Estonia consistently ranks among the top performers in international PISA assessments, and quality preschool education is a key reason why. Research worldwide confirms it: what happens in kindergarten at the age of 1.5 – 7 shapes academic success for years to come.
In Estonia, early childhood education places strong emphasis on the systematic development of socio-emotional competencies. From an early age, children build self-regulation, empathy, cooperation skills, and learning readiness, forming a strong foundation for both academic progress and overall well-being.
Pääsusilma Kindergarten in Tallinn is where theory meets practice. This is accessible, curriculum-based early education – child-centred, engaging, and forward-thinking.The kindergarten does not just follow best practices; it also helps create them through active participation in progressive initiatives such as the Estonian Bullying-Free School programme, the Estonian Entrepreneurial School programme, and Eco-Schools Global. The approach prepares children not only for formal schooling but also for active participation in society.
The kindergarten provides Estonian-language education to 252 children. Principal Silvi Suur holds a PhD and has lectured in early childhood education at Tallinn University since 2005. She’s also a board member of the Estonian Association of Early Childhood Education Leaders. This combination brings academic expertise and current research directly into kindergarten practice.

Estonia’s early childhood education success is not accidental. It is built on highly qualified teachers, holding at least a bachelor’s degree in early childhood education, who create a strong foundation for every child’s development. These well-prepared professionals implement modern pedagogical approaches that support children’s natural curiosity and need for movement.
In Estonia, early childhood education places strong emphasis on the systematic development of socio-emotional competencies. From an early age, children build self-regulation, empathy, cooperation skills, and learning readiness, forming a strong foundation for both academic progress and overall well-being.
Võsukese Kindergarten in Harju County, the region around Tallinn on Estonia’s north coast, exemplifies how child-centred learning and active education create an environment where children develop holistically. Outdoor learning is an integral part of daily practice here, supported by a modern learning environment.
Established in 2015, the kindergarten provides Estonian-language early childhood education to 200 children between the ages of 1.5 and 7. The institution is led by Margery Lilienthal, an experienced principal who has worked for many years in various kindergartens across Harju County and has received recognition from both national and local government levels. Under her leadership, Võsukese has become a respected and strong kindergarten that combines contemporary approaches with an experienced team.

The strength of Estonia’s education system lies in its diversity. Large and small schools, urban institutions and rural learning communities – all play a role in providing quality education. Vääna Manor School has roots deeper than the Estonian state itself: the school was founded in 1855, over sixty years before Estonia’s independence. This 170-year-old manor school shows how historical heritage and contemporary education work hand in hand, combining integrated learning, supporting systems for gifted students, outdoor education, and strong community ties.
Vääna Manor School, located in a historic building constructed in 1797, provides Estonian-language education to 118 students. The school brings together kindergarten (children aged 3–7) and grades 1–6 (ages 7–12/13), forming a close-knit learning community where every child is seen and heard.

The foundation of Estonia’s education system is the comprehensive education model: all children have equal access to quality education, regardless of origin, mother tongue, or family background. No differentiation. No sorting. Every child learns together.
Laagna Gymnasium in Tallinn’s Lasnamäe district embodies this principle particularly clearly: the majority of students come from ethnic minority backgrounds, many have different mother tongues, and immigrant children study alongside native Estonians. This diversity is a reality that the school successfully navigates. In addition to being a strong example of a unified comprehensive school, Laagna Gymnasium has developed high-level expertise in organising and delivering education for multilingual and newly arrived students, ensuring their smooth academic and social integration.
The school also participates in AI Leap, an Estonian educational innovation programme that helps schools adapt to the age of AI and fosters meaningful learning.
Laagna Gymnasium is a large school with 922 students aged 7–15/16. Estonian-language instruction takes place in a purpose-built school building in Lasnamäe, a district of Tallinn with a largely Russian-speaking community and significant socio-economic challenges. Here, the comprehensive school model is put into practice every day.

