Agenda Profile: Liina Kersna

The political stance is strongly supportive of the six education reforms spearheaded by Minister of Education and Research Kristina Kallas, which are being implemented under the "Estonia 2035" strategy. However, concerns are simultaneously raised regarding the pace and scope of the reforms' execution, with a warning that the sector must not be "broken" or fundamentally damaged. The political framework represents a blend of results-orientation (praising the minister) and value-based principles (the fundamental role of education in society). One critical issue pertains to the social impact of extending the compulsory education age and whether sufficient consultation has taken place with school psychologists and child protection specialists.

The speakers demonstrate profound expertise in managing educational sector reforms and addressing their socio-psychological aspects. Technical terms such as "change management models" are employed, and specific reforms are enumerated (the school network reform, vocational education reform, early childhood education reform). Particular emphasis is placed on understanding vulnerable youth (700 young people who do not continue their studies) and the crucial role of support specialists (school psychologists, child protection specialists).

The style is formal, analytical, and cautiously supportive, incorporating both logical arguments (steps for change management) and emotional appeals (the child must be the focus). The Minister receives praise for dedicated work but is simultaneously urged to exercise patience and provide thorough explanation. Metaphors related to personal development ("to blossom/flourish") are employed, and the need to listen to and truly hear the representative organizations of the sector is stressed.

No data available.

The opposition's criticism is primarily aimed at procedural shortcomings, rather than the substance of the reforms themselves. The strongest criticism concerns the handling of the teachers' strike, which "created a serious rift in the state's credibility" and which "could have been prevented." They also criticize the insufficient consultation with school psychologists and child protection specialists regarding the extension of the compulsory education age.

The speakers strongly emphasize the necessity of implementing reforms in cooperation with representative organizations in the education sector, ensuring they explain, justify, and listen. The goal of this cooperation is to create a "critical mass of allies" who are willing and ready to carry out the changes. This underscores the importance of being open to dialogue and inclusion to prevent the loss of trust.

No data available. The discussion focuses on national education reforms and the implementation of the "Estonia 2035" strategy.

While the role of education in fostering economic growth and meeting labor market needs is acknowledged, viewing education merely as an economic tool is rejected. Every euro invested in education is seen as an investment in a smarter, more cohesive, safer, and wealthier society, where people are empowered to make more informed choices.

The central social theme revolves around the accessibility and quality of education, particularly the transition to Estonian-language instruction. A significant social focus is placed on vulnerable youth and providing them support, especially in light of extending the mandatory schooling age. Education is viewed as a tool for personal development and transformation of the inner self, aiming for the learner's talents and interests to fully blossom.

The legislative focus is currently on implementing the nation's long-term development strategy, "Eesti 2035," specifically within the education sector. Key priorities include supporting and executing six ongoing reforms, such as the school network reform, vocational education reform, early childhood education reform, and the transition to Estonian-language education. The speaker is a strong proponent of these reforms and stresses the necessity of clearly explaining and justifying them.