Why has shadow education in Lithuania become a challenge in terms of social inequality?

Abstract

While national and international legislation guarantees universal access to education, equity and equality of opportunity based on ability, the Lithuanian case shows that challenges remain. The paper presents research
based on a literature review which shows that the drive to ensure objectivity in the assessment of the state of education, objective access to higher education for all, and comparability of results across countries has allowed
for the introduction of high-stakes testing at different levels of education, with unwanted side-effects. Such testing contributes to the growth of shadow education, more commonly known in Lithuania as ‘tutoring’,
which is still poorly regulated worldwide. As it is only available to families with financial means, studies around the world and in Lithuania show how shadow education contributes to deepening social inequalities and hinders
equality and social justice in education. Using Fredman’s concepts of equality and Sen and Nussbaum’s concepts
of capability, the paper shows how to increase social justice and reduce the negative consequences of private tutoring or shadow education. It is argued that ensuring equality through formal legislation is not enough
and that everyone’s ability to participate fully in education can only be ensured through an empowerment or inclusive approach. It also shows that the reduction or elimination of social inequalities and injustices is an ongoing process that requires the continuous involvement of individuals, societies and states, and that inclusive education and educational support in Lithuania can be an excellent tool to achieve this goal.