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Equity made Estonia an educational front runner
Estonia has combined a belief in learning with equal-access technology to create one of world's best education systems.
- Estonia became a top performer in the most recent PISA, a worldwide study of 15-year-old students' capabilities in math, reading, and science.
- PISA data showed that Estonia has done remarkably well in reducing the gap between a student's socioeconomic background and their access to quality education.
- The country's push toward providing equal-access to learning technology is a modern example of the culture's dedication to equity in education.
As I performed my interviews for this article, one fact was made abundantly clear: Estonians aren't ones to engage in lavish praise and pat-on-the-back congratulations. A far more self-critical culture, they find comfort forgoing the small talk, getting to work, and honing in on areas to improve. But one area where Estonians will simply have to grit and bare the praise is in discussing their education system. Smaller than West Virginia and with a population of 1.3 million, this Baltic state has developed one of the world's best education systems as assessed by the Programme for International Student Assessment (PISA) results.
PISA is the Organization for Economic Cooperation and Development's (OECD) triennial study that measures the reading, mathematics, and science abilities of 15-year-olds across the world. Talks of PISA tend to focus on educational powerhouses such as Finland, Singapore, and Korea, but those looking closely have been noticing Estonia's ascent throughout the years. It began in 2006, and despite a small dip in 2009, the country's scores continued upward in 2012 and 2015.
By 2018, the most recent PISA study, Estonia became Europe's number one performing country and one of the best in the world. Its students placed fifth in reading, eighth in math, and fourth in science, with mean scores in each that were well above the mean. The only education departments to outperform Estonia's were Singapore and a few of China's distinct economic areas, such as Beijing, Shanghai, and Macau.
Such a cohort may make the reason for such scores obvious. Like Singapore and Shanghai, Estonia is both small and relatively affluent; such education departments simply spread out their resources across fewer students. But PISA's data doesn't support this reasoning. While socioeconomic background is an important predictor of academic success, it doesn't play out that more money equals better education. In fact, according to PISA data, Estonia's per student expenditure was 30 percent lower than the OECD average. Conversely, the United States handily outspends many other countries but receives middling PISA scores for its investment.
Then what explains Estonia's ascent? That's an answer that requires untangling a myriad of cultural, social, and historical factors that interconnect in ways difficult to untangle. But one factor stands out. A cultural mindset centered only on excellence in education but the drive to give students equal access to that education.
Estonia's cultural heirloom
A chart showing student performance scores in reading for the 2018 PISA study.
The belief in education's value is ingrained within Estonian culture. As Mailis Reps, the Estonian Minister of Education and Research, told me in an interview, it's an ethos handed down generation to generation, like a cultural heirloom.
"Many generations have had to start from zero all over again. Let it be the war, the regimes, economic reforms, people being deported, people losing their families, or changes to the system," Reps said. "So, education was something that was always given, generation to generation. There's a very strong cultural belief that education is the only thing you cannot take away from a person."
Because education is a constitutional right, Reps informed me, state and local governments ensure that primary education is available to everyone. Lunches, textbooks, transportation, and study materials are provided gratis, with extracurricular activities subsidized so fees remain low. Local municipalities also subsidize pre-primary education. They maintain a social allowance so fees are tied on a parent's financial situation. Parents enduring economic hardships or temporary setbacks can send their little ones to preschool free of charge, while more financial stable families pay a small fee. And even that fee remains small—Reps says it is no more than €91 (about $107).
Under such a comprehensive system, many children start their education careers young, as early as 15 months old. Because pre-primary isn't compulsory, parents have more latitude over how their children attend school: half days, a few days a week, etc. By kindergarten, Estonia has a 91 percent attendance rate. Primary attendance is close to universal.
That system may sound expensive, and like any education system, it takes its share of GDP. But as mentioned, it's not simply a matter of dollars spent. According to the National Center for Education Statistics, in 2016 the United States spent $13,600 per full-time-equivalent student in elementary and secondary education. The OECD average that same year was $9,800. Estonia spent $7,400.
