Formal education

The purpose of the statistical process is to provide an overview of formal education in Estonia and participation in it.

Administrative data process

Educational institutions providing preschool, general, vocational or higher education by type;
children in early childhood education institutions by sex, age and county of residence and enrolment rate in early childhood education by sex, age and county of residence;
enrolments, graduates, discontinuers and grade repeaters in general education by sex, age, education level, form of study, language of instruction, mother tongue and county of residence; enrolments in stationary and non-stationary general education, graduates and schools;
enrolments, entrants and graduates in vocational education by sex, mother tongue, education level and field of education; students discontinuing a vocational education programme by sex, education level and mother tongue; educational institutions and enrolments in vocational education by county;
enrolments, entrants and graduates in higher education by sex, mother tongue, education level, study load, type of institution and field of education; students discontinuing a higher education programme by sex, education level and mother tongue; enrolments in higher education by country of residence and country of citizenship and degree mobile students by region of origin;
enrolments in preschool, general, vocational or higher education by type and level of education, graduates by level of education and enrolment rate by sex and age.

Fields of Education and Training 2013v1;
Classification of Estonian administrative units and settlements (EHAK);
Classification of Languages 2020;
Classification of countries and territories

Formal education (early childhood education, general education, vocational education, higher education)

Bachelor’s study – studies at the first level of higher education, during which a student improves his or her general educational knowledge, acquires the basic knowledge and skills of a speciality, and the knowledge and skills necessary for Master's studies and to commence work. The prerequisite for enrolment is the completion of secondary education or equivalent vocational education, or an equivalent qualification from a foreign country. Corresponds to level ISCED-P 665.
Basic school – a school that provides students with opportunities to acquire basic education; encompasses grade levels 1 to 9. In 2010, primary schools were replaced by basic schools.
Basic school stage I – grades 1–3 in basic school; corresponds to ISCED-P 1
Basic school stage II – grades 4–6 in basic school; corresponds to ISCED-P 1
Basic school stage III – grades 6–9 in basic school; corresponds to ISCED-P 24
Childcare institution – from 2025, an educational institution providing early childhood education under the national curriculum, caring for children up to seven years of age and supporting their general development. It prepares children under three for preschool and supports families of children aged three to seven in enabling readiness for basic education.
Correspondence study – a form of study where learning takes place mainly independently and through distance learning sessions, nowadays using e-learning methods
Crèche – a form of preschool institution used until 2024, intended for children up to 3 years of age
Day-care centre – a form of preschool institution used until 2001, in which, in accordance with applicable law, opportunities for play and other development activities were created for all children aged 2–12 living in the area. In the tables, the number of children at day-care centres does not include school pupils.i
Degree mobile student – a student who is not a resident or citizen of Estonia, has not finished upper secondary education in Estonia, and does not have the right of permanent residence or a long-term residence permit. Excluded are persons who are studying or training in Estonia only for a limited time period.
Diploma study – professionally oriented first level of higher education; admittance until 2002. Qualification is equivalent to professional higher education. Corresponds to level ISCED-P 665.
Discontinuer – a student whose studies discontinue before the successful completion of the study programme. Such a student is not necessarily considered a dropout from education as they may continue their studies in another programme.
Discontinuer in general education programme – a student who, in the previous academic year, was enrolled in a general education programme in Estonia but is no longer enrolled in such a programme in the current academic year. Graduates of basic schools and gymnasiums, those who have left abroad, and those who have died are not taken into account. A child of compulsory education age is considered a discontinuer if they have left one school with the intention of continuing their general education in another school but, as of 10 November of the academic year, are not enrolled in any general education school in Estonia.The data do not reflect dropout from the education system, as the learner may continue their studies in vocational education.
Discontinuer in higher education programme – a student who discontinued a specific higher education programme. The data do not indicate dropout from higher education, as a student may continue their studies in another programme after discontinuing one programme.
Discontinuer in vocational education programme – a student who was enrolled on the student list of a vocational educational institution for at least 31 days prior to discontinuing studies and who was not reinstated in the same field of study in the same institution within 31 days after discontinuation. The data do not indicate dropout from vocational education, as a student may continue their studies in another programme after discontinuing one programme.
Doctoral study – studies at the highest level of higher education, during which a student acquires the knowledge and skills necessary for independent research, development, or professional creative activity. The prerequisite for enrollment is a Master’s degree or an equivalent qualification. Corresponds to ISCED-P 864
Early childhood education – the development of general skills and the acquisition of knowledge and attitudes in children up to seven years of age, creating the prerequisites for basic education and supporting the child’s holistic development. Participation in institutional early childhood education is not compulsory; at the parent’s discretion, a child may also acquire early childhood education at home. Corresponds to ISCED-P level 0. Note: Until 2025, childcare institutions were not educational institutions, and the activities provided there were not considered early childhood education.
Early childhood education institution – an educational institution that offers early childhood education for children below compulsory school age
Enrolled student – a person who was a student during the reference year (on November 10), according to the Estonian Education Information System
Enrolment rate – the percentage of the population that represents the proportion of students of a certain age compared to the total number of individuals in that age group within the population
Entrant – a studentwho was admitted to a formal education programme during the summer admission period of the reference academic year and remains on the student register as of 10 November.
Formal education – basic, general, vocational, and higher education. This is an institutionalized, structured form of learning that conforms to specific standards and typically takes place in a school environment based on level curricula. Formal education is purposeful, and it is guided by teachers with specialized preparation and qualifications. Learning objectives derive from the curriculum and the teacher, and the learning process is monitored and evaluated. Formal education is mandatory up to a certain level or age.
