The Law on Education (Švietimo įstatymas) states that the education system in Lithuania includes:

• Formal education[i] (primary, lower secondary and upper secondary, formal vocational education and training, and higher education)
• Non-formal education (pre-school and pre-primary education and other forms of non-formal education for children and adults, including education complementary to formal education)
• Self-education
• Educational assistance (vocational guidance, informational, psychological, socio-pedagogical, special pedagogical and special assistance, the provision of health care at school, advisory and teachers’ continuing professional development services and other assistance)

The education system in Lithuania is shown graphically in the chapter Overview.

This chapter explains the stages of education starting with pre-school and pre-primary education. Then the stages of general education are introduced – primary, lower secondary and upper secondary, as well as the rights and duties of pupils and their parents (guardians). Vocational education and training and higher education is discussed briefly, and at the end of the chapter non-formal and adult education is discussed again.

Early childhood education and care

Pre-school education

Pre-school education, which is listed under non-formal education, is not compulsory except when it is stated that a child lives in a social risk family. The purpose of pre-school education is to help children acquire the basics of self-reliance and positive interaction with peers and parents and start learning creativity and how to learn.

Parents (guardians) educate a child in a family by themselves or, if they wish, a child can be educated through a pre-school curriculum. A child can be educated according to this curriculum from birth until he/she starts pre-primary education, which is usually the same calendar year when the child turns six. If parents wish, a child can start pre-primary education at the age of five, but not earlier.

Pre-school education institutions and general education schools, freelance teachers and other education providers provide the pre-school education curriculum. This can be a state/municipal provider as well as a non-state provider, and the provider prepares the pre-school education curriculum by itself. While doing so, it refers to pre-school education curriculum criteria laid out by the Minister for Education and Science.

All children, no matter which pre-school institution, state or non-state, they attend, are allocated a so-called ‘pupil’s basket’. The state allocates funds for each child to be educated for four hours a day (20 hours a week). If the educational process lasts longer, the remaining funds are allocated by the founder of the institution, paid by the parents or donated by sponsors. A child with considerable or substantial special educational needs is allocated larger educational funds.

Pre-primary education

Pre-primary education, which also comes under non-formal education, has been compulsory since 1 September 2016. The purpose of this is to help a child prepare for successful learning in school.

The provision of pre-primary education starts in the calendar year when the child turns six but may begin earlier on the parents’ request, though not earlier than the age of 5.

Pre-primary institutions and general education schools, freelance teachers and other education providers provide the pre-primary education curriculum. This can be a state/municipal provider as well as a non-state provider. Pre-primary education is organized according to the General Curriculum for Pre-Primary Education (Priešmokyklinio ugdymo bendroji programa) passed by the Minister for Education and Science. The minimum duration for a pre-primary education programme is 640 hours, but the pre-primary education provider itself decides on the length of the day – minimal, 6, 8 or 10 hours a day.

All children, no matter which pre-school institution, state or non-state, they attend, are allocated a so called ‘pupil’s basket’. The state allocates funds for each child to be educated for four hours a day (20 hours a week). If the educational process lasts longer, the remaining funds are allocated by the founder of the institution, paid by parents or donated by sponsors. A child with considerable or substantial special educational needs is allocated larger educational funds. Educational funds are increased by 5% if a child is educated according to a pre-primary education curriculum in an ethnic minority language.

General education

Education for children up to the age of 16 is compulsory, i.e. he/she must learn according to the primary education curriculum and must complete the lower secondary education curriculum.

Primary education

Primary education is a part of the formal education and is compulsory because, according to the law, education for children up to the age of 16 is compulsory. There are three purposes of primary education: to provide a child with the basics of ethical, social and cultural maturity; to provide basic literacy; and to help him/her prepare for successful learning in the lower secondary education curriculum.

The primary education curriculum is provided for children who turn 7 in that calendar year. If a child started pre-primary education curriculum earlier, he/she starts primary education curriculum earlier as well. A child is educated according to the primary education curriculum until the age of 10(11).

The primary education curriculum is 4 years long (Grades 1-4). General education schools can offer a preparatory learning year for pupils with special education needs, i.e. a child finishes grades 1 and 2 in three years. After finishing the primary education curriculum, a child has acquired a primary education.

