As regards the organisational variation between state and municipality general education schools, there are several examples. First, there are schools which implement specialised education programmes along with general education. These include general education schools with specialised music, arts, sports and engineering specialised education programmes. Another example is Vilnius Lithuanians’ House, a school for children of Lithuanian origin who want to learn in Lithuania. A third example is schools for ethnic minorities, for children who want to learn in their own ethnic minority language along with the state language. There are several general education schools implementing non-traditional education elements. These are state schools as well as private schools. If the school provides education based on the whole non-traditional education programme, the school must be private. For example, schools implementing M. Montessori, Waldorf, Jesuit and Catholic education are private.

In state and municipality schools there are also possible learning alternatives, such as distance learning and the All-Day School model.

Curriculum variations

General education schools implementing specialised education programmes

Children who are gifted in music, dance, arts, sports or engineering learn in these types of schools. In one school they acquire a general education and a full scope of specialised subjects. The mission of these schools is to educate young professional artists, sportsmen and engineers. As specialised subjects require certain talents – a musician needs an ear for music, an artist needs a quick eye, etc., usually these schools hold auditions in which pupils’ skills are tested. The schools themselves are gymnasium-type general education schools. Since the education of young professionals requires consistency, children learn from Grade 1 (5) to Grade 12. These schools as well as the others follow general plans of education curriculum approved by the Minister of Education, Science and Sport every two years. According to this, a school prepares its own education plans. Schools implementing specialised education curricula can reallocate up to 25% of the total number of classes and subject content set in general plans of the education curriculum between several subjects or all of them. Time allocated to non-formal education can be used for specialised subjects. This time can be increased. In addition, if a school community agrees, specialised subject classes or other activities can take place on Saturdays. In these schools, a pupil has at least 31 weekly classes. Pupils’ skills are checked each trimester or semester. Pupils’ achievements are assessed as in any other school. Pupils in these schools as well as the others take Matura examinations. After passing, these pupils acquire an upper secondary education.

Schools of ethnic minorities

According to the Law on Education, children from ethnic minorities can learn in schools in which the education process is implemented in the ethnic minority language. These schools are established in areas that are densely populated by ethnic minorities. There are currently Russian, Polish and several Belarusian and Jewish schools (in the latter, pupils learn in Lithuanian or in both Lithuanian and Russian, while Hebrew is taught as a subject). Pupils are admitted to these schools according to the rules set by municipalities. More information on this is provided in Chapter 6.1, ‘Organisation of General Lower Secondary Education’, and Chapter 6.7, ‘Organisation of General Upper Secondary Education’. Education and pupils’ knowledge assessment and progress evaluation are organised according to general education curriculum plans approved by the Minister of Education, Science and Sport every two years. More information on this is provided in Chapter 6.2, ‘Teaching and Learning in General Lower Secondary Education’, and Chapter 6.8, ‘Teaching and Learning in General Upper Secondary Education’. More information on pupils’ achievement assessment is provided in Chapter 6.3, ‘Assessment in General Lower Secondary Education’, and Chapter 6.9, ‘Assessment in General Upper Secondary Education’. It is important that in these schools, education programmes are implemented bilingually, in the ethnic minority language and in Lithuanian. Each school ensures that a minimum number of subjects are taught in Lithuanian. If parents or pupils request that more subjects be taught in Lithuanian than is required by legal acts, the school must ensure it.

