With this goal, it is proposed: Promote public, private and NGO sector in the partnership and to validate solutions of inter-institutional and financial resources; Foster local culture and traditions, to create a safe and friendly neighborhood of the natural environment; Communitywide socioeducation and systemic sociocommunication; systemice development, multifunctional, multicriterian and multisectoral networks; communities to ensure the stability and continuity, independence from politicians and elections; building trust between the community, business, government, planners and designers; encourage multi-public (schools, cultural houses, libraries, etc.) and commercial (commercial, offices, etc.). These asuptions help for buildings welfare and smarth and creative communities. Public infrastructure development and the introduction of the infrastructure charge to ensure that the funds are used, from which comes in charge of infrastructure development and achieved the expected results based on the development and evaluation on the basis of science and knowledge. In urban areas land issues, the right to dispose of public land to municipalities.

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.

The article analyses the Definition of Smart Education and interface with Social Industries to achieve Community Based development goals and the empowerment of civil society. Starting the concept of selected multifunctional, multi criteria and multi sectoral (3M/3D) smart education model which links with the specific needs of the citizens, enabling them to social partnership, sharing, subsidiarity and clustering. This article is based on a study aimed at assessing the community based development success, and compare them with the social innovation in the world.