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Intercultural education in FYROM is in the early stages of development in terms of curriculum, polices, structure and practice. Changes towards developing intercultural principles were made in the newest reforms of the primary education, but in the practice they are based on individual projects and experiences of number of teachers and educational workers. On the other hand, in the secondary education there are no official strategies, policies or documents with regard to intercultural issues. Intercultural practices are left to the schools to deal with within the everyday school life in the ethnically mixed schools.
The research shows that there are many challenges for intercultural education, both barriers, as well as possibilities. The possibilities are grounded in the history and context of intercultural experiences and practices, nevertheless in the power of human contact and relations. Relationships such as friendships and love and solidarity can be regarded as the basis for developing other principles for intercultural education. The research showed that although continuous tensions exist, both friendship and solidarity are common in different relations regardless of ethnicity, religion and gender. Love relationships are also possible but more problematic especially because of reactions and stigmatization of the community, and fears and restrictions from the family. However, difficulties revealed in this research regard different educational aspects and relations like languages, participation, violence.