"In many countries, the school's socioeconomic context influences the kind of education children are acquiring, and the quality of schooling can shape the socioeconomic contexts of schools," Andreas Schleicher, the OECD's director for the Directorate of Education and Skills, writes in his assessment of PISA 2018's data. "The result is that in most countries, differences in education outcomes related to social inequalities are stubbornly persistent, and too much talent remains latent."
But despite relatively modest spending, that's less true in Estonia. According Schleicher's assessment, 20 percent of disadvantaged boys did not attain minimum proficiency in reading in all countries except three. Estonia was one of those three. It stood as one of 14 countries in which disadvantaged students have at least a one-in-five chance of having high-achieving schoolmates, a ratio that corresponds to reduced social segregation. And the country joined Australia, Canada, Ireland, and the United Kingdom in having more than 13 percent of its disadvantaged students demonstrate academic resilience, a metric that measures proficient educational outcomes in the face of adversity.
These data point to a weak relationship between student performance and socioeconomic background, a sign that Estonia has lessened the gap between a student's personal situation and their access to quality education.
A Tiger Leap forward
Fourth-grade students learn computer skills in elementary school.
A crucial example of Estonia's dedication to equity can be seen in how it wove digital technology into the learning fabric. In the last two decades, Silicon Valley has had a commanding influence in how we approach and access education, but for many countries, the push toward always-accessible, always-on education hasn't ameliorated many systemic inequalities.
Consider the United States. The U.S. finances schools through local property taxes or federal grants tied to test scores and attendance rates. This leaves schools in well-to-do districts with a lion share of funding and resources. Such lopsided endowments, as noted a 2018 report by the U.S. Commission on Civil Rights, "harm students subject to them" and are "fundamentally inconsistent with the American ideal of public education operating as a means to equalize life opportunity." An inconsistency that the Supreme Court has defended as perfectly in keeping with the U.S. Constitution.
This legacy inequality left many low-income neighborhoods facing another disadvantage at the turn of the century: a lack of access to technology. That reality became starkly apparent in the COVID-19 pandemic. Data from the U.S. Census Bureau suggests that as schools closed, "1 in 10 of the poorest children in the U.S. has little or no access to technology" for learning. For children being raised in a household earning less than $25,000 a year, roughly ten percent have no access to the internet or digital learning devices.
Conversely, Estonia has made internet access available to all students. In the late 1990s, after its independence from Russia, Estonia initiated Tiger Leap. The program invested heavily in building and developing infrastructure for the e-revolution. The push moved many social programs online, such as taxes, voting, and health records, and schools were updated for internet access, computer labs, and the then-latest technologies.
Today, Estonia has made digital literacy a key competency required in its educational outcomes. Learning materials, such as textbooks and assessments, must be available for free in a digital format (known as the e-schoolbag). Even schools in remote areas enjoy access to high-speed internet.
That may sound concerning to parents worried that today's technology has reduced learning to the solitude of screens and mental cubicles. But the Estonian government only provides access to the tools and ensures they work. Schools and teachers have broad autonomy in determining when and how to use them. That is, after all, their expertise.
"We have never forced our teachers to use it, but we have celebrated if they do so," Reps said. "This is one of the things that I advocate a lot. Provide them the possibility, build them the infrastructure, the quality needs to be there. Because if you start downloading and it doesn't work, no young person accepts it."
Teachers of young students, for example, may forgo technological solutions in favor of more analog approaches to develop motor and social skills. Meanwhile, secondary education may lean heavier on online assessments to prepare students for a tech-focused workforce.
Unlike Silicon Valley's push into the U.S. education system—a seeming bid to capitalize as much on student's learning time as their free time—Estonia prefers a more Goldilocks strategy. As Gunda Tire, Estonia's PISA National Project Manager, told me in an interview: "If you look at PISA data about education systems that use a lot of technology, if they use it very extensively, they have lower scores. If they don't use it at all, they also have lower scores. The big challenge is to find the balance."
As we've learned during the pandemic, that's a balance that shifts with circumstance, but by distributing the tools and infrastructure broadly, Estonia has been able to keep its footing. Reps estimates that before the COVID-19 shutdowns, approximately 14 percent of schools regularly used the available digital textbooks. Most preferred the physical counterpart.