General education schools, other schools or other education providers provide the primary education curriculum, and this can be a state/municipal or a non-state provider. Primary education is organized according to the school’s approved education plan. A school prepares its education plan according to the Description of Primary, Lower Secondary and Upper Secondary Education Curriculum (Pradinio, pagrindinio ir vidurinio ugdymo programų aprašas) and the General Curriculum for Primary Education (Pradinio ugdymo bendroji programa) passed by the Minister for Education and Science, the primary education curriculum general plan for a certain year and other legal acts. A child who cannot learn in a general school due to illness or a pathological condition is allowed to learn at home, learn independently and take exams.

All children, no matter which primary education institution, state or non-state, they attend, are allocated a so-called ‘pupil’s basket’. These funds are allocated for education, and state/municipal schools are allocated household funds by the state/municipality. A non-state school receives outstanding education and household funds from the founder of the institution or from parents. A school can also be supported by sponsors.

Lower secondary education

Lower secondary education is a part of formal education and is compulsory because, according to the law, education for children up to the age of 16 is compulsory. In other words, compulsory education usually lasts until grade 10. It comprises all or almost all of the lower secondary education curriculum. The purpose of lower secondary education is complex: to provide a person with a basis for ethical, social and cultural maturity, general literacy and technology literacy basics, to develop a national consciousness, and to develop the ability to decide, choose and learn further.

A pupil starts lower secondary education, after he/she acquires a primary education. Usually, a pupil is at the age of 10(11) and learns according to this curriculum until the age of 16(17).

Lower secondary education consists of two parts. Part I lasts four years (Grades 5-8) and Part II lasts two years (Grades 9-10 or Gymnasium grades I-II). A lower secondary education is acquired after finishing the lower secondary education curriculum and passing an assessment of lower secondary education achievements.

General education schools and other schools or education providers provide the lower secondary education curriculum. These can be state/municipal providers as well as non-state providers. Lower secondary education is organized according to each school’s approved education plan, prepared according to the Description of Primary, Lower Secondary and Upper Secondary Education Curriculum (Pradinio, pagrindinio ir vidurinio ugdymo programų aprašas), general curricula for lower secondary education, general education plans for a certain year and other legal acts. A child who cannot learn in a general school due to illness or a pathological condition is allowed to learn at home, learn independently and take exams.

All children, no matter which primary education institution, state or non-state, they attend, are allocated a so-called ‘pupil’s basket’ of funds for education. State/municipal schools are allocated household funds by the state/municipality, while non-state schools receive outstanding education and household funds from the founder of the institution or from parents. A school can also be supported by sponsors.

Upper secondary education

Upper secondary education is a part of formal education but is not compulsory, though it is guaranteed by the state. There are three purposes of upper secondary education, to help a person achieve general subject, sociocultural, technology literacy, ethical, national and civil maturity, and the basics of professional competency.

A pupil starts upper secondary education after he/she acquires a lower secondary education. Usually, pupils learn according to an upper secondary curriculum from the age of 16(17) to the age of 18(19).

The upper secondary curriculum lasts for two years (Grades 11-12 or Gymnasium grades III-IV), comprising compulsory and optional general education subjects and vocational education and training modules. If the upper education curriculum is organized along with vocational education and training, it lasts longer than two years. An upper secondary education is acquired after finishing the upper secondary education curriculum and passing Matura examinations.

General education schools and other schools or education providers provide the upper secondary education curriculum.  This can be a state/municipal provider as well as a non-state provider. Upper secondary education is organized according to each school’s approved education plan, prepared according to the Description of Primary, Lower Secondary and Upper Secondary Education Curriculum (Pradinio, pagrindinio ir vidurinio ugdymo programų aprašas), general curricula for upper secondary education, general education plans for a certain year and other legal acts. A child who cannot learn in a general school due to illness or a pathological condition is allowed to learn at home, learn independently and take exams.

All children, no matter which primary education institution, state or non-state, they attend are allocated a so called ‘pupil’s basket’ of funds for education. State/municipal schools are allocated household funds by the state/municipality, while non-state schools receive outstanding education and household funds from the founder of the institution or from parents. A school can also be supported by sponsors.

Rights and duties of pupils and parents (guardians)

Each citizen of Lithuania and each foreigner with a permit for permanent or temporary residence in Lithuania has the right to study and acquire a level of education and a qualification. The State guarantees each citizen of Lithuania and each foreigner with a permit for permanent or temporary residence the availability of: 1) primary, lower secondary and upper secondary education and 2) access to higher education studies or vocational education and training that result in the acquisition of a primary qualification.

