Interpellation regarding failure in Basic School final examinations (No. 800)
Session: The 15th Riigikogu, 6th Session, Plenary Sitting
Date: 2025-10-06 23:43
Participating Politicians:
Total Speeches: 51
Membership: 15
Agenda Duration: 36m
AI Summaries: 51/51 Speeches (100.0%)
Analysis: Structured Analysis
Politicians Speaking Time
Politicians
Analysis
Summary
The agenda item concerned Interpellation No. 800, submitted on June 17, 2025, by Riigikogu members Ester Karuse, Lauri Läänemets, Reili Rand, Madis Kallas, Jaak Aab, Züleyxa Izmailova, and Andre Hanimäe, regarding failures in basic school final exams, focusing specifically on the poor results of the mathematics exam. Interpellator Ester Karuse highlighted in her presentation the extreme situation at Valga Basic School, where 50 out of 85 graduates failed to achieve a passing grade on the mathematics exam, emphasizing that this constitutes a widespread social and regional problem. Karuse asked how remedial teaching is supported for students with weak knowledge and how the problem of those avoiding compulsory schooling is addressed, especially in connection with the extension of compulsory education to the age of 18. She also criticized the unequal treatment of Valga compared to Ida-Viru County regarding support for state language proficiency.
Minister of Education and Research Kristina Kallas responded that the national average result for the mathematics exam (64%) was similar to previous post-COVID years, but she admitted that results were very poor in certain schools with many children with special educational needs or from weaker socio-economic backgrounds (such as Valga Basic School). The Minister explained that due to the extension of compulsory education to the age of 18, the basic school final exam resit (school exam) will be abolished next year, as there is no longer a need to guide students out of the education system. Preparatory study curricula will be created in state schools, primarily vocational schools, for young people with learning gaps, with the obligation for financing resting with the state. The Minister confirmed that Valga Basic School requires special support. Riigikogu members additionally inquired about support measures (smaller study groups, temporary catch-up groups) and the impact of changes to the examination system on mental health. Ester Karuse concluded the debate by sharply criticizing the education management of Valga municipality, citing as examples the local government's court disputes with teachers and the large departure of teachers from Valga Basic School.
Decisions Made 1
Decisions were not made
Most Active Speaker
Ester Karuse was the most active speaker, submitting an interpellation, asking clarifying questions, and delivering a long and critical closing statement during the negotiations. Her speech was directed at both the minister and the local government (other).
Aseesimees Arvo Aller
AI Summary
Deputy Speaker Arvo Aller introduced the eighth item on the agenda, which was Interpellation No. 800, submitted by members of the Riigikogu, concerning the topic of failing basic school final exams, and invited his colleague, Ester Karuse, to present the report.
Aseesimees Arvo Aller
AI Summary
Deputy Speaker Arvo Aller proceeded to the eighth item on the agenda, which was an interpellation submitted by members of the Riigikogu concerning the failure rate in basic school final examinations, and requested Riigikogu member Ester Karuse to act as the rapporteur for the interpellation.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse raised a critical issue through an interpellation regarding the extremely poor results of basic school mathematics final exams. She cited Valga Basic School as an example, where over half of the graduating students failed the exam, thereby preventing their progression to upper secondary school (gymnasium). She stressed that while easing admission requirements might appear to be a solution, it fails to address fundamental issues, such as ensuring adequate remedial support in upper secondary school for students with weak academic foundations, and supporting the fulfillment of compulsory education up to the age of 18.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse is raising a query to the Minister of Education and Research regarding the extremely poor results of the basic school mathematics final exams, citing Valga Basic School as an example, where over half of the graduates failed to achieve a passing grade on the exam, which hinders their ability to continue their studies. She emphasizes that this is a widespread social and regional problem, not just an educational concern, and asks the minister how remediation will be provided in the gymnasium (upper secondary school) for students with weak foundational knowledge, and how the fulfillment of compulsory education until the age of 18 will be guaranteed, especially considering that waiving the exam requirement does not solve the substantive problem.
Aseesimees Arvo Aller
AI Summary
Deputy Chairman Arvo Aller concluded his address and subsequently gave the floor to the Minister of Education and Research, Kristina Kallas, requesting her to respond to the submitted query.