But because the digital option was available for ever school, they were able to quickly pivot to a 100-percent use rate. Additionally, years of prioritizing computer literacy development helped teachers gain competency in digital learning tools, and a civil social push identified at-need children to equip them with the devices necessary to learn remotely. As Mart Laidmets, Estonia's secretary general of the Ministry of Education and Research, said in a roundtable on the subject, it looked as though the country had "been preparing for such a crisis for 25 years."
What can we learn from Estonia's success?
While Estonia may not spend as much on a dollar-to-dollar basis, the country has created immense valuable in its system by spreading the educational wealth. Part of that achievement stems from removing barriers to primary education and fostering equal-access to learning technology; however, those are simply examples of the principle of equity at work. Others include well-educated teachers, even at the pre-primary level; granting schools broad autonomy to adapt the national curriculum to suit local and cultural needs; and maintaining at-school support centers so students have access to mentors, psychologists, special needs teachers, and anti-bullying resources. The list goes on.
"The success of any system is sort of like a puzzle," Tire said. "You have to have many pieces and fit them in properly, or you won't see the whole picture."
Is there room for improvement? Of course! Just ask any Estonian. Tire told me that recent PISA data showed a discrepancy in the results between the country's Estonian-speaking students and its Russian-speaking ones. They are looking into the reason for that gap and how to raise scores across the board. When asked the same question, Reps pointed to improving the country's vocational-track education, the integration of practical skills into gymnasium, and research into personalized learning.
When asked what other countries could takeaway from Estonia's example, my interviewees were more cautious. As Reps rightly points out, "Education is so culturally and historically tied. It's very difficult to copy something, and I would be careful to tell any country to copy the Estonian model."
She did offer some facets for consideration, though. She recommends that systems never look at a child as a problem to solve. Instead, it should look to ameliorate issues in their background or experiences. Even though education systems can be expensive, they should always be child-friendly and dedicated toward their growth. Digital technology doesn't create equality de facto; it must be accessible to all. And trust your teachers. "They are amazing human beings. They come to teach; they want to give their best; they want to help their pupils."
In my own research into Estonia's education system, its history, and its successes, I would humbly add one more: Foster a culture that values education and assures its available to everyone.
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Inventions with revolutionary potential made by a mysterious aerospace engineer for the U.S. Navy come to light.
- U.S. Navy holds patents for enigmatic inventions by aerospace engineer Dr. Salvatore Pais.
- Pais came up with technology that can "engineer" reality, devising an ultrafast craft, a fusion reactor, and more.
- While mostly theoretical at this point, the inventions could transform energy, space, and military sectors.
The U.S. Navy controls patents for some futuristic and outlandish technologies, some of which, dubbed "the UFO patents," came to light recently. Of particular note are inventions by the somewhat mysterious Dr. Salvatore Cezar Pais, whose tech claims to be able to "engineer reality." His slate of highly-ambitious, borderline sci-fi designs meant for use by the U.S. government range from gravitational wave generators and compact fusion reactors to next-gen hybrid aerospace-underwater crafts with revolutionary propulsion systems, and beyond.
Of course, the existence of patents does not mean these technologies have actually been created, but there is evidence that some demonstrations of operability have been successfully carried out. As investigated and reported by The War Zone, a possible reason why some of the patents may have been taken on by the Navy is that the Chinese military may also be developing similar advanced gadgets.
Among Dr. Pais's patents are designs, approved in 2018, for an aerospace-underwater craft of incredible speed and maneuverability. This cone-shaped vehicle can potentially fly just as well anywhere it may be, whether air, water or space, without leaving any heat signatures. It can achieve this by creating a quantum vacuum around itself with a very dense polarized energy field. This vacuum would allow it to repel any molecule the craft comes in contact with, no matter the medium. Manipulating "quantum field fluctuations in the local vacuum energy state," would help reduce the craft's inertia. The polarized vacuum would dramatically decrease any elemental resistance and lead to "extreme speeds," claims the paper.
