Ministry of Education and Research 2014

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The Ministry of Education and Research is responsible for the planning of education, research, youth and language related national policies and, in conjunction thereof, managing the fields of pre-primary, basic, general upper secondary, vocational secondary, higher, hobby and adult education, organising research and development activities, youth work and special youth work, and compiling drafts of corresponding legal acts. In the area of government of the Ministry of Education and Research there are several state agencies, foundations and institutions which are managed by the Ministry strategically through definition of their goals and analysis of their results, also determining their budget, exercising supervision, etc.


The main tasks of the Ministry of Education and Research are: development of national development plans; creating a system of legal acts; development of national curricula and other standards; development of the state supervision and quality assurance system; planning and organisation of financing and usage of state assets; planning of state commissioned education; development of the teachers’ and youth workers’ training system; informing the public about progress in education, research, youth and language policies; international cooperation.


Ministry of Education and Research Areas of responsibility

Activities development of national general education policy in the area of basic and general secondary education organisation of the education of students whose native language is not Estonian coordination of the activities of managed general education schools

General education

development of national vocational and adult education policy organisation of the vocation system coordination of the activities of managed vocational educational institutions

Vocational education

development of national higher education policy organisation of supervision coordination of the activities of national institutions of professional higher education

Higher education

Research

the Estonian language in Estonia Estonian as a second language for non-Estonians the Estonian language abroad foreign languages in Estonia

Language policy

structural funds foreign affairs public affairs

legal affairs personnel administration

General education schools of the state (31) Information Technology Foundation for Education

Vocational educational institutions of the state (30) Archimedes Foundation

development of national research policy and R&D activities financing of R&D evaluation of R&D International cooperation national research competitions

analysis finance state assets

Foundation Innove

Estonian Qualification Authority

special youth work hobby education and hobby activities of young people informing, advising and work education of young people

State agencies and foundations etc in ministry’s area of government

Professional higher education institutions of the state (8) Estonian Research Council Research and development institutions AHHAA Science Centre Foundation Language Inspectorate

Youth policy

Management and planning

Estonian Youth Work Centre The National Archives of Estonia Estonian Sports Information Centre


Internal Audit Department

Minister

Adviser of the minister

Sectertary General

Deputy Secretary General for General and Vocational Education

Deputy Secretary General for Higher Education and Research

Deputy Secretary General for Youth and Foregn Relations

Deputy Secretary General for Planning

Manager for School Network Development

Vocational Education Department

Higher Education Department

EU and International Cooperation Department

Analysis Department

School Network Department

Adult Education Department

Research Policy Department

Language Policy Department

Financing Department

Youth Affairs Department

State Assets Department

External Evaluation Department General Education Department

Structural Funds Department

Communications Department

Teacher Department

Administrative Department

Personnel Department

E-services Department

Legal Affairs Department


History 1524–1532

17th century

The first continuous Estonian text which remains extant appears: the ‘Kullamaa manuscript’ – a Catholic text containing two prayers and the Creed. The first book (which has not survived) is published in 1525 The first Estonian grammars and dictionaries are compiled

1630

opening of the first academic gymnasium in Tartu, where studies were organised similarly to university

1632

Foundation of the University of Tartu by Swedish King Gustav II Adolphus as a classic university with four faculties – theology, law, philosophy and medicine. In the 19th century the university became the centre of research in the Baltic provinces

1641

first abc book in Estonian is published

1684

Opening of the Forselius Seminar: teachers are trained for the first Estonian-language public school, which is followed by the creation of an Estonianlanguage school Network

1686

start of the public school system

1840

opening of the first kindergarten in Tallinn

1884

The first Estonian grammar is published in Estonian, playing a significant role in standardising the language

1906

Opening of the first Estonian-language upper secondary school

1918

The first normative and regulative dictionary of Estonian appears

1919

Estonian becomes the language of higher education

1936

The first act on youth work was adopted

1947

Compulsory 7-year basic education in Estonia

1961

Compulsory 8-year basic education in Estonia

1988

Compulsory 9-year basic education in Estonia, still in effect

1988–1996

the structures for the administration of education in Estonia were repeatedly reorganised.

2002

As a result of the higher education reform, most of the Estonian universities have introduced the new curricula. The general structure of the higher education system is based on two main cycles, following the undergraduate-graduate model. The first cycle is the bachelor level; the second cycle is the master level.

