Over 240 informal Lithuanian-language schools operate worldwide, educating more than 10,000 children. Despite growing attention in recent years, these schools continue to face challenges, including unstable funding and the absence of a sustainable teacher training system.
Both financial support and collaboration are key
Jūratė Litvinaitė, advisor to the President of Lithuania on education, told LRT RADIO that the Lithuanian state recognises the efforts of Lithuanian communities abroad to preserve their language and culture. Since 2023, this recognition has translated into tangible financial support.
“Can we improve? Certainly. We are currently exploring ways to ensure that motivation to learn is not only cultural but also covers at least some of the expenses,” Litvinaitė explained.
Discussions are also underway on increasing the per-student allocation to at least €15. She added that preparing and providing teaching resources to staff could reduce the amount of personal time teachers spend planning lessons.
However, Litvinaitė emphasises that support for Lithuanian schools abroad is about more than money – collaboration and encouragement are equally important.
“Those who establish Lithuanian schools abroad are motivated not by profit but by added value. We must strengthen and support this, motivating teachers, parents, and children alike,” she said.
Raising teacher motivation and qualifications
Alvija Černiauskaitė, Chair of the Education Commission of the World Lithuanian Community, highlighted four key aspects for Lithuanian education abroad: teacher training, school funding, formal recognition of Lithuanian-language education, and cultural pass access for all students.
An equally important aspect, according to Černiauskaitė, is school funding introduced in 2023. However, in its current form, it does not allow for stable long-term planning, as the amount is not fixed and decreases each year.
“In 2023, the funding stood at €20 per child per month; in 2024, it dropped to €17.50; and this year, it was only €12.50,” explained Černiauskaitė. “Given that our policy is to attract as many children as possible, to expand schools, and to strengthen Lithuanian language teaching, if you’ve planned around €17 and suddenly receive a third less, you’re forced either to close some classes or to reduce teachers’ salaries after raising them. It’s always very difficult – motivation inevitably drops.”
Another key issue, she said, is the need for a formal Lithuanian language proficiency test and the recognition of Lithuanian-language education abroad, which would be accepted by universities or employers.
“With that certificate, students can return to Lithuania and study in Lithuanian without additional testing – it shows they know the language well enough to study in it. That’s a huge motivation for them to attend school and work towards earning such a certificate,” Černiauskaitė explained.
According to the World Lithuanian Community representative, another challenge is the Kultūros pasas (Culture Pass) scheme, which is currently available only to students of formally accredited Lithuanian schools.
“When children come together in the summer at the ‘World Lithuania’ camp, where kids from many countries meet, those from formal schools have the pass, and the others do not. That raises the question – are the students any different? Why do some have it and others not? It’s very hard to explain this gap,” noted Černiauskaitė.
She added that for several years, non-formal Lithuanian school students have been requesting access to the Kultūros pasas.
Teacher training programme discontinued
Vilma Leonavičienė, head of the Lithuanian Studies and International Programmes Centre at Vytautas Magnus University, which runs summer courses for teachers of Lithuanian abroad, said professional development is crucial. However, it cannot be separated from the specific educational context of each country where a Lithuanian school operates.
“Each community is very individual. We cannot create in Lithuania measures that suit all communities. Therefore, if communities have strong teachers, they will be able to develop the tools needed for that particular community and that Lithuanian school themselves,” Leonavičienė said.
As Leonavičienė explains, the Tęsk initiative was launched to enhance teacher qualifications, allowing individuals with higher education to obtain pedagogical credentials in Lithuanian studies, language, history, or geography within a year.
The programme was funded by the Ministry of Education, Science and Sport. However, after training 35 teachers in its first phase, it will be discontinued.
“This year, there are no funds for Lithuanian studies,” Leonavičienė said. “It’s an unfortunate situation because we attract teachers. There’s a long waiting list from the Lithuanian studies field. Some didn’t get in because of the competition, others only recently became motivated after hearing what happened, consulting with peers already enrolled. They realised just how important this qualification really is.”
According to Černiauskaitė, the initial teacher training groups demonstrated a strong demand for professional development, and the success of the courses created a substantial waiting list.
“They all expected that after a year they would continue their studies. It’s now very hard to explain to them: ‘We’re sorry, you missed the train.’ And, moving forward, there won’t be any more trains at this station. It’s really a very difficult situation at present,” she adds.
Litvinaitė notes that the presidential team aims to establish an inter-institutional working group to begin in November. It will include representatives from the Culture Ministry, the Foreign Ministry, teacher training bodies, universities, and the global Lithuanian community. The group is expected to consolidate all emerging issues, distribute tasks, and address them systematically, ensuring sustainable, consistent, and regular funding.
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