Suchergebnisse

In March 2020 the European Commission adopted exceptional state aid rules in the context of the COVID-19 outbreak caused by coronavirus SARS-CoV-2. Its goal is to enable member states to support their economy using aid measures, which under current state aid rules are either not possible to be issued at all or only after time consuming notification procedures. This so-called Temporary Framework1 is being presented as a significant tool with several possibilities such as aid for research and development projects and research infrastructures. Since its adoption, dozens of measures across the whole European Union have been notified, using different sections of the Temporary Framework according to their focus. This article is concerned with the practical use and impact of such sections regarding R&D aid, with the underlying questions as to what extent the presentation of the Temporary Framework is justified.

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.

Socialism was born out of the belief in the bright future of mankind. Thus, the utopian vision of classless society occupied the minds of the early communist avant-garde. Yet, such hopes did not survive the initial revolutionary enthusiasm. As the social organization of the 'real socialism' turned out to be a rigid bureaucratic system, the visions of the 'bright future' were replaced by the 'picture of the golden age', namely the image of the revolution itself. Accordingly, rituals commemorating the 'founding fathers of socialism' substituted the ritualized commitments to building the 'ideal society of equals'. The ideological content of socialism vanished. Past memories occupied the present. With the breakdown of communism the present could for a moment release itself from the iron grip of the past. The "envelope of the unhistorical" seemed to be open for the deeds of new reformers. Yet, the present could not escape too far. It was almost immediately caught again either by the past or by the future. In the first case, post-communist nationalisms (Brubaker 1996) monopolized the political field; in the second case, the "scientists of the not yet" (Stark and Bruszt 1998: 1-11) disseminated their neoliberal visions of free-market economy. As a result, the present was defined either in terms of national myths going far back to history or by visions to be realized by imitation of the Western model of capitalism. The focus of this paper is the different paths taken by different countries in the region after the collapse of socialism. The paper distinguishes between the 'nationalizing alternative' as one basic direction, and the 'catching up option' as another one. The paper further argues that this dichotomy itself forms around two clusters of several potential stances which could have been taken in the process of transformations. The goal of the paper is to propose a general framework, with the help of which the interactions 'behind' the political decisions taken by political elites in the post-socialist countries ...

Článek se soustředí na důrazy na výchovu a vzdělávání obsažené v politických programech pěti největších stran první československé republiky. Vychází z oficiálních stranických dokumentů, jako byly volební programy, rezoluce schvalované na sjezdech nebo prohlášení významných představitelů strany. Ačkoliv nelze už ze samé podstaty dokumentů předpokládat, že všechny postuláty v politických prohlášeních skutečně měly vliv na vzdělávání, zachycují vývoj uvažování o výchově vzdělávání jako o součásti kulturní politiky. Přestože vybrané strany uvažovaly o výchově a vzdělávání velmi podobným způsobem a zabývaly se stejnými problémy, uplatňovaly nezřídka odlišné důrazy. Cílem příspěvku je popsat stranické koncepce vzdělávání ve vztahu k ideovým odlišnostem a širšímu kulturnímu i politickému kontextu. ; This paper focuses on educational goals that were emphasised in the political programs of five the largest political parties of the First Czechoslovak Republic. The article is based on official documents of political parties such as programs approved by party congresses and election programs or statements of prominent party representatives. The character of all those documents was influenced by the goal to form statements and inform party members or persuade possible voters. It means those documents are subjective and their content was not necessarily a political commitment. Therefore it cannot be assumed that all the postulates in the programs had a real influence on the education. On the contrary the documents depict the development of the considerations about education as a part of cultural policy. Political parties of the First Czechoslovak Republic were considering education in very similar way and in continuity with development before 1918. They were concerning about same issues especially in the social context but with different emphasises. This contribution aims to describe the party-specific concepts of education in relation to the ideological peculiarities of the individual parties and their cultural and political context.

