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Vilma Bačkiūtė: Lithuania: Population and Education

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Integration conference "My home, our home: what unites us in a multicultural community" on 15th and 16th November in Tallinn, Estonia. Conference webpage: www.integrationconference.ee

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Vilma Bačkiūtė: Lithuania: Population and Education

  1. 1. LITHUANIA Population and Education Vilma Bačkiūtė Teacher Activity Division, Lifelong Learning Department, Ministry of Education and Science
  2. 2. Lithuanian population census 2011 Ethnic groups: • Lithuanian 84.1% • Polish 6.6% • Russian 5.8% • Belarusian 1.2% • Ukrainians 0.5 % • other 1.1% • unspecified 1.2% Languages: • Lithuanian 82% • Polish 5.6% • Russian 8% • other 0.9% • unspecified 3.5% Other small minority groups are the Jews, Germans, Tatars, Latvians, Karaims and Roma.
  3. 3. Migration to Lithuania Immigration from • Ukraine • Belarus • Russia • India • Syria • Latvia • Romania • Germany • Poland • USA • Italy Asylum seekers from: • Syria • Russia • Iraq • Afghanistan • Chechnya New immigrant communities are Turks and Chinese.
  4. 4. Migration 2010 – 2017 Emigration Immigration total of LT citizenship under 18 yrs of age total of LT citizenship under 18 Source: Public Policy and Management Institute
  5. 5. Lithuanian Emigration under 18 years of age younger than 18 older than 18 Source: Public Policy and Management Institute
  6. 6. Lithuanian Immigration under 18 years of age LT citizens under 18 other nationals under 18 Younger than 2 3-6 yrs of age 7-10 yrs of age 11-15 yrs of age 16-18 yrs of age Source: Public Policy and Management Institute
  7. 7. Background of Immigrants of under 18 of LT citizenship of other citizenship with LT language skills of other citizenship with no LT language skills Source: Public Policy and Management Institute
  8. 8. Lithuanian Law on Education Article 3. Goals of education 1) to develop values enabling an individual to become an honest, knowledge- seeking, independent, responsible and patriotically-minded human being; to cultivate communication skills important in modern life; to assist in internalising the information culture characteristic of the knowledge society, by providing for command of the state language, foreign languages and the native language, and information literacy as well as modern social competence and skills to shape own life independently and to live a healthy lifestyle […]
  9. 9. • All children under 16 years of age, both nationals and foreigners with permanent or temporary residence permit, must be enrolled in compulsory education. • Prior to attending general education school, children with no proficiency in Lithuanian learn the Lithuanian language in a special levelling class to bridge the language gap. • Children from migrant families receive an additional 30 % funding to cover expenses of individual tutoring and language learning for the student’s faster integration. Language Education in Schools
  10. 10. • Lithuanian language courses for adults and courses introducing the Lithuanian culture to asylum seekers are organised by reception centres for refugees and continued on the municipal level by the authority ensuring integration. • According to the Integration Procedure, the length of a free Lithuanian language course is 190 hours and, after the completion of the course, there is an official language examination. • There is a possibility to get an additional course of up to 100 hours, if a person fails the examination. • Paid Lithuanian language courses for adults are available at universities and language schools in cities. In summer, intense language courses for non-Lithuanian speakers include a cultural programme and guided tours. Language Learning for Adults
  11. 11. • It is important to recognize different home languages of individual students and create opportunities for practicing them, encouraging the linguistic diversity and multilingualism. • There is a risk that multilingualism could be seen as a danger to the state language. It should not be overlooked when forming language teaching and education policies. • It is important to invest in teachers‘ competences and most efficient approaches to language learning and teaching. • It is necessary to promote both state and individual multilingualism. Possibility or Threat

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