Suchergebnisse

After Germany introduced the unrestricted submarine warfare at the beginning of February 1917, the United States declared war on 6th April 1917 on Berlin and joined the First World War beside the Allied countries. In response to the declaration of war the Austro-Hungarian Monarchy broke off its diplomatic relations with Washington on the 9th April 1917. The martial law between the two states came into force on the 7th December 1917 with the US's declaration of war. The First World War ended with the victory of the Entente and the peace was dictated by the victors. US President Woodrow Wilson achieved that the victorious powers adopted the League of Nations Covenant in April 1919, which became part of the Paris peace treaties. The US domestic politics was divided over the League of Nations, and as a result of that the US Senate has not ratified neither Germany's nor Austria's and Hungary's peace treaties. The US concluded a separate peace treaty with the losing countries on the basis of the Knox-Porter-resolution. In the history of diplomacy the Knox-Porter-resolution became known as a peace resolution that abolished the state of war between the parties, but the United States has assured all the rights guaranteed by the ceasefire agreement and the peace treaty. The study deals with the preliminaries, the parliamentary debate, details of the ratification, and also describes the most important points of the peace treaty between the United States and Hungary signed on 29th August 1921.

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.