The Conceptual Framework of Non-Traditional Education is aimed at defining the role of non-traditional education in the Lithuanian educational system and the status, functions and basic activities of educational institutions providing programmes of non-traditional education.

The main provisions of the framework respond to the diversity of educational needs in the community and acknowledges the right of both parents and their children to choose the type of education that corresponds to their values, world outlook and also religious and philosophical beliefs. They ensure the consistent and free development of the child’s individuality and personality and validate the need for the individual’s meaningful self-expression. Establishment of educational institutions based on alternative education structures increases the range of choice, expands the institutional diversity of Lithuanian education, promotes modernisation of the educational process and emergence of alternative teaching methods, as well as reflecting and reinforcing the dissemination of the democratic origins of the Lithuanian education system.  

According to the Conceptual Framework of Non-Traditional Education, alternative education is based on formal (primary, basic and secondary), and (or) non-formal (pre-school, pre-primary and other non-formal) education curricula drawing on various unique pedagogical systems (Maria Montessori, Waldorf, Shin'ichi Suzuki, etc.) or its separate elements.

Non-traditional education is part of the education system that is consistent and equivalent to the traditional system and comprises the formal (except for vocational training and higher education) and non-formal education of children. Non-traditional education is implemented in non-traditional schools and also traditional schools according to the curriculum of primary and (or) other non-formal education.

General education schools using the non-traditional education systems, base education on general education curricula tailored to their own needs or develop their own curricula that have to be registered in line with the procedure established by the Minister of Education, Science and Sports. Non-traditional general education schools work in accordance with their own education plans which conform to the general education plans, are coordinated with the school founder and confirmed by an order of the school principal.

The total number of subjects and hours allocated to individual discrete subjects during the entire period of schooling (grades 1–4) may not be more than 25% different from subjects specified in the state general teaching plans and the number of hours allocated to individual discrete subjects. In a non-traditional general education school, the duration of organising the education process (days, weeks or the entire school year) may differ from the duration of organising the education process in a traditional school. Alternative schools are free to choose teaching methods and strategies to help realise their goals of education. They can create a unique learning environment, develop and use specific teaching materials and school achievement assessment systems.

Currently, there are several non-traditional concepts of education established in Lithuania.

Education in ecology and environmental technology

The aim of education in ecology and environmental technology is to develop mature individuals with fundamental knowledge, skills, and values in ecology and environmental technology, who are able to independently choose appropriate behavioural strategies, predict the consequences of their actions on the environment, and take active measures to preserve the environment. This education helps to form a sustainable, responsible, and friendly relationship with the surrounding world, a harmony with nature and people, and practical skills are developed in natural environments (forests, meadows, areas near water bodies, nature reserves, etc.), man-made environments (parks, botanical and other gardens, nurseries) and in spaces dedicated to natural science research, ecology and environmental technology testing (laboratories, research bases, business valleys) and other spaces.

Education in humanistic culture through artistic activities

Artistic activities dedicated to promoting humanistic culture among students seek to ensure that, alongside their basic education, students acquire artistic skills, adopt human values and base their lives on them, reveal their creative powers, develop an understanding of the essential features of a work of art or its performance, and be able to critically evaluate their own and others’ work, understand cultural and artistic heritage and cultural diversity, and take an interest in art throughout their lives. 

In the primary education programme, students learn music (expression, creation, interpretation, musical language), art (drawing, composition), theatre (acting, stage language), dance, folk art, and other subjects in the field of art. Students learn artistic expression in primary school choirs, vocal ensembles, art studios, ethnocultural activities, ceramics, and other non-formal education activities organized according to the needs of the students. Students in grades 2–4 learn to play the piano, violin, flute, zither, or other instruments.

Education based on Jesuit pedagogy

The goal of Jesuit education is to create a community based on Jesuit educational principles and the spirit of Christian morality, to educate a faithful, well-rounded personality who seeks social justice and devotes their abilities to the service of society and God. Here, intensive teaching of the subject of religion is organized. By introducing students to the Christian tradition, they are given the opportunity to discover their personal values and gain religious experience. They are educated to have a Christian humanistic worldview and a strong moral foundation, to be independent, able to live in freedom, responsible, educated, able to communicate and cooperate, socially conscious, strong-willed, be culturally and ecologically aware, creative, physically active, and harmony-seeking.

Catholic education

The aim of Catholic schools is to provide the education required by the state and to develop creative and intellectual, harmonious and independent, free and responsible personalities who, having understood Christian values, are able to choose meaningful goals in life and work, seek social justice, and use their abilities to serve the well-being of society.

Classical education

The main goal of classical education is to develop an educated person with a western mindset, a broad cultural appreciation; creative individuals who are able to critically and creatively reflect on the relationship between past and present cultures and maintain a balance between individual and social obligations. In the primary education programme, students are introduced to the basics of ancient cultures, their natural creativity is stimulated and nurtured, and its value and significance in any activity is revealed.

Montessori pedagogy

The main goal of Montessori schools is to use Maria Montessori's educational system to raise free, independent people who understand the importance of learning, are able to choose meaningful goals in life and work, are capable of integrating into society and improving it, are ready to continuously learn, and develop their own abilities. The environment here is adapted to the educational needs of children at a given age and allows students to individually choose their desired activities, satisfy their need to explore, act, learn, move, develop confidence in their abilities, and fulfil the socio-cultural interests of a maturing personality, including communication, aesthetics, nationality, morality, and religion.

Innovative entrepreneurship education

The main goal of innovative entrepreneurship education is to develop innovative thinkers who are able to act independently and actively, create new ideas, and implement them. In primary education, students learn to construct, explore, discover, compare, take responsibility for their learning and other activities, behave positively in their educational and living environment, create games and basic social technological innovations, while experiencing the joy of purposeful creation. The topics and creative tasks of this programme are integrated into the general programmes and contribute up to 20 percent of the educational content.

Waldorf education

The essence of Waldorf pedagogy lies in making the content of education face the child. The focus is placed on human values to help the child discover their personality and seek for what is good and beautiful. The content of education is finely tuned to the regularities of the child’s spiritual development and helps the child to find themselves and cope with certain critical moments that may arise at various age ranges in their development. Education helps develop and unfold a pupil’s intellect, feelings and willpower.

Sports and health education

The aim of sports and health education is to develop students’ attitudes towards healthy and safe living, to grow a positive attitude towards health and health-promoting factors, to promote health-enhancing physical activity, create the right conditions for acquiring sports and general skills, and to encourage the pursuit of sporting achievements. The aim here is for students to consciously combine general, sports, and health education, to form a concept of sports and health as values, that strengthen and maintain their health, physicality  and mental strength, develop a commitment to physical activity for the rest of their lives, master the techniques and tactics of their chosen sport, and be able to communicate and cooperate, while competing honourably.

Suzuki talent development

The goal of Suzuki talent development is to develop creative, cultured, intellectual personalities who love life and other people, based on Suzuki educational principles and using unique methods and tools.

The Suzuki method is referred to as the mother tongue method and is based on a purposeful music education. The main principle is the belief that there are no inept children and that every child possesses talent that has to be revealed by starting to teach them as early as possible. In the primary education stage, children develop the basics of playing a chosen instrument or singing. Children who have not previously been trained according to the Suzuki method can also join the primary education stage. When organizing the educational process, special attention is paid to the child’s ability to concentrate. Taking into account their progress in this regard, educational tasks are varied and adapted.