Suchergebnisse

Transitions, democratization and recent democratic backsliding in CEE provide
a rich context for examining the meaning and shifting of civic activism and how people
participate and organize in civil society today. This article offers a fresh and comparative
analysis based on empirical data on the question of what motivates formal and informal
activism, and the potentially transformative role of civil society that has recently faced
such challenges as democratic backsliding, shrinking public space and polarization. It
looks specifically at the responses of Polish and Hungarian activists and advocacy CSOs
to these new challenges. Their strategies bring an important lesson on how civil society
actors can adapt, continue their mission, or even turn challenges into opportunities.
These new trends indicate that civic space in CEE is shifting which is further influenced
by the reactions to new forms of social, economic and political crises. It is argued that
this shift and the new trends in civic activism require not only fresh empirical data, but
also a revision of normative and methodological approaches that have so far been used
in civil society and social movement research.

The following editorial offers a reflection on the situation of Central and Eastern Europe with a special focus on the European Union's Eastern Neighbourhood and Russia. In the past few years, we have witnessed the divisive impact of neoliberalism, economic recession, Britain's departure from the EU, the refugee and migrant crisis which further shattered societies along cultural lines, the aggressive expansionism of Russia exploiting the weakness of the West, and more recently, the outbreak of the COVID-19 pandemic with an unprecedented impact on societies, global health and economy. The editorial reflects on how Central and Eastern Europe scores among the imaginative geographies and how these imaginative geographies translate into geopolitics concerning hard and soft power application in the Eastern European Neighbourhood.

Agrarian transformations in the countries of Central and Eastern Europe have both common features and national peculiarities. Studying the experience of market reforms in the agrarian sector of these countries is important for revealing the tendencies and patterns of transformation of agrarian relations, as it will allow to develop a well-balanced strategy and tactics of further market reforms in the agrarian sector of Ukraine and more fully take into account the negative factors that took place in the conditions of transformation processes in agriculture in countries with economies in transition. The subject of the study is the patterns and contradictions in the formation of a new system of economic relations in the agrarian sector of transition economies as a result of its market transformation. To clarify and disclose these questions, dialectical and systematic approaches, historical method, methods of analysis and synthesis, generalizations, and others were used. The purpose of the article is to find out the specifics and regularities of the transformation of agrarian relations in the countries of Central and Eastern Europe, to determine the contradictions of the transformations carried out. Conducting agrarian reforms in the transition economies of Central and Eastern Europe can be divided into three periods: at the first stage - the strategic task was the structural reform of the agricultural sector, which was based on the privatization of land; at the second stage there was a radical change in the direction of internal agricultural policy in the direction of policy of maintaining prices and markets, export and import restrictions; At the third stage (and in some countries it has already taken place), preparations for accession to the EU took place. The purpose of agrarian reforms in the countries of Central and Eastern Europe was to transform the agrarian sector of their national economies into a market-oriented sector of the economy. To achieve this goal, the following tasks were set: privatization of ...

Energy security is indisputably one of the pillars of national security and it is of paramount importance for both the political stability and the economy. Dissolution of the USSR in 1989 left many states in Central and Eastern Europe dependent on Russia in terms of energy. All of these countries commenced difficult and time consuming process of building their own energy security. After more than thirty years since the beginning of this process it is worth analyzing how these countries have coped with this challenge and what strategies of shaping energy security have been applied. For the purpose of this article three countries were analyzed: Poland, Lithuania and Belarus. The selection of these three particular states is justified by the fact that they vary in terms of population, economic potential and geopolitical situation. They have been implementing different models of energy security and this gives a solid base for assessment of their effectiveness. ; Bezpieczeństwo energetyczne państwa jest bezsprzecznie jednym z filarów bezpieczeństwa narodowego i ma fundamentalne znaczenie zarówno polityczne, jak i gospodarcze. Rozpad ZSRR w 1989 r. postawił szereg państw Europy Środkowo-Wschodniej w obliczu uzależnienia energetycznego od Rosji. Każde z nich rozpoczęło trudny i czasochłonny proces budowania bezpieczeństwa energetycznego. Po ponad 30 latach trwania tego procesu warto dokonać analizy, jak kraje poradziły sobie z tym wyzwaniem oraz jaką strategię kształtowania bezpieczeństwa energetycznego przyjęły. Na potrzeby niniejszego artykułu dokonano analizy trzech krajów regionu: Polski, Litwy oraz Białorusi. Wybór był nieprzypadkowy, gdyż państwa te są zróżnicowane pod względem liczby ludności, potencjału ekonomicznego i sytuacji geopolitycznej. Realizują różne modele bezpieczeństwa energetycznego, co daje podstawę do oceny ich efektywności.

