Suchergebnisse

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In this thesis foreign policy of European Union small countries Lithuania and Latvia implementation was examined by identifying countries priorities of foreign policy in the time range of 2013-2015 by generalizing achieved results during their presidency term to the Council of the European Union. The structure of the thesis goes in such order: the context, actuality, scientific reference, main problem, objectives and selected research method are presented in the introduction. In the first part conceptualization of European Union operating process are prepared. In the second part analytical framework is constructed according the theoretical basis and academic literature of small states. In the third part the objectives of Lithuania and Latvia foreign policy for 2013-2015 are identified and results of the presidency the Council of European Union according the analytical framework is generalized.

In this thesis foreign policy of European Union small countries Lithuania and Latvia implementation was examined by identifying countries priorities of foreign policy in the time range of 2013-2015 by generalizing achieved results during their presidency term to the Council of the European Union. The structure of the thesis goes in such order: the context, actuality, scientific reference, main problem, objectives and selected research method are presented in the introduction. In the first part conceptualization of European Union operating process are prepared. In the second part analytical framework is constructed according the theoretical basis and academic literature of small states. In the third part the objectives of Lithuania and Latvia foreign policy for 2013-2015 are identified and results of the presidency the Council of European Union according the analytical framework is generalized.

In this thesis foreign policy of European Union small countries Lithuania and Latvia implementation was examined by identifying countries priorities of foreign policy in the time range of 2013-2015 by generalizing achieved results during their presidency term to the Council of the European Union. The structure of the thesis goes in such order: the context, actuality, scientific reference, main problem, objectives and selected research method are presented in the introduction. In the first part conceptualization of European Union operating process are prepared. In the second part analytical framework is constructed according the theoretical basis and academic literature of small states. In the third part the objectives of Lithuania and Latvia foreign policy for 2013-2015 are identified and results of the presidency the Council of European Union according the analytical framework is generalized.

In this thesis foreign policy of European Union small countries Lithuania and Latvia implementation was examined by identifying countries priorities of foreign policy in the time range of 2013-2015 by generalizing achieved results during their presidency term to the Council of the European Union. The structure of the thesis goes in such order: the context, actuality, scientific reference, main problem, objectives and selected research method are presented in the introduction. In the first part conceptualization of European Union operating process are prepared. In the second part analytical framework is constructed according the theoretical basis and academic literature of small states. In the third part the objectives of Lithuania and Latvia foreign policy for 2013-2015 are identified and results of the presidency the Council of European Union according the analytical framework is generalized.

The emphasis in the Community's and Union's treaties and charter on workers' rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the employment and equalization of working conditions have always been high on the policy agenda. With the launch of the European Monetary Union (EMU) and Euro, the debate on European solutions shifted focus towards structural policies, which are the necessary complement to the macroeconomic policy mix under EMU. Employment is the key ingredient of this debate. Indeed employment cuts across all the challenges of enlargement, the new financial framework and the EU structural funds, the promotion of economic and social cohesion, and institution reform. Throughout the 1970's and 1980's employment was present in the minds of the leaders of the then EEC when the four freedoms of movement of goods, services, capital and labour were promoted in Single Market. The subsequent evolution of employment strategy can be divided into two periods, the watershed of which is marked by new Treaty of Amsterdam, signed in October 1997. Before Amsterdam, employment and labour market policy was the sovereign domain of the Member States. The treaty does not change the basic principle that Member States take primary responsibility for employment policy. But it does entrust the European institutions, the Council and the Commission with a much stronger role, new tasks and more forceful tools. It involves the European Parliament more closely with the decision making process. Also, the responsibilities of the social partners and their opportunities to contribute are enhanced through the inclusion of the Social Protocol into the Treaty. Leaders of many Member States have been at the forefront in coordinating and implementing the European employment strategy. ; Europos Sąjunga (ES) vykdydama užimtumo ir socialinę politiką, siekia užtikrinti aukštą gyvenimo kokybę, žmogaus orumą atitinkantį gyvenimo lygį, sudaryti galimybes gyventi aktyvioje, integruotoje ir sveikoje visuomenėje. Ši politika padeda gerinti didžiosios dalies ES piliečių, tarp jų ir bedarbių, pagyvenusių žmonių, neįgaliųjų, socialiai atskirtųjų, darbo rinkoje skriminuojamų žmonių gyvenimą. Tai atitinka vieną svarbiausių ES socialinės politikos principų – piliečių solidarumo principą, būtiną kuriant stabilią visuomenę bei skatinant nuolatinį klestėjimą, kuris yra Europoje veikiančio socialinio modelio atskaitos taškas. ES gyventojai nepaliekami rinkos jėgų valiai – jie turi galimybę naudotis viena stipriausių pasaulio socialinės paramos sistemų. Straipsnio tikslas – atskleisti ES vykdomą užimtumo, kaip socialinės gerovės garanto, politiką, išanalizuoti ją lemiančias ES sutartis, aptarti ES socialinės politikos transformacijas pereinant prie vidaus rinkos ir įsigaliojus ES pilietybei. Tyrimo metodai – dokumentų, mokslinės literatūros analizė.

