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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2020/2021 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
61,476
57,848
119,324
1.1
58,875
56,157
115,032
1.2
80,555
77,074
157,629
1.3
39,487
37,348
76,835
1.4
1.2 All children/learners enrolled in any form of recognised education
68,448
64,057
132,505
2.1
59,903
56,944
116,847
2.2
85,067
80,866
165,933
2.3
21,711
23,255
44,966
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
68,282
63,974
132,256
3.1
59,022
56,594
115,616
3.2
83,476
80,093
163,569
3.3
21,292
22,950
44,242
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
67,498
63,686
131,184
4.1
58,648
56,455
115,103
4.2
83,047
79,892
162,939
4.3
21,192
22,894
44,086
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
784
288
1,072
5.1
374
139
513
5.2
429
201
630
5.3
100
56
156
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
166
83
249
6.1
881
350
1,231
6.2
1,591
773
2,364
6.3
345
238
583
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
18
23
41
7.1
29
17
46
7.2
59
17
76
7.3
15
21
36
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
146
58
204
8.1
731
291
1,022
8.2
1,235
635
1,870
8.3
330
217
547
8.4
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
9.4
1.4d All children/learners educated in recognised forms of home schooling
2
2
4
10.1
121
42
163
10.2
297
121
418
10.3
74
67
141
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
848
790
1,638
11.2
674
649
1,323
11.3
NA
NA
NA
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
16,502
10,650
27,152
1.1
15,018
7,757
22,775
1.2
11,448
5,571
17,019
1.3
975
604
1,579
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
16,607
10,729
27,336
2.1
15,680
8,152
23,832
2.2
11,993
5,800
17,793
2.3
1,077
660
1,737
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
16,441
10,647
27,088
3.1
14,816
7,818
22,634
3.2
10,500
5,090
15,590
3.3
712
413
1,125
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
15,661
10,362
26,023
4.1
14,449
7,680
22,129
4.2
10,073
4,889
14,962
4.3
612
357
969
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
780
285
1,065
5.1
367
138
505
5.2
427
201
628
5.3
100
56
156
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
166
82
248
6.1
864
334
1,198
6.2
1,493
710
2,203
6.3
365
247
612
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
18
23
41
7.1
29
17
46
7.2
59
17
76
7.3
15
21
36
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
146
58
204
8.1
731
291
1,022
8.2
1,235
635
1,870
8.3
330
217
547
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
2
1
3
10.1
104
26
130
10.2
199
58
257
10.3
20
9
29
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
11.1
M
M
M
11.2
M
M
M
11.3
NA
NA
NA
11.4

Lithuania - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

6–16

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-6 7-10 11-16 17-19
Is private sector education covered by the data provided for the country?
Yes

According to the Law on Education, a non-state school refers to one in which the owner or one of the stakeholders is not the State or a municipality.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
Yes

The local government (municipalities) organise public education in their (pre-)schools.

Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Home schooling is intended for learners who, due to various diseases, pathological conditions or injuries suffered, can’t attend school. Home schooling is organised by the school in which the child is enrolled at the time of illness. Children/learners who are educated at home through formal education programmes are considered as being in formal education.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
Yes
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

The Law on Education (Article 2) provides the definition of special educational needs: ‘Special educational needs – need for assistance and services in the course of the educational process, arising from person’s exceptional capabilities, congenital or acquired disorders, adverse environmental factors’.

What educational assessment procedures are carried out and who is involved?

There has been an educational assessment procedure involving a multi-disciplinary team – the Child Welfare Commission. The multi-disciplinary team includes 3–5 members from within and external to the child’s/learner’s (pre-)school. It may include the school head, the head of the school’s department for education, educational assistance specialists (social pedagogue, psychologist, special pedagogue, speech therapist), health care professionals, class leaders (tutors), teachers and educators. The Commission may also include parents/guardians/carers, local community representatives and other stakeholders in the child’s/learner’s welfare.

The Child Welfare Commission conducts a primary evaluation of children’s/learners’ special educational needs. A child’s/learner’s special educational needs (except those arising from exceptional talents) are evaluated by a pedagogical-psychological service for pedagogical, psychological, medical and socio-pedagogical aspects. Special education shall be allocated by the head of a pedagogical-psychological service and, in certain cases, by the school principal with the consent of the parents/guardians/carers, in accordance with the procedure laid down by the Minister of Education, Science and Sport. 

