Search

Copyright of Collected Papers of Zagreb Law Faculty / Zbornik Pravnog Fakulteta u Zagrebu is the property of Sveuciliste u Zagrebu, Pravni Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many studies have shown that childhood circumstances can have long term consequences that persist until old age. To better understand the transmission of early life circumstances, this paper analyses the effects of health and financial situation during childhood on quality of life after retirement as well as the mediating role of later life health, educational level, and income in this association. Moreover, this study is the first to compare these pathways across European regions. The analyses are based on data of 13,092 retirees aged ≥ 60 and ≤ 85 years from the fifth wave of the Survey of Health, Aging, and Retirement in Europe (SHARE) with full information on childhood and later life measures of health, educational level, financial situation, and quality of life as well as relevant covariates. Five European regions are studied: Central-Western Europe (Austria, Germany), Central-Eastern Europe (Czech Republic, Estonia, Slovenia), Northern Europe (Denmark, Sweden), Southern Europe (Italy, Spain), and Western Europe (Belgium, France, The Netherlands). Path analysis is used to identify the direct and indirect effects of childhood measures on quality of life. We find retirees’ quality of life to be associated with childhood finances and health in all five European regions. While both the direct and indirect effects of childhood health are rather moderate and homogeneous across regions, especially the direct effects of childhood finances on quality of life after retirement display a distinct North-South gradient being strongest in Southern Europe. Potential explanations for the regional variations are differences in the countries’ welfare systems. [ABSTRACT FROM AUTHOR]

This paper uses data from the 1995 and 2000 World Values Survey to examine and compare the relationship between social capital, education and political participation in Western and Eastern Europe. The concept of social capital is measured using indicators of trust and membership in voluntary organizations, while the concept of political participation is put into operation through indicators of political action. The research uncovers clear indicators showing that social capital is a factor in political participation in Eastern Europe and that the existence of general social trust is a characteristic of the most successful transitions. The paper finds evidence to support the theory that a trust-building mechanism based on reciprocity and a "critical mass" is indeed at work in the democratization process and that social capital is an integral part of transition for the Eastern European states. [ABSTRACT FROM AUTHOR]

The article provides a foreword to a research paper on the social roles and responsibilities of young people which is mostly generated through education and the religious inclination of the youth being influenced by pluralism, in Central and Eastern Europe.

The aimof this paper is to assess the role of human capital in attracting fdi in the light of selected empirical studies conducted in Poland and globally. The literature on factors determining fdi location, including those relating to the importance of human capital, is dominated with studies at national or supranational level. Attracting foreign investment has become a key component of national strategies for the cee countries. The paper makes an attempt to assess the relevance of human capital for fdi inflow at regional and local levels in Poland. At the same time, results of analyses were contrasted with quantitative surveys conducted in Central and Eastern Europe. Investing in education and human capital is important for creating good climate for investment. Evidence shows that achieving a certainminimumlevel of education is the precondition for a country to attract andmaintain foreign direct investment andmaximise indirect effects connected with human capital and resulting from the presence of businesses with foreign capital and maximise indirect effects connected with human capital and resulting from the presence of businesses with foreign capital. We should also stress that such aminimum is different for different sectors of the economy. Results of the study conducted in the Lodz Region demonstrated that human capital is an important factor, which attracts fdi to the region. [ABSTRACT FROM AUTHOR]

The international non-governmental community has played a major role in developing schools of public health and continues to do so. Nearly a century ago, seminal investments of the Rockefeller Foundation played a pivotal role in developing schools of public health in North America and several abroad. Today, involvement of non-governmental organizations in continuing development of schools of public health is needed, as many countries throughout the world continue to battle the burden of disease with insufficient numbers and quality of trained public health workers. In this paper we discuss in particular the roles of the Open Society Institute working together with the Association of Schools of Public Health in the European Region to foster the development of schools of public health in formerly socialist countries. We describe the development process in three example countries (Ukraine, Lithuania, and Macedonia), along with the difficulties they have faced. Government support and accreditation processes are needed to sustain the efforts to launch new schools of public health and to ensure their quality. The lessons learned in these initiatives are relevant to future development of public health education to provide the workforce required to address needs of professional public health in the 21st century. [ABSTRACT FROM AUTHOR]

This paper considers changes in the effects of parental background on educational attainment in five Eastern European nations (Bulgaria, Czech Republic, Hungary, Poland, and Slovakia) over the 1940-1979 period. Data of male respondents (N = 13,997) from Treiman and Szeleny's 'Social Stratification in Eastern European' surveys held in these countries are analysed. The paper shows slight but consistent decreases in the effects of parents' education, status and political party-membership on final educational attainment (measured in years of schooling). On the other hand, it demonstrates stability or increases in the effects of parental background on the continuation probabilities at schooling transitions. Applying a method developed by Mare (ASR 1981), the paper reveals that the slight decreases in the effects of parental background on final educational attainment result from two offsetting influences. Stability or slight increases in the effects of parental background on school continuation probabilities in schooling transitions resulted in the stability of increase in these effects, whereas the substantial educational expansion that occurred in these nations resulted in their decrease. [ABSTRACT FROM AUTHOR]