Vilnius Lithuanians’ House

Due to historical cruelties, when during and after World War II Lithuanians were sent to forced labour camps in Siberia and others fled from the cruelties of war, after independence was regained in 1990, in order to keep in touch with the diaspora, Vilnius Lithuanians’ House was established. This gymnasium accepts children from Grade 1 to Grade 12 and is intended for grandchildren and great grandchildren of exiles and political prisoners of Lithuanian origin, children of foreigners who don’t speak Lithuanian and children of Lithuanian citizens who live abroad and come to or return to Lithuania. It is not the only school in Lithuania which accepts children of migrants or re-emigrants, but it is directed towards the education of children of foreign Lithuanians, especially exiles. They have priority to enter this school. If there are vacancies and pupils’ learning achievements are 7 or higher, the school can accept a child of non-foreign Lithuanians or non-migrants. Education in this school is organised according to the general education curriculum plans approved by the Minister of Education, Science and Sport every two years. Since this school mainly accepts children who do not speak or who barely speak Lithuanian, in the first year they learn Lithuanian in a class or a group. In the second year they integrate into the general education process. If a pupil struggles with Lithuanian, he/she can additionally improve it. Pupils’ achievement assessments and acquisition of education are the same as in other schools.

Schools implementing non-traditional education elements

According to the Concept of Non-traditional Education, state schools can implement general education along with separate non-traditional education elements[1]. Non-traditional education occurs during non-formal education. One example is the General Povilas Plechavičius Cadet Lyceum, which complements general education with the activities of land cadet education elements. This school seeks to implant the basic competencies for the protection of public safety and national defence along with lower secondary and upper secondary education. These schools accept children according to the rules of the state or the municipality. Since these schools have elements of non-traditional schools, usually before accepting children there is a motivational interview; the school makes certain that the parents (guardians) and the child understand the specifics of the education. The education is organised according to the general plans of the education curriculum approved by the Minister of Education, Science and Sport every two years. Up to 25% of the total number of classes and subject content set in the general plans of the education curriculum can be reallocated between several subjects or all of them. As well as in traditional schools, pupils are evaluated and their progress measured. Upon finishing lower secondary and upper secondary education curricula, the pupils’ achievements are assessed. As well as in traditional schools, pupils acquire an upper secondary education after passing the Matura examinations.

Variations of education organisation

All-Day School

In the 2018/2019 school year, 40 Lithuanian schools tried different All-Day School (ADS) concept models.

The aim of the All-Day School in Lithuania is to create the conditions for a high-quality, inclusive, socially fair education for children, ensuring equal opportunities in a safe environment throughout the day. The exclusive features of the ADS are:

• a longer time than usual spent at school
• planned and coordinated formal and non-formal education
• provided individual learning, educational assistance and social services to the child and his or her parents (guardians)
• organised food supply throughout the day
• actively including business and social partners into the activities and ensuring a safe environment for the child before returning home

Each school tested one of the ADS models, adapting the model according to the needs of the school and its community.

There are two ADS models, the extended day model (with two alternatives) and the integrated day model.

Municipalities are encouraged to independently fund and implement the proven ADS models.

Distance learning

Lithuania as a state tries to keep in touch with its diaspora abroad. One of the ways to do this is the possibility of distance learning for children of Lithuanian migrants. Distance learning is also used to make integration easier for people returning to Lithuania. The Ministry of Education, Science and Sport issues permits to implement the general education curricula in such a way.

Distance learning can be implemented two ways:

1. According to general education curricula. This way, a person learns all of the teaching subjects. After finishing the general education curricula, he/she receives a corresponding document: a primary, lower secondary education certificate or a Matura certificate (if a person finishes just part of the curricula, he/she receives a certificate of the finished parts).
2. ‘Lithuanian package’. A person learns only the Lithuanian language, Lithuanian literature, history, geography (a certificate of this or these courses is issued).

Distance learning is implemented via Skype, e-lessons, videos, etc. A person must visit the education institution only for Grade 12 Matura examinations and in some cases for Grade 10 knowledge evaluation. Distance learning is free of charge and is now implemented in these institutions:

• Vilnius Ozo Gymnasium; grades 1-8 and gymnasium grades I-IV
• Šiauliai Simono Daukanto Gymnasium; people up to 20 years, grades 9-12
• Šiauliai Sandoros Pregymnasium; grades 1-8
• Akmenė Adult Learning Centre; people from 16 years, grades 5-12
• Kretinga Adult and Youth Learning Centre; grades 11-12
• Klaipėda Vyturio Pregymnasium; grades 1-8