Energy security is indisputably one of the pillars of national security and it is of paramount importance for both the political stability and the economy. Dissolution of the USSR in 1989 left many states in Central and Eastern Europe dependent on Russia in terms of energy. All of these countries commenced difficult and time consuming process of building their own energy security. After more than thirty years since the beginning of this process it is worth analyzing how these countries have coped with this challenge and what strategies of shaping energy security have been applied. For the purpose of this article three countries were analyzed: Poland, Lithuania and Belarus. The selection of these three particular states is justified by the fact that they vary in terms of population, economic potential and geopolitical situation. They have been implementing different models of energy security and this gives a solid base for assessment of their effectiveness. ; Bezpieczeństwo energetyczne państwa jest bezsprzecznie jednym z filarów bezpieczeństwa narodowego i ma fundamentalne znaczenie zarówno polityczne, jak i gospodarcze. Rozpad ZSRR w 1989 r. postawił szereg państw Europy Środkowo-Wschodniej w obliczu uzależnienia energetycznego od Rosji. Każde z nich rozpoczęło trudny i czasochłonny proces budowania bezpieczeństwa energetycznego. Po ponad 30 latach trwania tego procesu warto dokonać analizy, jak kraje poradziły sobie z tym wyzwaniem oraz jaką strategię kształtowania bezpieczeństwa energetycznego przyjęły. Na potrzeby niniejszego artykułu dokonano analizy trzech krajów regionu: Polski, Litwy oraz Białorusi. Wybór był nieprzypadkowy, gdyż państwa te są zróżnicowane pod względem liczby ludności, potencjału ekonomicznego i sytuacji geopolitycznej. Realizują różne modele bezpieczeństwa energetycznego, co daje podstawę do oceny ich efektywności.

The aim of the article is to analyse the possibility of establishing a regional gas transmission and trade center in Poland, the so-called gas hub. The gas hub is described in many strategic documents adopted by the Polish authorities in recent years. For its creation, several key elements must be met. First of all, a strong, competitive, and diversified (energy sector, heating sector, industry, individual customers) natural gas market should be established in Poland. The natural gas distribution and transmission network should be able to balance supply and demand. Domestic production of natural gas should be supplemented by stable and diversified supplies. The domestic gas markets in the region should be integrated and the connection between the systems (interconnectors) should enable the gas transmission in both directions (import/export). The purpose of this article is to verify the possibility of establishing a regional natural gas transmission and trade center in Poland and to define the potential for cooperation with selected countries of our region. Keywords: natural gas, gas hub, gas infrastructure, regional cooperation Streszczenie: Celem artykułu jest analiza możliwości utworzenia w Polsce regionalnego centrum przesyłu i handlu gazem ziemnym, tak zwanego hubu gazowego. Aby koncepcja, która opisana jest w szeregu strategicznych dokumentów przyjmowanych przez polskie władze w ostatnich latach, mogła zostać zrealizowana, musi wystąpić kilka kluczowych elementów. Przede wszystkim powinien powstać w Polsce silny, konkurencyjny, zróżnicowany (energetyka zawodowa, sektor ciepłownictwa, przemysł, klienci indywidualni) rynek handlu gazem ziemnym. Sieć dystrybucji i przesyłu surowca powinna móc równoważyć popyt z podażą surowca. Krajowe wydobycie gazu ziemnego powinno być uzupełnione przez stabilne i zdywersyfikowane dostawy. Krajowe rynki gazu w regionie powinny być zintegrowane, a połączenia między systemami (interkonektory) powinny umożliwić przesył surowca w obie strony (import/export).

