Did you know that in Estonia ...
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school days are among longest in the world pupils are at the absolute top in Europe higher education is free of charge 17,2% of people participate in lifelong learning basic education is obtained in either Estonian, Russian, English, Finnish or language immersion programme the state language has 9 vowels (a, e, i , o, u, õ, ä, ö, ü), 14 productive cases, no grammatical gender and no articles
THE MINISTRY OF EDUCATION AND RESEARCH is a government agency whose main task is ensuring the efficient and proper development of educational, research, youth and language policies and the high level and competitive edge of research and development activities.
The ministryâ€™s mission is to create possibilities for lifelong learning and development for everyone. We plan educational, research, youth and language policies so that Estonia is a beneficial environment for creating, acquiring and using knowledge and where people can and want to learn throughout their lives. Our aim is for people to be responsible for their learning, to be creative, entrepreneurial and open to innovation, and to contribute to the creation of a cohesive and democratic society.
compiling national development plans;
The Ministry of Education and Research contributes to achieving the aims of the Government of the Republic in four areas of activity:
informing the public about progress in education, research, youth and language policies;
Language and youth policy
creating a system of legal acts; developing national curricula and other standards; developing the state supervision and quality assurance system; planning and organising financing and use of state assets; developing teachersâ€™ and youth workersâ€™ training system;
Minister Internal Audit
Secretary General Deputy Secretary General (Vocational and Adult Education, Planning)
Deputy Secretary General (General Education, Youth Affairs and School Network)
Finance State Assets Analysis E-services
Deputy Secretary General (Higher Education, Research and Language Policy)
Major educational goals for 2020 Estonia has set five major educational goals for 2020 which the government approved in 2014 within the Estonian lifelong learning strategy. All of the activities are guided by priorities and are taken into consideration when planning both the state budget and European funding. Changed approach to studies. An approach to studies which supports the individual and social development of every pupil, develops learning capabilities, creativity and initiative and is applied to all levels and types of education. Competent and motivated school teachers and school leaders. Assessment of and payment for the work of teachers, lecturers and directors matches the requirements of their positions and their productivity.
In 2018, the preparation of the Education and Research Strategy 2020-2035 was launched by the ministry with a large expert meeting with more than 100 participants who visualized education in Estonia and the world in 2035.
Conformity of lifelong learning options to the needs of the labour market. High-quality, flexible and diverse learning opportunities and career services, which take the development needs of the labour 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 lifelong learning. 3
Estonia has a comprehensive education system that covers preschool, basic, secondary and higher education.
A pre-school childcare institution gives preschool education to children aged 0-7. The main objective of pre-school education is to support the family by promoting the child’s growth and development and considering their individuality.
In the 2018/19 academic year, there are 66 895 children in 628 pre-schools or ca 93,9% of children Levels of higher education: from the age of 4 to school age.
Students by area in 2017/18 (%) natural sciences,
1 mathematics and statistics
health and welfare arts and humanities agriculture, forestry, fisheries and veterinary
Bachelor study mostly 3 years
information and communication 10 technologies
13 business, administration and law
The proportion of pre-school education expenses Professional higher education
engineering, manufacturing and construction
Master‘s study 1-2 years
There are 7909 pre-school teachers in Estonia. 68% of them have higher education.
Integrated Bachelor‘s and Pre-schools in Estonia work on the basis of a years Master‘s study 5-6 Doctoral study
among general government Both give expenses (as a % of GDP) is ca 1%. 93% of the access to cost of a pre-school place is financed master‘s by the local government, 1% programme comes from the state budget and 6% is covered by the fees paid by parents. The fee parents pay for one child may not exceed 20% of the minimum wage established by the Estonian Government.
national curriculum, which provides guidelines for supporting children’s development.
PRESENT OBJECTIVES: to enable 95% of children aged 4 to 6 to acquire preschool education and to provide day care for all children aged 1.5 to 3 whose parents request it.
General education In the 2018/19 academic year, there are 159 upper secondary schools, 302 basic schools, 57 primary schools, 15 secondary schools for adults and approximately 150 800 students altogether learning in general education institutions.
