In Lithuania, the most talented students usually choose the specialties of a doctor, a lawyer, those who decide to become teachers are much less talented

 "Why? First of all, students with poor results can become teachers in Lithuania. According to the Education Provision Center, admission scores to pedagogical programs are practically twice lower than those entering the most popular professions (medicine, economics or law). On the other hand, talented students seek competitive, demanding, challenging, professional and high-paying jobs. Because teacher education programs in Lithuania are easy to access and the prestige of the teaching profession is in crisis, the programs attract students with a lack of intellectual potential, perhaps even de-motivation to teach. 

 Answering the question why in Lithuania almost one in two teachers want to leave the profession is simple enough - teachers feel underestimated, there is a strong lack of satisfaction. The reputation of their profession, formed by society, is not wrong - their salary is insufficient, their professional education is amateurish and their working conditions are difficult. 

How to reconfigure the vocational education system to ensure that the most talented want to become teachers? In principle, it is too easy to become a teacher in Lithuania: their professional (pedagogical) education is insufficient and the admission requirements are minimal, therefore pedagogical education is chosen by the least qualified. 

In essence, the decentralized Finnish education system is built on carefully selected and most talented professionals with strong motivation and ideal academic skills. Only one in ten who wish to enter pedagogical education programs is given this opportunity. As the best are selected, Finnish teachers who are required to have a master's degree enjoy strong autonomy and public trust and respect. Standardized testing is the least relevant for Finland among all OECD countries. Such a decentralized system based on strong teacher trust and autonomy allows Finns to achieve exceptional student performance on a global scale. 

 The Finnish education system also has national state exams, but their teaching, unlike in Lithuania, is not exam-oriented. Teachers themselves consistently create periodic reports with some state guidelines, but focus on a comprehensive presentation of the subject, not a repetition of the facts. On the other hand, in Lithuania, teachers tend to adapt their teaching models to state exams, to give priority to subjects that will be tested and to focus the teaching methodology on repetition and memorization of facts, rather than full understanding and awareness. 

How did the Finns manage to ensure that the teaching profession is as respected as a doctor, engineer or economist in their country? Undoubtedly, by encouraging and developing teachers ’emphasis on professionalism and strong academic education, Finns have been able to build systems of strong trust and autonomy. The responsibility and trust given to bottom-up teachers makes it possible to move away from punishing external accountability. Teachers are trusted,  only the most talented are allowed to teach, pedagogical studies are complex, interesting and demanding, and work is rewarding because they feel valued by society. This process is an organic cycle, but in principle, the most important component of Finnish success is the training of high-caliber professional educators. 

The current Lithuanian education system is only a parody intended to cover money laundering. Well, of course, we are also loosening the ground for private schools, which should offer a higher standard of education to the children of the rich in exchange for the huge profits that the Landsbergiai are dreaming for their family's future."