Address
Eurydice Unit
Analysis Division
Ministry of Education and Research
Munga 18
EE-50088 Tartu
Tel: +372 735 4027
E-Mail: eurydice@hm.ee
Website
2026
New teacher career model to support professional development and teacher supply
A career model for teachers has been introduced, establishing clear career stages and associated salary levels. The new model replaces the previous system, in which only a national minimum salary was defined, while actual teachers´ salaries were determined by school heads. The new framework introduces a unified structure that connects career development with salary progression, providing more predictable opportunities for advancement and acknowledging increased responsibilities at higher stages.
The model sets out four career stages:
• Beginning Teacher,
• Teacher,
• Senior Teacher and
• Master Teacher.
Teachers can apply for recognition at a given stage based on demonstrated professional skills and contributions, which strengthens transparency and supports motivation within the profession.
The Beginning Teacher stage is designed to support entry into the profession and the acquisition of full qualification. For beginning teachers, schools are encouraged to organise work in a way that promotes a smooth transition into teaching, including a reduced workload and structured support from a mentor. Learning pathways at teacher training universities are aligned with the requirements of the career model, enabling teachers to complete the necessary qualification based on their prior preparation. Universities also provide personalised counselling to guide teachers in selecting the most suitable route toward qualification.
By linking career development with salary progression, Estonia aligns itself with practices already in place in many European countries. The new model enhances transparency, supports workforce planning and provides teachers with a clearer professional pathway, thereby strengthening both teacher development and future teacher supply.
Certification system to support the professional development of school leaders
The system for the certification of school heads in general education schools is established to support the professional growth of school leaders by providing structured feedback on their leadership practices and their impact on the school environment. Under the new framework, school heads participate in an annual development conversation and undergo certification once every five years.
The certification process focuses on a school head’s leadership approaches, key objectives, activities carried out to support learning and development, and achieved results. Central to the process is the school head’s self-analysis, which serves as the foundation for the evaluation. Certification is carried out by a commission appointed by the school owner and includes, in addition to the owner’s representative, two school leaders nominated by the Estonian School Leaders' Association; a fourth external expert, for example from a university, may also be included. The aim is to offer meaningful, collegial dialogue on leadership challenges and opportunities, enriched by an external perspective. Until the introduction of the certification system, the quality and consistency of feedback for school heads depended largely on the practices of school owners, resulting in considerable variation.
Certification will take place in stages, beginning with the most experienced school heads and those participating in the development programme for certification experts, who will later serve on certification committees themselves. The first certifications begin in 2025/26.
Preparatory studies pathway complements reforms in compulsory education and VET
See more under National reforms in vocational education and training.
2025
Extension of the compulsory education: reform launched
Starting in the 2025/26 school year, reform of the obligation to learn was launched, extending the age of compulsory education from 17 to 18 years. Under the reform, all basic school graduates who entered grade 9 in autumn 2025 are required to continue their education until they reach 18 or complete upper secondary or vocational education.
The initiative supports the objectives of the Education Strategy 2021–2035, which sets a target that by 2035 at least 90% of 20–24-year-olds will have completed upper secondary or higher education (compared with 83% in 2022). Each year, nearly 800 graduates of basic school do not continue their studies. The reform aims to reduce this number by strengthening the continuation of learning after grade 9 and by lowering dropout rates from both general and vocational education, ensuring that all young people in Estonia remain engaged in learning until they reach adulthood and that their educational pathways stay open for future vocational or higher education qualifications.
To achieve these goals, the reform enhances career guidance and diversifies post-basic school learning pathways. From 2025, students can choose between five routes: supplementary studies, general upper secondary school, vocational upper secondary education, vocational training, or, from autumn 2026, preparatory studies replacing the former vocational orientation programme. Monitoring of students at risk of dropping out or failing to meet the obligation is carried out by schools and local authorities throughout the school year. When school-based support measures do not succeed, municipal specialists are involved, and cases of non-compliance are recorded in the Estonian Education Information System (EHIS) and monitored.
For more details, see: Reform of the obligation to learn
Transition to Estonian-Medium Education in Russian-medium kindergartens and schools continues
The transition to Estonian-medium education, launched in kindergartens and in grades 1 and 4 of basic schools in 2024, is one of the central reforms designed to strengthen social cohesion and ensure equal learning opportunities for all students in Estonia. The reform seeks to phase out parallel language streams and guarantee that every learner acquires a high level of proficiency in Estonian by the end of compulsory schooling. The process will continue step by step until 2030.
In the 2025/26 school year – the second year of implementation – instruction in Estonian is provided in all kindergartens as well as in grades 1, 2, 4 and 5. Whereas the first year focused primarily on teachers’ language proficiency, current activities emphasise methodological and pedagogical support. Universities responsible for teacher education offer in-service training, development programmes and seminars, while language advisers provide tailored guidance. Free teaching guides and lesson plans are made available through the national digital learning resources repository e-Koolikott and Moodle.
Additional measures support schools and teachers, particularly in Ida-Viru County, where higher salaries continue to be paid to teachers delivering instruction in Estonian. Funding has also been allocated to strengthen school leadership and to purchase supplementary learning materials. In spring 2025, private, state and municipal schools received 100 euros for each grade 2 or 5 pupil whose home language is other than Estonian; in spring 2026, similar support will be extended to pupils entering grades 3 and 6.
Parents’ awareness and engagement are promoted through a range of events, including training sessions, webinars and workshops that combine research-based insights with practical strategies to help families support their children’s learning.
