Session Profile: Helmen Kütt
15th Riigikogu, 5th session, plenary sitting
2025-03-17
Political Position
The political focus is on the plan to merge state schools for children with special needs and the implementation of inclusive education. The speaker is highly critical of the procedure used to implement the reform, demanding prior analysis and acknowledging the concerns of parents and school boards. This position is geared toward value-based policy, emphasizing democratic inclusion and support for vulnerable groups. Furthermore, the speaker supports the widespread availability of research funded by taxpayer money for the sake of public benefit.
4 Speeches Analyzed
Topic Expertise
The text demonstrates profound expertise in the field of special and inclusive education policy. Specific terminology is employed (simplified curriculum, care instruction/maintenance learning), and concrete data is provided regarding seven schools and their respective student populations. This expertise is further evidenced by the detailed and systemic questions posed concerning reform financing, definitions, and inter-system cooperation.
4 Speeches Analyzed
Rhetorical Style
The style is formal, serious, and concerned, balancing logical demands (the lack of analysis) with emotional appeals (parental fears). The speaker emphasizes democratic engagement and listening to concerns, viewing opposition as constructive feedback rather than a personal attack. Quoting (a ministry notice) and referencing history and the official transcript are utilized.
4 Speeches Analyzed
Activity Patterns
The speaker actively conducts parliamentary oversight, referencing previous discussions on the topic (December 18, January 21) and visits made by the parliamentary group. Their communication style involves frequent interaction with constituents, highlighting recent appeals received from councils and parents (for example, a letter of concern received on March 15).
4 Speeches Analyzed
Opposition Stance
The main criticism is directed at the Ministry of Education and Research concerning the plan to merge special schools. The opposition is both procedural and political, criticizing the lack of analysis and insufficient engagement (an approach of 'thought-done,' not 'done-thought'). The speaker emphasizes that concerned individuals must be listened to, and opposition should not be interpreted as a personal attack.
4 Speeches Analyzed
Collaboration Style
Shows willingness to cooperate with the submitters of the inquiry and recognizes colleagues. Despite the political opposition, the speaker thanks the minister for the explanations and the academic call, pointing to an openness to dialogue and support for socially beneficial ideas.
4 Speeches Analyzed
Regional Focus
The focus is strongly regional, concentrating on the operations of seven specific special schools (Kammeri, Raikküla, Valga Jaanikese, etc.) in various regions across Estonia. It is emphasized that the school locations are situated at seven different addresses, and the education provided there helps students cope better as adults.
4 Speeches Analyzed
Economic Views
The economic views focus on the funding of education and research, supporting the position that research produced using taxpayer money (such as doctoral theses) should be widely accessible to increase public benefit. No other economic issues are covered.
4 Speeches Analyzed
Social Issues
The central social issue is the education of children with special needs and the effectiveness of the inclusive education system in Estonia. The speaker strongly advocates for the interests of students in special schools, demanding clarity regarding the definition of inclusive education, its funding, and inter-agency cooperation. The objective is to ensure these children a more dignified life and better opportunities for success.
4 Speeches Analyzed
Legislative Focus
The legislative focus is on overseeing the government’s proposed school network reform and the consolidation of special schools, carried out via an interpellation. The speaker is acting as a critic and opponent of the reform, demanding political clarity and analysis before administrative decisions are taken. A review of the funding system for inclusive education is also demanded.
4 Speeches Analyzed