One of the central goals of the programme was to clarify some basic concepts, models and paradigms connected to organisational reform and inner renewal of different levels of formal schooling (pre-primary, primary, secondary general and vocational schools) and also to formal and informal forms of adult education. As in this area also international scientific community does not offer ready-made solutions to some dilemmas, our research did not always offer ready-made solutions, but contributed to the deepening of understanding of those dilemmas, from the perspective of a country "in transition", but at the same time, with a rich history of educational ideas and tradition. Some examples of research questions and dilemmas treated in our research: -How to cope with increasing heterogeneity of students, in terms of their ability, motivation and cultural background, by promoting equality of chances (studies on pros and cons of different forms of differentiation and individualisation; intercultural and multicultural education, inclusion/integration of children with special needs). -Value dimension in public school; how to reconciliate the approaches stressing children's rights, responsibilities and the ethic of car; how to combine cognitive and emotional-social aspects in promoting of values. -How to resolve the tension between more content-oriented and competency-oriented teaching connected to changes in concepts and importance of (declarative and procedural) knowledge and to edefinitions of general versus vocational education. -The possible contribution of constructivist approach to teaching, learning and teacher education; problems in introducing it into practice. -How to overcome the gap between the goals at higher cognitive level and the existing (low cognitive) level of the teaching process which leads to weak long-term results, as shown in empirical studies in general secondary schools - gymnasia. -The importance of changing teachers' conceptions (subjective theories) of their role and from transmission-oriented to more transformational and problem-oriented paradigm of teaching. -Analysis of existing models of teacher education, tension between traditional discipline-oriented academic and professional, competency-oriented teacher education, as expressed in teacher education curricula, especially in relationship theory-practice relation. Conceptual clarification and curricular consequencies of the concept of teacher as reflective practitioner -The impact of assessment, especially high-stake external tests, on teaching, learning and motivation of students; ttensions between objectivity and internal/consequential validity and between autonomous and external motivation, the need to increase conten and consequential validity of (external) assessment. -Some of our models and solutions are specific and thuy especially interesting for international scientific community, like: the role of school counselling services, study circles with student volunteers and other new forms of adult education There was interest expressed in in international publications and conferences in.our approaches and experiences.