A legal document describes the support the child/learner is eligible to receive and is used as the basis for planning.

In the result of the assessment, education assistance specialists work hand-in-hand with teachers to adapt tasks or the teaching programme. In case of major or severe special educational needs, an individual education plan may be prepared. 

What legal documents (plans, programmes, etc.) that describe the support a child/learner is eligible to receive are linked to an official decision?

The relevant documents include:

  • The Law on Education (2011, amendments in 2021; new amendments will come into force in 2024).
  • The Model of Provision of Special Pedagogical and Psychological Assistance (2003 and amendments in 2007)
  • The procedure for providing special assistance in schools (other than higher education institutions) (2011 and amendments in 2020)
  • The procedure for the assessment of the pupil’s special educational needs (except for those arising from exceptional abilities) in the pedagogical, psychological, medical and social pedagogical aspects and for the provision of special education (2011 and amendments in 2013)
  • The procedure for providing special pedagogical assistance (2011 and amendments in 2013, 2017, 2020)
  • The procedure for providing educational assistance to a family raising a pre-school child at home (2004)
  • The procedure for identifying groups of pupils with special educational needs and for levelling their special educational needs (2011 and amendments in 2013)
  • The procedure for organising the education of pupils with special educational needs (2011 and amendments in 2021)
  • The classifier of groups of students with special educational needs (2012 and amendments in 2014)
  • The procedure for organising students’ education in personal health care institution and at home (2012 and amendments in 2016, 2020)
  • The procedure for providing psychological assistance (2017 and amendments in 2020)
  • The procedure for providing social pedagogical assistance to a child and a pupil (2016 and amendments in 2020, 2021)
  • The procedure of providing co-ordinated educational assistance, social and health care services (2017)
  • The procedure of organisation of work of pedagogical psychological services (2017 and amendments in 2017, 2020)
  • The procedure for establishing a Child Welfare Commission and organising its work (2011 and amendments in 2017, 2020)
  • Recommendations for organising education for students diagnosed with autism (2020)
  • 2021–2024 action plan to help people diagnosed with multiple developmental disorders (2020).
What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The Law on Education states that in early childhood and school education the responsibility for creation of a safe and supportive environment for the learner rests with the Child Welfare Committee. It organises and co-ordinates adaptation of education curricula and provision of education support to pupils with special educational needs and performs other functions related to child welfare assurance.

Once the Child Welfare Commission has decided on the provision of teaching/learning and/or educational assistance to a particular child, a child support plan is drawn up, a person co-ordinating the implementation of the assistance plan is appointed to plan steps, responsibilities and periodic meetings with the child, parents (guardians, caregivers) to discuss the results of the assistance provided.

When providing training and/or education assistance, the Commission evaluates the effectiveness of the assistance provided, discusses the results of its implementation with the child, their parents (guardians, caregivers) and the person co-ordinating the implementation of the programme or assistance plan.

Special education provision may be permanent or temporary. Special education provision is considered permanent if the Pedagogical Psychological Service does not issue any instructions about the mandatory re-assessment term. If the re-assessment date is indicated, the pupil’s special educational needs should be re-assessed and re-evaluated.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
Yes

Out-of-formal education refers to children of compulsory school age (6–16) who are not attending pre-primary, primary or lower-secondary education programmes. 

Please describe which learners are considered ‘out-of-education’ in the country
  • ‘Not learning child’ refers to a child under the age of 16 not registered in the Pupils’ Register, whose place of residence is declared in the relevant municipality, or a child enrolled in the record of people without a residence, according to the municipality where they live.
  • ‘Child not attending school’ refers to a child who is registered in the Pupils’ Register, whose place of residence is declared in the relevant municipality, or a child enrolled in the record of people without a residence, according to the municipality where they live, but who did not attend school for a month without a justifiable reason, and has been out of school for more than half of the lessons or hours allocated for education.

Every child in Lithuania from 6 to 16 years of age must be educated in formal education programmes.

Please describe any specific country issues you think are relevant for understanding the data you have provided

Pre-school and pre-primary education is non-formal in Lithuania. Pre-primary education (from six years of age) is compulsory.

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