For more details, see: Transition to Estonian-language education
AI Leap Initiative to integrate artificial intelligence into Estonian education
A nationwide programme, the AI Leap (TI-Hüpe) Initiative, has been launched to introduce artificial intelligence into general and vocational education. The initiative aims to enhance personalised learning, reduce teachers’ administrative workload, and support more efficient education management. It continues Estonia’s long-standing focus on digital innovation in education, following the legacy of the Tiger Leap programme from the 1990s.
The AI Leap Initiative will begin with the training of 3,000 teachers in 2025, after which around 20,000 upper secondary students (grades 10–11) will gain access to AI-powered learning applications. In 2026, the programme will be extended to new 10th-grade cohorts and vocational education and training (VET) institutions, involving an additional 38,000 students and 2,000 teachers. The objective is to develop students’ digital and AI competencies while enabling data-informed decision-making in education policy and practice.
To implement the programme, a dedicated foundation has been established, co-founded by the state and private sector partners. The foundation is responsible for the strategic governance of AI integration in education. Estonia has begun negotiations with leading AI developers, including OpenAI and Anthropic, to provide students with access to cutting-edge educational technologies, with additional international partners to be involved at later stages.
For more details, see: TI-Hüpe
Adjustments to school holiday calendar in response to extension of compulsory education
Starting from the 2025/2026 school year, the timing of school holidays in general education will be changed. The change is part of a broader effort to align the school calendar with two significant policy changes: the extension of the compulsory education age to 18 years and the VET reform, both of which take effect from the same school year. The adjustments are designed to better support transitions after basic education and improve the organisation of studies in the final term and during the admission period.
In both the 2025/2026 and 2026/2027 school years, the winter holiday will be shortened from three to two weeks, and the summer holiday will start a week earlier, on 10 June. This adjustment supports students and the learning process by ensuring that the mid-year break does not excessively interrupt the learning flow, while also shifting more study time to the productive winter and spring periods. Reducing the length of the school year in June helps address the challenges of maintaining learning motivation during summertime. The revised calendar contributes to a more consistent school rhythm and is suitable for both lower secondary (grades 1–9) and upper secondary (grades 10–12) students.
The timing of the holidays also takes into account the schedule of national basic school final examinations and the need to coordinate further studies in the spring and entrance processes to upper secondary and vocational education. The revised calendar supports more effective planning for both schools and students at critical transition points in education.
Support for small rural schools to ensure access to education close to home
The government is allocating 2 million Euros to support 27 small rural schools to ensure children’s access to education close to home. This targeted support is aimed at schools that are often the only local educational institution in sparsely populated areas, playing a vital role in regional development and community life.
The funding helps cover the basic operating costs of general education schools with fewer than 100 students, thereby supporting the sustainability of rural school networks. The initiative is also aligned with a broader social agreement set out in the national Education Strategy 2021–2035, which states that education must be accessible and available to all. According to the strategy, local governments – responsible for organising basic education – must ensure access to nearby education at least in the first and second stages of basic school (grades 1–6). In regions with declining populations, education at the third stage of basic school (grades 7–9) should be guaranteed at least in municipal centres, with transport provided when necessary.
The measure complements national efforts to reorganise the school network while maintaining regional accessibility. Access to education close to home is particularly important for younger pupils, and the supported schools were selected based on their small size, remote location, and the absence of alternative educational options.
2024
Extension of compulsory education from 17 to 18 years: reform in pipeline
The Ministry of Education has prepared a package of amendments to the Education Act, the Basic Schools and Upper Secondary Schools Act, and the Vocational Educational Institutions Act to extend the compulsory education age from 17 to 18 years.
The aim of the extension is to reduce the school dropout rate and ensure that all pupils find a suitable learning option and acquire an upper secondary or vocational qualification. The obligation to learn will start at the age of 7 and continue until the age of 18. If the requirements for completing vocational or upper secondary education are fulfilled before the age of 18, the learning obligation is also deemed to be fulfilled.
The reform addresses several deepening problems: the increasing share of young people who do not continue their studies after basic education, the high dropout rate in the first year of upper secondary vocational education, and the growing number of young people without qualifications.
In today's world, basic education is not enough to succeed in the labor market. Estonia's Education Strategy aims for 90% of young people aged 20−24 to attain at least upper secondary education by 2035, up from 83% in 2022. The aim of the reform is to keep the share of young people with low educational attainment below 5% and to ensure that all young people acquire upper secondary education or vocational qualifications as a basis.
To provide all basic school graduates with a suitable learning path, there will be five options: academic upper secondary education, applied upper secondary education, adult education, vocational education, and preparatory studies. If a student is unable to make a choice or faces barriers, a new preparatory program will be available to help them overcome obstacles to further education.
To support students in finding suitable learning pathways and thriving in education, several changes are planned to increase permeability and develop both general and vocational education:
- Complement and clarify the role of the state and local authorities in ensuring the fulfillment of the learning obligation, including a single platform for entry into post-basic education, study places in preparatory education, and needs-based support for students.
- Detail the responsibilities of the school and the parent; emphasize the responsibility of the student to fulfill the learning obligation.
- Establish clearer guidelines for recognizing non-formal education in general education schools.
- Establish connections between general upper secondary courses and credit points used in vocational and higher education.
- Make vocational secondary education a competitive and attractive option alongside general upper secondary education by creating 4-year applied upper secondary curricula focusing on STEM, increasing the scope of general education and elective studies, and overall flexibility and learning options in VET.
After being adopted in the Parliament, the amendments are set to come into effect for students entering the 9th grade in the 2025/26 school year.