Full-time study – form of study in which the student cumulatively completes at least 75% of the study volume required by the curriculum by the end of each academic year
General education school – an educational institution for obtaining general education. The concept does not include evening schools.
Grade repeater – a student who studies in the same or lower grade for two or more years
Graduate – a student who has successfully completed a formal education programme during the reference period.
Gymnasium – a general education school that provides students with opportunities to acquire general secondary education. In addition to the gymnasium level, there may also be basic school classes. The concept does not comprise evening schools, unless denoted otherwise.
Gymnasium level – the grade levels 10 to 12 in general education school (grades 9 to 11 until 1989). Corresponds to ISCED-P 344.
Higher education – a science-based education obtained after secondary education, resulting in a certification. It provides learners with evidence-based knowledge, skills, and attitudes necessary for contributions to society, work, R&D, and lifelong learning.
Integrated bachelor’s and master’s study – medical, veterinary, pharmacist, and dentistry training, architectural and civil engineering studies, and class teacher training are organised as integrated Bachelor's and Master's studies. A graduate of integrated Bachelor's and Master's studies is awarded a Master’s degree. A person with secondary education or corresponding qualification has the right to apply for integrated Bachelor's and Master’s studies. Corresponds to ISCED-P 766.
Integrated preschool and general education school – preschool and general education school operating as a single institution
Kindergarten for children with special needs – a form of preschool institution used until 2024, intended for children with special needs up to 7 years of age
Kindergarten-crèche – a form of preschool institution for children aged 1–7, which was used until 1998. In 1999, kindergarten-creches were converted into kindergartens.
Master’s study – studies at the second level of higher education, during which a student improves his or her knowledge and skills in his or her speciality and acquires the knowledge and skills necessary for independent work and Doctoral studies. The prerequisite for enrolment is a Bachelor’s degree or an equivalent level of education. Corresponds to ISCED-P 767.
Non-stationary study – study intended primarily for adult learners, where, compared with full-time study, a larger proportion of learning takes place independently alongside classroom lessons
Part-time study – form of study in which the student cumulatively completes less than 75% of the study volume prescribed by the curriculum by the end of each academic year
Preschool – an educational institution providing early childhood education under the national curriculum, supporting the development of general skills and the acquisition of knowledge, skills, and attitudes necessary for basic education in children aged three to seven. Childcare groups for children up to three years of age may also operate within preschools.
Primary school – until the year 2009, a form of general education school was in use, which provided basic education up to the 6th grade. The term also encompassed nursery-primary schools and schools for children with special needs. In 2010, primary schools were transitioned to basic schools, where education takes place in either the 1st or both the 1st and 2nd stages, with the clarification that in the 2nd stage, education does not have to cover all grades within that stage.
Private educational institution – an educational institution operating on the basis of the Private Schools Act and providing pre-primary, general, vocational. or higher education
Professional higher education – first-level higher education studies during which the student acquires the competencies necessary for working in a specific profession or for continuing studies in a master's program. The admission requirement is a secondary education or an equivalent qualification. A graduate of professional higher education studies has the right to continue their studies in a master's program under the conditions and procedures established by the educational institution's council. This corresponds to the ISCED-P 665 level.
Professional higher education institution – an educational institution that has been granted the right to provide professional higher education and where at least two-thirds of its formal education students are enrolled in higher education. Additionally, vocational courses after secondary education and Master's studies can be offered.
School for children with special needs – a school for children with a physical, speech, and/or mental disorder or for children needing special conditions for upbringing. Compared to regular schools, adaptations and alterations are made in the curriculum and/or the learning environment (the form of learning, rooms, study groups, methods, language, teachers with special training, support personnel etc).
Stationary study – a form of study for students and persons subject to compulsory school attendance or for students for whom studying is the main activity, where the activities supervised by the school have a higher proportion than independent learning
Student – a person who has been admitted (matriculated) to full-time or part-time professional higher education, Bachelor's, Master's, Doctoral, or integrated Bachelor's and Master’s studies at a higher education institution
University – an educational, creation, research and development institution offering the three levels of higher education studies according to the Standard of Higher Education
Upper secondary school for adults – a general education school that offers adult learners the opportunity to acquire basic education and upper secondary general education, predominantly through non-stationary study. Instruction is organised flexibly, mainly in the form of evening classes and/or distance learning.
Vocational courses after basic education – vocational education programmes that require basic education as entry requirement. Corresponds to the ISCED-P level 35.
Vocational courses after secondary education – vocational education programmes that require secondary education as entry requirement. Corresponds to the ISCED-P level 45.
Vocational courses with non-defined basic education – vocational education for young people with special needs and young people without basic education; vocational training for persons without basic education beyond minimum school-leaving age. Since the academic year 2014/15, new categories have been added: second-level vocational education, third-level vocational education (admittance to both categories available since 01.09.2013). The completion of any other level of education is not a prerequisite for admittance. Corresponds to level ISCED-P 251.
Vocational education – a system of knowledge, skills, experience, values, and behavioural norms required for working in a certain area of specialisation, for obtaining certain qualifications, and for applying for and retaining a certain position, the acquisition and improvement of which create the prerequisites for successful professional activity
Vocational education institution – an educational institution where the knowledge, skills and attitudes for the performance of a skilled trade in a vocation or profession are acquired
Vocational higher education – first level of higher education with an applied focus (admission during the years 1999–2002). The qualification is equivalent to professional higher education.
Vocational secondary education – education during which the student acquires both vocational competencies as well as secondary education. The completion of vocational secondary education provides the prerequisites and the right to work in the trained occupation or field, or to pursue further studies in higher education. The prerequisite for enrollment is the completion of basic education. This corresponds to the ISCED-P 354 level.

