Agenda Profile: Margit Sutrop
First Reading of the Draft Resolution of the Riigikogu "Making a Proposal to the Government of the Republic to Initiate Drafts of Legal Acts Ensuring the Clarity and Predictability of the Development of the School Network" (285 OE)
2024-04-10
15th Estonian Parliament, 3rd session, plenary session
Political Position
The main political focus lies at the intersection of education policy and regional development, emphasizing the need to maintain schools in sparsely populated areas while simultaneously ensuring the quality of education and a decent salary for teachers. Critical analysis calls into question the integrity of the draft bill, especially concerning the need for additional funding and the obligation for local governments (LG) to finance private schools. The procedural report emphasizes the need to avoid obstruction and ensure reasonable legislative capacity.
3 Speeches Analyzed
Topic Expertise
The speakers demonstrate a profound knowledge of education legislation, the complex mechanisms of school network funding (e.g., the rurality coefficient, the equalization fund), and budget specifics. Their procedural competence is particularly strong, as they accurately describe the progression of the Culture Committee debates, the Ministry’s positions, and reference the Supreme Court ruling concerning the management of the proceedings. Specific data is provided regarding the financial scope of the measures (e.g., 2.4 million euros allocated for primary school support).
3 Speeches Analyzed
Rhetorical Style
The style is predominantly analytical and procedural. The first speaker employs a critical line of questioning, pitting opposing objectives (quality versus rural development) against one another and demanding that the entire package be considered. The second speaker is formal and detailed, focusing on a chronological and fact-based summary of the committee’s work to explain the length and complexity of the procedure.
3 Speeches Analyzed
Activity Patterns
The focus of activity centered on the long-term and detailed processing of legislation within the Culture Committee, which involved three sessions (November 14, December 12, April 2) spanning several months. This work included repeated voting on the continuation of the procedure and addressing a large volume of amendments submitted by the opposition.
3 Speeches Analyzed
Opposition Stance
Opposition criticism is divided into two parts: procedural criticism directed at EKRE for submitting 50 conflicting amendments, which caused a long-term delay in the proceedings. Substantive criticism is aimed at the draft bill (285 OE) due to its financial impact and conflict of objectives, such as leaving the obligation to finance private schools with local governments.
3 Speeches Analyzed
Collaboration Style
The style of cooperation is formal and procedure-centric, involving experts from ministries (the Ministry of Education and Research, the Ministry of Regional Affairs and Agriculture) to obtain their positions. Solutions for continuing the proceedings were repeatedly sought in the committee, and finally, a consensus was reached among members of different factions regarding sending the draft bill to the plenary session.
3 Speeches Analyzed
Regional Focus
The focus is heavily regional, centering on sparsely populated areas and preserving rural life by keeping small schools operational. The discussion revolves around implementing and increasing the 'remoteness coefficient' within the equalization fund to cover the higher expenditure needs of thinly populated regions when providing educational services.
3 Speeches Analyzed
Economic Views
Economic views focus on state-provided targeted funding to cover regional educational needs, including through the remoteness coefficient and additional support for local primary schools. The necessity of considering the financial impact of the draft bill is emphasized, as supporting the third stage of basic school would require substantial additional funding, and the funding obligation placed on local governments regarding private schools is criticized.
3 Speeches Analyzed
Social Issues
The key social issue revolves around the accessibility and quality of education in sparsely populated areas. It is crucial to strike a balance between maintaining schools close to home and ensuring the provision of high-quality education, raising the concern that due to low student numbers, the standard of teaching staff in small schools may not be adequate. The objective of ensuring teachers receive a fair wage is also addressed.
3 Speeches Analyzed
Legislative Focus
The legislative focus is directed at proposing that the government initiate amendments to legal acts to ensure clarity and predictability in the formation of the school network. Priorities include increasing the scope of taking the rurality coefficient into account, and considering the extension of support for local primary schools to the third stage of basic education. The proceedings centered on a draft resolution of the Riigikogu, which requires the government to take action to amend the Basic Schools and Upper Secondary Schools Act and the Private Schools Act.
3 Speeches Analyzed