Agenda Profile: Helir-Valdor Seeder
Inquiry regarding the merging of schools for children with special educational needs (no 684)
2025-02-17
15th Estonian Parliament, 5th session, plenary session
Political Position
The political stance expresses strong skepticism regarding the reform to merge schools for children with special educational needs, underscoring procedural deficiencies and a lack of adequate information. Criticism focuses on the reform's lack of efficiency and transparency, particularly the insufficient inclusion of local authorities and parents. The viewpoint is heavily grounded in policy and procedure, demanding a comprehensive solution before any further steps are taken.
3 Speeches Analyzed
Topic Expertise
The speaker demonstrates profound knowledge of the school network for children with special educational needs, highlighting specific examples of the differing status and funding of schools in Viljandimaa (Ämmuste, Kaare, Lahmuse). He/She is familiar with the substantive workload of school principals, the shortage of support staff, and the challenges associated with implementing inclusive education. Technical terms such as "lead school" (Kammeri School) are used, and reference is made to the conditions for utilizing European funding.
3 Speeches Analyzed
Rhetorical Style
The rhetorical style is formal, analytical, and interrogative, expressing deep concern and skepticism ("honestly, that didn't really increase my faith/confidence"). Rhetorical questions and parallels are used (e.g., the handling of the energy topic within the government and Brussels' attitude toward member states) to emphasize procedural errors. The tone is critical, but the minister is asked not to interpret it merely as destructive criticism.
3 Speeches Analyzed
Activity Patterns
The speaker has actively gathered feedback from local governments and parents, and visited schools in Viljandi and Järva counties (Nurme School and Ämmuste School). This demonstrates direct on-site activity and preparation for the interpellation.
3 Speeches Analyzed
Opposition Stance
The opposition is directed at the activities of the Ministry of Education and Research, sharply criticizing the adoption of decisions before negotiations have taken place with local governments and other stakeholders. This procedural criticism is exacerbated by a comparison with the government’s handling of energy policy, where decisions are made prior to any discussion. The criticism is also aimed at alleged inefficiency and a lack of information.
3 Speeches Analyzed
Collaboration Style
Insufficient data.
3 Speeches Analyzed
Regional Focus
A very strong regional focus is currently on Viljandi County, where the complex situation involving three schools of differing statuses (Ämmuste, Kaare, Lahmuse) is being analyzed. Emphasis is placed on the necessity of resolving the county's entire education network, rather than just focusing on the state schools sector. Järva County is also mentioned in connection with school visits.
3 Speeches Analyzed
Economic Views
The economic arguments focus on the prudent use of taxpayer money and question the management efficiency achievable through the reform, given that the schools will physically remain in seven locations. They advocate for a comprehensive approach to funding, stressing that the money channeled through both the state and the local government is, ultimately, taxpayer money. The centralization of management is deemed artificial.
3 Speeches Analyzed
Social Issues
The main social issue is the education policy concerning children with special educational needs (SEN), expressing strong skepticism regarding the success of the inclusive education model within mainstream schools. Emphasis is placed on the importance of specialized special schools and the need for a national policy that would define the role and future of these special schools.
3 Speeches Analyzed
Legislative Focus
The legislative focus is currently aimed at the critical assessment of the school network reform initiated by the ministry (the merging of seven special schools) and either halting or redirecting the subsequent process. A comprehensive strategy and clear answers are demanded before the reform can proceed, particularly concerning analogous schools that fall under the jurisdiction of local governments.
3 Speeches Analyzed