Aseesimees Arvo Aller
AI Summary
Deputy Speaker Arvo Aller concluded his address and invited the Minister of Education and Research, Kristina Kallas, to respond to the submitted query.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas confirmed that the results of the basic school mathematics final exams (an average of 64%) have remained at a similar level in recent years, though lower than before the pandemic. She further explained that because compulsory education will be extended to the age of 18 next year, the retake exam will be abolished. Consequently, 23% of students who do not achieve the 50% threshold for basic knowledge will henceforth be directed to preparatory curricula designed to fill learning gaps, ensuring they receive the necessary support, particularly in schools with a high concentration of children from socio-economically weaker backgrounds and those with special needs.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas analyzed the results of the basic school mathematics exam, noting that they are similar to the years during the COVID era, but 23% of students failed to achieve the 50% threshold for basic knowledge. She emphasized the need to offer specialized support to schools serving students from socio-economically disadvantaged backgrounds and those with special needs. Furthermore, she clarified that as compulsory education is being extended until the age of 18, the re-examination will be eliminated. It will be replaced by preparatory curricula designed to address learning gaps for four specific target groups, including students whose gaps stem from issues related to mathematics, the Estonian language, or health, thereby ensuring their continued educational journey.
Aseesimees Arvo Aller
AI Summary
Deputy Speaker Arvo Aller announced the opening of the question period and subsequently yielded the floor to Riina Sikkut.
Riina Sikkut
Profiling Sotsiaaldemokraatliku Erakonna fraktsioonAI Summary
Riina Sikkut describes a negative spiral where schools in socio-economically weaker regions lose students and are subsequently closed down. She asks the minister to present concrete proactive steps that would guarantee additional support (such as support specialists and higher salaries) for local schools, with the aim of halting school closures and improving the quality of education in challenging circumstances.
Riina Sikkut
Profiling Sotsiaaldemokraatliku Erakonna fraktsioonAI Summary
Riina Sikkut highlights the negative spiral prevalent in Estonia, where schools in socio-economically disadvantaged regions lose students and are subsequently closed. She asks the minister for specific proactive steps detailing how to offer these local schools additional support—either for hiring support specialists or raising teachers' salaries—to prevent the school network from shrinking.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas emphasizes that there is no correlation between teachers' salaries and learning outcomes, and suggests that the most effective intervention measures for improving the learning results of children from socio-economically weaker backgrounds are smaller classes (under 24 students) and the implementation of the methodology of temporary study groups, or 'tempo groups.' This approach would help develop learning strategies and necessitates the hiring of additional teachers.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas refutes the correlation between teachers' salaries and learning outcomes, focusing instead on effective intervention measures. She emphasizes the need for smaller study groups (under 24 students) and temporary support groups, particularly to assist children from socio-economically weaker backgrounds who have low learning motivation. She notes that the successful implementation of these measures requires the involvement of additional teachers.
Aseesimees Arvo Aller
AI Summary
Vice-Chairman Arvo Aller gave the floor to Madis Kallas with a brief phrase, calling upon him to speak.
Madis Kallas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Madis Kallas raised the issue of teacher qualification and education, which had been discussed in the Culture Committee. He asked the minister whether, given the regional disparities in student exam results (citing the extreme case of Valga), the long-term link between teacher qualification and these results has been analyzed, and what steps the ministry could take if poor teacher qualification is found to be the root cause of the subpar outcomes.
Madis Kallas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Madis Kallas, referencing the issue of teacher qualification discussed in the Culture Committee, asks the minister whether the correlation between teacher qualification and student exam results (particularly in light of the extreme case in Valga) has been analyzed, and what the ministry could do if problems are identified in this area.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas explained that although the data for the Valga school have not been studied separately, the nationwide analysis of mathematics results shows no correlation between teacher qualifications and learning outcomes, emphasizing that the only strong connection was found instead with the students' socio-economic background.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas emphasized that a nationwide analysis of mathematics results clearly showed that teacher qualifications do not correlate with student performance—the failure rate was the same in schools with both qualified and unqualified teachers—finding instead a strong connection only with the students’ socio-economic background.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar gave the floor to Reili Ranna.
