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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 lessons learned from the crisis management of the 2008 Great Recession are due to significant structural differences between the two centers of the world, the United States and the eurozone. This has been the worst and most widespread global economic downturn since the Great Depression. The crisis is over, but it seems that the crisis has long-lasting consequences. In the case of the United States, a monetary, fiscal and political union is realized, which with a single economic policy, operates as a coherent unit, uniting the three areas. GDP is rising, unemployment is at the lowest level since 1969 and government debt is the highest it has ever been which can cause problems in the long run. In the case of the eurozone, we can talk about a monetary union. The crisis has highlighted the structural flaws of the eurozone, because without a unified fiscal policy no effective economic policy can be achieved. The symptoms of the euro area crisis weren't the consequences of the global economic crisis; rather the stalling of the integration process, the lack of real convergence, and the weaknesses of monetary and fiscal policy were the problems that have been brought to the fore and exacerbated by the crisis. I consider the crisis management of the United States to be more successful, in which the single economic policy has played an important role – as long as the eurozone doesn't deepen integration, it will not be able to address vulnerabilities between its countries. For Central Europe to be competitive, it has to have the right economic policies and an independent monetary policy. The postcrisis recovery has taken place, but in order to avoid further crises and to have a faster convergence towards the eurozone, we need targeted steps which could create the opportunities.

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.

In the independent Croatia elections are among the most important political processes, hence they are the central elements of the whole transition. The importance of elections has increased the importance of electoral systems as institutional forms of arranging elections, and they became main constitutional arrangements of the new democratic country. There have been no any new democracies in Central and Eastern Europe with such frequent and radical changes of electoral systems in the first decade after political changes. In the entire transitional region there has been no country that in ten years carried out three big, electoral reforms. In ten years, all the central models of the electoral systems for the first chamber of the Parliament have been remoulded: the absolute majority system (1990), the segmented system with the equal ratio of direct and closed list seats (1992), the segmented system with the preponderant share of the closed list seats (1995) and the proportional representation (2000).

A DEMOS projekt abból a feltételezésből indul ki, hogy a populizmus a demokratikus berendezkedések működése, illetve az állampolgárok törekvései, igényei és identitásai közötti törés tünete a politikai rendszereken belül. Ennél fogva a DEMOS a demokratikus hatékonyságot vizsgálja, mint a politikai elkötelezettség feltételét, amely szükséges a populizmus megragadásához és megvitatásához. A koncepció attitűd-vonásokat is magában foglal (mint politikai hatékonyság), illetve a politikai készségeket, tudást, és a demokratikus lehetőség-struktúrákat. A populizmus mélyebb megértéséhez a DEMOS eddig kevésbé kutatott területeket vizsgál mikro- mezo- és makroszinteken: a populizmus szocio-pszichológiai gyökereit, a társadalmi szereplők reakcióit, és a populizmus hatását a kormányzásra. A DEMOS nem csupán az államigazgatással foglalkozik, hanem az állampolgárok szempontjaival is: hogyan hat rájuk a populizmus, illetve hogyan reagálnak rá. A projekt középpontjában a politikailag alulreprezentált csoportok állnak, úgy mint fiatalok, nők és bevándorlók. Mivel a populizmusnak számos, társadalmilag beágyazott megjelenési formája van, a DEMOS arra törekszik, hogy összehasonlító elemzéseken keresztül vizsgálja meg a kontextusát, beleértve annak történelmi, kulturális és társadalmi-gazdasági gyökereit.