The Greek ethnic minority living in the district of Gjirokastra develops normally its own language, culture, tradition and schools in both languages. Nowadays, there have been elaborated different educational policies, sometimes not uniform, but in conformity with the objectives of equal development in two languages, in order to avoid situations of conflicts. Actually, there has been a step forward in the school curricula of the 9-th year compulsory educational system, establishing a fair interrelation between two languages in two cycles, particularly concerning the subjects which transmit knowledge and information through Albanian and Greek language. These qualitative changes continuously reflected in the Greek minority education, have been the focus of our study for almost two years, relevant to the following issues: 1. Deep conceptual changes that have covered the learning materials and curricula in the education of the Greek minority learners, by adjusting them to the progressive standards of west countries. 2. Review on study basis of the actual relationships existing between the two cycles of the 9-th year school, concerning the subjects done in the mother tongue and Albanian. We have based this study on experiences, opinions and discussions of teachers and specialists of the Regional Educational Board. 3. Teachers' qualification for the education of the Greek minority in Gjirokastra. 4. Qualification of the Greek minority teachers in Albania and abroad, so as to improve the level of the pedagogical staff in the Greek minority schools. These and other factors, treated in our paper have created an equal status, even of a much more devotion and care for the education in this region. During the process of building the appropriate language policies about the minorities, the Albanian state has been based on the Albanian legislation, which is compiled according to the European and international legislation of these issues.

The Croatian policy for national minorities is based on democratic values developed in relevant United Nations instruments for human rights protection, as well as conventions and recommendations of the Council of Europe addressing human rights, which Croatia has ratified. The article provides an overview of those documents but also of domestic legal framework which guarantee the right to education in the language and script of national minorities. In the development of the Croatian education system, national minorities are recognized as a key priority and a target group, and have been offered the specific educational programs in the form of three basic models of education following the standards of efficiency and quality in education. The author considers this minority education policy and analyses its realization level based on recent numerical data, state taken measures and related reports. Considering the overview of previous international reports and recommendations, the author examines the issues of certain segments within the overall education system in detail and suggests possible solutions and challenges for the realization of a more efficient educational process in the language and script of national minorities.

The development of communication technology is extremely rapid. One of its most noticeable consequences that affects the whole world is called Globalization. Due to globalization the interconnectivity between continents, countries and people, has become so intense that the seemingly solid boundaries between them have become fuzzy. Internet, this global telecommunication system, has made us able to find out everything about each other, including each other's culture with its material, social and intellectual values. Migration results in mixing genera and nations. As a result, the number of bilingual people increases. Globalization affects the areas of culture and education but multiculturalism and interculturalism are still lagging behind. Further openness may be coded in the familiarization of different cultures, habits and traditions. The task of the schools is to transfer culture. This should be further emphasized, especially in ethnically mixed environments.

The principles of multiculturalism, democracy, non-discrimination and respect for individual differences among people of the social, cultural, religious or linguistic nature are one of the leading principles upon which is built and placed the conception for nine-year elementary education in the Republic of Macedonia. Heterogeneous ethnic structure of the population in the Republic of Macedonia imposes the need for promotion of multicultural spirit and perspective. Therefore, it opens the question: to what extent and how truly the multicultural component of compulsory elementary education is represented, understood as a platform for developing multicultural awareness among young generations, which should be educated and sensibilized for tolerant attitude towards the diversity of different nature that surrounds them every day at local, as well at global level.

The general purpose of this study was to describe and analyze students' abilities in comparing exponents. The research was carried out at two different elementary schools of Aydin province in Turkey during 2009-2010 educational years. The study was conducted with 159 elementary school 8th grade students with the use of an exponent achievement test and in sample choice, random sampling method was used. General survey model was employed in order to determine students' characteristics in comparing exponents. Data collection tool, developed by researches with the help of a similar study, comprised of 20 open ended items. Items were developed by following the objectives of renewed elementary mathematics curriculum. When scoring the items, "1" is used for each correct answer and "0" is used for each incorrect answer or for items that were left empty. In each item, students were asked to compare a pair of exponents and choose the appropriate sign (>, =, >), without using a calculator. Students were also asked to write their reasoning when answering the items. Mathematics educators' views were taken into consideration to ensure the validity of the exponent achievement test. The results revealed that students were highly successful in computing exponents when base and power are used in natural number form. The study also showed that students had difficulties in comparing exponents especially when a decimal number is used as a base and a natural number used as a power. Finally, it was found that students' proficiency in comparing exponents varied when elements of different number sets used as a base and a power.

The pure approach of mathematical studies for example a theorem in itself, is not especially interesting for pupils. The holistic approach of mathematics in more studies seems to be interesting. Considering the mathematical methods used in other areas, we can find different possibilities for mathematical applications already in the primary (or secondary) school.

The author of this paper is engaged in the research of the personal traits of pupils and their cognoscibility within the school environment. In this paper, the author endeavours to describe only one aspect of this question, the emotional intelligence, and the psychological and pedagogical background thereof, as well as the still immature school practice of development. In agreement with many, the author posits that emotional intelligence plays a key role in both learning and relationships, simultaneously, in everyday life. However, it is considered to be one of the least utilized fields of public education today. In this paper, the programs, methods and solutions related to emotional intelligence (tried and tested by alternative pedagogical schools) have been collected, and should be recommended to other schools.

Like any other organisation, Higher Education Institutions (HEIs) are subject to change due to a plethora of internal and external environmental factors. Over the past few decades universities and colleges have had to become more market-orientated and, like any other organisation, have had to adapt to modern technology, changing demographics and academic interests, not to mention new systems and processes such as the Bologna system. Through such changes, higher education needs are now aimed to a greater extent towards students in order to meet professional, vocational, continuing education and accrediting needs. This paper seeks to identify the reasons for resistance to change experienced in HEIs. The reasons for resistance are also uncovered by considering the link between HEI cultures and resistance to change. HEIs are found to have particular cultures different to many organisations in the private sector and resistance to change in HEIs appears to stem from a number of sources, some of which are related to organisational culture, including: the Faculty members, a sense of territory, time issues, resource issues, a strong sense of tradition, leadership, communication, unions and individual autonomy. The types of resistance to change in HEIs are considered within the context of documented case studies from the Higher Education sphere concerning HEIs undergoing significant transformation through mergers. It is found that the types are wide-ranging and vary from one HEI to another. Higher Education sphere It is concluded that although the reasons and types of resistance to change experienced by HEIs undergoing change through mergers are significant, HEIs have developed strategies to deal with this resistance. The final section of the paper presents a number of these strategies implemented by HEIs to reduce potential resistance to change, involving areas such as leadership, communication and the timing of change processes.