Learning event and educational institution

Learning events in formal education in Estonia and educational institutions providing formal education

Estonia as a whole

Data mainly cover the period from 1995 onwards. Some data on students and general education schools are available from 1940 onwards.

Not applicable

Educational institutions, enrolments, entrants, graduates, discontinuers – number;
enrolment rate – percentage (%)

Data are presented by academic year (t/t+1), but the observation period or reference date depends on the indicator. For learners and admissions, the year shown in the database refers to the starting year of the academic year (e.g. 2024 = the 2024/25 academic year). For graduates, the year shown refers to the ending year of the academic year (e.g. 2024 = the 2023/24 academic year).
Data on learners and educational institutions with learners are as of 10 November.
Data on admissions cover the summer admissions period from 1 July to 10 November.
Data on graduates cover the period from 1 October to 30 September of the following year in vocational and higher education, and from 1 September to 31 August of the following year in general education.
Data on dropouts cover the period from 1 October to 30 September of the following year in vocational and higher education, and from 11 November to 10 November of the following year in general education.

The national legal basis for compiling formal education statistics is the Official Statistics Act. Formal education statistics are included in the official statistical programme, and Statistics Estonia is responsible for their production.

At the European Union level, the production of education statistics is governed by:
Regulation (EC) No 452/2008 of the European Parliament and of the Council of 23 April 2008 concerning the production and development of statistics on education and lifelong learning;
Commission Regulation (EU) No 912/2013 of 23 September 2013 implementing Regulation (EC) No 452/2008 as regards statistics on education and training systems.

Formal education statistics are compiled mainly using data from the Estonian Education Information System (EHIS). The transmission of data to Statistics Estonia is governed by the Official Statistics Act and the data exchange agreement between Statistics Estonia and the Ministry of Education and Research.

Not applicable. No data sharing takes place between producers of official statistics in the compilation of formal education statistics.

Under the Official Statistics Act, confidential data are data that make it possible to identify a statistical unit directly or indirectly and thereby disclose individual data. The Act sets out strict rules to prevent the accidental disclosure of data. Data that make it possible to identify a statistical unit may be transmitted only to another producer of official statistics (in Estonia, the Bank of Estonia), to the national statistical institutes of EU Member States, and to Eurostat. All of these bodies are subject to the corresponding obligation to maintain confidentiality.

