Editorial: easy answers not always correct

Photo: Margus Ansu

Yearly, as the schools top lists are published, those interested in quality of education split into four camps. All four agreeing that quality of education, in schools of Estonia, differs to the degree that a highly problematic gap threatens graduates – regarding their knowledge and future options in life. Nevertheless, on reasons the camps clash.

One stand is that the difference is caused by organisational blunders – top schools drawing the better brains, at admissions tests; the bottom schools left to manage the rest. The second viewpoint: the difference springs from quality of teachers, not that of the students.

Good schools have good teachers, able to rivet the attentions of any ADD plagued lad, knit the knowledge in neat links and lay solid foundations by systematic approach.

Thirdly come the «regional differentialists», convinced the troubles arise from lack of support and attention for smaller regions far from hubs; quiet but constant exodus carrying away the more motivated teachers and pupils alike.

Fourth view is the simplest of them all: it’s the money, stupid. Until teachers’ pay remains poor, we cannot get motivated staff. Especially with other sources of motivation lacking as well.

All are right, probably. Only to a degree, however. Those taking the trouble to delve into the school top lists will have noticed that all four positions can basically be refuted. Some more, some less. There being the far-away schools, under constant threat of closure, still showing super results.

There being the schools with no admissions tests nor motivational mechanisms to perk the staff, still providing excellent education. And then, there are the schools that should shine due to both location and environment – yet sadly under average. The problem exists and needs to be tackled; still, we seem to run after easy answers. Yet, the easy answers aren’t always correct.

This week, ETV launches the series Nine Graders (Üheksandikud), providing yet another option to find the cause for the differing school levels. The series, triggered and inspired by Swedish TV, has two aims in mind: to value studying; and to practically find out how to improve results.

True: no TV project, however noble, will not escape doubts and scruples, especially when dealing with teenagers and problems, 2 in 1. Even so, the problem our society keeps trying to articulate is not in the youth as such: the issue being complex, and – as these kinds of TV programs have revealed in multiple nations – quite universal. Provided we all agree that school level gap needs fixing, perhaps the answer lies in asking better questions. Here, the new TV series may come in handy.