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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.

Croatia becomes the newest star of the European Union in year 2013 which event has already been equal to a quiet difficult task for the country and at the same time for its country image recently, and will mean the same during the brand-new episode in the life of Croatia beginning with its accession to the European Union. Conscious development and constant cultivation of the country image are prominent tasks for all countries of today, the 21st century, as the transformations of the end of the last century, births and rebirths of new countries have resulted an extremely hard situation in the nations' competition for the tourists, the investors, the export, or even for the recognition and positive judgement of Europe, thus the European Union. Croatia's country brand is a specific one as it is built up of really sensitive elements, while in its centre there is a nation that used to be part of series of confederations during its history, adapting or not adapting to the actual one in each period; and from the year 2013 it has to find its place in the European Union.

This paper explores how Britain's and Colombia's privileged relations with the United States (U.S.) influenced their journey through the European Community (EC) and the Union of South American Nations (UNASUR). The Anglo–American Special Relationship (AASR) was compatible with British participation in the European Single Market, but not with adherence to creating the EC's common currency, nor with leadership in building a European defence structure autonomous from NATO. Thus, since the start of the Iraq war, Britain played a rather obstructive role in what later was called European Common Security and Defence Policy (CSDP). The US–Colombia Partnership (USCP), based on a longstanding military association reinforced under Plan Colombia, naturally discouraged any meaningful Colombian participation in UNASUR's South American Security Council (CDS), a regional cooperative security project, promoted by Brazil. Cherished projects of the liberal CAP – such as triangular cooperation (to export Colombian security expertise to Central America with U.S. co-financing and oversight) and NATO partnership – also distracted Colombia's interest from UNASUR, diminishing the latter's relevance collaterally. A role for UNASUR – alongside the Organization of American States (OAS) – in South American security management was compatible with the liberal CAP, but not with the neoconservative CAP. Even a lopsided complementation – such as the one between NATO and the CSDP – proved unviable between the OAS and UNASUR.