Eesti piirkondlik areng. 2012. Regional Development in Estonia
30. November 2012
The analytical publication discussing regional development of Estonia provides an overview on the changes occurring in population, environment, social life and economy, as well as about their regional differences. Also the achieving the targets set in the Strategy of Regional Development of Estonia has been analysed. This publication focuses on education. The publication is illustrated by numerous diagrams and thematic maps. The interpretation of the data has been facilitated by the definitions of main indicators and methodological explanations. The printed publication is accompanied by a CD with the e-publication “Piirkondlik portree Eestist” (Regional Portrait of Estonia – only in Estonian). Addressed to persons interested in regional development.
Education
27. July 2012
Karolin Kõrreveski – Eesti statistika aastaraamat. 2012. Statistical Yearbook of Estonia (p. 67)
The chapter presents statistics on educational institutions and on the number of students, graduates and entrants at various educational levels mainly in the period 2007–2011. At the beginning of the academic year 2011/2012, 237,636 persons were enrolled in formal education. 142,983 of them were enrolled in general education, 27,046 in vocational education and 67,607 in higher education.
Education
30. April 2012
Minifacts about Estonia 2012 (p. 16)
At the beginning of the academic year 2010/11, 629 institutions were providing formal education in Estonia and 243,100 students studied there. 60% of the students were enrolled in general education, 12% in vocational education and 28% in higher education. 10 years earlier there were 783 education institutions with 303,900 students enrolled. Both the number of institutions and enrolments has dropped by nearly 20%.
Measuring well-being and quality of life using OECD indicators
30. December 2011
Karolin Kõrreveski – Eesti Statistika Kvartalikiri. 4/11. Quarterly Bulletin of Statistics Estonia (p. 38)
The United Nations Economic Commission for Europe, the OECD and Eurostatare pursuing work on measuring sustainable development with the aim ofpromoting policies that would ensure the sustainability of society and thewelfare of people. OECD launched Your Better Life Index in May 2011 andpublished the report “How’s Life?” in October, on the basis of which it ispossible to compare the well-being of people in different countries in elevencategories. This article gives an overview of these internationally developedwell-being indicators. The aim is to explain why these specific indicatorsmeasure well-being the best and what data sources are used to produce theseindicators.
Reflection of education in adulthood
31. October 2011
Karolin Kõrreveski – Mehe kodu on maailm, naise maailm on kodu? Mans Home is the World, Womans World is her Home? (p. 122)
Nowadays, learning does not end after graduating from high school or university, but peoplecontinue learning at work and in their spare time. Continuous self-education is needed in order tosuccessfully compete in the labour market. The demand for educated workforce has increasedand the supply of educated workforce has grown as well. Similarly to other countries with a lot ofeducated workforce, the Estonian labour market is highly competitive. Approximately 90% ofEstonia's labour force has at least secondary education and 37% has higher education.Compared to men, women’s educational level is higher, which is a well-known fact. How is itreflected in working life and can women’s more active participation in education be noticed also inadult learning?
In education, are women sprinters and men joggers?
31. October 2011
Rain Leoma – Mehe kodu on maailm, naise maailm on kodu? Mans Home is the World, Womans World is her Home? (p. 107)
Gender gap in education is an important topic in the contemporary western world. Historically,men had better access to education and it was even more so at higher levels of education. But inthe modern world, this trend has changed. In Europe, the share of women in higher education isshowing a constant increase and, hence, questions arise as to why men are not able to competewith women, and furthermore, whether the continuation of such trends will bring about a risk thatin the future a large number of men will be less educated than women. It is extremely positivethat women actively participate in educational life. But the problem lies in a modest participationof men in the attainment of education compared to that of women. Figure 1 displays a change inthe share of men in formal education of Estonia after restoration of independence. Figure 1reveals that the gender gap is not even at all of the levels – an increasingly bigger ratio of boysare acquiring vocational education and an increasingly bigger ratio of girls are acquiring highereducation. In this article, we will look at men’s and women’s road to education and point out whenthere occurs a gender gap in the attainment of education. At the same time, we try to findreasons for certain trends and the relevant changes. Thus, the article gives an overview ofeducational life in the post re-independence period.
Education
29. July 2011
Karolin Kõrreveski – Eesti statistika aastaraamat. 2011. Statistical Yearbook of Estonia (p. 71)
The chapter presents statistics on educational institutions, students and graduates of and admissions to schools at various educational levels mainly for the period 2006–2010.
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