Did you know? The length of a single study year is at least 175 teaching days (35 weeks).
Basic education secondary schools for adults
upper secondary schools
basic schools primary schools
The task of a basic school is to create an ageappropriate, safe, positive and developing learning environment that fosters students’ interest in learning and enhances their learning skills, selfreflection and critical thinking, their knowledge and qualities related to their will, their creative self-expression and social and cultural identity.
PRESENT OBJECTIVES: to create a complete learning environment that supports diverse development and ensures quality education in all schools; to train teachers and support specialists who have the competence to implement new national curricula; and to create in-service training opportunities for working teachers.
Children must attend school if they have turned 7 by October 1 of the year in question. 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. They must also complete a creative work. Basic school has three stages of study:
• STAGE I • STAGE II • STAGE III 6
grades 1–3 grades 4–6 grades 7–9
General secondary education The task 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 higher education institutions 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 in upper secondary school is divided into manda-tory and optional courses. Studies last for 3 years. 8
The primary target group of international general education includes foreign diplomats, researchers, academic staff and other specialists. The aim is to allow their children, who temporarily reside in Estonia, to continue their education on the basis of curricula that are comparable on the global or European level.
According to the Basic Schools and Upper Secondary Schools Act, teaching in Estonia may be carried out pursuant to the curriculum of the International Baccalaureate Organization (IBO) or a curriculum developed on the basis of the Convention defining the Statute of the European Schools.
PRESENT OBJECTIVES: to ensure that students in all regions receive equally high quality education and have equal opportunities in making their future choices, and to organise the national school network efficiently.
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 on the Estonian language or Estonian as a second language, mathematics and a foreign language, and completing a student research paper or practical project during the three-year study period. 9
International Baccalaureate (IB): the IB curricula are provided at the International School of Estonia, Tallinn English College, Tartu Miina Härma Gymnasium and Audentes Private School. IBO offers international curricula for three different stages of education:
• Primary Years Programme (PYP); • Middle Years Programme (MYP); • Diploma Programme (DP).
At present, IB programmes have English as their language of instruction. European Baccalaureate (EB): the EB curriculum is implemented by the Tallinn European School. In the Tallinn European School, subjects are taught in English according to the curriculum of the European Baccalaureate. Children aged 4 to 18 are admitted to nursery, primary and secondary school. The main goal of European Schools is to provide uniform education to the children of the public servants of the European Communities which means that all European Schools apply a uniform curriculum to allow trouble-free movement of students between schools. International treaties: based on international treaties, the Tallinn German Secondary School and the Kadrioru German Secondary School offer advanced studies in German, and the Tallinn Finnish School applies the Finnish curriculum.
PISA Estonia has taken part in PISA (the Programme for International Student Assessment) five times (2006, 2009, 2012, 2015 and 2018). science, Estonia ranks 1st in Europe and 3rd in the • Inworld after Singapore and Japan. In mathematics, Estonia shares the 1st and 2nd • place in Europe with Switzerland and is ranked 9th in the world.
Estonia ranks 3rd in Europe after Finland • Inandreading, Ireland, and 6th in the world. The results of the Estonian students in reading have improved significantly since 2006: the average score has improved by 19 points. The number of top performers has increased by 5% compared to 2009 and the percentage of low-performing students has decreased. Not many countries have a similar trend to show. In terms of the performance of students with low socio-economic background, Estonia is among the top
ten countries in the world. Students’ socio-economic background accounts for only 8% of the variation in science performance.
Did you know? The PISA 2015 survey reveals that Estonian 15-year-old basic school pupils are among the best in the world and at the absolute top in Europe.
During their studies, each student receives a real workplace experience. Work practice and practical work performed in the study environment constitute at least half of the volume of a curriculum and are generally divided equally.
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 and training (within formal education) is mostly financed from the state budget. Funding is based on the cost of a student place and the coefficients of curriculum groups.