On European level, Regulation (EC) No 223/2009 on European statistics (recital 24 and Article 20(4)) of 11 March 2009 (OJ L 87, p. 164), stipulates the need to establish common principles and guidelines ensuring the confidentiality of data used for the production of European statistics and the access to those confidential data with due account for technical developments and the requirements of users in a democratic society.

Statistics Estonia ensures the protection of data collected for the production of official statistics in accordance with the Official Statistics Act and the Personal Data Protection Act.

[tõlge]

Notifications about the dissemination of statistics are published in the release calendar, which is available on Statistics Estonia's website. Every year on 1 October, the release times of the statistical database, news releases, main indicators by IMF SDDS and publications for the following year are announced in the release calendar (in the case of publications – the release month).

The release calendar is available to consumers on the website Calendar.

All users have been granted equal access to official statistics: dissemination dates of official statistics are announced in advance and no user category (incl. Eurostat, state authorities and media) is provided access to official statistics before other users. Official statistics are first published in the statistical database. If there is also a news release, it is published simultaneously with data in the statistical database. Official statistics are published in the statistical database at 8:00 a.m. on the date announced in the release calendar.

Year

No press releases are published based on data from this statistical process.

Not published

Data are published in the statistical database under the subject area Social life / Education / Early childhood education in all datatables:
HT02: Children and institutions in early chilhood education by type;
HT04: Enrolment rate in early childhood education institutions by sex, age and county of residence;
HT043: Children in early childhood education institutions by sex, age and county,

under the subject area Social life / Education / General education in all datatables:
HT121: Enrolments in in stationary general education by level of education and type of institution;
HT122: General education schools by type of institution and county;
HT14: General education schools by type of institution;
HT140U: Enrolments, dropouts and grade repeaters in general education by sex, education level, form of study, language of instruction, mother tongue and county of residence;
HT17: Graduates in stationary general education by sex, language of instruction, county and education level;
HT18: Students in stationary general education by grade, language of instruction and county;
HT234: Enrolments, graduates and schools in non-stationary general education,

under the subject area Social life / Education / Vocational education in all datatables:
HT551: Educational institutions and enrolments in vocational education by county;
HT572: Enrolments, entrants and graduates in vocational education by sex, mother tongue, education level and field of education;
HT62: Students discontinuing a vocational education programme by sex, education level and mother tongue,

under the subject area Social life / Education / General data of education in the following datatables:
HTG01: Educational institutions providing preschool, general, vocational or higher education;
HTG03: Enrolments in preschool, general, vocational or higher education by type and level of education;
HTG09: Graduates in general, vocational or higher education by level of education;
HTG11: Enrolment rate in general, vocational or higher education by sex and age,

under the subject area Social life / Education / Higher educationin the following datatables:
HT27: Higher education institutions by type;
HT275: Enrolments, entrants and graduates in higher education by education level and study load;
HT290: Enrolments, entrants and graduates in higher education by education level and type of institution;
HT296: Enrolments, entrants and graduates in higher education by education level and sex;
HT301: Enrolments, entrants and graduates in higher education by sex, mother tongue, education level and field of education;
HT307: Students discontinuing a higher education programme by sex, education level and mother tongue;
HT308: Degree mobile students by sex, education level and region of origin;
HT309: Students by country of residence and citizenship.

In the Education. Archive section, the following tables have been archived: HT01, HT03, HT041, HT042, HT12, HT13, HT140, HT142, HT15, HT16, HT19, HT20, HT21, HT22, HT23, HT231, HT2318, HT232, HT2328, HT233, HT235, HT239, HT294, HT295, HT303, HT304, HT305, HT306, HT51, HT51U, HT52, HT52U, HT55, HT56, HT569, HT57, HT570, HT571, HT58, HT59, HT60, HT61, HTG05, HTG07 and HTG13.

The database tables related to the statistical activity were viewed 11,459 times in the Statistics Estonia database in 2025, 13,384 times in 2024, 13,729 times in 2023 and 11,491 times in 2022.
These figures do not include views of discontinued data tables. Each table view is counted separately. The calculation is based on database URLs indicating that data have been selected and a table has been generated.

Since 2025, the usage statistics include only table views for which the user has consented to the use of analytical cookies. Therefore, the number of table views in 2025 is not fully comparable with previous years.