Estonia’s comprehensive education model means all children learn together – regardless of abilities, special needs, or background. Inclusive education isn’t a separate project. It’s part of school culture. Ristiku Basic School in Tallinn shows how this works in practice. Historically focused on children with special needs, Ristiku Basic School has also opened mainstream classes.
Now, students with special needs and mainstream students learn together; teachers and educational support specialists work collaboratively, and every child receives the support they need. Inclusive education becomes visible.
Ristiku Basic School, located in a historic building built in 1929, provides Estonian-language education to over 300 students of the ages 7–15/16. The school is led by Katrin Luhaäär, an experienced education leader who has received national recognition from the President of the Republic of Estonia for her outstanding school leadership and contribution to advancing education for children with special needs.

Contemporary pedagogy isn’t just a method – it’s the quality of relationships. The connection between teacher and student determines how motivated a child is to learn, how safe they feel, and how open they are to new knowledge. Tallinn 32nd Secondary School exemplifies this approach. In 2018, the school became Estonia’s first “School of the Year” because here, teachers and students work together creatively beyond regular lessons. Teachers don’t stay on the sidelines – they participate in activities alongside students, creating an environment where learning is a shared adventure. The school is strongly oriented toward humanities and fostering creativity.
32nd Secondary School is a large institution with 1,100 students, providing Estonian-language education for children and young people 7 to 19 years of age in a purpose-built school facility, distinguished by an extraordinary school culture.

Good teaching doesn’t happen in a vacuum. Collaboration among teachers and schools, integrated subject teaching, and joint projects create a learning environment where students learn to think, not just memorise. Learning to learn becomes reality when subjects start speaking to each other. In Tabasalu area, two schools operate side by side: Tabasalu School and Tabasalu Gymnasium. Both emphasise teacher collaboration and subject integration but serve different education levels. This model demonstrates the flexibility of the comprehensive school system – all children in the area receive quality education, regardless of age.
In 2021, both Tabasalu School and the Tabasalu Gymnasium started operations both in their own newly completed school facilities. Tabasalu School serves approximately 1,000 students aged 7–16. Tabasalu Gymnasium provides upper secondary education for young people aged 16–19. Two modern buildings in one area, one educational community, shared purpose.

What makes a “good school” in this day and age? It’s not just the results. It’s student well-being, movement, leadership, and community combined. Kindluse School in the Rae municipality proved this in 2025 when it won the School of the Year title. The school, which opened its doors only in 2020, has quickly developed into a strong institution with a clear identity. Its strengths include implementing innovation, teacher professionalism, and collaboration. Here, you see how teacher autonomy – the ability to make choices, decide, and take responsibility – combined with responsible use of digital technology creates an environment where learning is contemporary and effective.
Kindluse School is a new 9-grade comprehensive school with 910 students of the age 7-15/16.  The modern school building was completed in 2020, and its large outdoor area supports active learning through regular outdoor lessons and physical movement.
* The Estonian name refers both to „confidence “(feeling self-confident) and „assurance “(feeling safe/secure together).

Estonia’s educational strength lies in a coherent system that combines equity with professional autonomy. All schools follow a shared national curriculum while retaining flexibility to develop distinctive profiles.
Tallinn German Gymnasium serves around 1,000 students aged 7–19 and is known for its strong Estonian–German bilingual education. German is deeply integrated into the curriculum from primary through upper secondary level, fostering multilingual competence and international outlook.
Teachers in Estonia hold a master’s degree and professional qualification; at this school, 98% meet advanced standards, and several have received national recognition. Founded in 1980, the school has operated in modern facilities since 2020.

How old is Estonia’s educational tradition? Gustav Adolf Grammar School, founded in 1631 by King Gustav II Adolf of Sweden, is the country’s oldest continuously operating secondary school and widely regarded as one of Estonia’s highest-performing schools. It predates the Estonian state and many modern nations. Nearly 400 years of continuity reflect not only resilience, but a sustained commitment to academic excellence.
What makes the school distinctive is how history and high performance meet modern learning. Within medieval walls, students engage in self-directed learning supported by advanced digital technologies and innovative teaching practices. The school stands out for its purposeful use of educational technology, demonstrating that tradition and digital innovation can reinforce one another.
Today, the school provides Estonian-language education to 1,484 students aged 7–19. Upper secondary education takes place in the 13th-century buildings of St. Michael’s Convent in Tallinn’s Old Town, while primary students study in Kalamaja, a district in northern Tallinn.

