The article disputes the childcare system of two Eastern European countries – Lithuania and Hungary. The criterion of comparisons is the model of transition from institutional care to community-based development or de-institutionalization. This model is recommended by the United Nations documents and European Union expert groups. According to the guidelines of United Nations Children’s Rights and Disability Rights Conventions, and other human rights instruments, the institutionalization is increasingly recognized as a flawy policy and a violation of human rights, especially ones of a child. In the article historical (content analysis) and statistical data analysis methods are used. The historical context approves that Hungary has longer tradition of bringing up orphan children in families. But Soviet policies to educate citizens of collective identity at boarding schools draw similarities between these countries. The reorganisation of Child care systems started at 1997–1998 in both countries, but until now the child care system of Hungary is more advanced compared to Lithuanian. It allows a greater proportion of children without parental care to grow up in families and creates a family environment for children in institutions. The socio-economic regimes in the Visegrad countries differ from the Baltic States in some major aspects and the number of children in alternative care is one of the symptoms of low citizenship and responsiveness. Due to lower achievements in Lithuania, the education of adults and cultural activities are recommended in order to overcome communication gap.

Social Education – the ability to understand the processes taking place in society, make interactive relationship and the impact on themselves, community and the world. Poverty, consumerism, work, pollution, inequality, health, migration, social networking, voting, propaganda – these phenomena faced by each person. These topics include issues that may be discused like at personal, communities, society or global levels. Personally all of us searched for answers about a full life, cooperation, exclusion, welfare state, social partnership. Discusion about real the problems can be integrated in education curriculum, and especially in social education in first steps integrate civic education, ethical and economic issues. This problem was analize by questioner 271 teachers and qualitative survey of 4 experts and conducted 4 focus group discussions about socially conscious student’s education through the integrated social education lessons 9–10 – classes in economics, ethics, citizenship. Experts was selected from university lecturer from Finland (1), Vilnius (3), a teacher of Estonian high schools (2), 1 teacher from Vilnius Vytautas Magnus high schools (4). The paper used focus group discussions with school principals, teachers, counselors and teacher educators thoughts from Vilnius and Finland.