Not only that, if the vacuum-creating technology can be engineered, we'd also be able to "engineer the fabric of our reality at the most fundamental level," states the patent. This would lead to major advancements in aerospace propulsion and generating power. Not to mention other reality-changing outcomes that come to mind.
Among Pais's other patents are inventions that stem from similar thinking, outlining pieces of technology necessary to make his creations come to fruition. His paper presented in 2019, titled "Room Temperature Superconducting System for Use on a Hybrid Aerospace Undersea Craft," proposes a system that can achieve superconductivity at room temperatures. This would become "a highly disruptive technology, capable of a total paradigm change in Science and Technology," conveys Pais.
High frequency gravitational wave generator.
Credit: Dr. Salvatore Pais
Another invention devised by Pais is an electromagnetic field generator that could generate "an impenetrable defensive shield to sea and land as well as space-based military and civilian assets." This shield could protect from threats like anti-ship ballistic missiles, cruise missiles that evade radar, coronal mass ejections, military satellites, and even asteroids.
Dr. Pais's ideas center around the phenomenon he dubbed "The Pais Effect". He referred to it in his writings as the "controlled motion of electrically charged matter (from solid to plasma) via accelerated spin and/or accelerated vibration under rapid (yet smooth) acceleration-deceleration-acceleration transients." In less jargon-heavy terms, Pais claims to have figured out how to spin electromagnetic fields in order to contain a fusion reaction – an accomplishment that would lead to a tremendous change in power consumption and an abundance of energy.
According to his bio in a recently published paper on a new Plasma Compression Fusion Device, which could transform energy production, Dr. Pais is a mechanical and aerospace engineer working at the Naval Air Warfare Center Aircraft Division (NAWCAD), which is headquartered in Patuxent River, Maryland. Holding a Ph.D. from Case Western Reserve University in Cleveland, Ohio, Pais was a NASA Research Fellow and worked with Northrop Grumman Aerospace Systems. His current Department of Defense work involves his "advanced knowledge of theory, analysis, and modern experimental and computational methods in aerodynamics, along with an understanding of air-vehicle and missile design, especially in the domain of hypersonic power plant and vehicle design." He also has expert knowledge of electrooptics, emerging quantum technologies (laser power generation in particular), high-energy electromagnetic field generation, and the "breakthrough field of room temperature superconductivity, as related to advanced field propulsion."
Suffice it to say, with such a list of research credentials that would make Nikola Tesla proud, Dr. Pais seems well-positioned to carry out groundbreaking work.
A craft using an inertial mass reduction device.
Credit: Salvatore Pais
The patents won't necessarily lead to these technologies ever seeing the light of day. The research has its share of detractors and nonbelievers among other scientists, who think the amount of energy required for the fields described by Pais and his ideas on electromagnetic propulsions are well beyond the scope of current tech and are nearly impossible. Yet investigators at The War Zone found comments from Navy officials that indicate the inventions are being looked at seriously enough, and some tests are taking place.
If you'd like to read through Pais's patents yourself, check them out here.
Laser Augmented Turbojet Propulsion System
Credit: Dr. Salvatore Pais
It marks a breakthrough in using gene editing to treat diseases.
This article was originally published by our sister site, Freethink.
For the first time, researchers appear to have effectively treated a genetic disorder by directly injecting a CRISPR therapy into patients' bloodstreams — overcoming one of the biggest hurdles to curing diseases with the gene editing technology.
The therapy appears to be astonishingly effective, editing nearly every cell in the liver to stop a disease-causing mutation.
The challenge: CRISPR gives us the ability to correct genetic mutations, and given that such mutations are responsible for more than 6,000 human diseases, the tech has the potential to dramatically improve human health.
One way to use CRISPR to treat diseases is to remove affected cells from a patient, edit out the mutation in the lab, and place the cells back in the body to replicate — that's how one team functionally cured people with the blood disorder sickle cell anemia, editing and then infusing bone marrow cells.
Bone marrow is a special case, though, and many mutations cause disease in organs that are harder to fix.