Estonia is implementing the largest education reform since regaining independence: the transition to Estonian-language instruction. With an investment of €500 million, the reform will be carried out between 2024 and 2030, as all 70 transition schools move step by step to Estonian-language teaching. The goal is to ensure that every young person develops both the linguistic and academic skills needed to succeed in Estonia.

Tallinn Pae Gymnasium, serving 1,180 students aged 7–16, is a long-standing leader in language immersion and a competence centre for Content and Language Integrated Learning (CLIL). The school has received national recognition from the Ministry of Education and Research as Language Immersion Institution of the Year and demonstrates how reform succeeds through expertise, prepared teachers, and strong leadership.

The foundation of Estonia’s education system is the comprehensive education model: all children have equal access to quality education, regardless of origin, mother tongue, or family background. No differentiation. No sorting. Every child learns together.
Mahtra Basic School in Tallinn’s Lasnamäe district embodies this principle clearly: the majority of students come from ethnic minority backgrounds, many have different mother tongues, and immigrant children study alongside native Estonians.

Estonia is implementing the largest education reform since regaining independence: the transition to Estonian-language instruction. With an investment of €500 million, the reform will be carried out between 2024 and 2030, as all 70 transition schools move step by step to Estonian-language teaching. The goal is to ensure that every young person develops the linguistic and academic skills needed to succeed in Estonia.

The comprehensive education model means all children learn together — even as socioeconomic gaps persist. Mahtra Basic School addresses this challenge daily. The school applies Content and Language Integrated Learning (CLIL) to support multilingual students’ transition to Estonian-language instruction and integrates Montessori principles within the national curriculum.

Serving 661 students aged 7–16, the school demonstrates how systematic, well-led practice helps reduce the impact of background on educational outcomes.

Teacher quality determines school quality. Highly qualified teachers take responsibility for their work, continuously develop their practice, and create learning environments where students achieve strong results.

Tallinn Secondary School of Science founded in 1881, is one of Estonia’s strongest and most historic schools, with a long-standing focus on science and technology. STEM is central to the school’s identity and carried forward by highly professional teachers. For decades, the school has ranked among Estonia’s top performers in national examinations, and its students regularly win medals at international olympiads.

The school also represents a contemporary story of community-driven leadership. The visit takes place partly in a temporary building and partly at the construction site of a new school facility.

Rather than receiving a predefined solution for a new school building, the project has been led by the school community in cooperation with the municipality. The architect of the new building is also an alumnus.

Located in Tallinn’s city centre, the school provides Estonian-language education to 971 students aged 7–19.

Estonia’s educational strength lies in a diverse and coherent system. Private schools do not exist as replacements for public schools; rather, they emerge primarily from pedagogical innovation and community initiative. Founded 10 years ago, Emili School exemplifies how a private school can serve as an innovation lab—focusing on future skills and extensive project-based learning, while actively involving families and partners in school life. Now entering a new phase, Emili School is expanding from a basic school to include upper secondary education, demonstrating how innovation-driven schools can grow sustainably within Estonia’s education system. Emili School currently serves approximately 300 students aged 7–16.

Since 2011, Estonia has developed the state gymnasium concept, separating upper secondary education from basic schools to provide more diverse and high-quality learning opportunities. Today, there are 28 state gymnasiums across the country, each with their own distinctive profile.

