Educational institutions should advance towards flexibility and opennes to human beings’ differences and they should also commit themselves with challenges of interculturality, adaptation and replanning to face profound changes of today’s kowledge society.

The research that is now presented is inserted within a complex task of schools’ collaboration and internationalization whose main trait is the search of some contrasts and features of gypsy’s schools, at least of Primary Education schools, in order to answer to requirements of a culture connected to European Union development.

European gypsy people have participated or, at least, somehow regularly attended educational institutions, particularly of Primary Education. Schools, excluding some mainly dedicated to gypsy students’ education, are regulary approached as “ordinary” schools and they try to focus on common needs of this stage students (of 6 to 11/12 year old) who attend them to reach education corresponding to such stage.

Studies of diversity school models, opened to plurality, offer features and structure typical of educational institutions reflecting features and systems of decision making of such institutions. Medina, A. & Gento, S. (1996), Medina, A. & cols (2009) show the transformation of school models and the particular dimensions that express the framework, style and new forms of making up organizations that improve:

Ø  Educational processes

Ø  Teaching and learning processes and consideration to personal and cultural diversity

Ø  Curriculum

Ø  Leadership and making decisions system

Ø  Culture and institutional atmosphere

Ø  Educational Administration’s decisions

Ø  Families’ involvement in school functioning

Ø  Intervention of close administrative agencies, such as alderpersons and majors

Ø  Involved people’s practical activities and their collaboration.

The mentioned authors also consider features that connect with the institutional, didactic and innovative teacher’s culture, together with different forms of improving families’ involvement in educational tasks as they intervene in educational tasks related to their children’s learning processes.

Schools opened to interculturality should care of organizational scenarios and of managers’ and teachers’ decision making system, families’ involvement and promotion of students’ profitable expentancies. They should discover the great value of the reached training and its repercussion to a personal, professional and intercultural development.

In the European framework, this culture stresses its own momentum to contributing to the most representative and valuable Europe and of its own history, defending assets such as: familiar values, spiritual openness, folk feelings, musical development, and new cultural and professional activities.

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