Suchergebnisse

Hungary is an extremely poor state in terms of energy resources; the energy policy of the country and the structure of energy resources used have been and are determined by the energy import dependence. After WWII, it could obtain its increased demand necessary to its extensive energyintensive industry established based on the Soviet model almost entirely from the Soviet Union. Hungary, just like other Central-European countries, tried to decrease its unilateral dependence on energy import linked to Russia through several measures in the past 25 years but these efforts achieved partial success only; the Russian energy import dependence of Hungary and of a large part of Central-Europe remained till the present days. The 'National Energy Strategy 2030' developed on the basis of the guideline, adopted in 2011, specified insurance of long-term sustainability, security and economic competitiveness as primary objective of the Hungarian energy policy. The Government intends to guarantee security of supply, to enforce environmental considerations and depending on the options of the country, to stand up for solving global problems through implementation of the strategy. The strategy intends to achieve the termination of the electricity import balance of the country until 2030 by this 'Nuclear-Coal-Green' scenario based on these three pillars.

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.

Introduction: Contexts of Gypsy/Roma identity and history -- On the sources of Gypsy/Roma history -- Who (what) is (was) Hungarian or Gypsy/Roma? -- "Comrades, if you have a heart" : the history of the Gypsy issue, 1945-1961 -- The construction and spread of the state socialist system -- Policy and Gypsies -- Modernization and Gypsy communities -- Disciplinary state -- The impossibility of self-organization -- Minority issue -- Discourses on social policy and equality -- "Life goes on" : the Hungarian party-state and assimilation -- Social policy and the Gypsies -- Wage work -- Housing -- Social system -- Education -- Scientific approaches -- Gypsy images -- The transformation of discourse -- Disciplinary power, disciplinary society -- Police and agents -- "Health supervisors" -- The national minority issue -- National movement -- The "ethnic interpretation" of history -- Roma policy after the regime change -- Minority issue -- Prospects for multiculturalism -- Minority (self-)government? -- Divide at Impera : the opportunities and impossibilities of self-organization -- Movement -- National minority culture, national culture -- Questions of equal treatment and equal opportunity -- Anti-discrimination -- Equal opportunity -- Roma programs -- Education -- Employment -- Social policy and the Roma -- Aid -- Segregation -- Disciplinary society -- The transformation of discourses -- Research methods -- Panopticon : Roma policy, 2010-2015 -- The Hungarian National Cooperation System -- The anti-egalitarian character of the system -- Changing minority legislation -- New social policy? -- Violence -- The shift -- Summary: Decades of exclusion

Mass migration, as it appears in the 21st century, is one of the greatest challenges of our globalized world. The unanswered questions of European Union (EU) immigration policy that emerged over the past few decades have become more pressing than ever. One of these urgent questions is: how can we provide for a developing European economy in an era of demographic decline in a way that it is based on the opportunities opened up by legally regulated forms of migration. A second question is: how can the EU ensure the safety of the newly arriving people in need and, at the same time, keep away illegal migrants and eliminate criminal activities related to migration. The European Union is destined to spread the principles of peace and unconditional respect for human rights not only within its own borders, but also on a global scale, when engaging in international affairs. In addition to observing human rights, however, the EU must also take into account all security considerations that are pertinent in guaranteeing the free movement of its citizens within the Member States.

The agricultural and rural development policies of the European Union come/came across constant changes, becoming one of the newest stages of structural and economic problems the joining of the new member states. A new process has been initiated with Agenda 2000 and Agenda 2000+ in the Union due to which the establishment of the so called multifunctional agricultural model became a priority for the EU15 and later on the EU25. This model, separating agrarian and rural development introducing a two pillar finance system, wishes to react on the European challenges of the new millennium on the fields of agriculture and rural development. It is a basic need of Hungary to acquire as fast as possible the methods of the Union in order to receive regional grants, create adequate institutional background, projects and programmes involving more actively the rural population into the accomplishment of development plans. ; Az Európai Unió agrár- és vidékfejlesztési politikái folyamatos változásokon mentek-mennek keresztül, melynek egyik legújabb állomásává a csatlakozni kívánó országok felvétele és az azzal járó strukturális és gazdasági problémák megjelenése vált. Az AGENDA 2000-rel, majd az AGENDA 2000+-al egy újabb folyamat indult meg az Unióban melynek eredményeként az ún. többfunkciós agrármodell kiépítése lett az első számú cél a 15-ök és 2004-től a 25-ök Európájában. Ez a modell az agrár- és vidékfejlesztést kettéválasztva kétpilléres finanszírozási rendszert vezetve be kíván az új évezred európai kihívásaira reagálni a mezőgazdaság s a vidékfejlesztés terén. Hazánk alapvető érdeke, hogy minél gyorsabban sajátítsa el az Unióban használatos regionális támogatásokért folytatott módszereket, megfelelő intézményhátteret, pályázatokat és programokat hozva létre, ezáltal mind aktívabban vonva be a vidéki lakosságot is a tervek megvalósításában.