The educational system of Ukraine is at the stage of active reformation and entry into a single world educational space. The regulation of the legislative framework, the development of pedagogical theory and practice, the active use of valuable pedagogical experience of the leading countries of the world promotes the integration of Ukraine into a single educational space. In recent years, adult education is gaining in popularity in Ukraine. Adult population of the Ukrainian state is convinced that education acquired in youth, whether higher or technical, today does not satisfy their needs. In the article, the scientific and pedagogical justification of the concept «adulthood» has been analyzed, the theoretical foundations and approaches to the definitions of the concept «adult learner» in the pedagogical theory and regulatory documentation of the countries of Central and Eastern Europe (Austria, Bulgaria, Germany, Poland, Romania, the Czech Republic, Ukraine) have been disclosed. Different approaches to understanding of the above mentioned concept have been represented. They are social, economical, legal, biological, psychological. The tree stages adulthood (young adult, middle aged and senior) have been generalized. We have compered the age when people can be officially recognized adults with a real period of their mental, physical and social maturity. The indicators of been an adult are: biological age; mental, physical and social maturity; civil capacity which is recognized by the state and society; involment in working activity. Debating points in understanding the concept «adulthood» in psychological and pedagogical literature of different countries have been represented. The approaches to understanding and possibilities to identify the concepts «adulthood» and «maturity» on the example of the European countries. Adult person is a person who has reached the physiological, psychological and social maturity, has a certain life experience, is aware of the self and his identity, participates in such spheres of life as work, family life, social activity.Keywords: adulthood, adult, adult learner, adult learning, countries of Central and Eastern Europe. ; У статті здійснено аналіз поняття «дорослість», висвітлено теоретичні основи та підходи до визначення дефініцій «доросла людина» та «дорослий учень» у педагогічній теорії й нормативно-правових документах країн Центральної та Східної Європи (Австрія, Болгарія, Німеччина, Польща, Румунія, Чехія, Україна). Відображено різні підходи до розуміння зазначених понять, зокрема соціальний, економічний, юридичний, біологічний, психологічний. Представлено дискусійні аспекти у розумінні поняття дорослості в психолого-педагогічній літературі різних країн. Розглянуто підходи до розуміння та можливості ототожнення понять «дорослість» і «зрілість» на прикладі європейських країн.Ключові слова: дорослість, доросла людина, дорослий учень, освіта дорослих, країни Центральної та Східної Європи. В статье проведен анализ понятия «взрослость», освещены теоретические основы и подходы к определению дефиниций «взрослый» и «взрослый ученик» в педагогической теории и нормативно-правовых документах стран Центральной и Восточной Европы (Австрия, Болгария, Германия, Польша, Румыния, Чехия, Украина). Отображены различные подходы к пониманию указанных понятий, в частности социальный, экономический, юридический, биологический, психологический. Представлены дискуссионные аспекты в понимании понятия взрослости в психолого-педагогической литературе разных стран. Рассмотрены подходы к пониманию и возможности отождествления понятий «взрослость» и «зрелость» на примере европейских стран.Ключевые слова: взрослость, взрослый человек, взрослый ученик, образование взрослых, страны Центральной и Восточной Европы The educational system of Ukraine is at the stage of active reformation and entry into a single world educational space. The regulation of the legislative framework, the development of pedagogical theory and practice, the active use of valuable pedagogical experience of the leading countries of the world promotes the integration of Ukraine into a single educational space. In recent years, adult education is gaining in popularity in Ukraine. Adult population of the Ukrainian state is convinced that education acquired in youth, whether higher or technical, today does not satisfy their needs. In the article, the scientific and pedagogical justification of the concept «adulthood» has been analyzed, the theoretical foundations and approaches to the definitions of the concept «adult learner» in the pedagogical theory and regulatory documentation of the countries of Central and Eastern Europe (Austria, Bulgaria, Germany, Poland, Romania, the Czech Republic, Ukraine) have been disclosed. Different approaches to understanding of the above mentioned concept have been represented. They are social, economical, legal, biological, psychological. The tree stages adulthood (young adult, middle aged and senior) have been generalized. We have compered the age when people can be officially recognized adults with a real period of their mental, physical and social maturity. The indicators of been an adult are: biological age; mental, physical and social maturity; civil capacity which is recognized by the state and society; involment in working activity. Debating points in understanding the concept «adulthood» in psychological and pedagogical literature of different countries have been represented. The approaches to understanding and possibilities to identify the concepts «adulthood» and «maturity» on the example of the European countries. Adult person is a person who has reached the physiological, psychological and social maturity, has a certain life experience, is aware of the self and his identity, participates in such spheres of life as work, family life, social activity.Keywords: adulthood, adult, adult learner, adult learning, countries of Central and Eastern Europe.

