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The European continent, under the urge of the events generated by the process of building Europe that has led to an enlargement of the external European Union borders towards the east, undergoes a process of alteration. No matter on which side of the EU border they may be, the citizens of the European countries are entitled to enjoy the fruit of welfare, security and freedom. The development of a coherent neighbourhood policy in Brussels becomes an imperative resulting from the need for communication and cooperation amongst people and countries.
No matter the view on the European Union external border, the dialogue on all levels of the society through the means of inter-university cooperation is a factor providing the communication needed for good neighbourhood. Thus, the stiff borders fade away. By setting up a university network comprising both partners from within and outside the European Union, a bond is established over the external border of the community. From this point of view, inter-university cooperation at the external borders of the European community turns into a promoter of good neighbourhood values.

In 2017 the Cahul District, the largest in the Republic of Moldova as an area (1545,28 km2) and the population (116,7 thousand) became part of the Siret-Prut-Nistru Euroregion. The natural, economic and human potential of the Cahul District is an important resource for cross-border cooperation. In this study is made an analysis of the human capital of the Cahul District from the perspective of its valorization in order to deepen the cross-border cooperation of the Cahul District within the Siret-Prut-Nistru Euroregion. The experience gained by the Cahul District in the field of cross-border cooperation shows that the cultural and spiritual actions must be followed by actions on the creation of common spaces in the informational, economic and commercial spheres. In this respect, it is important to complement the cultural actions with practical ones, thus constituting a systematic effort with clearly defined objectives. Human capital can be a catalyst factor for cross-border cooperation also due to the fact that in the Cahul district there are several educational institutions that can help train qualified staff for different areas of work relevant to cross-border cooperation.

The article contains a peer analysis of European primary legislation concerning enhanced cooperation within the European Union between the member states in accordance with their will on agreed issues. The research includes the forms of enhanced cooperation, the procedure of enhanced cooperation, the spheres of its application, the instruments of enhanced cooperation and the legal effects of enhanced cooperation both for participating and third countries.

The article focuses on projects, which are managed by the EU in the field of education and training, recent changes to the EU policy in educational programmes. Erasmus+ unites programmes and actions in the field of education and training, fostering the EU added value in education and European dimension. It gives an insight into the concept of projects management in education, European legal regulations, specific European programmes in education and training.

In the article, the cooperation between the Republic of Moldova and the European Union in the field of green entrepreneurship is considered as mutually beneficial in the light of strengthening the competitiveness of both economies. The author reveals such main domains of the cooperation as ecoagrofood, bio- and renewable energy. There are also highlighted the key programmes and projects as outcomes of governmental, communitarian, international and corporate efforts related to cooperation. A special attention is paid to the identification of some problems regarding the development of green entrepreneurship in the Republic of Moldova. For solving them as well as making the cooperation in the field more systematic and synergetically positive, the author suggests the elaboration of a joint RM-EU Strategy for the Development of Green economy and entrepreneurship.

In international relations, international security combines that set of international relations that ensures global stability. In other words, international security is a state in which states are not threatened by war or by any breach of their sovereignty or independent development by other states. In accordance with the UN Charter, the Security Council currently has the main task of ensuring world peace, also having the sole right to impose sanctions against aggressors. The idea of international security, its realization in practice is determined by historical, economic, political, social conditions, as well as other factors. The problem of international security arose with the formation of the state institution, being always close to the problem of war and peace. Over time, there has been a change in the ability to analyze and report security issues. Along with these, both the policies and the security strategies of contemporary societies have undergone a process of metamorphosis.

This article aims to follow up the institutionalization process of the primary education in the rural areas of Bessarabia (today Republic of Moldova), during the inter-war period (1918-1940), from the perspective of the application of the corporal punishment in the public schools. The application of the corporal punishment also interacted with certain matters related to the everyday process of the primary education in the villages, such as the teachers' relationships with the local community, the school attendance, or the internal group dynamics within the pedagogical collectives in the rural schools. The corporal punishment was codified and became increasingly scarce in the inter-war years, correspondingly with the change of the attitudes both of the teachers and the pupils' parents towards the primary school.

It is certain that contemporary higher education institutions have entered the era of great transformation. The environment they operate in has changed fundamentally: professional knowledge and skills have become the main generator of economic development. At the same time, the university is no longer the only provider of high-quality knowledge. Competition on the market of knowledge and academic education services is getting tougher. The efforts made by national education in modernizing and reforming the national higher educational system, in the context of European rigors and exigencies, would not be that obvious if they were not supported by our international partners through various community programs. The successful promotion of reforms in the educational system becomes possible only in terms of identifying, taking over good European practices in the field and implementing/ institutionalizing beneficial and valuable elements for the national higher education system. Good enforcement of reforming provisions is not possible unless there is a cooperative framework between the three main actors. The government shall implement new modern policies in higher education system; the civil society, on its turn shall take the responsibility and availability to be engaged in the reforming processes, and the higher education institutions shall accept the new context and implement the reforms on the institutional level, cooperating in the same way with the other two actors, meanwhile paying attention to the labour market.