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The paper starts from the fact that the modern Europe relates its own economic and social development, as well as the development of (self) conscious and responsible individuals, to the context of the 'society of knowledge'. Thereby, a 'universal access to knowledge' and creation of the 'learning communities' are seen as the pillars of transition toward the true knowledge societies, which open up new possibilities of humanization of the globalization process. A base of the successful strategy for the realization of the knowledge society is rising of the general education level of entire population and training for continuous learning and acquiring new knowledge throughout life, i.e. the lifelong learning. The following questions are open here: What is the role of employees in the education system in the described changes? What kind of knowledge, skills and abilities should have the teachers who are considered to be the key players of the change? The conclusion is that university education is an indispensable basis for participation in the creation of contemporary understood education process, and that the continuous professional development (based on learning through reviewing and changing the practice of one's own work, continuous self-inspection and self-assessment of one's own knowledge, attitudes, and professional belief) is a base of the progress and development of a learning community. [ABSTRACT FROM AUTHOR]

Regional cooperation has been a general trend in the development of international economic relations in the second half of the twentieth century. This process included all continents and is the result of the globalization process. CEFTA 2006 (Central European Free Trade Association) was formed at the initiative of the EU, with economic links to member countries, creating a favorable investment environment and strengthens the competitive position of the region. Taking advantage of the opportunities provided by CEFTA 2006, member states will be competitive on the EU market. CEFTA 2006 is the subject of much discussion and debate in scientific circles, political entities and Government of member countries. This is particularly true with regard to perception of positive and negative effects for the Member States and consideration of the effects of implementation of the CEFTA agreement as a potential precondition on the road to EU countries in the region. Analysis of economic indicators of the countries of the Visegrad Group, which has successfully implemented the original CEFTA agreement, provides the framework guidelines for the conduct of foreign policy of the current CEFTA countries. On the other hand, the analysis of macroeconomic indicators of the current CEFTA countries, provides the guideline and determines necessary courses of action in the further implementation of the Agreement. These analyzes provide a chance to reflect the perspective of the process. Research of recent results of regional cooperation allows the assessment of the impact on the economic development of the region and the prospect of integrating these countries into the EU, by strengthening regional cooperation. [ABSTRACT FROM AUTHOR]