2003

2003 the Ministry of Education name was changed to the Ministry of Education and Research.


Major educational goals for 2020 Estonia has set five major educational goals for 2020 which the government approved in 2014 with

Changed approach to studies. An approach to studies which supports the individual and social

the Estonian lifelong learning strategy. All of the

development of every pupil, develops learning

activities are guided by priorities and will be taken into

capabilities, creativity and initiative and is applied

consideration when planning both the state budget

to all levels and types of education.

and European funding.

Competent and motivated school teachers and directors. Assessment of and payment for the work of teachers or lecturers and school directors conform to the requirements of their positions and the productivity of their work.


Conformity of lifelong learning options to the needs of the labour market. High-quality, flexible and diverse learning opportunities and career services that take the development needs of the job market into consideration have increased the number of people with professional qualifications in various age groups and different regions in Estonia. Digital revolution in lifelong learning. Modern digital technology is used more expediently and proficiently in learning and teaching, the digital skills of the population as a whole have improved and access to next generation digital infrastructure is ensured. Equal opportunities for lifelong learning and increased participation in studies. Everyone enjoys equal opportunities in regard to lifelong learning.


General education Estonia has a uniform education system that covers pre-

The length of the study period consists of at least 175

school, basic and general secondary education. Students

teaching days (35 weeks) and four intervals of school

study according to uniform curricula at these educational

breaks.

levels irrespective of the language of instruction.


In the 2013/14 academic year there are 68 684 children in 652 pre-schools or ca. 95% of children from the age of 4 to school age. The proportion of pre-school education expenses among general government expenses (as a % of GDP) is ca 1%. 86% of the cost of a pre-school place is financed by the local government, 1% comes from the state budget and 13% is covered by the fees paid by parents, which may not exceed 20% of the minimum wages established by the Estonian Government. There are 7869 nursery school teachers in Estonia. 63% of these teachers have higher education.

Pre-school education A pre-school childcare institution gives pre-school education to children aged 0 to 7. The main objective of pre-school education is to support the child’s family by promoting the child’s growth and development and considering their individuality.

Pre-schools in Estonia work on the basis of a national curriculum, which provides guidelines for supporting the development of children. Present objectives: to enable 95% of children aged 4 to 6 to acquire pre-school education and day care for all children aged 1.5 to 3 whose parents request it.


General education schools In the 2013/14 academic year there are 202 upper secondary schools, 265 basic schools, 73 primary schools, 16 secondary schools for adults and 140 467 students altogether learning in general education institutions, out of whom 135 392 are fulltime students. 3.6%

Total: 140 467

96.4%


In order to graduate from basic school students must complete the National Curriculum for Basic Schools and pass three standardised examinations – Estonian language or Estonian as a second language, mathematics and an exam on a subject of the student’s choice as well as completing a creative assignment. Basic schools have three stages of study:

Basic education The function of a basic school is to create an age-

STAGE I

grades 1–3

STAGE II

grades 4–6

STAGE III

grades 7–9

appropriate, safe, positive and developing learning environment for students which fosters their interest in learning and their learning skills, selfreflection and critical thinking, their knowledge and volitional qualities, their creative self-expression and their social and cultural identity. A child must attend school if they will have turned 7 by 1st of October of the year in question.

Present objectives: creating a complete learning environment that supports diverse development and guaranteeing quality education in all schools; training teachers and support specialists who have the competence to implement new national curricula; and creating in-service training opportunities for working teachers.


General secondary education The function of an upper secondary school is to create conditions in which students can acquire the knowledge, skills and values that allow them to continue their education without obstacles in institutions of higher education or acquire vocational education on the basis of upper secondary education. Studies are organised according to the national curriculum, on the basis of which each school creates its own curriculum. The study programme at upper secondary school is arranged into mandatory and voluntary courses. Studies last for 3 years. In order to graduate from upper secondary school students must complete a curriculum consisting of at least 96 individual courses passed at a satisfactory level as a minimum, passing the state exams consisting of the Estonian language or Estonian

as a second language, mathematics and a foreign language exam, completing a student research paper or practical work during the entire study period. Present objectives: students in all regions are guaranteed equally high quality of education and choice-making opportunities, and efficient organisation of the national school network.