Vocational education can be obtained: after basic school as vocational secondary education (length of studies 3-4 years);
as vocational skills only without general education (length of studies varies from 3 months to 2.5 years). At least one vocational education institution operates in every Estonian county. In the 2018/19 academic year, there are 32 vocational education institutions in Estonia. Based on the ownership status, vocational education institutions are divided into state (26), municipal (2) and private (4) institutions. 5 institutions of professional higher education also provide vocational training.
The number of students in vocational education institutions is around 25 000 every academic year, 45% of them acquire vocational secondary education.
The state supports those who acquire vocational education with education allowances to motivate them to acquire chosen profession during the standard period prescribed in the curriculum, and to study full-time. In addition to education allowances, it is also possible to receive compensation for transport expenses and educational institutions can pay allowances to students experiencing economic difficulties. A school lunch allowance applies to students studying on the basis of basic education.
Students by area in 2017/2018 (%) Students by area in 2017/18 (%) natural sciences,
1 mathematics and statistics
health and welfare arts and humanities agriculture, forestry, fisheries and veterinary
information and communication 10 technologies
13 business, administration and law
engineering, manufacturing and construction
PRESENT OBJECTIVES: The main objective is to develop the vocational education system by making vocational training even more practical and effective and bringing it closer to the requirements of employers. Main challenges are mostly related to improving the quality of apprenticeships in companies and reducing the drop-out rate.
Higher education 2018/2019, higher(%) education can be obtained Students byInarea in 2017/18
in 20 institutions: 6 public universities, 1 private natural sciences, university, 8 stateand professional higher education statistics 1 mathematics health and welfare institutions, 5 private professional higher education s and humanities 5 7 institutions.
orestry, d veterinary
7 In 2017/18, a total 46 154 students studied in 36 ofengineering,
ation and unication 10 logies
s, tration and law
manufacturing higher education study programmes, which is 3.5% and construction less than the previous academic year.
New needs-based student support system is in
13 place since 2013/14: students can apply for a
study allowance (75–220 euros per month) if they 22 services are studying full-time and their family’s financial situation is poor. Students studying full time in priority areas for Estonia (STEM, etc.) or in the framework of measures which support doctoral studies can apply for a specialisation grant. Students engaged in teacher training can apply for a special grant of 1600 euros per year.
Doctoral students who meet the requirements of obtaining the doctoral allowance have the right to receive 660 euros per month. 14
Levels ofof higher education: Levels higher education Professional higher education 3-4 years
Bachelor study mostly 3 years
Both give access to master‘s programme
Master‘s study 1-2 years
Integrated Bachelor‘s and Master‘s study 5-6 years Doctoral study 3-4 years
Did you know: Since 2013/14 academic year, higher education is free of charge in Estonia for those studying full-time and in Estonian.
There are more than 150 study programmes with English as the language of instruction and the number is growing. In 2017/18, there were nearly 4400 foreign students studying in Estonia from more than 120 different countries. 89% of international students say Estonia is a good country in which to study (International Student Barometer 2014). Additional information: www.studyinestonia.ee. Higher education is primarily financed from the state budget through allocating operational funding and targeted funding for higher education institutions. Operational funding consists of baseline funding (at least 80% of the funds) and performance funding. For performance funding several indicators are taken account, such as share of students enrolled in the responsibility areas of the institutions, the share of enrolled foreign students, the share of students participating in short time international mobility, the share of students
graduating within the nominal time, the share of private funding from study activities compared to the public funding, and the share of graduates in employment or in further studies. Operational funding is based on the average operational support to the institution over the last three years. Three-year performance agreements are negotiated with all the institutions receiving operational funding. 15
Adult education The objective of adult education is to provide all adults with study opportunities that are of a good quality, flexible and diverse, and that also take the needs of the labour market into account. By doing this, a target is set to increase the participation in lifelong learning to 20% by 2020. Adult education is divided into formal education, informal work-related training and retraining and popular adult education.