Simultaneously to the negotiating process the EU has also provided the pre-accession financial assistance to the EU candidate-countries. In this respect, every candidate-country with an ambitious goal of reaching a high development level for all of its regions and hoping to receive support from the structural funds must put a lot of effort into creating an efficient institutional framework that allows the successful management of future EU funding. Namely, the future institutional (full EU membership) ability of managing EU structural and cohesion funds is largely influenced by the capacity to manage the pre-accession assistance programmes. This paper focuses on the institutional challenge of establishing competent authorities at Slovenian national level with responsibility for co-ordination and management of EU regional issues. Accordingly, the main aim of this paper is to analyse the processes of managing the EU pre-accession assistance programmes in Slovenia. ; Simultaneously to the negotiating process the EU has also provided the pre-accession financial assistance to the EU candidate-countries. In this respect, every candidate-country with an ambitious goal of reaching a high development level for all of its regions and hoping to receive support from the structural funds must put a lot of effort into creating an efficient institutional framework that allows the successful management of future EU funding. Namely, the future institutional (full EU membership) ability of managing EU structural and cohesion funds is largely influenced by the capacity to manage the pre-accession assistance programmes. This paper focuses on the institutional challenge of establishing competent authorities at Slovenian national level with responsibility for co-ordination and management of EU regional issues. Accordingly, the main aim of this paper is to analyse the processes of managing the EU pre-accession assistance programmes in Slovenia.

Příspěvek přednesený profesorem Hubou, současným předsedou výboru pre pôdohospodárstvo a životné prostredie Národní rady SR, na česko-slovenské Konferenci o udržitelném rozvoji a ústupu v Olomouci (8.11. 2012) hodnotí vývoj v oblasti životního prostředí z perspektivy uplynulých 25 let (od r. 1987, kdy vznikla Zpráva komise OSN pro životní prostředí a rozvoj s názvem Naše společná budoucnost, tzv. Zpráva Brundtlandové), či dokonce 40 let (v r. 1972 se konala Stockholmská konference o životním prostředí člověka). Rekapituluje jeho nejdůležitější milníky, kterých byl autor aktivním účastníkem, a to na úrovni globální, evropské, a v rámci Slovenska – v období jeho významných celospolečenských proměn. Kam tento vývoj směřuje – to je řečnická otázka, jejíž odpověď stále méně ovlivňují ti, kterým na budoucnosti opravdu záleží.(Z príspevku na česko-slovenskej konferencii o udržateľnom rozvoji a ústupe v Olomouci, 8.11. 2012) ; This paper, presented by Professor Huba, the current Chairman of the Committee for Agriculture and the Environment of the National Council of the Slovak Republic, at the Czecho-Slovak Conference on Sustainable Development and Retreat in Olomouc (8 Nov 2012), evaluates the development in the environmental sphere from the perspective of the past 25 years (since 1987, when the report Our Common Future from the United Nations World Commission on Environment and Development, known as the Brundtland Report, was published), or even 40 years (Stockholm Conference on the Human Environment was held in 1972). It recapitulates its major milestones, in which the author was actively involved at the global, European and Slovak levels at the time of a major society-wide transformation in Slovakia. Where this development leads is a rhetorical question the answer to which is less and less influenced by those to whom future really matters.

The energy security and status of the Caspian Sea is one of the key elements in the whole energy policies of the Caspian states. The different positions of the boarder states on the Caspian Sea undermine the "mega energy projects" from this area towards European markets. There are five Caspian states, and each of them has its own view of how to divide the sea into national sectors, which makes difficult the realization of energy projects, and slows down the development of the region. While researching the status of Caspian Sea we realized the true clash of geopolitical interests of the powers (either superpowers or regional powers) behind the "Caspian game". The main goal of the study is to present the key elements of national interests of the Caspian states in order to understand their influence on European energy policies.

After the fall of communist regimes at the turn of the 1990s, a new era of development began in many countries. The transformation from communism wasn't always successful. It is this unfinished transformation which is, as many authors argue, one of the characteristics of post-communism. Post-communist political culture struggles with a number of problems originating in the institutional structure of collapsed regimes. One of them is the high level of corruption. Corruption is not, of course, specific only to post-communist countries. However, as statistical data provided by various organizations show, corruption flourishes in these countries. Moreover, post-communist corruption takes certain forms which are absent in other countries. We may, therefore, classify these forms as the institutional and cultural heritage of communist regimes. The goal of this paper is to introduce the nature of corruption and the causes behind the high level of corruption in post-communist countries; to identify changes which have taken place since the demise of communist regimes; and to present some of the measures employed to fight corruption, as well as the difficulties related to these measures.