International curricula International Baccalaureate (IB): IB curricula are provided at the International School of Estonia, Tallinn English College, Tartu Miina Härma Gymnasium and Audentes Private School. At present, IB programmes have English as their language of instruction; the programmes are primarily designed for the children of external experts and diplomats working in Estonia. European Baccalaureate (EB): The European School of Tallinn: subjects are taught in English according to the curriculum of the European Baccalaureate. Children aged 4 to 15 are admitted to pre-, primary and basic school.

The primary target group for the European School is children of external experts (employees of the IT Agency, diplomats, entrepreneurs, researchers, teaching staff, senior specialists et al.) working in Estonia. The European School provides an opportunity for the smooth continuation of education for students when coming from or returning to their home country.


PISA Estonia has taken part in PISA (the Programme for International Student Assessment) three times (2006, 2009 and 2012). PISA 2012 survey reveals that the level of Estonian 15-year-old basic school pupils is among one of the best in the world and at the absolute top in Europe. In science, Estonia shares the first and second position with Finland in Europe. Compared to the 65 countries that participated worldwide, the Estonian young share the positions from 4–7 with Japan, Finland and Korea. In reading and mathematics, Estonia is in the 11th position worldwide and shares the 3rd to 6th place in Europe. According to the freshly published results of the PISA 2012 financial literacy test, which was conducted under the PISA 2012 main survey, Estonian basic school pupils have very good financial skills compared to their peers in other countries. Among the 18 countries that participated in the test, the results of Estonian 15-year-olds held third place, following Shanghai (China) and Belgium.


Vocational education Vocational education serves the purpose of fostering knowledge, skills and attitudes, occupational knowhow and the social readiness required for working, participating in social life and engaging in the lifelong learning process.

Vocational education can be acquired:

after basic school as secondary vocational education (at least 3 years)

as vocational skills only without general education (1–2.5 years)

without the requirement of basic education (0.5–2.5 years)

after secondary school as vocational education (0.5–3 years)


7%

5%

technology, production and construction

3%

services

9%

41%

10%

25%

education providing also vocational training.

social sciences, business and law

Students by area in the 2013/14 academic year (percentages): Technology, production and construction (41%); services (25%); social

natural and exact sciences

sciences, business and law (10%); natural and

agriculture

exact sciences (9%); agriculture (7%); arts and

arts and humanities

humanities (5%); health and welfare services (3%).

health and welfare services

institutions. 7 institutions of professional higher

Vocational education and training (within formal education) is mostly financed from the state

specialised vocational training was established in

budget on the basis of state commissioned

Estonia during the 2013/14 academic year –

education. Funding is based on the cost of a

there was no equivalent level of vocational training

student place and the coefficients of curriculum

available previously.

groups.

At least one vocational education institution

The state supports those who acquire vocational

operates in every Estonian county. In the 2013/14

education with education allowances to motivate

academic year there are 40 vocational training

them to acquire their chosen profession during

institutions in Estonia. Vocational education

the normal period prescribed for the curriculum,

institutions are divided based on the ownership

and to study successfully and full-time. In addition

status into state (29), municipal (3) and private (8)

to education allowances it is also possible to


receive compensation for transport expenses and educational institutions can pay allowances to students in economic difficulties. A school lunch allowance applies to students studying on the basis of basic education. Present objectives: the main objective of developing the vocational education system is to make vocational training even more practical and effective, and correspond even more to the requirements of employers. Plans include transferring to an outputbased approach, incl. in defining the types of vocational training, development of curricula and assessment of students. Our main challenges in the near future are mostly related to improving the quality of apprenticeships in companies and reducing the drop-out rate.

World Skills & Euro Skills Estonia has joined the international organisations WorldSkills and EuroSkills. The selection of competitors for WorldSkills and EuroSkills competitions is made during domestic professional championships. At the 3rd EuroSkills competition in Belgium in 2012 Estonia competed in fifteen events, with its entrants winning five medals (one gold, one silver and three bronze). Of the 23 countries that participated in the competition, Estonia ranked 10th overall.