Under the Official Statistics Act, researchers and policymakers may apply for access to pseudonymised data in Statistics Estonia’s secure research environment. A procedure for dissemination of confidential data for scientific purposes has been established. Under this procedure, the purpose of data use must be justified and, depending on the type of data, approval from the Data Protection Inspectorate or the relevant ethics committee is required when applying for access to the data.

Data from this statistical process are also presented on Statistics Estonia's education theme page and on dashboards.
Output data from this statistical process serve as input for statistical processes 21303 “Government finance” and 21401 “National accounts (annual)”.

Internationally comparable formal education data are transmitted annually to Eurostat as part of the joint UNESCO-UIS, OECD and Eurostat UOE data collection on education statistics. Data are transmitted to Eurostat via eDAMIS, after which Eurostat makes them available to OECD and UNESCO-UIS.
The international organisations disseminate the validated data through their databases and publications:
Eurostat's database;
OECD's database, OECD's publication “Education at a Glance”;
UNESCO-UIS's database.

The metadata related to the statistical process were viewed 181 times (1 January 2025 – 31 December 2025).
This figure does not represent the number of viewers, as the metadata may have been viewed multiple times by a single user.

An overview of the concepts, education system, data source, classifications and methodology used in Estonian formal education statistics is provided in the Handbook of Education Statistics.
Additional methodological information, including definitions of indicators, reference periods and factors affecting data comparability, is provided in the notes accompanying the tables in Statistics Estonia's statistical database and in the relevant sections of this methodology and quality report.

Internationally comparable education data transmitted to Eurostat are compiled in accordance with the concepts, definitions and classifications of the joint UNESCO-UIS, OECD and Eurostat UOE data collection, as described in the UOE Manual on Concepts, Definitions and Classifications.

This statistical process is guided by the European Statistics Code of Practice – revised edition, 2017.

An annual quality report is prepared for formal education data transmitted to Eurostat. It contains information on data quality and compliance with the methodological requirements of the UOE data collection. National quality reports are published as part of Eurostat's UOE metadata.

Statistics Estonia has an established quality management system that integrates the various quality systems implemented within the organisation. To ensure the quality of statistical production processes and services/products, Statistics Estonia applies the European Statistics Code of Practice, the related Quality Assurance Framework of the European Statistical System (ESS QAF), the requirements of § 7 “Principles and quality criteria of producing official statistics” of the Official Statistics Act, as well as other standards and best practices, where feasible. Compliance with these principles is laid down in Statistics Estonia’s Quality Policy and internal documents.
Coordination of the quality management system falls within the responsibility of the organisation’s Quality Manager. However, responsibility for ensuring and improving the quality of a specific process, service or product lies with the department responsible for the respective service or product. General responsibilities are laid down in the statutes of the structural units, while responsibility for specific activities and related matters is defined in internal documents.

To assure the quality and coherence of national statistics, published formal education statistics are compared with data in the Haridussilm database, which are compiled from the same Estonian Education Information System (EHIS) source. The comparison focuses mainly on key aggregate indicators in order to identify and explain possible differences.
The quality of the international UOE data collection is supported by harmonised concepts, definitions and classifications, as well as by the data validation procedures applied by Eurostat, OECD and UNESCO-UIS.

Statistics Estonia carries out statistical activities in accordance with the Generic Statistical Business Process Model (GSBPM). According to the GSBPM, the final stage of a statistical activity is the overall evaluation. The information required for the evaluation is produced at each stage or subprocess and may take various forms, such as user feedback, process metadata, production metrics, and recommendations or advice from staff. Based on this information, an evaluation report is prepared, highlighting any quality issues related to the current version of the statistical activity and providing input for improvement measures. The department responsible for carrying out the statistical activity is also responsible for conducting the evaluation.

Based on the latest evaluation of the statistical activity, the quality criteria for formal education statistics are generally met.

Data validation checks are applied during data collection, and any identified deficiencies are resolved in cooperation with the data provider. Where necessary, corrected or supplemented data are resubmitted.

Breaks in the time series and their causes are described under "Comparability - over time" and "Coherence - cross domain".

The main institutional users of formal education statistics are the Ministry of Education and Research and the Ministry of Social Affairs. The data are also used by other public sector institutions, researchers, the media and the general public.

Statistics Estonia’s formal education statistics focus mainly on more general indicators. More detailed education data, including data at educational institution and local government level, are available in the portal Haridussilm maintained by the Ministry of Education and Research.

