By Plenary Sessions: Madis Kallas

The political focus is on increasing the minimum wage for cultural workers who hold a higher education degree and ensuring this is prioritized in the national budget. The speaker criticizes the government's priority setting, stressing that cultural workers' salaries are not advocated for with the same vigor as teachers' salaries. This position strongly supports better funding for the cultural sector, framed as criticism based on both values and performance outcomes.

The political focus is directed toward reducing food prices and addressing youth mental health issues (vaping, the influence of social media). The political approach is results-oriented, emphasizing that the cost of the food basket must decrease for the people of Estonia, regardless of who is behind the initiative. He/She also criticizes the excessive complexity and scope of the minister's administrative domain.

The political position strongly focuses on the systemic problems within the special welfare system, emphasizing staff overload, low wages, and the inconsistent availability of services. The stance is critical of the government's actions, particularly due to the imbalance that tilts the scales against rural areas. The framework is results-oriented, demanding a clear articulation of the problem and a potential solution from the head of government.

The political focus is on regional policy and the financing of local municipalities. The speaker clearly supports the mechanism for redistributing pension income tax from wealthier areas to regions experiencing population decline, viewing this as direct regional policy. This stance is policy-driven, concentrating on implementation and budgetary impact. The policy strategy is geared toward evaluating the effectiveness of existing solutions.

The political focus is on the education sector, particularly teachers' qualifications, salaries, and rights. The speaker strongly supports increasing the state's contribution to the salary fund for kindergarten teachers and stresses the necessity of differentiating between qualified and unqualified teachers. Furthermore, there is an urgent call for increasing teachers' rights within school operations to elevate the value of the teaching profession. These positions are predominantly policy- and value-driven.