| Siim Kallas | Presentation in the Riigikogu at the 1st Reading of the Draft State Budget Act 2000 |
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| Kalle Jürgenson | State Budget 2000, What and Why? |
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| Olev Raju | Commentaries on the State Budget 2000 |
| Madis Võõras | Estonia on the Way to Full Membership of the European Space Agency |
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| Ene Ergma | Estonia Has Become a Space State |
| Urve Läänemets | A Good Teacher Should Be Ready to Learn Also from the Pupils |
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| Külli Eichenbaum | Using the Local Peculiarities of Old Võromaa |
Education is special. Sociologists of education have known this for a long time. This means that students from high socio-economic backgrounds are more likely to benefit from generously and universally funded education.
Reforms in education are provoked by four main development trends – new technologies, personalisation, internationalisation, and change in societal expectations. Technology-based business models are coming to the forefront, complementing the contemporary education landscape but also competing with it. The broader introduction of non-academic certificates blurs the lines between higher education and other types of post-secondary education.
Although epidemics are bound to recur with a certain regularity, the humanity was not prepared for a wave of this magnitude and global spread. As a consequence of this epidemic, the economy has suffered through infected or self-quarantined emp-loyees not being able to work, anti-virus measures hindering the normal functioning of the economy, and the crisis-induced uncertainty affecting the behaviour and fu-ture hopes of the people, the businesses and the public sector.
Over the next decades, personal mobility is facing huge changes: because of developments in mitigating climate change, technological innovation, ageing of the population, but also the consumer and mobility habits of the Y-generation. The main challenges are linked to the more sustainable and environmental nature of mobility.