Another option is to insert the CRISPR system itself into the body so that it can make edits directly in the affected organs (that's only been attempted once, in an ongoing study in which people had a CRISPR therapy injected into their eyes to treat a rare vision disorder).
Injecting a CRISPR therapy right into the bloodstream has been a problem, though, because the therapy has to find the right cells to edit. An inherited mutation will be in the DNA of every cell of your body, but if it only causes disease in the liver, you don't want your therapy being used up in the pancreas or kidneys.
A new CRISPR therapy: Now, researchers from Intellia Therapeutics and Regeneron Pharmaceuticals have demonstrated for the first time that a CRISPR therapy delivered into the bloodstream can travel to desired tissues to make edits.
We can overcome one of the biggest challenges with applying CRISPR clinically.
"While these are early data, they show us that we can overcome one of the biggest challenges with applying CRISPR clinically so far, which is being able to deliver it systemically and get it to the right place," she continued.
What they did: During a phase 1 clinical trial, Intellia researchers injected a CRISPR therapy dubbed NTLA-2001 into the bloodstreams of six people with a rare, potentially fatal genetic disorder called transthyretin amyloidosis.
The livers of people with transthyretin amyloidosis produce a destructive protein, and the CRISPR therapy was designed to target the gene that makes the protein and halt its production. After just one injection of NTLA-2001, the three patients given a higher dose saw their levels of the protein drop by 80% to 96%.
A better option: The CRISPR therapy produced only mild adverse effects and did lower the protein levels, but we don't know yet if the effect will be permanent. It'll also be a few months before we know if the therapy can alleviate the symptoms of transthyretin amyloidosis.
This is a wonderful day for the future of gene-editing as a medicine.
If everything goes as hoped, though, NTLA-2001 could one day offer a better treatment option for transthyretin amyloidosis than a currently approved medication, patisiran, which only reduces toxic protein levels by 81% and must be injected regularly.
Looking ahead: Even more exciting than NTLA-2001's potential impact on transthyretin amyloidosis, though, is the knowledge that we may be able to use CRISPR injections to treat other genetic disorders that are difficult to target directly, such as heart or brain diseases.
"This is a wonderful day for the future of gene-editing as a medicine," Fyodor Urnov, a UC Berkeley professor of genetics, who wasn't involved in the trial, told NPR. "We as a species are watching this remarkable new show called: our gene-edited future."
A new government report describes 144 sightings of unidentified aerial phenomena.
On June 25, 2021, the Office of the Director of National Intelligence released a much-anticipated report on UFOs to Congress.
The military has rebranded unidentified flying objects as unidentified aerial phenomena – UAPs – in part to avoid the stigma that has been attached to claims of aliens visiting the Earth since the Roswell incident in 1947. The report presents no convincing evidence that alien spacecraft have been spotted, but some of the data defy easy interpretation.
I'm a professor of astronomy who has written extensively on the search for life in the universe. I also teach a free online class on astrobiology. I do not believe that the new government report or any other sightings of UFOs in the past are proof of aliens visiting Earth. But the report is important because it opens the door for a serious look at UFOs. Specifically, it encourages the U.S. government to collect better data on UFOs, and I think the release of the report increases the chances that scientists will try to interpret that data. Historically, UFOs have felt off limits to mainstream science, but perhaps no more.
Three videos from the U.S. military sparked a recent surge in interest in UFOs.
What's in the UFO report?
The No. 1 thing the report focuses on is the lack of high-quality data. Here are the highlights from the slender nine-page report, covering a total of 144 UAP sightings from U.S. government sources between 2004 and 2021:
- “Limited data and inconsistent reporting are key challenges to evaluating UAP."
- Some observations “could be the result of sensor errors, spoofing, or observer misperception."
- “UAP clearly pose a safety of flight issue and may pose a challenge to U.S. national security."
- Of the 144 sightings, the task force was “able to identify one reported UAP with high confidence. In that case, we identified the object as a large, deflating balloon. The others remain unexplained."
- “Some UAP many be technologies deployed by China, Russia, another nation, or non-governmental entity."