The scope of Statistics Estonia’s formal education outputs has been developed in cooperation with the Ministry of Education and Research, taking into account user needs, the preservation of important time series and the availability of data from other sources. Where possible, Statistics Estonia’s database avoids duplicating detailed data already published in Haridussilm.

Statistics Estonia assesses user satisfaction through general user surveys and feedback received from users. The results of user surveys are published on Statistics Estonia’s website in the User surveys section. The survey referred to does not concern a specific statistical process but is a general satisfaction survey.

No separate user satisfaction survey is conducted for formal education statistics. Information on user needs and satisfaction is also obtained through ongoing feedback and communication with stakeholders.

All indicators specified for the formal education statistical process in the official statistics programme are published.

Not all data contained in the Estonian Education Information System (EHIS) are published in Statistics Estonia’s formal education statistics. The selection of indicators published is based on user needs and the availability of data from other sources.

Not applied

The statistics are based on administrative data; therefore, there is no sampling error and the overall accuracy of the data is good. Data accuracy may be affected by data entry errors made by data providers, changes in data composition, and errors arising during statistical processing. To ensure data accuracy, checks are applied during data acquisition and processing, and identified deficiencies are resolved in cooperation with the register holder.

Not applicable as this is not a sample survey.

Not applicable as this is not a sample survey.

Non-sampling errors are not assessed separately in quantitative terms. Potential errors are mainly related to data coverage, the entry and classification of administrative data, and statistical processing.

To reduce the risk of errors, checks are applied during data acquisition and processing, and results are compared with previous periods and related outputs. Identified deficiencies are resolved with the register holder where necessary.

Non-response error and model assumption error are not applicable to formal education statistics.

A list based on the Estonian Education Information System (EHIS) of educational institutions licensed to provide formal education and individuals enrolled in them.

Since the frame is based on register data, under-coverage or over-coverage of the survey is minimal.

In administrative data, measurement errors may arise mainly when data are entered into the register or when variables are classified. Statistics Estonia does not separately measure the extent of measurement errors.
To identify possible errors, logical and consistency checks are applied during data acquisition, and indicators are compared with previous periods. Identified issues are clarified with the register holder where necessary.

Not applicable, as administrative data are used.

Processing errors may occur during the processing of administrative data, derivation of variables, classification, aggregation and preparation of outputs. To reduce processing errors, automated and manual checks are applied, results are compared with previous periods and related outputs, and key aggregate indicators are verified.
Identified processing errors are corrected and, where necessary, validation rules and processing procedures are improved to reduce the risk of the same errors recurring.

Not applicable, as no statistical models or weighting are used in the compilation of formal education statistics.

Data are published gradually, 103 to 278 days after the end of the reference year (T + 103–278 days). The final tables are published once residence data from the statistical population register can be added to the relevant variables.

The data are published once, and no separate preliminary and final results are released. For the most recent publication cycle, the time lag ranged from 141 to 212 calendar days, depending on the reference point or the end of the reference period of the indicator.

The data are published once as final results. For the most recent publication cycle, the time lag for final results ranged from 141 to 212 calendar days, depending on the reference point or the end of the reference period of the indicator.

The data have been published at the time announced in the release calendar.

100% of the data has been published on time (as announced in the release calendar).

Regional data in domestic tertiary education statistics are comparable with one another, as the same concepts, definitions and methodology are used to compile data for different regions. Regional data are published mainly at county level. Depending on the table, the location of the educational institution or the learner’s place of residence is used as the regional characteristic.

Educational statistics time series are generally comparable over time; however, for some indicators changes in methodology, data sources, classifications or the statistical population must be taken into account.

1. Reference period

• Student data have been reported as of 10 November since the transition to register-based data from the Estonian Education Information System (EHIS). Up to and including the 2004/05 academic year, the number of students in general, vocational and higher education was reported as of the beginning of the academic year. Data on children participating in early childhood education were reported as of the end of the calendar year up to and including the 2006/07 academic year.
• Age is generally calculated as of 1 September; in early childhood education, age was calculated as of 31 December until 2008.

2. Changes in the statistical population and in the accounting of educational institutions

• Private childcare providers are included in early childhood education statistics from the 2026/27 academic year onwards following the entry into force of the Early Childhood Education Act, under which former childcare service providers became part of the early childhood education system. As a result, the statistical population of early childhood education expanded and the number of institutions and children covered by the statistics increased. This change should be taken into account when comparing early childhood education time series, as indicators from the 2026/27 academic year onwards are not fully comparable with previous years.
• Before the 2017/18 academic year, the number of general education schools, vocational education institutions and higher education institutions may include a small number of institutions that held a valid education licence but had no students during the academic year. For pre-primary institutions, the same applies before the 2020/21 academic year.
• The Basic Schools and Upper Secondary Schools Act, which entered into force on 1 September 2010, changed the classification of school types. Since 2012, former primary schools have been included among basic schools; this change should be taken into account when interpreting time series on the number of schools.
• Students who arrived in Estonia as refugees from the war in Ukraine have been included in Estonian education statistics since the 2022/23 academic year.

