Agenda Profile: Vadim Belobrovtsev

The speaker is moderately critical of the education reform bill (653 SE). While acknowledging the logic behind rewarding qualified teachers, they emphasize significant shortcomings and opposition from key organizations, such as the Association of Estonian Cities and Rural Municipalities. The political focus is directed toward the practical impact of the draft legislation, especially the failure to motivate starting teachers and the questioning of the necessity of certifying school principals. The faction decided not to reject the bill, but rather to submit proposed amendments, which indicates a conditional, policy-driven approach.

Demonstrates expertise in the field of education, addressing teacher qualifications, the career model, and the role of local governments (KOVid) as school maintainers, noting that local municipalities operate 85–90% of schools. It utilizes specific data, such as the fact that approximately a quarter of novice teachers quickly leave the profession. It refers to the positions of authoritative organizations (the Estonian Association of Cities and Municipalities, the Estonian Teachers' Union, Noored Kooli) and official correspondence.

The rhetorical style is analytical and considered, expressing "mixed feelings" regarding the draft and presenting criticism in the form of questions (e.g., concerning the composition of the director certification committee). The appeals are primarily logical and evidence-based, relying on stakeholder opposition and existing problems (e.g., harsh working conditions, low pay). It also expresses emotional sympathy for school leaders who are intended to be constantly certified.

The speaker is active in the legislative debate, presenting the minister with both specific questions and the faction's position during the first reading. He/She mentions communicating with a representative of the Estonian Education Personnel Union to gain different perspectives on the draft bill.

The criticism is aimed at the government/ministry due to deficiencies in the draft bill, which disregard the opposition voiced by key stakeholders (especially local governments and teacher organizations). The criticism is focused on policy and procedure, stressing that the draft bill fails to address the issue of motivating novice teachers. It expresses strong opposition to the system of attestation for principals, viewing it as an unfair form of control over school leaders.

The speaker stresses the necessity of taking into account the opposition from external organizations (such as the Association of Estonian Cities and Municipalities) and highlights the split among various education unions (EÕL versus EHTL) regarding their support for the draft bill. The faction has decided not to reject the bill outright, but rather to submit proposed amendments. This demonstrates a readiness for constructive cooperation aimed at improving the legislation.

The focus is national, centered on the organization of the Estonian education system, but the critical role of local governments (LGUs) as school maintainers is emphasized. It is mentioned that the umbrella organization of the LGUs (ELVL) does not support the draft bill, which directly links national legislation to local administration and responsibility.

Economic perspectives focus on stimulating the workforce in the education sector. The speaker strongly advocates for "more substantial pay" and financial incentives for new teachers to reduce the high rate of staff turnover. They also support the principle that educators with better qualifications and experience should receive higher salaries.

The primary social focus centers on the stability and quality of the national education system. Emphasis is placed on the need to improve teachers' working conditions, which are described as "pretty tough," and to motivate new specialists to remain in the profession, in order to ensure adequate staffing levels in schools.

The legislative focus is on the draft legislation (653 SE) amending the Basic Schools and Upper Secondary Schools Act and the Vocational Educational Institutions Act, which concerns the certification of principals and the career model for teachers. The speaker opposes the bill in its current form, but the faction plans to submit amendments to make the draft more acceptable.