Higher education

In the 2013/14 academic year, a total of 59,998

Since 2013/14 academic year, higher education is free of charge in Estonia for those studying full-time and in Estonian.

students studied in higher education study programmes, which is 7% less than the previous academic year. New needs-based student support system from

Levels of higher education:

2013/14: students can apply for a study allowance Professional higher education (3–4 years) Bachelor study (mostly 3 years)

Both give access to master’s program

Master’s study (1–2 years) Integrated Bachelor’s and Master’s study (5–6 years) Doctoral study (3–4 years)

(75–220 euros per month) if they are studying fulltime and their family’s financial situation is poor. PhD students who meet the requirements for obtaining the doctoral allowance have the right to receive 383 euros per month. Students engaged in teacher training can apply for a special study allowance of 1300 euros per year. There are more than 100 study programmes with

Institutions in 2014 that offer higher education:

English as the language of instruction. In the 2013/14

6 universities under public- law, 1 privately owned

academic year there are more than 2200 foreign

university, 8 state professional higher education

students studying in Estonia. 90% of international

institutions, 8 private professional higher education

students say Estonia is a good country in which to

institutions, 2 public vocational educational

study (International Student Barometer 2011).

institutions.

Additional information: www.studyinestonia.


Adult education The objective of adult education is to provide all adults

Flexible study opportunities have been created

with study opportunities that are of a good quality,

for adult learners: distance learning and evening

flexible and diverse in their selection, and that also

courses, external study and part-time study, as well as

take the needs of the labour market into account. By

participation in various courses.

doing this, a target is set to increase the participation in lifelong learning.

Formal education acquired within the adult education system allows adults to acquire basic and general

In 2013, 12,5% of people aged of 25–64 participated

secondary education at adult upper secondary

in lifelong learning during 4 weeks preceding the

schools through distance learning, evening courses

Estonian Labour Force Survey that is used for

or external study. Adult upper secondary schools are

calculating the indicator. The same indicator in EU

flexible in preparing individual curricula and adapt the

was 10,4%.

study process to the needs of the students, allowing

12,5%

Estonia

10,4%

EU

them to study single subjects, for example. In addition to formal education, institutions of vocational education and higher education are

Adult education is divided into formal education,

providing increasingly more continuing education

informal work-related training and retraining and

courses and retraining courses. These courses allow

popular adult education.

adults to acquire and improve their professional,


occupational and speciality knowledge, skills and experience as well as to retrain themselves. Training courses allow students to develop their creativity, talents and social skills also. Such training is usually linked to people’s interests and hobbies. Although this training is mainly provided by informal education centres, it is also available at many other training institutions. The OECD’s Survey of Adult Skills (PIAAC) has contributed to the field of adult education by pointing

learning, and by addressing the relatively low

out the socio-demographic groups that have never

estimates on the usefulness of trainings for one’s job.

taken part in training, but who might need it the most (adults with basic education only, blue-collar workers, people working for small companies, unemployed, parents of small kids, and older generation), by stressing the importance of the demand for better skills by employers on the participation in lifelong

Present objectives: Estonia has set itself a very ambitious goal – to have 20% of adults taking part in lifelong learning by 2020. It is also important to reduce the number of people without any vocational or professional education.


Research Estonia has become a country where the growth of the investment in R&D (GERD) (Total intramural R&D expenditure) during the last twelve years is among the fastest in Europe and in the world. Intensity of research and development (GERD) grew from 0.6% of GDP in 2000 to 2.16% in 2012, average annual growth has been 12%. In EU28 GERD grew from 1.85% of GDP in 2000 to 2.07% in 2012 with average annual growth 0,96%. The growth of R&D investments in the business sector (BERD) (Business enterprise R&D expenditure) is almost double that of the public sector, with average annual growth from 2000–2012 being 23.3%. This demonstrates that public investment in research has stimulated structural changes in the business sector. Total number of researchers, full-time equivalent (FTE) in 2012 was 4582 and Estonia had 7.45 researchers per thousand total employment in 2012 (EU28 7.6 ).


There are 18 R&D institutions in Estonia that have

Estonia is participating in the EU Framework

passed research evaluation – six of them being

Programmes (FP) with above-average success rates

public universities. The largest public research

and ranking high among new EU Member States.

university is the University of Tartu, followed by

Estonia had the highest retour in FP6, doubling input,

Tallinn University of Technology, Tallinn University

and similar tendencies can be seen in the FP7.

and the Estonian University of Life Sciences. More than 75% of R&D is performed at these universities.

Present objectives: reforming the R&D funding system, implementing modified funding instru­ments and preparing the Research, Development and Innovation Strategy for 2014–2020.

For example, the University of Tartu accounts for more than 50% of Estonia’s scientific articles and citations in the ISI Web of Knowledge and trains ca 60% of new PhDs. Nearly all basic research is conducted in the public sector; the private sector focuses mainly on product development and in- novation.