3. Language of instruction

• In the 2022/23 academic year, the classification of languages of instruction in EHIS was revised and the data were reviewed. The change caused fluctuations in language-of-instruction indicators in some regions. The number of schools by language of instruction for the 2022/23 academic year is not fully comparable with previous periods; student data by language of instruction remain usable.
• From the 2011/12 academic year onwards, the treatment of the language of instruction in Russian-medium upper secondary schools changed following the requirement that at least 60% of instruction be provided in Estonian. In statistics, immersion programmes with at least 60% of instruction delivered in Estonian are also classified as Estonian-medium education. This should be considered when comparing time series on the language of instruction in upper secondary education.
• In 2024, the transition to Estonian-language education began, starting with early childhood education and grades 1 and 4 in general education. The transition is being implemented gradually and will affect the distribution of students and educational institutions by language of instruction.

4. Other methodological changes

• Until 2011, educational indicators were calculated using population figures and age distributions adjusted on the basis of the 2000 Population and Housing Census. From 2012 onwards, adjusted population data based on the 2011 Population and Housing Census were used. Since 2016, Statistics Estonia’s population estimates have been based on administrative registers and the residency index. These methodological changes should be considered when comparing education indicators calculated relative to the population.
• Until the 2023/24 academic year, only students enrolled in the first year of study were counted as new entrants in vocational and higher education. From the 2023/24 academic year onwards, year of study is no longer taken into account in the definition of entrants, and the number of entrants also includes students who are placed directly into a higher year of study, for example due to the recognition of prior learning and work experience.

5. Other changes in the education system

• From the 2025/26 academic year onwards, compulsory education in Estonia extends until the age of 18 or until the completion of upper secondary or vocational education. At the same time, a reform of vocational secondary education was launched, increasing the volume of general education studies in vocational secondary curricula and extending the nominal duration of several programmes. As a result, students may remain in vocational secondary education for longer than before, affecting the number of students in vocational education and the comparability of time series across educational levels from the 2025/26 academic year onwards.

The length of the comparable time series depends on the indicator. Changes affecting comparability and any breaks in the time series are described in section "Comparability - over time" and in the notes to the statistical database tables.

Formal education statistics are related to several other education statistics outputs. When comparing the data, differences in concepts, counting rules, reference periods and level of detail in dissemination should be taken into account.

Statistics Estonia’s formal education statistics and Haridussilm

• Statistics Estonia’s formal education statistics and the data published in Haridussilm by the Ministry of Education and Research are largely based on the same administrative data source, the Estonian Education Information System (EHIS). Therefore, the main aggregate indicators are generally the same. Differences may arise from different counting and selection rules, the timing of data updates and differences in the level of detail of the outputs. Known differences are checked and, where necessary, explained.
• The counting of new entrants differs between Statistics Estonia’s formal education statistics and Haridussilm. Haridussilm includes learners who entered education during the year, whereas Statistics Estonia’s national statistics include only learners admitted during the summer admission period. Consequently, the number of new entrants may differ between these outputs.

National statistics and international UOE statistics

• Statistics Estonia’s national formal education statistics count study events, whereas international UOE statistics count persons. If a person studies simultaneously in several educational institutions or in several study programmes, they may therefore be counted more than once in national statistics, while in UOE statistics they are counted as one person. For example, in the 2018/19 academic year, approximately 900 persons were simultaneously enrolled in more than one educational institution or study programme. Consequently, statistics for the same academic year may differ between national and international outputs.
• National and UOE statistics use different calendar years to identify an academic year. In national statistics, data on students and new entrants are identified by the starting year of the academic year, whereas in UOE statistics they are identified by the ending year. For example, students in the 2024/25 academic year are reported under 2024 in national statistics and under 2025 in UOE statistics. For graduates, the ending year of the academic year is used in both outputs.

