Following the gentle and warm-hearted teacher, Kerttu Mölder-Jevdokimov, CommonWealth reporters paid a visit to Südalinna School located in the capital city of Estonia, Tallinn, during lunchtime.

Südalinna, a vibrant school with 520 students, is one of the larger basic schools in Estonia. Many students choose to attend this school because of its renowned focus on technology education, such as the "Future Classroom."

Inside this colorful classroom, various robots and equipment, including virtual reality (VR) headsets, are ready for use. While Estonia now has many schools offering programming and technology education, Südalinna, which opened this classroom eight years ago, is considered a pioneer in technology education in the country.

Creating robots that can run and jump is just the outcome. According to Mölder-Jevdokimov, "Throughout the process, students have to conduct research, read books, gather information, solve problems, and collaborate as a team. These are the competencies that we truly value."

Südalinna School, located in the capital city, is famous for its technology education, where students of different grades can build robots with different levels of sophistication. (Source: Sylvia Meng-Hsin Tien)

Kerttu Mölder-Jevdokimov, a teacher at the Südalinna School. (Source: Sylvia Meng-Hsin Tien)

Although "technology education" is the school's icon, Mölder-Jevdokimov personally appreciates Südalinna's other feature of " long day school".

Beyond the Classroom

The long day school refers to the time when students continue their learning at school before and after regular school hours. During these extended hours, children can participate in various extracurricular activities offered by the school, such as cooking, singing, painting, and more. They can also work on their homework or play in outdoor playgrounds. The school hires additional staff to supervise and assist children with their assignments.

The "long day school" offers various after-school activities such as weaving and cooking, discovering students' expertise beyond school. (Source: Sylvia Meng-Hsin Tien)

It may sound similar to Taiwan's combination of "after-school care" and "talent classes," but the students in Estonia have a higher level of autonomy. They can plan their own activities and choose the time and place for them. Moreover, the fees for these activities are relatively low, with most of them being free and only a small portion charged for materials or coaching fees.

"In the long day school, we can discover the students' talents and strengths," says Mölder-Jevdokimov. "Some students may not excel in academic subjects, but they can find other interests here."

It is worth mentioning that the rich variety of "extra-curricular activities" is not limited to Südalinna but is a prominent feature in all Estonian schools. The Ministry of Education believes that these activities can "enhance learners' self-regulation, communication, and teamwork skills." Research from the University of Tartu also indicates that participating in these activities has a "positive impact" on academic performance.

Mölder-Jevdokimov is also proud of the school's support for students with special needs, such as those with reading disabilities or autism. The school has special education teachers, psychologists, speech therapists, and social educators who provide assistance.

During the visit to Südalinna School, the student's satisfaction with their school became evident. This is not just a number but a tangible reality, as indicated by the Organization for Economic Cooperation and Development (OECD) survey. The children can be seen happily chatting with each other or fully engaged in their extracurricular activities. It is heartwarming to witness the enthusiastic younger students running to embrace Mölder-Jevdokimov, showcasing the equal and harmonious relationship between teachers and students.

While everything in urban schools is understandable and explains why Estonian students excel in PISA scores and enjoy going to school, what is the situation like in remote areas

Two Rural Schools

A scenic bus ride through towering forests leads us to the rural school of "Kurtna," nestled just outside the bustling city of Tallinn. Despite its proximity to nature, Kurtna falls under the category of "non-rural, non-urban" schools in Taiwan, which typically face limited educational resources.

However, as we step into Kurtna School, our preconceived notions of a typical rural school are shattered. The striking avant-garde architecture, bathed in sunlight streaming through skylights, gives the impression of a contemporary art museum in a cosmopolitan European city.

Even in rural schools surrounded by forests, the classroom facilities and library resources are not sloppy. (Source: Sylvia Meng-Hsin Tien)

(Source: Sylvia Meng-Hsin Tien)

Our guide for the campus tour is Merle Kants, an English teacher at Kurtna. The school boasts impressive facilities, such as a spacious cafeteria that serves nutritious meals designed by expert nutritionists. A multi-level library provides ample resources for the 256 students from books to study space.

Additionally, an outdoor farm, tailored to showcase local features, allows children to participate in beekeeping and growing vegetables. Remarkably, some ninth-grade students even consider this agricultural activity as part of their graduation project.

Principal Kristjan Saar proudly shares Kurtna's motto, "Honey is hidden in every flower." emphasizing the school's commitment to personalized learning. They develop tailored learning plans for students who may be falling behind academically. Director Terje Alev adds, "Beyond academics, we also prioritize social skills and emotional well-being, offering assistance wherever needed."