Analiza obejmuje procesy transformacyjne w regionie Europy Środkowej i Wschodniej zainaugurowane 25 lat temu. Obejmują one zróżnicowane sfery - polityczne, społeczne, gospodarcze, kulturowe oraz międzynarodowe. Pomimo wcześniejszego optymizmu w badaniach politologicznych, dłuższa analiza procesów zmian pozwala na dostrzeżenie wielu scenariuszy realizowanych w poszczególnych państwach. Termin "tranzycja" jako przejście od systemu niedemokratycznego do systemu liberalnej demokracji okazał się mało przydatny do bardziej szczegółowych analiz politologicznych. Część państw bałkańskich czy poradzieckich wybrało model "hybrydowy" zawieszony pomiędzy rozwiązaniami demokratycznymi i rynkowymi a porządkami obowiązującymi w państwie socjalistycznym do końca lat 80. Powyższe tło wydarzeń i zachodzących procesów w omawianym regionie Europy uzupełnia "europeizacja" - traktowana jako rozpowszechnianie rozwiązań Europy Zachodniej na cały kontynent oraz ujednolicanie porządków politycznego, społeczno-gospodarczego czy kulturowego. ; The analysis embraces the transformation processes Central and Eastern Europe embarked upontwenty five years ago. They occurred in different fields - politics, society, economy, culture, and internationalrelations. Despite initial optimism in political science research, the prolonged analysis of thetransformations reveals a number of scenarios implemented in different countries. The notion of 'transition'(tranzycja in Polish), defined as the transformation of non-democracy into a system of liberal democracy,turns out to be of little value in a more detailed analysis in political science. A portion ofBalkan or post-Soviet states has gone for a 'hybrid' model, lying somewhere between democratic andmarket solutions on the one hand, and the routine of a socialist state at the end of the 1980s on the other.This background of events and processes is completed by 'Europeanization', treated as the promulgationof West European solutions to the whole continent and the unification of political, socio-economic andcultural systems.