Pelgulinna State Gymnasium, established in 2023, is one example: the school focuses exclusively on upper secondary education. Students design their own learning paths, choosing elective modules and courses ranging from engineering and programming to psychology and theatre. A strong emphasis on social sciences encourages engagement with democratic society, civic participation, and climate challenges.
Teacher autonomy and collaboration create space for innovation. PERG demonstrates how teacher autonomy, combined with professional collaboration, enables innovation. Here, autonomy is exercised collectively: teachers co-design learning, integrate subjects across disciplines, and take joint responsibility for outcomes.

Pelgulinna State Gymnasium is a new school in a modern building that provides Estonian-language education to 1,000 students of age 16-18/19. Strong leadership supports teacher autonomy and student choice.

Since 2011, Estonia has developed the state gymnasium concept, separating upper secondary education from basic schools to provide more diverse and high-quality learning opportunities. Today, there are 28 state gymnasiums across the country, each with their own distinctive profile.

Mustamäe State Gymnasium (MURG) places strong emphasis on STEM subjects, technological literacy, and applied learning. The school is one of the most active participants in Estonia’s AI Leap programme, exploring how digital tools and artificial intelligence can meaningfully support learning without replacing the role of the teacher. Innovation is embedded in daily practice, particularly in mathematics, science, engineering, and technology.

Autonomy at MURG is not chaotic freedom, but professional responsibility. Estonia’s system entrusts schools and teachers with decision-making because they are highly qualified and professionally prepared. With this trust comes accountability for results and student development.
Strong partnerships with universities, other state gymnasiums, and businesses further strengthen MURG’s STEM focus and future-oriented learning environment.
Mustamäe State Gymnasium started its journey in a new modern building in 2023, providing Estonian-language education to 1,000 students of the age 16-18/19.

Applied education provides real skills. – TECHNO TLN, is Estonia’s largest applied education provider, offering technology education to nearly 5,000 students. The college, that shall start operating in autumn of 2026, was created through the merger of 4 technology-focused schools: Tallinn Polytechnic School, Tallinn Lasnamäe School of Mechanics, Tallinn Industrial Education Centre, and Tallinn Construction School.
TECHNO TLN offers deep, practical technology education that integrates secondary education, professional skills, and labour market expectations into a unified whole. Study directions include digital and media technology, electrical technology, vehicle technology, industrial technology, construction technology, and logistics. Graduates gain a strong technical foundation and a wide variety of possible career paths.
TECHNO TLN’s primary target group are young people aged 16–19. It also provides further training opportunities for adults already active in the labour market. The school combines academic learning with practical orientation.

pplied education provides real skills. – to create, build, maintain, organise, serve, and lead. These are skills that Estonia’s economy and society rely on every day. AVARA – Estonian Business and Hospitality College, announced in December 2025, will merge Tallinn School of Economics, Tallinn Service School, and Tallinn Industrial Education Centre into a strong centre for service and entrepreneurship with nearly 2,000 students.
This is a significant step within Estonia’s vocational education reform, which aims to make applied secondary education an equally attractive option for basic school graduates alongside the academic upper secondary pathway.
AVARA graduates gain both professional preparation and pathways to higher education and the labour market. The reform seeks to encourage more students to choose applied education. Skills don’t close doors – they open them.
Estonian Business and Hospitality College is a vocational education institution that provides upper secondary vocational education and continuing education. Its primary target group is young people aged 16–19, while it also offers further training opportunities for adults already active in the labour market. The institution combines applied learning with strong links to the world of work.

How do you nurture both the artist and the person? Tallinn Music and Ballet School (MUBA) integrates music, ballet, and general education into one coherent pathway. Founded in 2022 through the merger of three historic schools, MUBA brings together classical and rhythmic music (including instrumental studies, singing, composition, and sound engineering) and classical ballet, which also encompasses contemporary dance.

Students begin already in Grade 1 (age 7), combining artistic training with a strong foundation in general education. With around 700 students, modern facilities, ensembles, productions, and international masterclasses, MUBA develops holistic learners with both professional skills and broad education.

The school features over 120 music classrooms, 30 general education classrooms, a large concert hall, chamber halls, a black box theatre, 6 ballet studios, a recording studio, a student dormitory, and sports facilities.

