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The Mediterranean region has not been very interesting for a long time not only for Lithuania, but also for others Middle and East Europe countries. In the era of globalization, while EU is constantly building new connections with international organizations (UN, NATO, EC, WTO) and local neighboring regions, the role of strategic Mediterranean has recently became a very important topic. At a conference in Barcelona on November 27 – 28, 1995 a new revival between the Mediterranean and the EU was attempted. However, the desired results were not reached. As a result of this failure in 2004 a new European neighborhood policy was started. This step was very important since it opened a new stage of regional collaborations. All Mediterranean countries have always tried and are still trying to get into EKP and to use integration advantages. At the same time, the EU started to apply not only traditional political diplomacy and international marketing actions, but also began to build new initiatives. One of those new initiatives -- "Collaboration in education and higher education" -- is the subject of the analysis of this masters degree. The main point of this work is to reveal the collaboration between the EU and the Mediterranean region, as well as to analyze the influence of the EU on the Mediterranean region's education and explore the efficiency of the programs and projects related to higher education. For this research we used literature analysis, halfway structure interviews, and comparison methods. First we study the process of collaboration between the EU and the Mediterranean region and we discuss the importance of the Barcelona conference and its influence for multi-regional communication and the EU neighborhood policy. Second, we analyze the EU policy of education and its development in the Mediterranean region, highlighting the research of two high-schools programs related to the UN Erasmus Mundus and Tempus programs. We also discuss the new initiatives of education in the Mediterranean region. By performing this research we find that an uplifted hypothesis is not fully predictable: while strong collaboration groundshave been built in the area of education and programs, and the projects strongly affect the growing up quality of higher education in the Mediterranean region, the spheres of education and higher education always collide with various difficulties. The solution is not simple not only for the third world Mediterranean countries, but also for the EU. By assessing the EU and the Euro-Mediterranean cooperation in education, we find that a sustainable framework for cooperation in education has been created. The development and further evolution depends on the activity of the parties, their objectives and speed of implementation of new initiatives such as the Euro-Mediterranean University in the establishment and success.

The Mediterranean region has not been very interesting for a long time not only for Lithuania, but also for others Middle and East Europe countries. In the era of globalization, while EU is constantly building new connections with international organizations (UN, NATO, EC, WTO) and local neighboring regions, the role of strategic Mediterranean has recently became a very important topic. At a conference in Barcelona on November 27 – 28, 1995 a new revival between the Mediterranean and the EU was attempted. However, the desired results were not reached. As a result of this failure in 2004 a new European neighborhood policy was started. This step was very important since it opened a new stage of regional collaborations. All Mediterranean countries have always tried and are still trying to get into EKP and to use integration advantages. At the same time, the EU started to apply not only traditional political diplomacy and international marketing actions, but also began to build new initiatives. One of those new initiatives -- "Collaboration in education and higher education" -- is the subject of the analysis of this masters degree. The main point of this work is to reveal the collaboration between the EU and the Mediterranean region, as well as to analyze the influence of the EU on the Mediterranean region's education and explore the efficiency of the programs and projects related to higher education. For this research we used literature analysis, halfway structure interviews, and comparison methods. First we study the process of collaboration between the EU and the Mediterranean region and we discuss the importance of the Barcelona conference and its influence for multi-regional communication and the EU neighborhood policy. Second, we analyze the EU policy of education and its development in the Mediterranean region, highlighting the research of two high-schools programs related to the UN Erasmus Mundus and Tempus programs. We also discuss the new initiatives of education in the Mediterranean region. By performing this research we find that an uplifted hypothesis is not fully predictable: while strong collaboration groundshave been built in the area of education and programs, and the projects strongly affect the growing up quality of higher education in the Mediterranean region, the spheres of education and higher education always collide with various difficulties. The solution is not simple not only for the third world Mediterranean countries, but also for the EU. By assessing the EU and the Euro-Mediterranean cooperation in education, we find that a sustainable framework for cooperation in education has been created. The development and further evolution depends on the activity of the parties, their objectives and speed of implementation of new initiatives such as the Euro-Mediterranean University in the establishment and success.

The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.

The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.

The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.

Diploma object: strategic planning and physical education. Goal of the work: to explore strategic planning and physical education aspects of the needs Work objectives: 1. To describe the concept of strategy planning and its theoretical direction. 2. To describe the physical training aspects of policy diffusion. 3. To analyze the importance of strategic planning in physical education. Work methods: 1. Analysis of literature sources. 2. Descriptive analysis. 3. Documentation (content) analysis. Results Strategic planning in literature is treated as a formal planning system to develop and implement strategies for the organization's mission and objectives. This is a process during which it is necessary to provide the events and determine what is possible and necessary to make the organization and take advantage of opportunities to benefit and protect themselves from anything that impedes the success and survival at risk. The establishment and implementation of the strategy are linked: the planning process is completed, then the estimated liability and the company's decision-making procedures. Literature analysis showed that physical education and sports management functions of the State Government of Lithuania, Physical Education and Sports Department under the Lithuanian Government, the Ministry of Education and Science, county governors, local authorities and are cooperating with the various interested organizations. Their objectives and goals for the additional children and youth fitness and sports education. In view of the most important summaries of the strategic planning and realization of physical education activities, and aspects of the modernization of its priority areas could include: legal framework governing sports organization and management in Lithuania and the European Union's countries sport alignment.

