Agenda Profile: Helmen Kütt
Inquiry Regarding Maarjamaa United School (No. 710)
2025-03-17
15th Riigikogu, 5th session, plenary sitting
Political Position
The political stance is highly critical of the Ministry of Education and Research's planned merger of seven special schools, highlighting a procedural failure stemming from the absence of proper analysis. This position is value-based, centered on supporting children with special needs and addressing parental concerns. The speaker stresses that any reform must be underpinned by a long-term strategy and a willingness to acknowledge errors should they arise.
3 Speeches Analyzed
Topic Expertise
The speaker demonstrates profound expertise on the topics of special education and inclusive education, utilizing specific terminology (e.g., simplified curriculum, care instruction). Detailed data is presented regarding the schools being merged, their locations, and the number of students (a total of 264 students as of November 10, 2024). Comprehensive systemic questions are raised concerning the definition of inclusive education, its funding, and the role of support specialists.
3 Speeches Analyzed
Rhetorical Style
The rhetorical style is formal, serious, and concerned, balancing logical demands (the request for analysis and studies) with emotional appeals (the fears of parents and school boards). The speaker employs citation (a ministry notice) and structured questioning, emphasizing that the opposition stems from genuine concern, not malice or defiance.
3 Speeches Analyzed
Activity Patterns
The speaker (and the Social Democrats) have demonstrated consistent engagement with this issue, referencing previous faction meetings held on December 18 and January 21. This pattern of activity includes responding to public concerns, specifically highlighting the letter of concern received from the Raikküla School Board on March 15.
3 Speeches Analyzed
Opposition Stance
The primary opposition is directed at the Ministry of Education and Research concerning both the procedure and the substance of merging special schools. Criticism is focused on the procedural failure (a lack of analysis) and the political direction regarding the future of special schools and the shortcomings of inclusive education. The speaker demands that the minister bravely acknowledge if anything has gone wrong during the course of the reform.
3 Speeches Analyzed
Collaboration Style
The speaker thanks those who submitted the inquiry and acts as an intermediary for the concerns of the school boards and parents, compiling the issues that have arisen during meetings and in correspondence. The style of cooperation is critical, yet formal, with the goal of ensuring that ministry staff directly address the areas of concern.
3 Speeches Analyzed
Regional Focus
The focus is on national education policy, but emphasis is placed on retaining specific regional special schools (e.g., Kammeri, Raikküla, Urvaste, Valga Jaanikese School) and their seven different locations. It is stressed that children studying in these areas receive an education that will help them cope better as adults.
3 Speeches Analyzed
Economic Views
Direct economic positions are not presented, but it is indirectly suggested that supporting children with special needs and ensuring their better functioning as adults will result in a reduced burden on the functioning of society. A review of the funding system for inclusive education is demanded.
3 Speeches Analyzed
Social Issues
The main social issue is the education of children with special needs and the functioning of the inclusive education system in Estonia. The speaker is demanding clarification regarding the specific definition of inclusive education the state is using and whether the closure of special schools might lead to the segregation of certain groups. Emphasis is placed on the necessity of developing cooperation between the education, social, and healthcare systems to support these special children.
3 Speeches Analyzed
Legislative Focus
The legislative focus is on holding the executive power accountable through interpellation, demanding the disclosure of the analysis regarding the necessity of the reform. A review of the funding system for inclusive education and the policy concerning special schools is being demanded, along with taking the first steps to alleviate the bottlenecks in inclusive education.
3 Speeches Analyzed