Hobby education is increasingly becoming part of the official educational path. Non-formal education and youth work offer children the opportunity to discover their interests, develop skills, and learn in ways that differ from traditional school.
Tallinn Tondiraba Hobby School is one of the largest hobby schools and a classic example of how hobby education works in Estonia. Tondiraba as a provider of non-formal education, works closely together with schools providing formal education, building a bridge between the two integral parts of education. This is particularly important now that, starting this year, Estonia requires formal education to recognise learning from non-formal settings when students and parents wish it, and to align learning outcomes. Hobby education becomes a visible part of the learning path.
Tallinn Tondiraba Hobby School is a municipal educational institution, opened in 2017, offering educational opportunities to children in Tallinn and the surrounding areas. The school serves 2,200 students and operates 80 hobby groups. It is equipped with modern technology, with particular emphasis on natural sciences and STEM subjects.

How do you make science and technology subjects captivating for children and young people? Rakett69 Science Studio in Tallinn’s Ülemiste City demonstrates one unique approach. The story begins in 2011, when the Estonian Physical Society initiated the science competition show Rakett69 on Estonian public television. The format brought together young people aged 15 to 21 studying in Estonia to compete in teams, solving scientific challenges. Eventually, one winner emerges. The show proved enormously popular – finalists became recognisable figures.
In 2021, the Rakett69 Science Studio opened as a national hands-on learning and discovery centre. Here, science becomes an adventure, and STEM fields come alive through experimentation and problem-solving.
The studio plays an important role in Estonia’s education system, organising science camps and outreach activities across the country in cooperation with partners such as the AHHAA Science Centre. It connects non-formal and formal education, supporting the recognition of learning outcomes gained outside school when aligned with the curriculum.
During ISTP visits, everyone can experience how science works in practice — turning curiosity into competence.

Teacher quality determines the quality of an education system. In Estonia, this is directly connected to professional autonomy: teachers are trusted to make key pedagogical decisions, design learning, and assess students. Such high autonomy requires equally high qualification and strong academic preparation. All teachers are expected to hold a master’s degree, ensuring a solid research-based foundation for professional responsibility.
Estonia has two central public institutions for teacher education and educational science that collaborate closely: Tallinn University and the University of Tartu. Tallinn University, with roots in teacher education dating back to 1919, has 7,300 students, of whom approximately 1,900 are enrolled in teacher education programmes.
The University of Tartu, founded in 1632 and Estonia’s largest university, has 15,600 students, including around 2,500 in teacher education.
Teacher education is one of the largest and most strategically important fields of study at both institutions, encompassing initial teacher preparation as well as continuing professional development.
Both universities shape teachers’ professional identity and how they teach in classrooms across Estonia. The universities support educational decision-making at the national level. Together, they publish the Estonian Journal of Education – a peer-reviewed, open-access journal with an international editorial board that publishes Estonian-language academic research in educational sciences.

When visiting Tallinn University’s Institute of Education, you can learn about the work of both institutes.

STEM education, engineering, and artificial intelligence are no longer separate fields – they intertwine and together create innovation. Tallinn University of Technology (TalTech) represents the intersection of education, science, and economy. This is Estonia’s public university, founded in 1918, focused on engineering and technology, offering higher education at all levels – in engineering and technology sciences, information technology, economics, natural sciences, and maritime affairs. TalTech is known for new and digital technologies. Curricula are regularly updated to meet labour market needs, and strong private-sector practitioners are involved. At TalTech, engineering and IT go hand in hand, reflected in interdisciplinary study programs. Real things are created here from scratch: self-driving cars, smart road surfaces, intelligent elevators. TalTech is transforming into a modern digital campus, offering extensive opportunities for smart city development and serving as a testing ground for Estonian companies to test their solutions. TalTech’s mission is to promote science, technology, and innovation, and to be the leading provider of engineering and business education in Estonia.

TallTech has an alumni of 84,257, 4% of whom are international alumni.