Pupils’ rights and duties are listed in the Law on Education, Article 46 (Švietimo įstatymas). Here is part of them:

Parents’ (guardians’, foster parents’) rights and duties are listed in the Law on Education, Article 47 (Švietimo įstatymas). Here is part of them:

Vocational education and training

Vocational education and training is not compulsory, but the state guarantees the accessibility of initial vocational education and training. Vocational education and training is initial where a first qualification is acquired. During continuing vocational education and training, a person improves the acquired qualification or acquires a new one.

Initial vocational education and training is provided to individuals aged over 14. A pupil who has not yet acquired a lower secondary education learns according to the vocational education and training curriculum alongside the lower secondary education curriculum. A pupil who has acquired a lower secondary education is free to choose either to learn according to the vocational education and training curriculum or to follow it alongside the upper secondary education curriculum. The duration of the vocational education and training curriculum and lower secondary education curriculum is 3 years, and the duration of the vocational education and training curriculum and upper secondary education curriculum is also 3 years. The duration of only the vocational education and training curriculum is from 1 to 2 years.

Upon completion of a formal vocational education and training curriculum and (or) obtaining the required assessment of the skills, a pupil is granted the appropriate level of qualification. Upon completion of a formal vocational education and training curriculum in parallel with the lower secondary education curriculum, a pupil acquires a lower secondary education. Upon completion of a formal vocational education and training curriculum in parallel with the upper secondary education curriculum, he/she acquires an upper secondary education after taking Matura examinations.

Continuing vocational education and training comprises formal and non-formal vocational education and training. Upon completion of a formal vocational education and training curriculum and (or) obtaining the required assessment of the acquired skills, a person is granted the appropriate level of qualification.

The vocational education and training institution, freelance teacher and other vocational education and training providers whose main activity is not vocational education and training provide the vocational education and training curriculum. In preparing education curricula, vocational education and training institutions cooperate with representatives of employers and take into account corresponding professional standards and other general requirements.

There are state-funded seats for initial vocational education and training. The state decides how many seats and which vocational education and training institution to fund. This decision is made after assessing a national human resources overview, vocational education and training institutions and qualifications, proposals of sector committees on opportunities to organize vocational education and training by apprenticeship, etc. An institution holding founder status allocates household funds, while the continuing vocational education and training of companies, institutions, organizations or farmers’ holdings is organized by their own funds.

Studies of higher education

Studies of higher education are a part of formal education. This is not compulsory, but the state guarantees the accessibility of higher education.

Higher education studies are provided to a person who has acquired an upper secondary education (i.e. finished 12 grades) and is able to study independently.

Programmes of higher education studies are provided at two types of higher education institutions, universities and colleges, and there are university and college study programmes.

Studies at higher education institutions are provided according to programmes awarding a degree and those that do not award a degree. 

Studies awarding a degree may be of three cycles. The first cycle comprises professional Bachelor’s and Bachelor’s degree studies, the second cycle Master’s degree studies and the third Doctoral studies. Professional Bachelor’s degree studies are organized in colleges, Bachelor’s degree studies in universities. Doctoral studies are organized in universities or by universities alongside research institutes.

Studies not awarding a degree are aimed at the acquisition of a qualification or preparation for independent practical activities. These include residency, pedagogical studies[ii] and other studies set by the Government.

Studies may be of continual and extended forms. The regular volume of studies of a continual form constitutes 60 credits. This can vary but must be no less than 45 credits. The volume of studies of an extended form for one year must not exceed 45 credits. The total duration of studies of this form must not last one-and-a-half times longer than studies of a continual form, to which a norm of 60 credits is applied.

The volume of professional Bachelor’s and Bachelor’s study programmes constitutes no less than 180/210 and no more than 240 credits. The volume for a Master’s degree study programme constitutes no fewer than 90 credits, but no more than 120 credits. The duration of Doctoral studies of a continual form is up to four years and that of an extended form is up to six years. On completion of a higher education study programme, a person acquires a higher education and (or) qualification.  

An individual entering a state high school can apply for a state-funded study seat. In this case, a student does not pay for his/her studies. An individual who graduates from general education with the best results and wishes to study in a non-state high school can receive a state student grant. This grant for one year equals the cost of standard one-year studies. If a high school sets a higher than standard price for the studies, a student must pay the residual amount.

