Eneli Kindsiko highlights the paradoxes within the Estonian education system, pointing out that despite extensive research and numerous reports—totaling at least 420,000 pages over the last decade—there remains significant unutilized knowledge. She argues that while the availability of research should be seen as strength, it instead signals a lack of application of what is already known in educational practices. Kindsiko suggests that if Estonia wishes to cultivate a truly healthy learning environment, decision-makers must not only consider adding new elements but also identify what needs to be discarded from current practices.

The author reflects on the Estonian Human Development Report, suggesting it is not merely another report but a mirror of the society's educational landscape. The insights gathered from such an extensive amount of analysis could fuel necessary reforms. Nevertheless, the challenge lies in translating this potential into actionable strategies that genuinely enhance the educational framework and utilize existing knowledge effectively. She notes that the fundamental issue is not the lack of inquiry but rather a failure to capitalize on the accumulated wisdom.

As Estonia stands at a crossroads in its educational evolution, Kindsiko’s call to action resonates: it’s time for stakeholders—from policymakers to educators—to reassess their approaches and embrace a more dynamic framework that prioritizes effective knowledge application. Ignoring the insights already within reach could hinder the continued success of Estonia’s renowned education system, making it imperative to focus not only on what can be added but also on what should be modified or removed.