Analiza obejmuje procesy transformacyjne w regionie Europy Środkowej i Wschodniej zainaugurowane 25 lat temu. Obejmują one zróżnicowane sfery – polityczne, społeczne, gospodarcze, kulturowe oraz międzynarodowe. Pomimo wcześniejszego optymizmu w badaniach politologicznych, dłuższa analiza procesów zmian pozwala na dostrzeżenie wielu scenariuszy realizowanych w poszczególnych państwach. Termin "tranzycja" jako przejście od systemu niedemokratycznego do systemu liberalnej demokracji okazał się mało przydatny do bardziej szczegółowych analiz politologicznych. Część państw bałkańskich czy poradzieckich wybrało model "hybrydowy" zawieszony pomiędzy rozwiązaniami demokratycznymi i rynkowymi a porządkami obowiązującymi w państwie socjalistycznym do końca lat 80. Powyższe tło wydarzeń i zachodzących procesów w omawianym regionie Europy uzupełnia "europeizacja" – traktowana jako rozpowszechnianie rozwiązań Europy Zachodniej na cały kontynent oraz ujednolicanie porządków politycznego, społeczno-gospodarczego czy kulturowego. ; The analysis embraces the transformation processes Central and Eastern Europe embarked upon twenty five years ago. They occurred in different fields – politics, society, economy, culture, and international relations. Despite initial optimism in political science research, the prolonged analysis of the transformations reveals a number of scenarios implemented in different countries. The notion of 'transition' (tranzycja in Polish), defined as the transformation of non-democracy into a system of liberal democracy, turns out to be of little value in a more detailed analysis in political science. A portion of Balkan or post-Soviet states has gone for a 'hybrid' model, lying somewhere between democratic and market solutions on the one hand, and the routine of a socialist state at the end of the 1980s on the other. This background of events and processes is completed by 'Europeanization', treated as the promulgation of West European solutions to the whole continent and the unification of political, socio-economic and cultural systems.

The present article analyses the concept of Central and Eastern Europe. The term Central and Eastern Europe is defined, the evolution stages of concept and transformation of the term are described as well as the role and significance of Central and Eastern Europe in contemporary international relations are characterized. The author submits that the term Central and Eastern Europe is the most viable and efficient in comparison with the terms Central Europe, Eastern Europe, South-Eastern Europe, East-Central Europe. This definition has mainly political interpretation. Central and Eastern Europe does not contain as much myths, stereotypes and emotions as another equivalent terms. It means the determined geographical, economic, cultural space and political landscape which was included into Soviet bloc during the Cold War. The region of Central and Eastern Europe has specific features and reflects the trends which give us the opportunity to confirm its significant role in international relations. This space is at the core of the European project and the regional security. ; У статті детально аналізується концепт «Центрально-Східна Європа». Розглядаються етапи еволюції концепту і трансформації поняття, розкривається його зміст, а також визначається роль і значення регіону в сучасних міжнародних відносинах. Автор доводить, що поруч із поняттями Центральної, Східної, Південно-Східної, Східно-Центральної Європи термін «Центрально-Східна Європа» є найбільш доцільним. Він має переважно політичне наповнення та зміст. Центрально-Східна Європа не надто обтяжена міфами, стереотипами та емоціями й означає певний географічний, економічний, культурний, політичний простір, який раніше асоціювався із «радянською» сферою впливу. Регіон ЦентральноСхідної Європи має низку специфічних рис і характеризується тенденціями, що дозволяють говорити про важливе місце в системі міжнародних відносин. Цей простір є ключовим у продовженні реалізації «європейського проекту» і в гарантуванні регіональної безпеки.

The main directions (kinds) of the public movements for the protection of human rights in Ukraine and other states of the Central and Eastern Europe (CEE) in the period of 1989–1991 are analyzed. The employment of an interdisciplinary approach allowed to study the influence of these movements on the change of the social consciousness and on the increase of patriotic and opposition sentiments in the society. It is indicated that such movements appeared in different spheres of the society life and had dissimilar intensity. In particular, in the article, the following most significant directions of the public movements are being analyzed, which took place, in fact, in all CEE countries including Ukraine: Helsinki Human Rights Movement; youth movements aimed at fighting for democracy and the state independence as well as the protection of rights for education; public movements for protection of religious, ecological, and employment rights (labor and trade union movements). The political and legal analysis conducted demonstrates that the new public movements and public organizations in their first years of activity did not always have the directly protesting or clearly oppositional character. The conditions imposed by them concerned rather enhancement of the rights and freedoms, limitation of the state intrusion into particular spheres of life, improvement of the conditions of the social and political development, etc. Nevertheless, with the flow of time, such public movements in different spheres of public life very often gained political and opposing character. As a result, the conclusion has been made that the indicated movements have played the key role in the realization of antitotalitarian revolutions, the overthrow of totalitarianism, and building the new democratic regimens in the CEE countries. The development of the public movements for the protection of human rights in Ukraine in the period of 1989-1991 was aimed at preserving the identity, which contributed to the formation of the liberation movement in ...

