In spite of a considerable variety of the Westeuropian educational systems structures and organisation we have lately observed a clear similarity in their development and a considerable parallelity in problems which must be solved. A new etap in the Westeuropian school systems development came after the students’ disturbances in the end of the sixtees and after the outbreak of the first oil crisis in 1947. Even if after those events some solvations and tendencies have been applied in the Westeuropian school systems that had been achieved in the sixtees, gradually, especially since the beginning of the 80s, certain new phenomena have been emerging. From the 60s mainly structures of the school systems, the demend of qual opportunities in education and the continuing growth of learnenrs who go on in their education after graduating from their obligatory school attendance have been outlasting. The cuts of financies introduced in the field of schools in the first half of the 70s appear to be an expessively new phenomenon that brought speculations about the effectivity of the means expended here, and in particular limited the number of educational reforms. The consequence of the constant growth of the pupils’ number especially at secondary schools in an expressive diversification of the learners’ population of this type of schools the consequence of which is the need of a new solvation of the contents, methods, and the teaching organisation questions as well as a new orientation in the school system changers and reforms. The beginning of the 80s brought an up heaval in the quantitative la erners’development. – The number of pupils is beginning to sink, at primary schools in particular. At the same time following the qualitative aspects of the woek of schools was started while before that mostly problems linked with the quantitative growth of schools had been followed. In the beginning of the 80s the consequences originating from the Europian integration and the new phenomena in the new economic and social development of Europe and the world became the expressive priority in searching after a further development of the schools in the last decade of our century.