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Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]

The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]