Aim High and Work Hard - Building a World-Class Education System in Estonia

Oct 15, 2026

Aim High and Work Hard analyzes how Estonia built a world-class learning system that achieved unexpected success in PISA. It distills key system qualities through historical-cultural context, broad societal support, educator autonomy, and evidence-based governance promoting equity. The study reviews curriculum and standards, data-driven curriculum updates, assessment and reporting approaches, teacher professional development and autonomy, and monitoring improvements, then summarizes current changes and future development plans.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages177

Reading Time7 h 26 min

AccessFree to download

INTRODUCTION: KEY QUALITIES OF THE ESTONIAN LEARNING SYSTEM

Historical-cultural Background—Aim High and Work Hard Mindset

Broad Societal Support for Education

ESTONIAN LEARNING SYSTEM: CONTEXT, DEVELOPMENT & STRATEGIC GOALS

Inclusivity and a Bottom-Up Approach to Strategic Planning

GOVERNANCE AND QUALITY ASSURANCE

Data-driven and Feedback-based Governance

CURRICULUM AND STANDARDS FOR LEARNING

National Curriculum as Framework for Schools to Develop Their Own Curriculum

ASSESSMENT, REPORTING, AND QUALIFICATIONS

National Level Assessment of Student Performance

TEACHERS AND LEARNING RESOURCES

Responsiveness of Teacher Professional Development to System Changes

EQUALITY AND EQUITY IN THE LEARNING SYSTEM

Support for Children with Special Needs

CURRENT CHANGES AND FUTURE PERSPECTIVES

Looking to the Future: Strategies and Development Plans

Aim High and Work Hard Building a World-Class Learning System in Estonia Eve Eisenschmidt, Mati Heidmets, Maie Kitsing, Mikk Kasesalk, and Katlin Vanari © 2023 National Center on Education and the Economy This case study was produced as part of a cross-system study of learning systems in high-performing jurisdictions, commissioned by the National Center on Education and the Economy and led by Geoff Masters, Chief Executive Officer of the Australian Council for Education Research. The findings ofthat study are in the book Building a World-Class Learning System: Insights from some top-performing school systems. For more information about this study and a full set of materials produced, [please visit www.ncee.org](please visit www.ncee.org) This work may be cited as: Eisenschmidt, E. Heidmets, M., Kasesalk M., Kitsing, M., and Vanari K.,“Aim High and Work Hard: Building a World-Class Education System in Estonia”(Washington, DC: National Center on Education and the Economy, 2023) . ISBN: 979-8-9885450-0-2 Table of Contents INTRODUCTION: KEY QUALITIES OF THE ESTONIAN LEARNING SYSTEM 1 Historical-cultural Background—Aim High and Work Hard Mindset 1 Broad Societal Support for Education 2 Turning Point in 1990s—Autonomy of Educators 3 Governance—Evidence-based and Equity-promoting 3 Diverse and Responsive School Network 4 ESTONIAN LEARNING SYSTEM: CONTEXT, DEVELOPMENT & STRATEGIC GOALS 5 Main Messages 5 Political, Cultural, Economic, Demographic Context 6 Historical Educational Context and Formation of the Learning System 7 Inclusivity and a Bottom-Up Approach to Strategic Planning 13 GOVERNANCE AND QUALITY ASSURANCE 18 Main Messages 18 Comprehensive Educational System 18 Educational Levels and School Types 20 Governance of Schools 21 Schools and Principals: A High Level of Autonomy 23 Data-driven and Feedback-based Governance 29 CURRICULUM AND STANDARDS FOR LEARNING 37 Main Messages 37 National Curriculum as Framework for Schools to Develop Their Own Curriculum 38 The Demanding Expectations for Learning and the Strong Academic Base of the Curriculum 50 Curriculum Defines General Competencies and Cross-curricular Topics to Prepare Students for the Demands ofthe Future 51 Curriculum Updated Based on Data about Student Progress and the Learning Process 58 Hobby Education and Extracurricular Learning Complements Formal Education 60 ASSESSMENT, REPORTING, AND QUALIFICATIONS 65 Main Messages 65 Diverse Assessment of Learning Outcomes 66 National Level Assessment of Student Performance 71 High Public Interest in School Performance 75 New Approaches to Monitoring Schools 78 Alternative Assessment Strategies 80 A Standards Framework Provides Clear Pathways 82 TEACHERS AND LEARNING RESOURCES 85 Main Messages 85 High Standards for Teachers 86 Responsiveness of Teacher Professional Development to the Changes in the System and Society 94 Teachers’Autonomy in Their Work 97 Monitoring and Improvement of Teachers’Policies 100 Complementary Resources to Improve Teaching 104 EQUALITY AND EQUITY IN THE LEARNING SYSTEM 108 Main Messages 108 Social Policies to Support Children from an Early Age 109 Early Education for All Children 111 Comprehensive School System and Common Standards for All 112 Equal Access to Education and Learning Resources 113 Support for Children with Special Needs 115 Students of Different Ethnic Backgrounds 118 The Learning System Is Characterized by Little Stratification 120 Effectiveness of Equity-Seeking Education and Social Policies 121 CURRENT CHANGES AND FUTURE PERSPECTIVES 123 Current Changes 123 Looking to the Future: Strategies and Development Plans 147 Summary 152 REFERENCES 155 Introduction: Key Qualities of the Estonian Learning System The success of the Republic of Estonia in the Program for International Student Assessment (PISA) was a surprise both nationally and internationally and has le

FAQs

What explains Estonia’s strong PISA results according to this report?

The report attributes the outcomes to key qualities of the Estonian learning system, including historical-cultural influences, educator autonomy, and evidence-based governance designed to promote equity.

How does the report describe curriculum development in Estonia?

It describes a demanding, discipline-based national curriculum that provides a framework for schools while defining general competencies and cross-curricular topics, with updates driven by data on student progress and learning processes.

What are the main themes of governance and quality assurance?

The report emphasizes governance that is evidence-based and equity-promoting, supported by data-driven and feedback-based mechanisms, along with monitoring and improvement approaches for schools and educators.

Oct 15, 2026

Uploaded by Jordan Avery