Register-based formal education statistics and the Estonian Labour Force Survey

• Participation in formal education is measured not only by register-based formal education statistics but also by the Estonian Labour Force Survey. Register-based statistics are based on administrative data and reflect studies registered in EHIS, whereas the results of the Estonian Labour Force Survey are based on responses collected from a sample and are estimates extrapolated to the total population. Consequently, indicators of participation in formal education may differ due to differences in data sources, methodology and reference periods.

Not applicable as data are not published for periods shorter than one year.

Educational statistics data are used as an input in the compilation of household final consumption expenditure estimates in the national accounts.

The national outputs of formal education statistics are internally coherent. The same source data, concepts, classifications and processing rules are used in compiling the tables, and key indicators in related tables are cross-checked before publication.

Since this statistical process is based on data from administrative sources, there is no data submission and therefore no burden.
Costs are not calculated separately for different statistical processes.

The data revision policy and notification of corrections are described on Statistics Estonia's website in the section Principles of dissemination of official statistics.

[tõlge] No regular planned revisions are carried out for formal education statistics. Published data are revised when necessary, for example if an error is identified after publication, corrected or supplemented source data become available, or a methodological change affects previously published results. Identified errors are corrected as soon as possible. Where necessary, data checks and processing procedures are improved to reduce the risk of similar errors recurring. Information on corrections made in the statistical database is added to the relevant table.

Not applicable

The main data source is the Estonian Education Information System (EHIS). Since the 2005/06 academic year, EHIS data have been used to compile statistics on general, vocational and higher education, and since the 2007/08 academic year also statistics on pre-primary education. Before the introduction of EHIS, Statistics Estonia collected the data through a census survey. More detailed information on EHIS as a data source is provided in Chapter 2 of the Education Statistics Handbook.

The Statistical Population Register is used as an additional data source. It provides data on individuals’ place of residence and mother tongue, as well as population figures by age group and region required for calculating ratios.

Year

Educational institutions update their data in the Estonian Education Information System (EHIS). The Ministry of Education and Research checks the data and submits the agreed data set to Statistics Estonia once a year via the data gateway, no later than 30 January. Data are transmitted with a reference date of 10 November.

Upon receipt of the data, checks are carried out to ensure that all columns have been completed correctly. Data are compared with previous periods and related outputs. Where significant differences are identified, their causes are investigated and, where necessary, the data are clarified with the register holder.
Before publication, the main aggregate indicators and the consistency between related tables are checked.

After the source data have been validated and, where necessary, linked with data from other registers, processing datasets required for producing the statistics are created. These datasets are used to derive statistical variables and to compile aggregate indicators and ratios.
Statistics Estonia does not impute or correct data values in the source register. If deficiencies are identified, the data are clarified with the Ministry of Education and Research and, where necessary, corrected or supplemented source data are obtained.
When calculating the number of educational institutions, branches are not counted, and only institutions with students enrolled at the relevant reference date are included.
When determining the language of instruction, education in an Estonian-language immersion programme is also classified as Estonian-medium education, as is education where at least 60% of instruction is provided in Estonian. The impact of changes to this rule on the comparability of the time series is described in section "Comparability - over time".
When determining the region of origin of international students, the country of residence is used as the primary variable. If the country of residence is unknown, the country of citizenship is used as an additional variable. Since 2022, information on the country where upper secondary education was completed has also been used to determine the region of origin.

Not applicable, as data values are not imputed.

Not applicable. Statistical adjustment methods are not used.

Not applicable. Seasonal adjustment is not performed.

This methodology and quality report primarily describes formal education statistics compiled under the national statistical commission and published on the website of Statistics Estonia. International UOE education statistics are also compiled largely from the same source data and are transmitted to Eurostat, the OECD and UNESCO-UIS. UOE statistics are compiled in accordance with international methodology, and their counting rules, classifications, reference periods and output indicators may differ from those used in national statistics. More detailed information on the methodology of UOE education statistics and the compilation of Estonian data is provided in Chapter 6 of the Education Statistics Handbook (in Estonian).

The methodology and quality report submitted to Eurostat for international UOE education statistics is available on the Eurostat website.

In 2025, an inventory of formal education statistics outputs was carried out based on the principles for disseminating formal education statistics agreed between Statistics Estonia and the Ministry of Education and Research in 2024. As a result of the inventory, publication of 36 of the existing 55 tables was discontinued, 6 new tables were created, and existing outputs were supplemented.

Starting with 2025 data, teacher statistics and several highly detailed breakdowns, for example by administrative unit and class group, are no longer published within this statistical activity. The aim of the changes was to reduce duplication of data, discontinue outputs with low usage or reduced relevance, and take into account the availability of detailed education data from other sources.