Lithuanian MP Demands Equal Language Hours for Minority Schools
Lithuanian Member of Parliament Laurynas Kasčiūnas has formally challenged the Ministry of Education, Science and Sport to eliminate discrepancies in the number of Lithuanian language lessons provided to students in ethnic minority schools. The move aims to ensure that all citizens, regardless of their ethnic background or the type of school they attend, achieve an identical level of proficiency in the state language.
The intervention comes as the Ministry is currently drafting amendments to the General Education Plans. These changes are intended to comply with a ruling by the Supreme Administrative Court of Lithuania, which mandated that primary classes in minority schools—predominantly those serving Polish and Russian-speaking communities—must provide no fewer Lithuanian language lessons than they do for the students’ native tongue. However, Kasčiūnas argues that the current proposal still falls short of true equality.
The Discrepancy in Primary Education
Under the Ministry’s proposed plan, starting September 1, first-grade students in Lithuanian-language schools will continue to receive eight hours of Lithuanian language and literature instruction per week. In contrast, first graders in ethnic minority schools are scheduled for only seven hours. While this gap of one hour per week may seem minor, Kasčiūnas points out that it accumulates to a deficit of 35 lessons over the course of the four-year primary education cycle.
This debate follows a historical period of even greater educational divergence. Until recently, primary students in minority schools received only five hours of state language instruction per week, compared to the seven or eight hours in Lithuanian schools. Over four years, this created a staggering difference of 315 lessons. According to the MP’s analysis, this arithmetic gap in instruction time is equivalent to nearly two full years of learning, placing minority students at a significant disadvantage as they progress into secondary education and the professional world.
A Constitutional Question of Equal Opportunity
The push for reform is grounded in the Law on Education, which enshrines the principle of equal opportunities. This principle dictates that the educational system must be socially just, ensuring that every person has the same access to general education and the necessary qualifications for civic life.
Kasčiūnas contends that by failing to provide an equal number of state language lessons, the state is effectively ignoring the constitutional rights of minority students. “The fact that an effective system allowing minority students to properly learn the state language has not yet been created proves a continued disregard for the principle of equality,” Kasčiūnas stated. He emphasized that the goal of teaching the state language should not be restricted or balanced against the number of lessons dedicated to other subjects, including the students’ native languages.
Integration and Future Prospects
The issue extends beyond mere classroom hours; it is a matter of long-term social integration. In Lithuania, proficiency in the state language is a prerequisite for higher education and most public sector careers. Discrepancies in early childhood education can lead to systemic barriers that persist throughout a citizen’s life.
To address the potential for discrimination, Kasčiūnas has also reached out to the Office of the Ombudsman for Child Rights Protection. He has requested a formal assessment to determine whether providing fewer language lessons to first graders in minority schools constitutes a violation of the children’s rights or their legitimate interests.
As Lithuania continues to navigate its post-Soviet educational landscape, the debate highlights the delicate balance between preserving ethnic minority heritage and ensuring that all citizens are fully equipped to participate in the nation’s social and economic life. The Ministry of Education is expected to respond to these concerns as the final version of the education plans is prepared for the upcoming academic year.
Source: ELTA
