Laurynas Kasčiūnas, a prominent member of the Lithuanian Seimas (Parliament), has formally challenged the Ministry of Education, Science, and Sport to address what he describes as a systemic inequality in the country’s primary education. The MP is calling for an immediate equalization of Lithuanian language instruction hours between ethnic minority schools and standard Lithuanian-language schools, arguing that the current discrepancy hampers the future prospects of minority students.
At the heart of the debate is a proposed amendment to the General Education Plans. While the Ministry is currently revising these plans to comply with a Supreme Administrative Court ruling—which mandates that minority schools provide no fewer Lithuanian lessons than native language lessons—Kasčiūnas argues the current draft still falls short of true parity.
The Instruction Gap in Primary Education
Under the proposed changes scheduled for implementation this September, first-grade students in Lithuanian-language schools will continue to receive eight weekly hours of Lithuanian language and literature instruction. In contrast, their peers in ethnic minority schools (which primarily serve Polish and Russian-speaking communities) are slated for only seven hours per week.
While a one-hour difference may seem marginal on a weekly basis, Kasčiūnas points out the cumulative effect over the four-year primary education cycle. This gap results in 35 fewer hours of state language instruction by the end of the fourth grade. Historically, the disparity was even more pronounced; under previous regulations, minority school students received only five hours per week, creating a massive 315-hour deficit over four years.
“While the situation is improving, a gap remains,” Kasčiūnas stated. “The fact that an effective system has not yet been created to allow minority students to properly learn the state language is evidence of a continued failure to uphold the principle of equality and the constitutional rights of these individuals.”
Comparison of Weekly Lithuanian Language Lessons
To illustrate the current and proposed changes, the following table outlines the weekly lesson allocations for the primary school curriculum:
| School Type | Grade 1 (Current) | Grade 1 (Proposed) | Grades 2–4 (Proposed) |
|---|---|---|---|
| Lithuanian-language Schools | 8 hours | 8 hours | 7 hours |
| Ethnic Minority Schools | 5 hours | 7 hours | 7 hours |
Constitutional Rights and Social Mobility
Kasčiūnas argues that the state’s primary goal should be to ensure all citizens can master the official language to the same high standard, regardless of the type of school they attend. He asserts that this goal should not be restricted or balanced against the number of hours dedicated to other subjects, including native languages.
By providing fewer hours of instruction, the MP contends that the state is effectively violating the principle of equal opportunities enshrined in the Law on Education. This principle dictates that the education system must be socially just, ensuring that every individual has the necessary tools to acquire a full education and professional qualifications. Without a high level of proficiency in the state language, minority students may face significant barriers in higher education and the national labor market.
Appeal to the Children’s Rights Ombudsman
Taking the matter beyond the Ministry of Education, Kasčiūnas has also approached the Office of the Controller for the Protection of Children’s Rights. He has requested a formal evaluation to determine whether the lower number of Lithuanian lessons for first-graders in minority schools constitutes a violation of the child’s rights or legitimate interests.
“I hope the institution will provide its observations on the inequality of learning conditions and the diminished opportunities for students in minority schools to learn Lithuanian,” Kasčiūnas added.
The outcome of this challenge could have significant implications for how Lithuania integrates its diverse population. As the country continues to navigate its post-Soviet identity and regional security concerns, the role of the state language remains a central pillar of its social and educational policy.
Source: ELTA
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