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Literaturverz. S. 109 - 110

This paper is aimed at analysing the impact of the crisis of the liberal international order on the transatlantic relations. Both the EU and the US have vital interest to maintain the existing international order, however regarding certain foreign policy goals we witness an increasingly divergent approach to world politics. This is the case with the Middle East, where the EU acts as a global player based on historical ties, while the United States have recently started a gradual disengagement from the region. The so-called post-American Middle East have its own opportunities as well as challenges for the European diplomacy. This article focuses on the differences between the EU and the US foreign policy goals related to the Middle East. It primarily addresses the Iranian nuclear program and the Middle East Peace Plan recently launched by the US. The author argues despite some differences in interests, the EU and the US do not perceive the region in an entirely different way.

One of the most important diplomatic debates of the 1990s evolved around the eastern enlargement of the NATO. In the early years of the foreign policy of the Middle-Eastern countries by now free from soviet influence one major issue was to adapt themselves to the post-cold war world order. All of the countries involved – the Czech Republic, Poland and Hungary in the first round – soon realized that their only option was to get integrated into the western organizations, to NATO in particular. The leading politicians of this organization had their doubts about these countries' capability to adapt to the already developed system of the organization. This is mainly illustrated by the fact that until the middle of the decade there was a lack of real commitment to the enlargement of the alliance. The PfP document of January 1994 may be regarded as a breakthrough. The diplomacy of Moscow became more and more dismissive as to the idea of the eastern enlargement of the NATO. Within a few months an attitude that regarded Russia joining the NATO as a possible perspective gave way to the total rejection of the enlargement. This study aims at exploring the determining points of this debate mainly in the light of the most important documents. ; One of the most important diplomatic debates of the 1990s evolved around the eastern enlargement of the NATO. In the early years of the foreign policy of the Middle-Eastern countries by now free from soviet influence one major issue was to adapt themselves to the post-cold war world order. All of the countries involved – the Czech Republic, Poland and Hungary in the first round – soon realized that their only option was to get integrated into the western organizations, to NATO in particular. The leading politicians of this organization had their doubts about these countries' capability to adapt to the already developed system of the organization. This is mainly illustrated by the fact that until the middle of the decade there was a lack of real commitment to the enlargement of the alliance. The PfP document of January 1994 may be regarded as a breakthrough. The diplomacy of Moscow became more and more dismissive as to the idea of the eastern enlargement of the NATO. Within a few months an attitude that regarded Russia joining the NATO as a possible perspective gave way to the total rejection of the enlargement. This study aims at exploring the determining points of this debate mainly in the light of the most important documents.

The education has been exceedingly affected by the economic recession, the transformed state governance and the demographic waves, so the educational system of each country underwent some changes. The aim of my research is the comparative study of the educational systems in the East-Central European region. I examined the relationships between the different qualities, historical backgrounds, reforms and I explored the relationship between the current states of the systems (Karsten & Majoor, 1994; Lannert, 1998; Knell & Srholec, 2007; Horn & Sinka, 2007; Báthory, 2008; Dienes, 2007; Kelemen, 2010; Dakowska & Harmsenbert, 2015). My research questions are the following: What were the main reforms in the transformation of education systems? What similarities can be observed in the school systems of the countries? The region I studied is a specific East-Central European region, so the countries I have chosen are Hungary, Romania, Serbia, Croatia, Slovenia, Austria, Slovakia, Czech Republic, Poland. In my study, I have created three groups and I present the changes in the education systems of these countries, taking into consideration economic, social and political issues (Lannert, 2004; Kozma, 2006; Barber & Moirshed, 2007; Valuch, 2009; Kelemen, 2010; Jakubowski, 2015). Analyzing the results, it can be concluded that the regime change has enabled the countries to redefine themselves and find their new status in domestic and international politics, and also in world economy. The world economy situation created same problems for the states of the region, but their resources were different, so the public spending on education, the characteristics of education management and the infrastructure characteristics of the institutions were different. Among the main results, I have identified two groups during compulsory schooling, the first group being countries that introduce compulsory schooling up to the age of 6-15 years, and the other group consists of countries introducing compulsory schooling up to the age of 16. I have examined the curriculum regulation and the textbook market, it can be stated that, as a result of the reforms, new curricula were prepared, the textbooks were adapted according to these. Examining curriculum regulation is the result of countries striving for central regulation, but it has to be emphasized that there are countries that have integrated framework curricula and / or local curricula into a single national core curriculum, thus giving the opportunity to more autonomous management. In summary it can be concluded that the history of the countries studied and the development of their educational systems evolved similarly, however, differences can be observed by examining the different educational characteristics. My theoretical research can contribute to the discovery of the situation in Hungary and to the development tendencies and trends in the region.