Reili Rand
Profiling Sotsiaaldemokraatliku Erakonna fraktsioonAI Summary
Reili Rand raises the issue of the impact of the modified examination system—particularly the shifting of exams to an earlier date—on the mental health of students and teachers. She notes that feedback received from schools indicates the new system has caused more fear and anxiety than is typical, and she requests the ministry to evaluate its negative effects.
Reili Rand
Profiling Sotsiaaldemokraatliku Erakonna fraktsioonAI Summary
Reili Rand is raising concerns about the impact of the new exam system—specifically the earlier exam dates—on the mental health of students and teachers. She notes that feedback from schools suggests the change has caused more fear and anxiety than usual, and she is asking the minister to evaluate whether the ministry has mapped out this negative effect.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas is criticizing the previous gymnasium admission system, calling it illogical and stressful for children. This was because the final basic school exams were held after the entrance tests, meaning failure in the final exams would nullify the acceptance. She stresses that banning entrance tests in state gymnasiums and legally establishing the practice of requesting student preferences in the future will help make the admission process simpler and less complicated, ensuring the child can finish basic school calmly and receive an acceptance from their top-preference school.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas is criticizing the previous high school admission system, calling it illogical and stressful. She points out that the entrance exams used to take place before the basic school final exams, which meant that the admission could later be revoked, causing a "double trauma" for the children. The new system aims to make the process simpler and less complicated for the student by focusing on the final exam results. It also bans entrance exams in state gymnasiums and restores the right to ask students for their preferences, which should prevent excessive attendance at interviews and guarantee an admission decision by June 9th at the latest.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar then gave the floor to Ester Karus.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse emphasized that the limited proficiency in the state language among non-Estonian-speaking students hinders the academic progress of the entire class. She also expressed concern about why Valga, which faces similar ethnic diversity challenges as Ida-Virumaa, has been left struggling and does not receive salary support for teachers.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse raises the problem of language immersion, noting that the weak command of the state language among non-native speaking students slows down the learning process for the entire class. She then criticizes the state's unequal approach, questioning why Valga, which also has significant ethnic diversity, has been neglected and does not receive salary support for teachers, unlike Ida-Virumaa.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas confirmed that 9 million euros have been allocated in the state budget to support schools where over 10% of the students are non-native speakers. She also stressed the urgent need to establish separate study groups in language-intensive subjects (such as Estonian language and geography) in order to implement the language immersion methodology and provide differentiated instruction based on the student's language proficiency level, as a child who does not master the language at a native level requires a different approach.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas explained that the state budget allocates 9 million euros in separate support for schools where over 10% of students have a different mother tongue. She emphasized that this money is intended for creating separate study groups in language-intensive subjects (such as Estonian language and geography), arguing that children with varying language skills cannot be taught using the same methodology, whereas instruction in less language-centric lessons can take place together.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar, Jaak Aab was called to the podium, but the content of his presentation has not been submitted.
AI Summary
Jaak Aab raises the question of how to ensure supplementary education for students who do not achieve the required level by the age of 18. He emphasizes that while the obligation to monitor this falls to the local government, it remains unclear where the additional teachers and financial resources will be sourced, and what form the state's promised earmarked funding will take.
AI Summary
Jaak Aab raises the question of finding the necessary resources and funding to fulfill the compulsory education requirement established until the age of 18, especially concerning the supplementary education for those students who fail to pass their basic school final exams, and demands clarity regarding the nature and size of the targeted support promised by the state to local governments.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas stressed that the responsibility for guaranteeing study places at the gymnasium and vocational education level lies with the state, not local municipalities. The state will cover the shortfall of nearly 600 places, creating them primarily within state schools and vocational education institutions, including preparatory studies and applied secondary school curricula, by increasing the operational support allocation next year. Local municipalities' role, however, is limited to monitoring the admission status of children from their respective areas via SAIS, without any obligation to secure the places themselves.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas explains that at the level of upper secondary and vocational education, the obligation to ensure all study places rests with the state, not local governments. This is why the state will secure the missing nearly 600 places by creating them in state schools and increasing the operating support for vocational education, while the role of the local government is merely to monitor via SAIS that all children in their region have received a study place.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar called Anti Allas to the podium or gave him the floor.
