Session Profile: Riina Solman
The 15th Riigikogu, 6th Session, Plenary Sitting
2025-10-06
Political Position
The most prominent issue is the changes in the organization of education, especially the advancement of basic school final exams. The speaker adopts a fiercely opposing stance, criticizing the reform for its negative impact on children's mental health and the quality of instruction. This position is aimed at improving the management of education and ensuring quality, not rushing things, and is strongly results- and values-driven.
4 Speeches Analyzed
Topic Expertise
The speaker demonstrates competence in the management of the education system, focusing on specifics such as the scheduling of final examinations, the handling of retake exams, and the application procedures for upper secondary school (gymnasium). They draw upon concrete concerns compiled from parents and educators, stressing the necessity of dedicated revision time. This expertise is further evident in questions raised about the absence of analyses concerning the quality completion of coursework.
4 Speeches Analyzed
Rhetorical Style
The tone is one of concern, criticism, and ultimately, combativeness, particularly directed at the minister, who is accused of excessive self-confidence and disregarding feedback. The text employs both emotional appeals (concerning children's mental health, disappointment, and the pain of listening) and logical questions regarding the rationale behind the procedures and analyses. The speaker maintains formal language while conveying a strong personal sense of incomprehension regarding the established protocol.
4 Speeches Analyzed
Activity Patterns
The speaker is active in submitting inquiries, compiling questions from parents and presenting them to the minister during parliamentary sessions. It is noted that the questions were submitted as early as June, indicating long-term monitoring and preparation regarding the topic. He/She is also prepared to speak on recurring issues to emphasize the continuing relevance of the problem.
4 Speeches Analyzed
Opposition Stance
The main opponent is the Minister of Education, whose actions are sharply criticized regarding both policy (specifically, the organization of exams) and management style (the ignoring of feedback). The speaker accuses the minister of deeming feedback from educators and parents "unimportant" and failing to conduct the necessary analyses. The criticism is intense and centers on the minister's inability to listen and resolve issues.
4 Speeches Analyzed
Collaboration Style
The speaker demonstrates cooperation by supporting the concerns raised by colleagues (Ester Karuse, Jaak Aab) and pointing out that the Social Democrats had essentially submitted an interpellation on the very same subject. This cooperation is manifested through the presentation of shared critical positions regarding the organization of education, indicating broader dissatisfaction within the opposition.
4 Speeches Analyzed
Regional Focus
The primary focus is on national education policy, but the text also highlights specific, compiled concerns raised by parents in Tallinn. Additionally, issues regarding the transition to Estonian-language education in Valga municipality and Ida-Virumaa are referenced through a colleague, demonstrating awareness of broader regional education challenges.
4 Speeches Analyzed
Economic Views
Insufficient data.
4 Speeches Analyzed
Social Issues
The primary social issue is education and children's mental health, highlighting the rise in school stress and workload due to the acceleration of exams. The speaker emphasizes the necessity of ensuring quality education, providing students with time to mature, and supporting those who are struggling due to health issues or poor academic performance. He/She is opposed to allowing students to graduate with failing grades.
4 Speeches Analyzed
Legislative Focus
The legislative focus is on specifying the organization of the national education system and the admission requirements. The speaker demands a state-guaranteed procedure ensuring that applications to upper secondary schools (gymnasiums) are accepted only after the basic school final examinations and subsequent re-examinations have taken place, in order to guarantee equal opportunities for students. An analysis of the impact of these changes on the quality of instruction is also required.
4 Speeches Analyzed