Alexander Nosovich The Baltic Research Media Center would recommend noting the structural changes in access to education in one’s native language. This will effect children from national minority families in the new EU member-states. This primarily involves the Baltic countries. In particular, in the Lithuanian Republic, students and teachers of Polish and Russian schools are met with systematic discrimination by the state. For example, national minority students are forced to pass their final exams in the state Lithuanian language. This puts them on uneven terms when applying for higher education when compared to graduates of Lithuanian schools, for whom the state language is native. National minority schools are having their funding reduced for made up reasons, their teachers, parents and even the children are suspected of “unloyalty” to the Lithuanian Republic. They are hostages of poor interstate relations between Lithuanian and its neighbors. Many Polish schools were closed during the confrontation between Lithuania and Poland in 2010-2012. An egregious violation is also the fact that Lithuanian secret services intervene in the educational process. In November 2014, the Lithuanian criminal police barged into two Russian schools of Vilnius right during the lessons and conducted searches and interrogated the teachers. This happened because the school leadership organized trips to children’s summer camps in Russia. These trips led to the teachers being accused of “state treason” and criminal cases against them. If international cooperation, exchange students and additional education of Russian children has anything to do with trips to Russia or Russian state programs on Lithuanian territory, then the Lithuanian leadership sees this as Kremlin sabotage and any participation of Lithuanian citizens taking part in this is seen as treason. For example, the Lithuanian participants of the Studia Baltica Summer School in Russian Kaliningrad in 2013 were later interrogated by the Lithuanian State Security Department. Such activity is common in the other Baltic states as well. In Estonia, history and social studies teachers in Russian schools were called to the Political Police’s officer, where they were told to report any “unloyalty” among the Russian children and to teach their subjects in the “proper patriotic angle.” We consider these examples unacceptable, especially for countries of the European Union and we ask the United Nations to turn their attention to the situation in the Baltic countries. We would like to direct the United Nations community’s attention to the necessity of combatting the archaic discrimination practices of the educational policy of national minorities. Sadly, these practices remain not just in developing countries, but also in countries of the European Union which are considered to be paragons in terms of human rights. Contrary to this image, the Baltic countries in the 21st century still have an archaic approach to the education of the non-titular population. According to this