In Lithuania, a notable shift is being observed in the approach towards Montessori education as discussions regarding accessibility to quality education for all children continue to gain momentum. Recent conversations have highlighted the shortcomings of the state education sector, prompting the emergence of private initiatives that aim to offer alternative educational models. This has raised important questions about the criteria parents use to select suitable schools for their children, emphasizing the need for clarity in an ever-evolving educational landscape.

The Council of the European Union has recently adopted a Recommendation focused on general lifelong learning skills, proposed by the European Commission. This document outlines critical criteria that are increasingly being used to evaluate the quality and direction of education. It specifies eight key competencies necessary for personal satisfaction, a healthy and sustainable lifestyle, employment, active citizenship, and social inclusion. These competencies include literacy, multilingualism, skills in mathematics, science, and engineering, digital and technology-based capabilities, interpersonal skills, and learning.

As schools in Lithuania and across Europe reassess their educational strategies, the Montessori approach, known for its child-centered learning, is being re-evaluated in light of these emerging standards. The increasing interest in private educational initiatives can be seen as a response both to dissatisfaction with traditional education and to a broader demand for teaching methodologies that prepare students for the complexities of modern life. This trend poses significant implications for education policy and practice in Lithuania, as stakeholders must consider how best to align their programs with overarching European frameworks while addressing local needs and preferences.