Prior to the restoration of independence in Lithuania, the first ideas about independent education were set in the Concept of the National School (1988). Lithuania was still part of the Soviet Union (USSR) when this concept was created, managed by Dr Habilitus Meilė Lukšienė, a renowned Lithuanian literary scientist, a cultural historian, a member of the reform movement, Sąjūdis and initiator of Lithuanian education reform. Prominent Lithuanian scholars and their ideological leader, Professor Lukšienė invited people, primarily, to make cultural change.

Culture is like the second human nature. <...> It is the interaction between the individual and his [their] own culture that lies at the bottom of the national school concept.

The concept states that,

It is particularly important to develop pupils’ attitude to be flexible and creative both in their thoughts and deeds. They should be ready to accept the idea that life is changing fast. <...> On leaving the general education school, young people must take away a deeply-rooted understanding of what is essential and stable both in the human being and the nation and what can change and, if so, to what extent.

Up to now, this concept still influences strategic education documents. For example, the Good School Concept states, that it does not neglect ideas established in previous strategic education concepts.

The Concept of the National School laid the basis for the General Concept of Education approved in 1992. It set out the basic principles and goals of the education reforms, defined the structure of the education system, teacher training and also education governance and funding. The General Concept of Education states that:

The intention of reformed education in Lithuania is not to justify the existing social and ideological structures but to provide a basis for a dynamic renewal of society and the formation of open and critical social consciousness. The main goal of reformed education is an independent and creative individual who fully reveals his [their] abilities at school. A reformed school should help the individual express his[their] personality in the social and cultural environment, nurture the learner’s cultural identity and an understanding that he/she is [they are] not only a consumer of the mother tongue, but also a creator responsible for its development and preservation of its identity. Lithuanian education should be based on close cooperation between the family, the school and society. The school is being built as a cultural hearth open to the family and the public.

The main education principles of the state are set in the Constitution. It was adopted by a referendum of Lithuanian citizens on 25 October 1992. The Constitution determines that:

• Education is compulsory for people under 16.
• Learning at state and municipal general education and vocational schools is free of charge.
• Higher education is available to everyone according to the capabilities of the individual.
• Students who achieve good academic results in higher education institutions are guaranteed education free of charge.

These fundamental principles are reflected in the legislation that regulates education, science and studies.

The key document regulating the activities of the education system in Lithuania is the Law on Education. It defines the goals of education in Lithuania, the key principles of the education system, the basic structure of its organisation, activities and relationships as well as the major commitments of the state in the field of education. Additionally, special laws regulate vocational education and training and higher education.

The Law on Education sets out the following principles of education:

• Equal opportunities, that include social justice, the implementation of rights, equal access to education and the possibility to develop a qualification or gain a new one.
• Contextuality – when an education system is closely related to state economic, social, cultural development.
• Effectiveness – the achievement of good quality results through the intelligent and economical use of available resources, continuous evaluation, analysis and planning of its activities, based on effective management – relevant and timely decision-making.
• Continuity – the education system is flexible, open, and based on the interaction of various forms and institutions; allowing each individual to engage in lifelong learning.
• Inclusion – the education system enables everyone to develop their own capacities and abilities, to receive the support they need, to succeed in learning, social, cultural and/or other activities, and not to be discriminated against on the basis of the diversity of their learning needs and/or the need for educational support.

The Law on Education sets out the following goals to:

• Develop a young person’s values, enable them to act independently, help to develop skills important in contemporary life.
• Identify a young person's creative abilities, help them acquire competences and/or a vocational qualification based upon these, and allow for development through lifelong learning.
• Reinforce the capability of society to ensure sustainable development of the country, competitiveness, national security.
• Deliver to each individual the basics of national, European and world, culture and values.
• Allow a everyone the opportunity to acquire the basics of civic and political culture. 

The Law on Vocational Education and Training sets out the objectives and principles of vocational training, the structure of these qualifications, the organisation of the training, the quality assurance, the assessment of competences and the awarding of qualifications, the rights and obligations of participants in vocational training, and the financing and management this training. The same principles used in the Law on Education are contained in the Law on Vocational Education and Training, and establishes the following objectives of the VET system:

• Create the necessary conditions for individuals with diverse needs and capabilities to attain a qualification and competences corresponding to the contemporary level of science, technology, economy and culture, and general skills, that assist people in positioning themselves and competing in the changing labour market, and also engage in lifelong learning to upgrade and change their qualifications.
• Ensure accessibility and the quality of VET.
• Ensure that qualifications are matched to the needs of the national economy and achieve objectivity in assessing competences and the award and recognition of qualifications.
• Ensure the effective functioning of the vocational guidance system. 

The Law on Higher Education and Research establishes the state regulation of higher education and research, starting with  the state regulation of higher education and research, the principles of quality assurance and including the funding of higher education and research and the management principles applied to the assets of state higher education institutions.

This law establishes that research is based on the following principles:

• Freedom of creation and research.
• Academic ethics.
• Priority for Lithuanian studies.
• Equal opportunities.
• Publicising of research results.
• Integration into the life of the state and society.
• Orientation towards international quality standards.
• Fair competition.
• Ensuring intellectual property rights.
• Participation in the international and European research arena.

The Law on Higher Education and Research specifies that higher education is based on the following principles: 

• Academic freedom and autonomy.
• Academic ethics.
• Openness and responsibility to the public.
• Cooperation among members of the academic community.
• Students’ personal interest.
• Commitment to develop public responsibility of members of the academic community.
• Fair competition among higher education institutions and students.
• Priority for Lithuanian studies.
• A European humanistic and democratic tradition.
• Participation in global and European educational processes.  
• Compatibility with the provisions of the European higher education area.
• The quest for continuous learning.
• Integration into the life of the state and society.