Anti Allas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Anti Allas sharply highlights the urgent need to eliminate learning gaps in mathematics and addresses the chronic underfunding of inclusive education—issues that are deepening educational problems. He asks the minister directly when the government will formulate a long-term plan, complete with specific budgetary allocations, to finally resolve these systemic shortcomings.
Anti Allas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Anti Allas highlights that learning gaps, particularly in mathematics, need to be addressed immediately. However, he notes that the persistent underfunding of inclusive education is exacerbating the issue, and therefore, he is demanding a long-term plan from the minister, complete with concrete financial figures, to resolve the situation.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas limited herself to a brief but pointed question, through which she sought to ascertain the precise nature and definition of the concept or object under discussion.
Anti Allas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Anti Allas expresses concern over the absence of a long-term plan and demands to know when this strategic document will finally be completed.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas posed a brief and straightforward question, expressing either confusion or interest in something unknown.
Anti Allas
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Anti Allas is strongly urging the creation of a long-term strategic plan to address the shortcomings of the education system (including the funding of inclusive education, learning gaps in mathematics, and support systems), stressing that the priority is having the plan itself, rather than simply requesting funds.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas emphasized that schools have an effective learning support system in place to address learning gaps. This system will be further supported next year by increasing the local government differentiation fund by 2% (from 22% to 24%). This increase aims to ensure that schools can provide the necessary support specialists and assistant teachers for children who require learning assistance.
Haridus- ja teadusminister Kristina Kallas
AI Summary
Minister of Education and Research Kristina Kallas confirms that a functional learning support system is in place in schools to address learning gaps, particularly to assist students struggling in mathematics. She further notes that, in order to strengthen this system, the local government differentiation fund will be increased by two percentage points next year (from 22% to 24%) to secure essential support staff in schools, such as teaching assistants and specialized support personnel.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar thanked the minister, concluded the round of questions, and opened the debates, requesting that Ester Karuse, the representative of the interpellators, return to the Riigikogu podium.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar thanked the Minister, concluded the round of questions, and opened the debate, inviting Ester Karuse back to the Riigikogu rostrum as the representative of the interpellators.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse sharply criticizes educational inequality in Estonia, stressing that the state is unable to guarantee equal conditions nationwide. She cites Valga as a prime example, where poor academic results and the mass departure of teachers are rooted in the local municipality's poor educational governance. This situation has even culminated in legal disputes against teachers over salary reductions, leading her to demand better management qualifications from the officials responsible for education.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse sharply criticizes the growing inequality in Estonian education, citing Valga as an example where the state fails to ensure equal conditions or provide teachers with the same level of support as in other regions. She stresses that the poor academic results at Valga Basic School are not the fault of the teachers, but rather poor local education management. This mismanagement has led to the absurd situation where the municipal government has taken its own teachers to court over a salary dispute, resulting in a mass exodus of educators and prompting her to demand qualification requirements for education managers as well.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar briefly and specifically requested three minutes of extra time.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse appealed to the residents of Valga municipality, urging them to make a conscious choice for the future of the education sector. She simultaneously issued a warning against the current incumbents, who, in her view, have dismantled Valga's educational life and are obstructing the adoption of bold and wise decisions.
Ester Karuse
Profiling Fraktsiooni mittekuuluvad Riigikogu liikmedAI Summary
Ester Karuse appealed to the residents of Valga municipality, urging them to make a conscious choice to save the education system. She stressed the necessity of brave and wise decisions and asked them not to elect the current officials, whom she accused of tearing the Valga education sector apart.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar thanked the participants, confirmed that there were no further requests to speak, including from the minister, closed the debate, and concluded the consideration of the eighth item on the agenda.
Esimees Lauri Hussar
AI Summary
Chairman Lauri Hussar announced that, as no further requests to speak had been submitted and the minister also did not wish to take the floor, he closed the debate and thereby concluded the consideration of agenda item number eight.