The theme of this paper is education in developing countries in terms of volunteers participating in foreign educational internships. Education has become, during the second half of the 20th century, an important tool for socio-economic development and modernization process in developing countries. Universal Declaration of Human Rights from 1948 already states the right to free education for all, as one of the fundamental human rights and freedoms. These aspects support the emergence of a concept of education for sustainable development, which was intended to procure sufficient resources to enable healthy and productive, safe righteous life for all. In 1990, the refore, the Universal Declaration of Education for Allwas adopted.These efforts were followed by a UN Summit, held in 2000. The summit was concluded by an adoption of a comprehensive concept, which should contribute to the ongoing development at the global, regional, and state level.
As a means of support, contributing to the ful fillment of the concept of education for sustainable development, take place even different educational activities, internships and educational projects, organized under the auspices of international organizations (People in Need, UN), the implementation of which primarily involved volunteers from different countries, the Czech Republic being no exception. However, the actual progress of this educational placement is not yet fully mapped; the definition is problematic in case of guaranteeing the quality of education provided by the volunteers, as well as their perception of the situation. This contribution seeks answers to these questions.

 The aim of this paper is to describe how the concept of development cooperation is practically realized from the viewpoint of participants of educational internships abroad.
 The research question is stated as follows: How do respondents perceive participation in educational volunteering internships in developing countries?

This question splits into other sub-questions:
1. What motivated respondents to participate in foreign educational internships in developing countries?
2. With what expectations were respondents leaving for an internship?
3. How did the internship itself go?
4. What were respondents most surprised about?
5. How do they evaluate participating in foreign educational internship?
6. How were the expectations of the respondents participating in the foreign educational internships fulfilled?
7. What methods and forms were in practice used to implement educational activities and education in developing countries?
8. With what barriers had to be overcome by respondents whenin practice implementing the educational process in developing countries?

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