UFOs are taboo among scientists
UFO means unidentified flying object. Nothing more, nothing less. You'd think scientists would enjoy the challenge of solving this puzzle. Instead, UFOs have been taboo for academic scientists to investigate, and so unexplained reports have not received the scrutiny they deserve.
One reason is that most scientists think there is less to most reports than meets the eye, and the few who have dug deeply have mostly debunked the phenomenon. Over half of sightings can be attributed to meteors, fireballs and the planet Venus.
Another reason for the scientific hesitance is that UFOs have been co-opted by popular culture. They are part of a landscape of conspiracy theories that includes accounts of abduction by aliens and crop circles. Scientists worry about their professional reputations, and the association of UFOs with these supernatural stories causes most researchers to avoid the topic.
But some scientists have looked. In 1968, Edward U. Condon at the University of Colorado published the first major academic study of UFO sightings. The Condon Report put a damper on further research when it found that “nothing has come from the study of UFOs in the past 21 years that has added to scientific knowledge."
However, a review in 1998 by a panel led by Peter Sturrock, a professor of applied physics at Stanford University, concluded that some sightings are accompanied by physical evidence that deserves scientific study. Sturrock also surveyed professional astronomers and found that nearly half thought UFOs were worthy of scientific study, with higher interest among younger and more well-informed astronomers.
If astronomers are intrigued by UFOs – and believe some cases deserve study with academic rigor – what's holding them back? A history of mistrust between ufologists and scientists hasn't helped. And while UFO research has employed some of the tools of the scientific method, it has not had the core of skeptical, evidence-based reasoning that demarcates science from pseudoscience.
A search of 90,000 recent and current grants awarded by the National Science Foundation finds none addressing UFOs or related phenomena. I've served on review panels for 35 years, and can imagine the reaction if such a proposal came up for peer review: raised eyebrows and a quick vote not to fund.
A decadeslong search for aliens
While the scientific community has almost entirely avoided engaging with UFOs, a much more mainstream search for intelligent aliens and their technology has been going on for decades.
The search is motivated by the fact that astronomers have, to date, discovered over 4,400 planets orbiting other stars. Called exoplanets, some are close to the Earth's mass and at just the right distance from their stars to potentially have water on their surfaces – meaning they might be habitable.
Astronomers estimate that there are 300 million habitable worlds in the Milky Way galaxy alone, and each one is a potential opportunity for life to develop and for intelligence and technology to emerge. Indeed, most astronomers think it very unlikely that humans are the only or the first advanced civilization.
This confidence has fueled an active search for extraterrestrial intelligence, known as SETI. It has been unsuccessful so far. As a result, researchers have recast the question “Are we alone?" to “Where are the aliens?" The absence of evidence for intelligent aliens is called the Fermi paradox. First articulated by the physicist Enrico Fermi, it's a paradox because advanced civilizations should be spread throughout the galaxy, yet we see no sign of their existence.
The SETI activity has not been immune from scientists' criticism. It was starved of federal funding for decades and recently has gotten most of its support from private sources. However, in 2020, NASA resumed funding for SETI, and the new NASA administrator wants researchers to pursue the topic of UFOs.
In this context, the intelligence report is welcome. The report draws few concrete conclusions about UFOs and avoids any reference to aliens or extraterrestrial spacecraft. However, it notes the importance of destigmatizing UFOs so that more pilots report what they see. It also sets a goal of moving from anecdotal observations to standardized and scientific data collection. Time will tell if this is enough to draw scientists into the effort, but the transparency to publish the report at all reverses a long history of secrecy surrounding U.S. government reports on UFOs.
I don't see any convincing evidence of alien spacecraft, but as a curious scientist, I hope the subset of UFO sightings that are truly unexplained gets closer study. Scientists are unlikely to weigh in if their skepticism generates attacks from “true believers" or they get ostracized by their colleagues. Meanwhile, the truth is still out there.
This article has been updated to clarify that the report was produced by the Office of the Director of National Intelligence.
Gain-of-function mutation research may help predict the next pandemic — or, critics argue, cause one.