A Positive Step – Discussions on School Evaluation in Lithuania
Public discussions on changes to the external evaluation of schools in Lithuania, initiated by the Ministry of Education, Science and Sport of the Republic of Lithuania together with the National Education Agency, signal an important shift in Lithuania’s education policy. There is a clear intention to strengthen trust in schools, reduce excessive control mechanisms, and rely more on internal self-evaluation by school communities. The very fact that such discussions are taking place is a positive sign: the Lithuanian state is engaging in dialogue with the education community rather than limiting itself to administrative decisions.
Is Lithuania Addressing Form Rather Than Content?
However, the question arises as to whether discussions about school evaluation models in Lithuania overlook a deeper issue faced daily by students, teachers, and parents. Tensions within the Lithuanian education system often stem not so much from evaluation procedures as from constantly changing curricula and the excessive volume of learning content.
Constant Curriculum Changes – Ongoing Pressure on Schools in Lithuania
In recent years, curricula in Lithuania have been changing frequently, often in a fragmented manner. Schools and teachers are required to continuously adapt to new requirements before previous ones have been fully implemented. Meanwhile, students face a large number of school subjects, an intense pace of learning, and an overload of content that does not always correspond to their age or actual educational needs. Under such conditions, learning motivation naturally declines, and school becomes a place where “keeping up” matters more than understanding.
Responsibility of Schools in Lithuania Without Real Control Over Curricula
In discussions about trust in schools in Lithuania, responsibility and autonomy are frequently emphasized. However, trust cannot remain purely declarative. Schools are evaluated based on outcomes that largely depend on nationally approved curricula. When curricula in Lithuania are constantly revised while their scope remains broad, schools find themselves in a paradoxical situation: they are expected to ensure quality and stability, yet the conditions under which they operate remain unstable.
A Culture of Trust in Lithuania’s Education System Requires Coherence
Therefore, when speaking about a trust-based education system in Lithuania, a broader perspective is needed. Changes to school evaluation models may be a step in the right direction, but only if they are accompanied by a coherent and consistent approach to curriculum content. Otherwise, there is a risk of addressing consequences rather than root causes. Trust in schools in Lithuania begins with trust in the system itself—its direction, stability, and ability to provide children with meaningful, balanced, and manageable education.
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