We analyse Roma fertility in four neighbouring countries in Central and Eastern Europe with a large Roma minority: in Hungary, Slovakia, Romania and Serbia. The sources of data are the respective national population censuses from 2011. Fertility is measured at the birth cohort level as the average number of children ever born. We make an international comparison of the fertility of Roma and non-Roma majority population women on the basis of completed education. In the case of Hungary, we also explore how the correlation between fertility and ethnic identity is modifi ed when completed education and ethnic residential segregation are controlled. The fertility of Roma women is far above the majority population average in all birth cohorts and in each country. Educational attainment modifies this relationship. The fertility of highly educated Roma and majority population women is converging. The exposure to majority behaviour also has an effect. The lower the level of ethnic residential segregation, the smaller the difference between the fertility of Roma and majority population women. Completed education and residential segregation may exert different forces at the two ends of the educational hierarchy when their joint effect is explored. At the upper end of the social hierarchy, neither segregation nor ethnicity matters; at the lower end, however, both exposure to ethnic majority behaviour and ethnicity matter. [ABSTRACT FROM AUTHOR]

Background: Increasing educational attainment (EA) could decrease the occurrence of depression. Weinvestigated the relationship between EA and depressive symptoms in older individuals across four European regions. Methods: We studied 108,315 Europeans (54% women, median age 63 years old) from the Survey on Health, Ageing and Retirement in Europe assessing EA (seven educational levels based on International Standard Classification of Education [ISCED] classification) and depressive symptoms (=4 points on EURO-D scale). Logistic regression estimated the association between EA and depressive symptoms, adjusting for sociodemographic and health-related factors, testing for sex/age/region and education interactions. Results: Higher EA was associated with lower odds of depressive symptoms, independent of sociodemographic and health-related factors. A threshold of the lowest odds of depressive symptoms was detected at the first stage of tertiary education (OR 0.60; 95% confidence interval [CI] 0.55-0.65; p < 0.001; relative to no education). Central and Eastern Europe showed the strongest association (OR for high vs. low education 0.37; 95% CI 0.33-0.40; p < 0.001) and Scandinavia the weakest (OR for high vs. low education 0.69; 95% CI 0.60-0.80; p < 0.001). The association was strongest among younger individuals. There was a sex and education interaction only within Central and Eastern Europe. Conclusions: Level of EA is reflected in later-life depressive symptoms, suggesting that supporting individuals in achieving EA, and considering those with lower EA at increased risk for depression, could lead to decreased burden of depression across the life course. Further educational support in Central and Eastern Europe may decrease the higher burden of depressive symptoms in women. [ABSTRACT FROM AUTHOR]

The political upheavals in Eastern Europe and in Southern Africa in the period 1985 to 1995 have had serious implications for education and education systems in the countries involved. Education system experts have in the past used various theoretical tools to examine and explain the complex transformations that took place. Transitiology, social action theory and critical theory are some of these tools. An examination of these theoretical tools shows that they do not quite succeed in embracing and explaining all the factors at play in the transformations under investigation. This article proposes cultural-historical activity theory as a more suitable alternative, and illustrates this thesis with reference to the South African transition (1990 onwards). [ABSTRACT FROM AUTHOR]

The efforts of the European Union for stabilisation and democratisation in Eastern Europe and the Balkan region covered a range of areas. While the impact of such measures and incentives testify for the progress on the path of regional reconciliation and democratisation, this record remains largely a top-down account, with governments and political leaders acting as principal agents of change and drivers of stability. The long-term efficiency of this type of approach cannot be guaranteed without genuine transformations at all society levels and layers. The role of the European Union's educational exchange schemes, particularly Erasmus, may prove to be an instilling factor for regional reconciliation and a stability generator. The Erasmus scheme has been extremely successful and key to breaking cultural barriers and working across borders and disciplines. This study seeks to understand student experiences of two postgraduate programmes which deal with issues associated with international stability. The study used a case study research methodology and selected the case studies of the 'MITRA' Erasmus Mundus Masters programme on Intercultural Mediation: Identities Mobilities and Conflict and the EM2-STEM (Entrepreneurship and Management Training in Science, Technology, Engineering and Mathematics) Erasmus Mundus programme. The study specifically investigates the experiences of students in these programmes and their experiences of intercultural interactions. From here an analysis is conducted to explore if European Union-funded study mobilities have shaped or transformed participating students' views of international stability. [ABSTRACT FROM AUTHOR]