In addition to formal education, institutions of vocational education and higher education are increasingly providing CONTINUING EDUCATION FINLAND COURSES AND RETRAINING COURSES. These courses allow adults to acquire and improve their professional, occupational and speciality knowledge, NORWAY skills and experience as well as to retrain themselves.
In Estonia, participation in lifelong learning in 2017 was 17,2% compared to 10,9% in the EU.
SWEDEN St.Petersburg Training courses allow students to develop their Tallinn creativity, talents and social skills. Such training Stockholm ESTONIAand hobbies. is usually linked to peopleâ€™s interests Tartu Although this training is mainly provided by informal RUSSIA education centres, it is also available at many other Riga LATVIA training institutions. According to EHIS, there are over DENMARK Copenhagen 800 organisations offering adult education.
FORMAL EDUCATION acquired within the adult education system allows adults to acquire basic and general secondary education at adult upper secondary schools through distance learning, evening courses or external study. Adult upper secondary schools are flexible in preparing individual curricula and adapt the study process to the needs of the students, allowing them to study single subjects, for example. NETHERLAND BELGIUM
Did you know:
Flexible study opportunities have been created for adult learners to increase accessibility: distance learning and evening courses, external study and parttime study, as well as participation in various courses. In addition, there have been numerous campaigns to introduce adult learning opportunities. POLAND
19,1 4,0 8,4 8,5 9,8 17,2 3,4 18,7 15,8 6,2 12 2,3 7,9
17,2 7,5 5,9
1,1 2,3 4,5
The most popular campaign has been Adult Learners’ Week taking place every autumn since 1998. The objectives of this week are to value education, learners and educators, and introduce learning opportunities. The activities of the Adult Learners’ Week have expanded over the years and events are organised throughout the entire year, in addition to the main event, which lasts a week.
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 qualification.
The OECD’s Survey of Adult Skills (PIAAC) has contributed to the field of adult education by pointing out necessary skills and socio-demographic groups that have obstacles in taking part in training. PIAAC showed that Estonian adults are above OECD average in literacy and numeracy but have unexpectedly low skills in problem solving in a technology-rich environment. The groups that need more training are adults with basic education only, blue-collar workers, people working for small companies, unemployed people, mothers of small kids, and the older generation. Since the publishing of PIAAC results, more attention has been paid to ICT training for older adults. Since 2017, the online PIAACrelated test on Education and Skills is available in Estonian.
Research The total number of researchers, full-time equivalent (FTE) in 2016 was 4338 and Estonia had 6.53 researchers per thousand total employment in 2015. There are 24 research and development (R&D) institutions in Estonia that have passed research evaluation – six of them are public universities. The largest public research university is the University of Tartu, followed by Tallinn University of Technology, Tallinn University and the Estonian University of Life Sciences. More than 75% of R&D is performed at these universities. Nearly all basic research is conducted in the public sector; the private sector focuses mainly on product development and innovation. To promote the productivity and international competitiveness of the best research groups working at the forefront of their respective fields, the programme of the Centres of Excellence in Research was launched in 2001. Such centres are consortia of several internationally recognised research groups. There are 9 Centres of Excellence in Estonia.
Estonia is participating in the EU Framework Programmes (FP) with above-average success rates and ranking high among EU13 Member States. Estonia had a high retour in FP7, almost 150% from input, and similar tendencies can be seen in Horizon2020. PRESENT OBJECTIVES: to reform the R&D funding system, implement modified funding instruments and the research, development and innovation strategy for 2014–2020.
The selected growth areas are: a) Information and communication technology (ICT), horizontally through other sectors1 b) Health technologies and services2 c) More effective use of resources3
The strategy establishes four main objectives for Estonia: Research in Estonia is of a high level and diverse. It is internationally competitive and visible, and covers the main fields of higher education and culture. The network of research institutions operates efficiently. The infrastructure is modern. A new generation of researchers and innovators is ensured. Estonia is an attractive place for research and development, and a career as a researcher is popular. 20
Estonia is active and visible in international RDI cooperation. Estonia participates as a partner in the initiatives of the European Research Area, European innovation partnerships, initiatives in the Baltic and Nordic region, and international research infrastructures. Enterprises have access to the worldâ€™s newest RDI results, and cooperation opportunities and infrastructures are open to them.
