the world," with the aim of connecting education with students' lives rather than solely focusing on acquiring knowledge.

Entering the 21st century, this curriculum framework continued to deepen and drew inspiration from neighboring Finland to develop "competencies" required to face a constantly changing world. Taiwan's Curriculum Guidelines for the 12-Year Basic Education Reform are also following a similar path.

How is "competency-based education" implemented? Ando Meritee, who used to be a computer teacher in a basic school, provides an example. When teaching children programming, he doesn't focus on rote memorization of the code. Instead, he starts by asking them if they have any problems they want to solve.

For example, if students want to solve geometry problems related to the area, Meritee would guide them to understand various algorithms for calculating the area of different shapes and then translate them into code. "When the programs finally produce the answer to each question, the students are extremely happy. They realize that something they created by themselves can work!"

The knowledge that can be applied is competence.

Starting from 2011, the new curriculum even requires schools to design their own courses. In line with Estonia's digital national policy, there is a special emphasis on elective courses in the IT field. In addition, students in grades 9 and 12 must complete an independent project. It could be creating artwork, organizing an exhibition, or starting a small business. This aligns with the "learning process" portfolio in Taiwan's new curriculum guidelines.

High-Quality Education from Highly Qualified Teachers

Becoming a teacher in Estonia is not an easy task. The country places a strong emphasis on education, and the teaching profession is highly respected and admired. All school teachers are required to hold a master's degree, while kindergarten teachers are expected to have a bachelor's degree. The rigorous standards for teachers are reflected in the high level of respect they receive and the envy-inducing benefits they enjoy.

According to data from market research company TNS EMOR in 2016, teachers in Estonia hold a relatively high social status. 94% of Estonian teachers agreed that their work brings a sense of accomplishment and satisfaction.

"I have been a teacher for sixteen years, and I feel that society considers teachers to be very important," said Kerttu Mölder-Jevdokimov, a teacher at Südalinna School.

Data from 2020 shows that the average salary of teachers in Estonia is 108% of the country's average salary. Over the past twenty years, Estonian teachers' salaries have grown at a faster rate compared to the OECD average.

In terms of working hours, full-time teachers work seven hours per day and thirty-five hours per week. All teaching, lesson preparation, grading, administrative tasks, and other duties must be completed within these thirty-five hours. Otherwise, the school must pay overtime at a rate of 1.5 times the regular hourly wage.

(Source: Sylvia Meng-Hsin Tien)

The annual teaching hours of Estonian teachers are particularly low compared to OECD countries. Basic school teachers have 585 hours per year, while secondary school teachers have 602 hours per year, ranking among the lowest of the thirty-four member countries.

Apart from the benefits, what Estonian teachers appreciate the most is the autonomy granted to them by the system. According to research by Peeter Mehisto, Estonia highly values teacher autonomy and allows teachers to make nearly 60% of key decisions, such as designing the curriculum and selecting teaching materials and methods.

"For example, in our school, one math teacher may use a particular textbook, while another math teacher may not use that book at all," explains Kriste Talving, the development manager and classroom teacher at Pärnu School.

The country does not impose any mandatory requirements regarding the number of continuing education hours, but the Ministry of Education supports two major teacher training centers, Tallinn University and Tartu University, which provide rich opportunities for in-service training and educational research.

Respecting autonomy and fostering mutual trust are the attitudes of the government and the entire society toward teachers. In return, Estonian teachers deliver high-quality education, resulting in academically successful and happy students.

Estonian Teachers. (Source: Piret Räni)

Building a More Equitable Future in Taiwan Amidst Declining Birth Rates

In addition to curriculum, teacher training, and evaluation mechanisms, the success of education in Estonia relies on the support of domestic and international stakeholders. Domestically, initiatives like the "Tiger Leap" (Tiigrihüpe) program have promoted digitalization in education. Internationally, the European Union, Finland, and other countries have assisted Estonia's growth through various educational cooperation programs.

However, ongoing innovative initiatives and policies, both internal and external, are the outcomes. What truly drives excellence in educational quality is deeply rooted in the hearts of the Estonian people - their commitment to equality and well-being.

"Here, happiness and success are defined within oneself," says Yi-ting Lin, who came to Tallinn from Taipei with the aim of instilling such beliefs in her children.

Taiwan and Estonia share many likenesses, but they also have their differences. Taiwan is densely populated, with a population density over 200 times that of Estonia, causing fiercer competition. However, in the face of declining birth rates, it is imperative for Taiwan to build an education system that values every child and aims for greater equality and excellence.

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Have you read?

• How Estonia education eliminates urban-rural disparity
• Aiming to Create a “Bilingual Nation” 
• NTU at 93: What does the future hold?

Uploaded by Ian Huang