In a recent commentary, Rando Kuustik expresses concern over the state of the Estonian education system, which he compares to a patient requiring multiple treatments that are being neglected. He highlights that education is being managed like a project with rigid deadlines, failing to recognize its complex nature that cannot be rushed or postponed without consequences. Kuustik argues that the education system is increasingly being crippled by an inability to address issues fully before moving on to the next, creating a cycle of inadequacy.

Kuustik illustrates his point by describing the feeling within the schools, which are functioning diligently despite the flaws in the overarching system meant to support them. He states that rather than serving as a helping hand, the system has become more of a hindrance, shackling the schools and preventing them from innovating or improving. This mismanagement leads to a stagnant environment where educators and students alike feel they are merely reacting to problems without real solutions.

The implications of this critique are significant for future educational policy in Estonia. If the system continues to operate under such constraints, it risks not only the immediate effectiveness of schools but also the long-term educational outcomes for students. Kuustik calls for a reevaluation of current educational management strategies to foster a more supportive and adaptive framework that recognizes the dynamic nature of education.