R&D functions in the interests of the Estonian society and economy. Research institutions are motivated to undertake applied research and to develop productive cooperation with enterprises and government authorities. The state is smart in commissioning applied research and development. R&D makes the structure of the economy more knowledge-intensive. Research, development and innovation (RDI) investments selected and managed by the smart specialisation method encourage the development of growth areas at a heightened pace. The share of knowledgeintensive entrepreneurship in the economy and the added value of exports will increase significantly.
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. â€œsmart houseâ€?, health promoting food, chemical industry (more effective use of oil shale).
Language According to Statistics Estonia, about 69% of the population in Estonia were Estonians, 25% were Russians and 6% were other nationalities in 2017. The knowledge of Estonian among non-Estonians has improved constantly but there are still more than 30% of non-Estonians who claim not to speak Estonian. Children whose mother tongue is not Estonian can obtain basic education in Russian, Estonian, English or Finnish or through the EstonianRussian language immersion programme. The participation in immersion programmes has doubled both in early childhood and basic education during the last ten years. 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 and Asia – in more than 30 universities in total.
In addition to academic studies, Estonian language and culture are also taught in foreign general education schools, European Schools, supplementary schools, Sunday schools, associations, nursery schools, toddler groups and language courses. About 1000 foreign students study Estonian in foreign countries, and about 3700 children study the language in Estonian schools, nursery schools, toddler groups and associations abroad. More than 90% of pupils in lower secondary education study at least two foreign languages and students in upper secondary schools also learn a third or fourth foreign language. As of 2014, Estonian school-leavers can take internationally recognised language proficiency exams in Russian, German and French as a substitute for the Year 12 foreign language state examination.
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.
• • • •
Estonian foreign language policy aims at: expanding the range of options of studying foreign languages through learning techniques, venues and choice of languages taught;
the quality of language studies in formal • improving and informal education; the quality of foreign language teachers • ensuring training; opportunities for the assessment of • diversifying language skills.
Speakers of Estonian The total number of people who speak Estonian is ca 1.3 mln people in Estonia. Approximately 1.1 mln people speak Estonian as their native language with 0.9 mln of them living in Estonia. 23
Youth Estonian law defines a young person as aged between 7 and 26 years. There are 276,800 young people at the age of 7–26 which is 21% of the Estonian population (January 1st, 2018). Youth work in Estonia is organised by youth centres (280), hobby-schools (651), youth councils and various youth associations, youth camps, work camps, youth programmes and projects, and extracurricular activities in schools. Altogether, there are more than 7000 specialists working in the field of youth work. In 2017, 53% of the youth in Estonia were involved in youth work activities. In 2016, 87% of the youth reached were satisfied with the youth work activities. The Ministry of Education and Research is responsible for youth affairs, planning youth policy and youth work. The Estonian Youth Work Centre, managed by the Ministry of Education and Research, is 24
a state agency which implements the Estonian youth field development plan. Local authorities are closest to the young people and, as such, are in charge of planning the objectives, activities and funds required on the local level. In 1999, the Youth Work Act was approved as a basis for contemporary youth work and youth policy. Youth policy forms a part of the broader area of youth affairs, the activity areas of which include youth work, education, social, employment, health, cultural, and family policies.
the development of high-quality youth policy • ensure and youth work. Estonia has developed „Smart youth work concept“, which helps to integrate more young people to youth work activities.