This paper investigates the development of writing initiatives in Central and Eastern Europe and the former Soviet Union, an area where prior to 1989, writing in universities played a very minor role. Using data gathered from eight institutions that currently have writing programs of some sort, I identify three typical paths writing initiatives have taken. I show how the identity of the stakeholders involved in the introduction of such initiatives has resulted in writing being taught largely in English as a second language, and the teaching of writing in local languages has been widely neglected. Finally, I discuss possible measures to remedy this situation. [ABSTRACT FROM AUTHOR]

Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The political and social transition in central and eastern Europe has been generally associated with widening educational differences in life expectancy. However, interpretation of these findings is complicated because the size of educational categories within the population has also changed. It is therefore important to disentangle these two phenomena. Setting: The Czech Republic, Estonia, the Russian Federation and, as a western European reference, Finland, in two periods, 1988-89 and 1998-99. Methods: Life tables were calculated in three categories: university; secondary; and less than secondary education. Changes in life expectancy were decomposed into contributions of population composition and within-category mortality. Results: In Finland and the Czech Republic improvements are seen in all educational groups, with only a slight widening of the educational differences. Over 80% of the total life expectancy increase is attributable to improved mortality within educational categories. In Estonia and Russia, less favourable overall trends coincide with a dramatic widening of the educational gap. A decrease in life expectancy in those with low and middle education has been compensated for, to a small degree in Russia but a greater extent in Estonia, by improvements among those with higher education and by the improved population composition. For highly educated Estonians, the gains were seen at all ages, the greatest at age ⩾60 years. In Russia mortality increased in those <60 years although compensated for by improvements at older ages. Conclusions: Russia and Estonia exhibit much less equitable transitions compared with the Czech Republic. Analyses of trends in health inequalities should capture the changing population composition. In Russia and Estonia an improved educational structure prevented an even greater decline in life expectancy. The highly educated Estonians can potentially catalyse a wider health progress. [ABSTRACT FROM AUTHOR]

This article explores the role of philosophy of education in three post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia. The characteristic themes and approaches of philosophical reflection about education in these societies are explored with reference to three periods: the pre-Soviet, Soviet and post-Soviet periods. [ABSTRACT FROM AUTHOR]

Discusses trends and developments related to human resource development in Eastern Europe, compiled as of October 1991. Economic affairs and state of education in Albania; Evolution and structure of management development and training in Bulgaria and Czechoslovakia; Structure of management development in Hungary and Poland; Development of management courses in Romania; Background on the education system in Yugoslavia.

Examines education and training sector developments in Eastern Europe from a comparative perspective. Extraction of trends explored in earlier articles; Link of current interest in the study of post-compulsory educational and training system reform; German `dual system' as the model; Questions on reform; Development of the androgogical approach by Adult Educators.

The article focuses on the social and economic factors as the causes of fertility decline in Eastern Europe and the Soviet Union II. Firstly, the article examines the inter-relations between fertility and various economic and social characteristics. Secondly, it makes an attempt to reveal the motivations underlying the attitudes responsible for the observed fertility differentials. Thirdly, the differentials are discussed in relation to changes in the structure of these populations during the period under review. Factors such as urbanization and regional divergences, socio-occupational differentials, levels of education and income, employment of women, and housing conditions are given special attention. The broad conclusion is that the fertility differentials usually found in western societies are also relevant to the socialist countries of eastern Europe, and that the dramatic falls in fertility in the 1950s and the 1960s have largely been the outcome of the deep and rapid structural changes, particularly those associated with urbanization, educational attainment and the incidence of female employment.

As a consequence of the political system shift in Eastern Europe in the early 1990s, the new International League Against Epilepsy (ILAE) Commission on European Affairs (CEA) had to face the task of ensuring an equally good quality of epilepsy care across the whole region. A high standard of epileptologic education being the most important precondition for that, the decision was taken to make quality-controlled education a first priority. To reach this aim, an“European Epilepsy Academy” (Eurepa)was founded in 1996. Its activities comprise organization of its own educational courses, certification of other educational courses, responsibility for education at European Congresses, training of trainers in epilepsy (now 45 trainers from 27 countries), adoption of a curriculum to become a certified European epileptologist, establishment of a multinational educational network, and a“Website Academy” as a forum for discussion. In the first two years of its activity, the Academy received financial support from the ILAE (money generated by the European Congresses) but has since been self-supporting, with income from membership fees, participation fees at courses, and moderate support from pharmaceutical companies. The interest in the Academy is high, especially in those parts of Europe where epileptology was until recently not well developed. This should encourage other regional ILAE commissions to implement similar strategies, even if different regional structures will require variable regional approaches. Thus, in regions with long distances, it may be useful to include methods of distant learning and other specific features. [ABSTRACT FROM AUTHOR]