Lithuania has unique characteristics and smart human resources, which should be used to foster competitiveness. Lithuanian lands were united under MINDAUGAS in 1236; over the next century, through alliances and conquest, Lithuania extended its territory to include most of present-day Belarus and Ukraine. By the end of the 14th century Lithuania was the largest state in Europe. On 11 March 1990, Lithuania became the first of the Soviet republics to declare its independence, but Moscow did not recognize this proclamation until September of 1991 (following the abortive coup in Moscow)2 . Lithuania’s economy has grown faster than most other OECD economies over the past 10 years, unemployment continues to fall, and public finances have become stable after a long period of deficits and a rising debt3 . Lithuania’s gross domestic product is €34.95 billion a year. That makes it the largest economy of the three Baltic states, but just one-tenth of the size of Poland’s economy. Small it may be, but it has been growing fast: Lithuania’s economy has almost doubled in size since 2000. In 2017-01-09 the UN has changed the status of Estonia, Latvia and Lithuania from Eastern European countries to the states of Northern Europe4 . However, Lithuania is not coping with the problems of youth emigration and inclusion, which are decreasing slightly, and young people who have left Lithuania return to their homeland slowly.

This article is based on Erasmus+ funded project called “Developing Interdisciplinary Economics, Ethics and Citizenship Education in Secondary Schools”. The project is carry out by The Lithuanian Free Market Institute together with Lithuanian University of Educational Sciences, the Vilnius Vytautas Magnus Gymnasium in Lithuania, the Riga Teacher Training and Educational Management Academy, Riga State Gymnasium No 1 in Latvia, Gustav Adolfi Gymnasium in Estonia and the JAMK University of Applied Sciences. The main idea of the article is to analyze the quality and relevance of economics, ethics and citizenship and social education in the Finland. JAMK University of Applied Sciences’ one task is to present good Finnish education practices, theories and methodologies. In article presented a view of Finnish education system and presents theories which are used in upper secondary schools in Finland for integrated social education, learning methods used and general examples from Finland’s schools e.g. interviewed from Elina Kastepohja, social studies and history lecturer from Muurame Senior High School.