Estonia Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2018/2019 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
36,311
34,335
70,646
1.1
46,885
44,415
91,300
1.2
20,375
19,336
39,711
1.3
19,001
17,906
36,907
1.4
1.2 All children/learners enrolled in any form of recognised education
31,867
29,776
61,643
2.1
45,977
43,638
89,615
2.2
20,059
18,977
39,036
2.3
16,723
15,805
32,528
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
31,756
29,700
61,456
3.1
44,496
42,998
87,494
3.2
19,032
18,462
37,494
3.3
16,690
15,788
32,478
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
30,790
29,383
60,173
4.1
42,990
42,499
85,489
4.2
18,294
18,196
36,490
4.3
16,695
15,789
32,484
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
966
317
1,283
5.1
1,506
499
2,005
5.2
738
266
1,004
5.3
NA
3
3
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
111
76
187
6.1
1,481
640
2,121
6.2
1,027
515
1,542
6.3
40
22
62
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
NA
NA
NA
430
187
617
7.2
381
189
570
7.3
1
4
5
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
111
76
187
8.1
883
340
1,223
8.2
542
224
766
8.3
32
13
45
8.4
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4d All children/learners educated in recognised forms of home schooling
NA
NA
NA
168
113
281
10.2
104
102
206
10.3
7
5
12
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
NA
NA
NA
11.1
NA
NA
NA
NA
NA
NA
NA
NA
NA
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
M
M
M
M
M
M
M
M
M
M
M
M
2.2 All children/learners with an official decision of SEN in any recognised form of education
2,683
1,322
4,005
2.1
4,014
1,642
5,656
2.2
2,344
1,100
3,444
2.3
432
264
696
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
2,599
1,267
3,866
3.1
2,662
1,101
3,763
3.2
1,378
638
2,016
3.3
407
249
656
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
1,633
950
2,583
4.1
1,207
621
1,828
4.2
654
387
1,041
4.3
407
246
653
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
966
317
1,283
5.1
1,455
480
1,935
5.2
724
251
975
5.3
NA
3
3
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
84
55
139
6.1
1,352
541
1,893
6.2
966
462
1,428
6.3
25
15
40
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
NA
NA
NA
7.1
430
187
617
7.2
381
189
570
7.3
1
4
5
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
84
55
139
8.1
883
339
1,222
8.2
542
224
766
8.3
19
9
28
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
39
15
54
10.2
43
49
92
10.3
5
2
7
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA

Estonia - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

A child who has reached the age of seven before 1 October in the current year is required to attend school. They must attend school until basic education or they turn 17 years old.

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-6 7-12 13-15 16-18
Is private sector education covered by the data provided for the country?
Yes

A private school is an agency of a public limited company or private limited company entered in the commercial register or of a foundation or non-profit association entered into the non-profit associations and foundations register (Private Schools Act § 2).

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Study at home means study organised outside the school premises. Study at home applies where the learner's health does not allow them to participate in the school’s daily schedule, or a parent wishes to personally organise their child's education to acquire basic education.

The conditions of and procedure for study at home and in hospital are established by a regulation of the minister responsible for the field. Study at home for health reasons is organised by the school at the request of a parent and upon recommendation of an external advisory team (Basic Schools and Upper Secondary Schools Act). 

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

A student with special educational needs is a student who receives enhanced support or special support on the recommendation of an external advisory team.

What educational assessment procedures are carried out and who is involved?

Where it becomes evident that a student needs support, a parent is notified and the school arranges a pedagogical-psychological evaluation of the student. Where necessary, co-operation with specialists from other fields is pursued and additional surveys are recommended.

Where the general support provided by the school does not produce the desired results for the student's development, enhanced support or special support may be applied upon recommendation of an external advisory team. Upon making the recommendation, the external advisory team must involve education, social and health specialists.

Before making a recommendation, the specialists of the advisory team comprehensively assess the child's coping and their need for support in the education system and growth environment. The advisory team shall co-operate with a specialist engaged in the organisation of the child or family's case at the level of an educational institution or local government. The advisory team bases its recommendation on the results of previous pedagogical-psychological assessments and specialist examinations of the child, as well as other relevant information about the child. If necessary, the specialists of the advisory team recommend additional research or evaluations.

At least three specialists of different specialties from the team (a special education teacher, a speech therapist, a psychologist and a social pedagogue) participate in the issuance of a recommendation.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The results of the evaluation, the teachers’ observations, recommendations made by the support specialists and external advisory team, the applied services and support, and assessment of their effectiveness are entered in the map of observation of the student’s individual development. The head of school appoints a person who is responsible for filling in the map at school. At least once a year and where the time limit of application of the support prescribed by the external advisory team has expired, the co-ordinator of the studies of the student with special educational needs assesses, in co-operation with the teachers and the support specialists, the impact of application of the recommended support and makes proposals for further steps.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

Compulsory school attendance means the duty to participate in the studies laid down in the daily schedule of a school or in an individual curriculum, to do study exercises and to acquire knowledge and skills according to one’s abilities. The duty to attend school is not deemed as fulfilled where a person subject to the duty to attend school has not been enrolled in any school or is absent from studies without a good reason.

Information about students who have been absent from studies without a good reason for more than 20% of lessons during one academic quarter is registered in the education information system.

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