Diploma object: strategic planning and physical education. Goal of the work: to explore strategic planning and physical education aspects of the needs Work objectives: 1. To describe the concept of strategy planning and its theoretical direction. 2. To describe the physical training aspects of policy diffusion. 3. To analyze the importance of strategic planning in physical education. Work methods: 1. Analysis of literature sources. 2. Descriptive analysis. 3. Documentation (content) analysis. Results Strategic planning in literature is treated as a formal planning system to develop and implement strategies for the organization's mission and objectives. This is a process during which it is necessary to provide the events and determine what is possible and necessary to make the organization and take advantage of opportunities to benefit and protect themselves from anything that impedes the success and survival at risk. The establishment and implementation of the strategy are linked: the planning process is completed, then the estimated liability and the company's decision-making procedures. Literature analysis showed that physical education and sports management functions of the State Government of Lithuania, Physical Education and Sports Department under the Lithuanian Government, the Ministry of Education and Science, county governors, local authorities and are cooperating with the various interested organizations. Their objectives and goals for the additional children and youth fitness and sports education. In view of the most important summaries of the strategic planning and realization of physical education activities, and aspects of the modernization of its priority areas could include: legal framework governing sports organization and management in Lithuania and the European Union's countries sport alignment.

Diploma object: strategic planning and physical education. Goal of the work: to explore strategic planning and physical education aspects of the needs Work objectives: 1. To describe the concept of strategy planning and its theoretical direction. 2. To describe the physical training aspects of policy diffusion. 3. To analyze the importance of strategic planning in physical education. Work methods: 1. Analysis of literature sources. 2. Descriptive analysis. 3. Documentation (content) analysis. Results Strategic planning in literature is treated as a formal planning system to develop and implement strategies for the organization's mission and objectives. This is a process during which it is necessary to provide the events and determine what is possible and necessary to make the organization and take advantage of opportunities to benefit and protect themselves from anything that impedes the success and survival at risk. The establishment and implementation of the strategy are linked: the planning process is completed, then the estimated liability and the company's decision-making procedures. Literature analysis showed that physical education and sports management functions of the State Government of Lithuania, Physical Education and Sports Department under the Lithuanian Government, the Ministry of Education and Science, county governors, local authorities and are cooperating with the various interested organizations. Their objectives and goals for the additional children and youth fitness and sports education. In view of the most important summaries of the strategic planning and realization of physical education activities, and aspects of the modernization of its priority areas could include: legal framework governing sports organization and management in Lithuania and the European Union's countries sport alignment.

The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.

The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.

The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.

The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper.

This master work of educational sciences the object of this work is the law education as prevention of secondary victimisation. Scientific and methodical literature, empirical research analysis are being used within this work due to reach the results of Natioanal violence of children prevention and help for children 2008-2010 year program's principals view to prevention of program possibilities. Tasks of the work: 1. To reveal law education sense and purpose for community. 2. To find out legal and educational victimizacion conception and dispute prevention of victimization this is held in Lithuania. 3. To discover child's as a victim conception. 4. Traverse prevention forms which are held in Lithuania. 5. Natioanal violence of children prevention and help for children 2008-2010 year program's possibilities as a secondary victimization prevention and principals view as a prevention of program possibilities in legal education context. These tasks are concident with the work chapters and due to the context. Conclusions of this work state that the essence of the law takes two components – knowledge, theoretical teaching and practical wich is held by the law tasks predicate behavioral skills modeling. In Lithuania we can find all groups of children victims, which can be victimizated one more time of increase victimization. Empirical research of this work permit to predicate that the secondary victimization prevention tools can be exist of qualitative researchs of aggrieved children and quantitative statistic research of community. By the theoretical and empirical analysis of the work we can say that Natioanal violence of children prevention and help for children 2008-2010 year program purpose and tools attitude can be a program of secondary victimization prevention which is held together legal knowledge and law tasks by behavioral teaching. Principals of the program research reveal that they have a positive evaluation of the law education against the secondary victimization of children. By this fact was submitted three recommendations for governmental and nongovernmental organizations whitch can prevent the secondary victimization.

This master work of educational sciences the object of this work is the law education as prevention of secondary victimisation. Scientific and methodical literature, empirical research analysis are being used within this work due to reach the results of Natioanal violence of children prevention and help for children 2008-2010 year program's principals view to prevention of program possibilities. Tasks of the work: 1. To reveal law education sense and purpose for community. 2. To find out legal and educational victimizacion conception and dispute prevention of victimization this is held in Lithuania. 3. To discover child's as a victim conception. 4. Traverse prevention forms which are held in Lithuania. 5. Natioanal violence of children prevention and help for children 2008-2010 year program's possibilities as a secondary victimization prevention and principals view as a prevention of program possibilities in legal education context. These tasks are concident with the work chapters and due to the context. Conclusions of this work state that the essence of the law takes two components – knowledge, theoretical teaching and practical wich is held by the law tasks predicate behavioral skills modeling. In Lithuania we can find all groups of children victims, which can be victimizated one more time of increase victimization. Empirical research of this work permit to predicate that the secondary victimization prevention tools can be exist of qualitative researchs of aggrieved children and quantitative statistic research of community. By the theoretical and empirical analysis of the work we can say that Natioanal violence of children prevention and help for children 2008-2010 year program purpose and tools attitude can be a program of secondary victimization prevention which is held together legal knowledge and law tasks by behavioral teaching. Principals of the program research reveal that they have a positive evaluation of the law education against the secondary victimization of children. By this fact was submitted three recommendations for governmental and nongovernmental organizations whitch can prevent the secondary victimization.