Tanulmányunk a nemzetközi rendszer átalakulásával foglalkozik, azt Polányi kettős mozgásának a nemzetközi politikai gazdaságtan három vizsgálati szintjére (rendszer szintje, nemzetállam szintje, ideák szintje) való kiterjesztésével mutatja be. A cél annak az ingamozgásnak a bemutatása, mely az önszabályozó piac és a Bretton Woodsi "beágyazott liberalizmus" között írható le. Bemutatjuk azt is, hogy a populista pártok napjainkban megfigyelhető növekvő népszerűsége a piacosító folyamatokkal szembeni ellenmozgásként értelmezhető. = Our paper examines the transformation of the international economic system. We examine the process of Polanyi's double movement on the three levels of analysis of the international political economy: systemic, domestic and cognitive. Our aim is to show that during the development of the international system a certain pendulum is present which swings between the idea of the self-regulating market and 'the embedded liberalism' of the Bretton Woods System. We will also show, that the increasing popularity of populist political parties might be also understood as a countermovement against forces of marketization.
Before 1990, the reform-opposition criticizes the government that they want to stimulate the capital inflow instead of real reforms. The author in her earlier work published in January 1990 underlined, that there is no royal way which is without suffering. To control the inequilibrium in the economy one has to introduce real reforms of ownership, in public financ to create a more balanced budget and liberalize the role of prices. After the political changes one political wing urged the quick privatisation saying that the state is no good owner. Because there was no financing capacity at the housholds, saving was very limited, the quick privatisation led to a high foreign ownership int he enterprise sector. The country- as other Central European Countries (CEC-s) relied havily on foreign capital both FDI and lending. It was partly necessary, partly dangerous. Technical modernisation was important but the foreign – owned firms often repatriate their profit. Hungarian GDP difers from GNI strongly, compared to OECD countries. The over-reliance on foreign capital coases problems for both economy and society.
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 fundamental principles of the EU LEADER Programme are common in every member states. However the Programme was fit to the national legislative framework, institutional culture and social features, thus it was implemented with significant differences in the different EU countries/regions. Our study examines the LEADER implementation in one of the Spanish autonomous regions, Andalusia, which has many parallels with Hungarian rurality in terms of political culture, rural economy and society. The Andalusian implementation of the LEADER Programme is especially advanced on various ways. Resulting from the genuine decentralisation of the programme, local action groups enjoy a great degree of independence. They act as paying agencies, make independent and fast decisions and provide tailored assistance for their local clients. The Andalusian implementation of LEADER clearly proves that it can be successful, even in less advanced socio-cultural circumstances. Many elements of this system could be usefully applied in Hungary too, given that we find a way to embed a similar approach to rural development in various levels of our institutional system. We recommend our study to all those who aim for a better rural development system for Hungary in 2014-20.
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.
Over the past few decades, Lifelong Learning has developed into the most important pedagogic paradigm in Europe. At the same time, it has also become a generic term for the reform ideas of the European Union. Ever since the European Year of Lifelong Learning in 1996, this paradigm has been regarded as the most effective way to deal with the rapid social, political and economic changes of the modern world. With the introduction of the Lisbon Process in 2000 to create "the most competitive and dynamic knowledge-based economy in the world," Lifelong Learning has become even more significant. Although this aim has not been achieved, the EU has been endeavouring to generate "smart, sustainable, inclusive growth" since 2010 with its new agenda Europe 2020, thus strengthening the coordination of national and European policies. The idea of Lifelong Learning still plays a great role. This study analyses the reception of the European reform debate about Lifelong Learning in the educational scholarly discourse of two EU member states: Germany, representing the "old Europe", and Hungary, the "new Europe". The focus is on the 1996–2005 period – between the European Year of Lifelong Learning and the halfway point of the Lisbon Process – when EU states attempted to implement the idea of Lifelong Learning in their national educational systems. There are two main discourse lines about Lifelong Learning: (educational) policy and scholarly. The educational scholarly discourse not only reflects the European and national discourse about Lifelong Learning, but also endeavours to find compatibilities between European and German/Hungarian traditions, policy aims and research topics. The study analyses 49 articles about Lifelong Learning in ten volumes of seven educational scholarly journals in Germany and Hungary, which represent three scholarly areas in the field of education: general education, school pedagogy and adult education. Using a three-step "perception – interpretation – adaptation" analysis, it shows the similarities and differences in the German and Hungarian adaptations and the most important influencing factors. As a result, the similarities in the educational debate within these two countries can be traced back to the standardizing effects of EU (educational) policy activities. The differences stem from the different geographical and political situations, durations of EU membership, political and economic traditions after 1945 and structures of the two education systems. ; A tanulmány az Európai Unió Lifelong Learning-koncepciójának adaptációját hasonlítja össze két uniós tagország neveléstudományi vitájában: Németországban, ami a "régi Európát" és Magyarországon, ami az "új Európát" reprezentálja. Az "észrevétel-értelme-zés-adaptáció" többlépcsős elemzési séma segítségével egyrészt feltárja az EU-kon-cepció német és magyar adaptációjának hasonlóságait és különbségeit, valamint be-mutatja és elemzi az azokat befolyásoló legfontosabb tényezőket.