The emphasis in the Communitys and Unions treaties and charter on workers rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the emploiment and equalization of working conditions have always been high on the policy agenda.

The emphasis in the Communitys and Unions treaties and charter on workers rights and on the need to create conditions that would facilitate freedom of movement of labour between member states explains why issues concerned with the emploiment and equalization of working conditions have always been high on the policy agenda.

This article examines neighbourhood policy of the European Union in the context of European identity. The goal of the article is to analyze the role and interpretations of the normative dimension in the European neighbourhood policy. The article is based on scientific literature, analysis of the documents and the empirical research which was made in EU institutions, Lithuania's and Belarus state universities in 2011. According to the empirical research, it is stated that the EU and European identity involve norms, values and features which were similarly recognized by the EU and non-EU (Belarus) citizens.

This article examines neighbourhood policy of the European Union in the context of European identity. The goal of the article is to analyze the role and interpretations of the normative dimension in the European neighbourhood policy. The article is based on scientific literature, analysis of the documents and the empirical research which was made in EU institutions, Lithuania's and Belarus state universities in 2011. According to the empirical research, it is stated that the EU and European identity involve norms, values and features which were similarly recognized by the EU and non-EU (Belarus) citizens.

This article examines neighbourhood policy of the European Union in the context of European identity. The goal of the article is to analyze the role and interpretations of the normative dimension in the European neighbourhood policy. The article is based on scientific literature, analysis of the documents and the empirical research which was made in EU institutions, Lithuania's and Belarus state universities in 2011. According to the empirical research, it is stated that the EU and European identity involve norms, values and features which were similarly recognized by the EU and non-EU (Belarus) citizens.

During the crisis in 2008, EU institutions and leaders of member states understood, that existing deposit insurance system is inefficient and that it required necessary changes. In order to prevent unreasonable expenditures of EU member states, burden of debt and irresponsibility of banks, the deposit insurance system directive was adopted in 1994; it had been renewed several times in 2009 and 2014, however no significant changes on financial market had happened. The main reason for that were the emerged economic and cultural differences between EU member states, which depreciated depositor's trust in banks and deposit insurance system itself. The object of research: the decision making process of deposit insurance directive, changes to directive by EU institutions and execution models in European Union. The objective of the study: to analyze the reasons for emergence of deposit insurance directive, improvement steps and processes, that influence the financial sector; and to name mutual barriers between EU institution after analysis of models. Tasks of the study: a) to define the concept of European deposit insurance and evaluate its influence to banking union; b) to research the decision making process of deposit insurance directive and the impact EU institutions had on it; c) to review the impact Germany had on decision making process of deposit insurance directive; d) to analyze the models of deposit insurance and political abilities to adopt them in Europe. Various research methods are used in the study: analytical, descriptive and comparative as well as document and statistical analysis methods. They helped to research the relations between EU institutions, adopting deposit insurance directive and it`s improvements. At the same time summarized results for reasons of directive's inefficiency are given. After the analysis of the EU documents, the conclusion is made, that in order to create a common deposit insurance system in all Europe, the possibility to improve political decision making process should be considered.