According to the Youth Field Development Plan for 2014-2020, the strategic goal in the youth field is for every young person to have ample opportunities for self-development and selfrealisation, which supports the formation of a cohesive and creative society. The measures and activities aim to: opportunities for young people to develop • increase their creativity, show initiative and act together;
the inclusion of young people and improve • increase their employability; the active participation of young people in • support community life and decision-making;
Occ up at
tions ifica ual nQ tio ca
Qu ali fic
ns tio ca 7 l ifi al Leve
In July 2018, there were 553 occupational standards Qualifications Authority coordinates the and 127 bodies awarding professional qualification. implementation of the 8-level national qualifications Estonian Qualifications framework In total, skills and competences of more than 12% framework and National Europass Center. of working-age population of Estonia have been The professional qualifications system is an assessed and recognized by employers. interface between the labour market and the lifelong learning system enhancing the development, Est Level 5 on 4 assessment and recognition of a person’s Level ian L professional competence. 3 e Qu ve el l6 ev L Stakeholders of the labour market are involved in all parts of the professional qualifications system s – employers, employees, the state, trainers. ion Hig at he rE Agreements considering occupational fications i du l a u Q l a standards and awarding professions are n o i 4 5 6 based on the co-operation of various 3 stakeholders.
The development of the professional qualifications system is driven by the Ministry of Education and Research and administered by the Estonian Qualifications Authority.
Estonian Research Portal – ETIS www.etis.ee ETIS collects information on Estonian R&D and provides an environment for operative information exchange. The portal presents an overview of the aspects of Estonian R&D. It is also a channel for the latest research news in which upcoming events are promoted.
The occupational standards, professional qualifications and professional awards are tightly integrated into Estonian higher and vocational education system through regularly updated curricula. The learning outcomes of VET curricula correspond with the competences in occupational standards. Furthermore, the learning outcomes of adult education curricula are linked with competences in occupational standards when appropriate.
State register of professional qualifications www.kutsekoda.ee This register contains information on sector skills councils, competence-based professional standards, professional qualifications and their levels, professional certificates, the procedures for awarding professional qualifications and the awarding bodies.
Professional qualifications system
Lev General Ed ucat el ion 2 Qua lifi ca tio ns V
Estonian Educational Information System – EHIS www.ehis.ee National register of data concerning the education system. The data of educational institutions, students, teachers/lecturers, graduation documents and curricula is entered in the register. EHIS also has a public view in which everyone can search for information: www.haridussilm.ee.
Registries and databases
The labour market monitoring and future skills forecasting system OSKA OSKA is a strong analytical tool for enhancing the employability of graduates and, in the longer term, for contributing to productivity and economic growth. This co-ordination system has been gradually developed since 2014 and by 2018, 16 economic sectors have been analysed and recommendations for training requirements have been prepared. All 24 economic sectors will be covered by the end of 2021. The sectoral reports are prepared by the expert panels assembled for each field (the best experts among job creators, schools and public authorities) with the support of analysts and a coordinator of the Estonian Qualifications Authority.
Production of chemicals, rubber, plastic and construction materials
Forestry and Timber industry
The agriculture and food industry
Information and Communication Technology
Transportation, logistics, repair of motor vehicles
Manufacturing of metal products, machinery and equipment
Accommodation, catering and tourism
Apparel, textile and leather industry
Education and research
Energy and mining
HR, administrative work and business consultation
Trade, rental and repairs
• Population 1.3 million language Estonian • National Estonian belongs to the Finno-Ugric language family along with Finnish and Hungarian.
ethnic groups • Main Estonians 69%, Russians 25%
Creative activities, cultural heritage, entertainment
Water supply, environment
Media, publishing, advertising, design
45 339 km • Area Estonia has ca 1500 islands and 2
3794 km of coastline.
• cities Tallinn, Tartu, Narva, • Larger Pärnu, Kohtla-Järve Capital Tallinn
2019-2020 The implementation of OSKA is overseen by the OSKA Coordination Council. Each year, the Coordination Council submits an overview of the state of play regarding labour market and skills and its proposals to the Government through the Ministry of Education and Research.
Estonia in brief
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).
up secondary scho
Administrative divisions 15 counties
of government • System Parliamentary democracy.
secondary scho for adu
St.Petersburg basic scho
primary scho RUSSIA
Ministry of Education and Research Munga 18, 50088 Tartu Tallinn Office: Tõnismägi 11, 15192 Tallinn Tel +372 735 0222 email@example.com www.hm.ee