Non-formal education (except early education)

Non-formal education for children

Non-formal education for children comprises ‘non-formal education’ (NVŠ) and ‘complementary to formal education’ (FŠPU). FŠPU differs from non-formal education in that it is organized according to long-term curricula and consistently broadens knowledge in certain areas, strengthens abilities and skills, and provides a person with additional subject competencies. An example of FŠPU is ten-year musical curricula complementary to formal education musical school.

A child can be educated according to non-formal curriculum from birth. A child can be educated according to studies that are complementary to the formal education curriculum from the age of four.

Schools of music, art, fine arts and sports, freelance teachers and other education providers can provide programmes of non-formal education for children. Competencies acquired in non-formal education can be recognised as part of a formal education curriculum or qualification. A completed curriculum of a school of music, art, fine arts, sport, etc. can be recognized as a module of vocational training and education.

The institution holding owner’s status sets the tuition fee for non-formal education in a state non-formal education institution. If a non-formal education provider is a non-state institution, the provider’s owner or provider itself sets the tuition fee. The state grants an ‘NVŠ basket’ of 10-20 euros (15 euros is a recommended amount) for children of school age.

Non-formal adult education

The purpose of non-formal adult education is to provide an individual with the possibility of lifelong learning, serve knowledge needs, improve an acquired qualification, and acquire additional competencies.

Non-formal adult education is provided to any person aged 18 or over who wishes to choose it. All education providers may offer non-formal adult education.

Competencies acquired in non-formal education can be recognised as part of the formal education or studies curriculum.

Home Education

Since the 1st of September 2020, families have the right to educate their children at home according to the pre-primary, primary, lower secondary and upper secondary curricula. The child and his / her parents (foster parents, guardians) have to express a wish to learn at home. Not all schools can create conditions for education in the family; therefore the municipality approves the list of schools operating in the municipality’s territory that can help with the education of a child at home. If home education is chosen, it must start from the beginning of a particular school year and not at any time of the school year.

Evaluation of the home education possibilities. The school principal assembles a group to evaluate whether a child can learn at home. The group consists of representatives from the municipal administration, educational support / pedagogical psychological services, other institutions, and schoolteachers. The group evaluates whether:

• there have been any records in the last couple of years showing that the parents (foster parents, guardians) have been unable to take care of the child or if the child has received specialist help;
• the home environment is suitable for home education (there is a table, place to learn, the internet etc.);
• the child is mature enough to learn according to the 1st grade curriculum (if the family wants to teach a child from the first grade). If a child is to be educated in a higher school year, the child’s previous achievements must be considered at least satisfactory;
• parents (foster parents, guardians) are ready to educate the child in the family – are able to create an educational plan, know what competencies they will develop, etc.;
• a child expresses the wish to learn at home (the psychologist evaluates this aspect during an individual conversation with the child).

If the evaluation group considers that the child can be educated at home, the school concludes a teaching contract with the child’s parents (foster parents, guardians).

Requirements for parents (foster parents, guardians). Parents (foster parents, guardians) do not have to have a pedagogical education, if they wish to teach a child at home. However, the parents (foster parents, guardians) must meet specific requirements in addition to the already mentioned environmental requirements. The parents (foster parents, guardians) must ensure that the child will participate in non-formal education and that there will be opportunities for the child to socialize. At the same time, parents (foster parents, guardians) must ensure that the child has regular health check-ups, and ensure that the child comes to school for consultations, progress check or evaluation of achievements. At the end of the school year, Parents (foster parents, guardians) must submit to the school a report on the individual child progress and before the new school year, submit a special questionnaire on the child’s education plan for the following year.

Measures to monitor and ensure the progress. A child who is being educated at home is assigned to an actual class. The school provides textbooks, and appoints teachers who will have meetings at pre-arranged times with the pupil. At the beginning of the school year the school and the parents (foster parents, guardians) agree in writing what subjects the child will learn, and what competencies and achievements will be assessed. A specific number of meetings/consultations is prescribed for the different education stages: In pre-school education, a maximum of 18 hours of consultations per school year is possible; in primary education programme – no more than 32 hours per school year; in lower secondary education – no more than 76 hours per school year, and in upper secondary education – no more than 44 hours per school year. The school evaluates the progress and achievements of the child twice a year. If a pupil does not attend the assessment without a good reason, the child is not allowed to socialize, or the child’s rights are violated or case management is applied, the child receives a negative assessment in one subject, and the school may terminate the home education agreement unilaterally and the child must continue their education by attending school in person.