The article analyzes the general state of the adult education system in the countries of Central and Eastern Europe in the first half of the ХХth century. Based on the analysis of normative documents and scientific sources, the leading aspects of the development of adult education were identified, factors that influenced the development of adult education at this stage were outlined. Subjects of adult education in the first half of the twentieth century were identified. At this stage, the active citizenship of the inhabitants of Central and Eastern Europe, as well as social and political movements promoted the creation of adult education associations and associations. Libraries, clubs, reading rooms, primary education institutions, technical colleges and universities were subjects of adult education in the first half of the ХХth century. Universities promoted the education of adults, conducted public lectures and developed educational programs for various categories of adult population. At the investigated stage, the institutional consolidation of free, non-partisan and non-public education was active. Adult education was accessible to all segments of the population regardless of their age, social background and gender. It has been proved that the power of most Central and Eastern European countries provided financial and support for adult education, contributed to the formation of a regulatory framework in this area. In particular, the authorities provided education licenses to adult education institutions. Teacher training for the adult education system was introduced at the beginning of the ХХth century. Special courses at branches of British higher education institutions were created. The negative impact of the First and Second World Wars on the development of adult education was analyzed. The peculiarities of educational activity in the military and interwar years were determined. In the interwar period, an independent network of adult learning establishments in Germany was created. These educational institutions had clear educational and professional tasks. Educational activities in the countries of Central and Eastern Europe were fully controlled by the authorities and the military. National adult education has been completely abolished. Educational work with adults served to stabilize the national-socialist politic.Keywords: adult education, continuous education, formal adult education, countries of central and eastern Europe. ; У статті здійснено аналіз загального стану системи освіти дорослих в країнах Центральної та Східної Європи в першій половині ХХ століття. На основі аналізу нормативних документів та наукових джерел визначено провідні аспекти розвитку освіти дорослих, окреслено чинники, які мали вплив на розвиток освіти дорослих на зазначеному етапі, визначено суб'єкти освіти дорослих у першій половині ХХ століття. Установлено, що на зазначеному етапі активна громадянська позиція жителів Центральної та Східної Європи, а також суспільні політичні й соціальні рухи сприяли створенню товариств та асоціацій освіти дорослих. Установлено, що закладами для організації освіти дорослих в першій половині ХХ століття були бібліотеки, клуби, читальні, заклади початкової освіти, технічні коледжі та університети. Університети сприяли популяризації освіти дорослих, проводили публічні лекції та розробляли освітні програми для різних категорій дорослого населення. Доведено, що влада більшості країн Центральної та Східної Європи здійснювала фінансову підтримку освіти дорослих, сприяла формуванню нормативно-правової бази у зазначеній галузі. Проаналізовано негативний вплив Першої та Другої світових війн на розвиток освіти дорослих та визначено особливості освітньої діяльності у воєнні та міжвоєнні роки.Ключові слова: освіта дорослих, неперервна освіта, формальна освіта дорослих, країни Центральної та Східної Європи.

The article gives the description of the landslide in Burdyakivskiy quarry caused by anthropogenic factors and shows the sequence of its forming. Works in the quarry disrupted the cover member of Pleistocene deposits and it hastened the landslide development in this region. Total length of the landslides is 750 m. ; Проаналізовано політичні, історичні та соціально-економічні чинники трансрегіональної співпраці між прикордонними територіями європейських країн. З позицій політичної географії узагальнено західноєвропейський досвід і застосовано його до єврорегіонів у Центрально-Східній Європі, зокрема в Україні.