Since 1989, the educational policy has been in the process of formation, although not always a linear and progressive one. This fact has consequences on the school level: the employees of a regular school do not know how to analyse the initial conditions of the school in order to be able to start any manageable and feasible project. They lack criteria to follow. They have not been offered any other educational model than the traditional one that all are familiar with. They find it difficult to work out a long-term concept of school development and carry it out with the help of various projects. They lack.