Similar to the Südalinna School, Kurtna School boasts a team of psychologists, speech therapists, and other specialists to support students. Furthermore, the school adheres to Estonia's "Study Help" (õpiabi) system, mandating additional weekly courses to aid struggling students. However, Kurtna's teachers exude a unique confidence. Kants explained, "With fewer students, we have a better understanding of each child's needs."

Kristjan Saar (left), Terje Alev (mid),Merle Kants (right), the Principal, Director, and English teacher at Kurtna School. (Source: Sylvia Meng-Hsin Tien)

Inspired by the transformative experience at Kurtna School, our journey continues to Tartu, Estonia's second-largest city. A brief 40-minute bus ride brings us to another "non-rural, non-urban" educational institution, Tabivere School.

Tabivere School, designed by an acclaimed architectural team, exudes the same modernity and innovation we witnessed at the two previous schools.

The interior design of Tabivere School. (Source: Sylvia Meng-Hsin Tien)

The outdoor facilities on the campus of Tabivere School preserve the original landscape. (Source: Sylvia Meng-Hsin Tien)

Upon entering the school's interior, we find familiar amenities, including well-equipped cafeterias and recreational spaces. In the computer classrooms, senior students enthusiastically delve into programming languages and the assembly of robots. Furthermore, the school offers a wealth of resources, such as extracurricular activities, after-school tutoring, special education expertise, and a comprehensive library, akin to what we encountered at Südalinna andKurtna schools.

Finding Teachers for Rural Areas

However, attracting teachers willing to commute long distances remains a challenge for rural schools.

Tabivere's principal, Piret Siivelt, shares their strategy of targeting professionals who have recently relocated to Tabivere and asking them if they are interested in becoming teachers. For example, the new music teacher for the current semester was recruited through this approach rather than the traditional application process.

In Estonia, professionals can serve as teachers on yearly contracts, while a master's degree is required to become a full-time teacher. To address this, Tabivere School supports their teachers in pursuing master's degrees to enhance their willingness to stay. The good news is that they have successfully recruited teachers for all subjects.

Tabivere's principal, Piret Siivelt(right), and English teacher, Andreas Piiri (left). (Source: Sylvia Meng-Hsin Tien)

Aside from the challenge of teacher recruitment, we asked about other difficulties rural schools may face compared to urban schools. Tabivere School's teachers thought about this question but couldn't provide an answer. In contrast to our interviews in rural schools in Taiwan, where teachers consistently mentioned insufficient government subsidies and parents' struggles to provide proper education for their children, these issues seemed rarely discussed in Estonian rural schools.

"Perhaps the inconvenience of transportation for field trips to museums...?" Principal Siivelt finally offered a possible explanation. "But honestly, overall, we have never felt disadvantaged," she emphasized. "Not at all."

Equality of resources is also reflected in learning outcomes, with relatively low achievement gaps between Estonian schools. (Source: Sylvia Meng-Hsin Tien)

Kurtna School's principal, Kristjan Saar, also said that being called a "country school" is solely due to their natural surroundings and not associated with any disadvantages.

While "non-rural, non-urban" schools don't consider themselves at a disadvantage, Estonia does have economically disadvantaged remote schools that require a commute of four hours or more by train or boat. However, Maie Kitsing, the advisor to the Ministry of Education, emphasized that those schools receive higher per capita funding from the government, and teacher resources and welfare are on par with other schools.

Regardless of the birthplace

Essentially, there is minimal disparity in resources between urban and rural areas. However, what about academic performance?

According to teachers at Kurtna and Tabivere schools, there is no discernible difference in entrance exam results when compared to urban schools.

Their statements are supported by data from international organizations. An OECD study in 2018 revealed that the performance gap among schools in Estonia is relatively low. While the average performance gap among OECD countries is 29%, Estonia's is 17%. Consequently, OECD researchers concluded that Estonia demonstrates greater success in supporting students across its educational system than most OECD nations.

"No matter which school a student attends, the disparities are negligible," asserted Kitsing. Estonia is committed to ensuring that all schools uphold a similar standard of education.

Peeter Mehisto, a British education expert who studied the Estonian education system, suggests that the country's relatively low inter-school differences may be attributed to the requirement for all teachers to possess a master's degree and the consistent implementation of support mechanisms in each school. These mechanisms may include the presence of special education experts, the provision of free lunches, and increased subsidies for students in disadvantaged areas.

On the day of our departure from Tabivere School, we crossed paths with Kirsi Tiits, a ninth-grade student, in the hallway. She shared, "I am currently preparing for the entrance exams. Next year, I aspire to attend a high school and pursue a medical career."

"I really like this school. The teachers are supportive and look around, the environment is great," she gestured towards the campus with her fingers "I’ve gotten everything I need here."

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Have you read?

• Estonia's PISA success: Leaving no child behind
• Aiming to Create a “Bilingual Nation” 
• NTU at 93: What does the future hold?

Uploaded by Ian Huang