The book uncovers reforms, mistakes and lessons learnt that have been harnessed to create a high-performing, high-equity education system. This includes social and education policies for giving children a good start in life. Policies fostering equity, inclusion, learner autonomy, as well as school teacher and principal professionalism, autonomy and responsibility are unpacked. The analysis is grounded in research from Estonia and beyond.
Innovative voluntary formative assessment systems that contribute to student and teacher learning are detailed. So are investments favouring school self-evaluation over external inspections, and cultivating professional learning communities. The book unearths how easy access to a wide range of data such as perceptions of well-being, autonomy and connectedness, in addition to examination results, builds internal and external accountability, and contributes to collective stakeholder efficacy. Estonia intends to stay at the top. Plans are disclosed.
Chapter Titles
Introduction: Setting the stage
Chapter 1: History: Challenges and gifts from the past
Chapter 2: Education System Overview: What makes it work
Chapter 3: Equity and High-performance: Raising the bar and closing the gap
Chapter 4: Curriculum: Aligning implementation with intentions
Chapter 5: Teachers: Professional autonomy and high standards
Chapter 6: Evaluation: shifting to prioritising a formative approach for all
Chapter 7: Summary and Conclusions: Resilience, dissatisfaction and imagination
Preface by David Scott, University College London Institute of Education, United Kingdom
Afterword by Pak Tee Ng, National Institute of Education, Singapore
Authors
Peeter Mehisto is Honorary Research Associate at University College London Institute of Education, UK
Maie Kitsing is an adviser to the Estonian Ministry of Education and Science’s External Evaluation Department.