The strategy establishes four main objectives for Estonia:

Research in Estonia is of a high level and diverse. It

To promote the productivity and international

is internationally competitive and visible, and covers

competitiveness of the best research groups

the main fields of higher education and culture. The

working at the forefront of their respective fields, the

network of research institutions operates efficiently.

programme of the Centres of Excellence in Research

The infrastructure is modern. A new generation of

was launched in 2001. Such centres are consortia of

researchers and innovators is ensured. Estonia is an

several internationally recognised research groups.

attractive place for research and development, and a

There are 12 Centres of Excellence in Estonia.

researcher career is popular.


Research and development (RD) functions in the

The selected growth areas are:

interests of the Estonian society and economy.

a. Information and communication technology

It proceeds from the needs of society and the economy, and prioritises research applications.

b. Health technologies and services2

Research institutions are motivated to undertake

c. More effective use of resources3

applied research and for productive cooperation with enterprises and government authorities. The state is smart in commissioning applied research and development. Research carried out for socioeconomic objectives is efficiently organised.

(ICT), horizontally through other sectors1

Estonia is active and visible in international RDI cooperation. Cross-border cooperation helps to solve the tasks that Estonia, and the world as a whole, is facing. Estonia participates as a partner in the initiatives of the European Research

RD makes the str ucture of the economy more

Area, (incl. in the joint programming of research),

knowledge-intensive. RDI investments selected

European innovation partnerships, initiatives in

and managed by the smart specialisation method

the Baltic and Nordic region, and international

encourage the development of growth areas

research infrastructures. Enterprises have access

at heightened pace. The share of knowledge-

to the world’s newest RDI results, and cooperation

intensive entrepreneurship in the economy and the

opportunities and infrastructures are open to

added value of exports will increase significantly.

them.

1

use of ICT in industry (incl. automatisation and robotics), cybersecurity, software development

2

biotechnology, e-health (use of IT for the development of medical services and products)

3

materials science and industry, innovative construction, i.e. “smart house�, health promoting food, chemical industry (more effective use of oil shale)


Language According to the Statistics Estonia about 70% of

is the language of instruction. Estonian is used

the population in Estonia were Estonians, 25%

in activities conducted with children during aged

were Russians and 5% were other nationalities

5–7 years. The language of instruction is Estonian

at the beginning of 2014. The knowledge of

in the case of about 30% of the children aged 5–7

Estonian language of non-Estonians has improved

whose mother tongue is not Estonian and who are

constantly but there are still more than 30% of the

participating in early childhood education. Nearly

non-Estonians who claim not to speak Estonian

a half of the children in early childhood education

4

Estonian is rich in vowels, with a vowel/consonant ratio of 45:55. Its 26 phonemes include 9 vowels: a, e, i, o, u, õ, ä, ö and ü. Estonian has 14 productive

aged 5–7, whose language of instruction is Estonian, participate in Estonian language immersion. Language immersion has also been implemented

cases, no grammatical gender (of either nouns or

in 6% of basic schools. About 25% of all pupils

personal pronouns) and no articles.

whose mother tongue is not Estonian participate in

Children whose mother tongue is not Estonian can obtain their education through language immersion in both Estonian and Russian. Language immersion is implemented in 7.3% of pre-school childcare institutions where Russian

Estonian language immersion or study in schools where Estonian is the language of studies. In all upper secondary schools at least 60% of studies are conducted in Estonian. Estonian language and culture are taught in various institutions of higher education in Europe, America

4

Estonian Labor Force Survey – Statistics Estonia

and Asia – more than 30 universities in total.


In addition to academic studies, Estonian

the Estonian pupils have obtained at least level

language and culture are also taught in foreign

B1 in the first foreign language if the first foreign

general education schools, supplementary

language is English by the end of lower secondary

schools, Sunday schools, associations, nursery

education. 46% of the pupils have obtained at least

schools, toddler groups and language courses.

the level A2 in the second foreign language if the

Ca. 800 foreign students study Estonian in

second foreign language is German by the of lower

foreign countries, and ca. 2700 children study the

secondary education. Also, European Commission

language in Estonian schools, nursery schools,

has proposed that at least 75% of pupils in

toddler groups and associations located in foreign

lower secondary education should study at least

countries.

two foreign languages by 2020, but in Estonia already more than 90% pupils in lower secondary

A long-standing tradition in Estonian basic schools

education study at least two foreign languages.