The Law on Education states, that the strategic goals and progress targets of education policy are set out in the National Progress Plan approved by the government. The plan sets out the Lithuanian policy priorities, strategic goals, objectives and indicators. It has the following education and science-related objectives to:

• Increase the inclusiveness and effectiveness of education to meet the needs of individuals and society
• Progress towards sustainable economic development based on scientific knowledge, high-technology and innovation, and to enhance the country’s international competitiveness.

The objectives set out in the National Progress Plan are elaborated in the Education and Science Development Programmes.

The Education Development Programme 2021–2030 is designed to meet the objectives of the National Progress Plan goal to Increase the inclusiveness and effectiveness of education to meet the needs of individuals and society, which are to:

• Improve learning outcomes and narrow the achievement gap.
• Increase the inclusiveness and accessibility of education, ensuring a safe environment for everyone.
• Adapt the education system to allow for the smooth integration of returning Lithuanian citizens, persons of Lithuanian origin and foreigners, and improve the mobility of learners.
• Improve the match between the competences acquired in the education system and those needed in the labour market and to adapt to a changing environment.
• Implement an effective and efficient lifelong adult learning system to match the skills and qualifications of the individual with the needs of the individual, the labour market and the environment.
• Strengthen the attractiveness of the teaching profession and develop an effective system for teachers’ training and competence development.

The Science Development Programme 2021–2030 is designed to implement the objectives of the National Progress Plan goal To increase the inclusiveness and effectiveness of education in meeting the needs of individuals and society and to move towards sustainable economic development based on scientific knowledge, advanced technologies, innovation and to increase the international competitiveness of the country, by:

• Strengthening human resources and the competences for the development of high-level science and science-based technologies.
• Developing high-level scientific knowledge that enhances national competitiveness.
• Promoting the creation of science-intensive businesses and science-business cooperation and developing an entrepreneurial culture in science and education institutions.
• Developing science-based studies, making better use of the potential of open research, and to contribute to the solution of challenges relevant to Lithuania and the world.

The Guidelines for Changes in General Education Schools is aimed at identifying areas and strategic objectives to bring about systemic changes in Lithuania’s general education. This document refers to the principles of systemicity (where the education system is integral), contextually and internationally, the harmony of reflection and future insight, and cooperation. It also establishes directions for political actions, and in which areas  of general education, the changes should occur first. These directions are:

• Curricula: Curricula must focus on the development of competencies. Material education resources must be ensured. The evaluation system of personal achievements also needs to be developed.
• Teacher training and careers: The renewed document that establishes competencies needed for the teacher should be prepared. A national system for teacher training, continuous development and retraining needs to be formed. Career opportunities for teachers should be assured.
• Educational research: Teachers’ ability to conduct research should be developed. Educational change and the application of innovation in education should be tested through pilot projects. And it is very important to coordinate educational research and innovation institutions.
• Strategic management of schools: The autonomy and diversity of schools should be encouraged. The culture of quality in schools and cooperation between the school and the local community must be developed.
• General education funding: Funding changes are required to increase access to general education. In order to attract the most talented educators, a wage system that meets the specific needs of a teacher's career must be implemented. At the same time, EU funds need to be used efficiently and systematically.

The Concept of a Good School sets out the guidelines for raising the quality of school performance, what school activities should be and provides guidelines on how the school can achieve this. At the same time, in order to implement the Concept of Good School, legislation and documents in the field of education will need to be changed. The concept states that a good school is the one that is built on humanistic values, strives for the success of discovery and personal development, and follows the school community's agreements and learning in its activities. Aspects of a good school’s are: 

• Personal development: The maturity of pupils’ personality, the achievement of education in line with their individual potential and the continuous progress of education
• School life: Self-expressive participation – life and education(s) converge through the interweaving of activities, spaces, time management and experiences
• Education (learning): Dialogical and exploratory – educational content is interesting, provocative, has breadth and depth, and is challenging
• Education (learning): Supportive of education (learning) – education (learning) is not an end in itself, but helps the student to develop a range of competences that are important to them and to society, teaches flexibility in a changing environment and the ability to cope with challenges, encouraging independent questioning and reflection
• Staff: Encourage diversity – a school is only as interesting and diverse as the people who work there: different ages, with different competences and life experiences, who embrace different styles of education, and who are interesting and are interested individuals
• The school community: A learning organisation – learning with and from others, focused, reflective, promotes learning and personal development, is open to the world.
• Leadership and management: Empowering – the school’s vision and strategy is developed by the whole school community and is clear and inspiring.
• Educational environment: Dynamic, open and functional – stimulates learning, stimulating thinking, creativity, moving from traditional classroom spaces towards “classrooms without walls”.
• The local community and the school owner’s authority, the assembly of participants (owner): Committed – strategic, encouraging, supportive and trusting.

The purpose of the Teacher Training Model is to create the preconditions for the effective and qualitative functioning of teacher training and a continuous professional development (CPD) system. The teacher training centres on:

• Complex selections in pedagogical studies. The candidate’s learning achievements (competitive score), motivation, personal qualities and values will be assessed. During the study pedagogical practice, the person’s suitability for this profession will be re-evaluated.
• Pedagogical studies (teacher training). Teacher training will take place in the three strongest HEIs. International experts will be involved. Teacher training programmes will be updated; a variety of teaching methods for teachers (concurrent, consecutive, pedagogical professional studies, alternative methods) will be established.
• Professional growth through pedagogical internship, pedagogical activities and the improvement of continuous professional development.