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Creating cultural and educational centres is a very important aspect of the development of a society. We observe the presence of these centres all over the world, especially in large cities, where there is a larger population. What happens, however, to small communities, especially those that form outside their place of origin? How do they get the information they need to keep up to date with the cultural and educational development of the country where they left off? We find a relevant answer in Spain, more precisely in cities where Romanians have formed fairly large communities, such as Madrid, Valencia or Barcelona. Although, through a brief analysis of these communities, we can see that Romanians have managed to learn Spanish, there is also a desire to have access to language, literature and culture in Romania. Therefore, several institutions such as the Cervantes Institute or the Romanian Cultural Institute in Madrid, provide Romanians on Iberian territory with books, courses and other cultural and educational activities, and the Romanian communities organize and promote these actions. Are there also libraries and other similar cultural institutions in several parts of the peninsula, which makes us wonder how these Romanian cultural funds work in Spain? This paper will answer, among others, this question and will present the system and methods applied in promoting language, Romanian literature and culture within the Romanian cultural and educational centres on Hispanic territory. [ABSTRACT FROM AUTHOR]

In this paper I have tried to analyze the Romanian educational system from the perspective of intercultural education. I have started the study with presenting intercultural communication, which has an important role in developing intercultural education in Romanian schools, because with its help different exchanges between groups that belong to different cultures and additional meanings can be learnt. By presenting more definitions of culture I have managed to answer the question why people have so many problems in communicating with persons, which belong to different cultures. There arises the fear that the people, with whom you are interacting, can change your own system of beliefs, customs and elements that define them as a nation. The study continues with presentation of another concept, namely, intercultural education, with whose help you can mitigate conflicts, and violence in schools will disappear. In the same part I presented a series of activities that should be conducted at school, inter alia, realization of cultural projects, poetry recitals, debates on different cultural subjects etc. For developing the Romanian educational system and conducting intercultural activities, I have offered a series of intercultural activities proposed by the author of many specialized studies, Micheline Rey. In the last part of this study I have focused only on intercultural education in the Romanian educational system, on the way the Romanians manage to accept and to live with different minorities and, not the least, on the ways to help them to integrate into our culture. That is why I have chosen to present in the final part of the paper the cultural life of Turkish minorities from Dobrogea, which represents a positive example of integration and interaction between the Romanian and Turkish cultures [ABSTRACT FROM AUTHOR]