is to learn at least two foreign languages, and students in upper secondary schools also learn a

In Estonia, education can be acquired in several

third or fourth foreign language. Effective national

languages:

curricula set students the obligation of learning

at least two foreign languages, with the level they must attain by the end of upper secondary school

pre-school: Estonian, Russian or English (private nursery schools)

being at least B, i.e. the level of ‘independent

basic education: Estonian, Russian, English or Finnish

language user’. According to the The European

upper secondary education: Estonian or English

Survey on Language Competences (2011) 61% of

higher education: Estonian, English or Russian


Strategic planning for the development of the Estonian language covers four areas:

Estonian as the native language;

Estonian as the second language;

Estonian abroad;

multilingualism, including foreign languages.

The total number of people who speak Estonian is ca. 1.3 million

The current Estonian language development plan is used as a basis for the sustainable development of the Estonian language during 2011–2017. The strategy is used as a blueprint for planning and financing all four areas covered with a special focus on Estonian as the native language

Approximately 1 070 000 people speak Estonian as their native language with ca. 940 000 of them living in Estonia

Estonian foreign language strategy aims at:

stimulating interest among Estonians to study foreign languages;

training;

expanding the range of options of studying foreign languages through learning techniques, venues and

improving the reputation of foreign language

diversifying opportunities for assessment of

teachers in society;

choice of languages taught;

improving the quality of language studies in formal and informal education;

ensuring the quality of foreign language teachers

language skills


Youth policy Estonian law defines a young person as aged between 7 and 26 years.

As of 1 January 2014: Estonia has

288 492

young people at the age of 7–26

which is

22.4%

of the Estonian population

Youth work in Estonia has been coordinated by the state since 1936 when the first act on youth work was adopted. Youth work in Estonia is organised by youth centres (237), hobby-schools (562), youth information and counselling centres (25), youth councils (81), juvenile committees (68) and various youth associations, youth camps, work camps, youth programmes and projects, and extracurricular activities in schools. Altogether there are about 5000 specialists working


in the field of youth. The implementation of youth work is mostly the responsibility of local municipalities. In 2013 46.4% of the youth in Estonia were involved in youth work. Present objectives: activities targeted at youth proceed from the state of young people and their actual needs. Young people participate in decision-making processes and policy formulation that concern them. Formulation, planning and implementation of integrated youth policy are executed in cooperation with a variety of partners. The framework which lays out trends, priorities and responsibilities for youth policy and youth work in Estonia is the Youth Work Strategy. According to the strategy, the aim of the integrated youth policy is to provide young people with experiences of non-formal learning opportunities, guidance, well-being, participation and social belonging and to increase variability, accessibility and quality of youth work services.


State register of occupational qualifications www.kutsekoda.ee This register contains information on sector skills councils, competence-based occupational

Registries and databases

qualification standards, occupational qualifications and their levels, occupational qualification certificates, the procedures for awarding occupational qualifications and the awarding bodies.

Estonian Educational Information System – EHIS www.ehis.ee

Estonian Research Portal – ETIS www.etis.ee

National register of data concerning the education

ETIS concentrates information on Estonian R&D and

system. The data of educational institutions, students,

provides an en- vironment for operative information

teachers/lecturers, graduation documents, textbooks

exchange. The portal presents an overview of

and curricula is entered in the register. EHIS also has

aspects of Estonian R&D. It is also a channel for the

a public view in which everyone can search

latest research news in which upcoming events are

for information: www.haridussilm.ee.

promoted.


Estonia in brief

FINLAND

Population: 1.3 million

NORWAY

National language: Estonian Estonian belongs to the Finno-Ugric language family along with Finnish and Hungarian.

SWEDEN

TARTU

ESTONIA

Main ethnic groups: Estonian 69%, Russian 26% Area: 45,227 km2 Estonia has ca 1500 islands and 3794 km of coastline.

LATVIA DENMARK

Capital: Tallinn

LITHUANIA

Larger cities: Tallinn, Tartu, Narva, Kohtla-Järve, Pärnu Administrative divisions: 15 counties System of government: Parliamentary democracy Estonia is a member of the UN and OSCE (1991), the EU and NATO (2004), the Schengen zone (2007), the OECD (2010) and the eurozone (2011).

BELARUS

NETHERLAND BELGIUM

POLAND GERMANY CZECH

FRANCE

UKRAINE SLOVAKIA



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