This book demonstrates the importance of the credibility and the costs of accession conditionality for the adoption of EU rules in Central and Eastern Europe.

Policy Experiments, Failures and Innovations takes a policy studies perspective in considering post-communist EU member states’ experiences since accession. The book analyses policy transfer processes and expands the new and growing sub-field of policy failure by interrogating the binary ideas of ‘failure’ and ‘success’ in the context of the Central Eastern European (CEE) transition, democratic consolidation and European Union membership.

The states from Central and Eastern Europe that joined the EU in 2004 and 2007 provide a fascinating series of case studies for scholars interested in politics, IR and development studies. The interest comes from the fact that never before had so many recipients of EU aid joined the Union and taken on the commitment to become aid donors. The journey from recipients of aid to aid donors is interesting because, not only does it tell us about development policy in CEE states, this policy area gives us an insight into governmental structures in CEE states, foreign policy priorities, public opinion, the role of NGOs/civil society and how well CEE states have taken on board the EU acquis (the EU’s rule book). The book also explores whether the development cooperation programmes of the majority of CEESs reflect the so-called "transition experience" of moving from authoritarianism and socialism to democracy and modern liberalism. It also explores the extent to which these donors are aligned with the approaches of the DAC donors. Finally, by extending the scrutiny to the bottom-up development activities of non-state actors and public opinion, the book will analyse the dynamics of the solidarity of the former ‘East’ with the global ‘South’. This book was published as a special issue of Perspectives on European Politics and Society

This book investigates to what extent and how the European Semester impacts on national employment policy in four EU member states of the Central and Eastern European (CEE) region. Using an original theoretical and methodological framework, and based on empirical evidence from extensive interviews with experts in the field, this book examines the relation between EU preferences, exemplified by the yearly list of country-specific recommendations, and national policy responses to EU suggestions, tracing the extent to which policy change can be attributed to the influence of the European Semester. It extracts three potential mechanisms of European Semester influence on policy change: External pressure, mutual learning and creative appropriation and identifies key contributing and inhibiting factors. The book provides several policy recommendations regarding the organisation and workings of the European Semester process. This text will be of key interest to students, academics and practitioners in European and EU politics, EU socio-economic governance, EU social policy, European integration, soft Europeanization and the Europeanization of Central and Eastern Europe.

This book compares media and political systems in East-Central as well as in Western Europe in order to identify the reasons possibly responsible for the extensive and intensive party control over the media. This phenomenon is widely experienced in many of the former communist countries since the political transformation. The author argues that differences in media freedom and in the politicization of the news media are rooted in differences in party structures between old and new democracies, and, notably, the fact that young parties in the new members of the European Union are short of resources, which makes them more likely to take control of and to exploit media resources.

This book takes stock of the diverse and divergent welfare trajectories of postsocialist countries across central and eastern Europe and the former Soviet Union. Authors from different disciplines address key aspects of social protection including health care, poverty reduction measures, labor market policies, pension systems, and child welfare.

This book examines the transformation of the state in Central and Eastern Europe since the end of communism and adoption of market oriented reform in the early 1990s, exploring the impact of globalization and economic liberalization on the region’s states, societies and political economy. It compares the different policies and national strategies adopted by key Central and Eastern European states, including the Czech Republic, Poland, Hungary and Slovakia, showing how initial internally oriented strategies of market reform, privileging domestic sources of investment, had by the late 1990s given way to externally oriented strategies emphasising the promotion of competitiveness by attracting foreign investment. It explores the reasons behind this convergence, considering the influence of internal and external forces, and the roles of interests, institutions and ideas. It argues that internationalization of the state is forged in the processes through which domestic groups linked to transnational capital attain domestic influence necessary to shape state policy and strategy. These groups — the comprador service sector in particular — constitute and organize political, social and institutional support of the competition state in the region. Overall, this book not only provides a detailed account of the political economy of post-communist transformation in Central and Eastern Europe, but also the processes by which states adapt to the forces of globalization.

Although it has been more than 20 years since Communism crumbled in Central and Eastern Europe and the Soviet Union, many scholars and politicians still wonder what the lifting of the Iron Curtain has really meant for these former Communist countries. And, because these countries were largely closed off to the world for so long, there has yet to be an all-inclusive study on their administrative systems—until now. In Public Administration in Post-Communist Countries: Former Soviet Union, Central and Eastern Europe, and Mongolia, expert contributors supply a comprehensive overview and analysis of public administration in their respective post-Communist countries. They illustrate each country’s transformation from an authoritarian system of governance into a modern, market-based, and in some cases, democratic government. The book covers the countries that were officially part of the Soviet Union (Russia, Ukraine, Moldova, Estonia, Lithuania, Georgia, Kazakhstan, and Kyrgyzstan); those that were theoretically independent but were subject to Soviet-dominated Communist rule (Bulgaria, Hungary, Romania, and Poland); as well as a satellite republic that was under significant Soviet influence (Mongolia). Each chapter includes a brief introduction to the specific country, an overview of politics and administration, and discussions on key aspects of public management and administration—including human resource management, public budgeting, financial management, corruption, accountability, political and economic reform, civil society, and prospects for future development in the region. The book concludes by identifying common themes and trends and pinpointing similarities and differences to supply you with a broad comparative perspective.

Future growth in the countries in Eastern Europe and Central Asia (ECA) will increasingly depend on innovation. And innovation requires skills. This makes it important, as countries plan for recovery, to undertake reforms to reduce the skills shortages that the previous growth episode exposed. Education systems have a very important role to play in creating the right skills. But education systems in the region fall short of the demands of their economies in two major ways. The first is that despite high levels of enrollment they do not produce enough graduates with the right skills. Students graduate with diplomas, not with skills, because the quality of the education for many students is poor. In large part this is because education systems remain focused on providing an excellent education to a few at the expense of improving the quality of learning for the majority. Moreover, the systems are still making the transition from teaching the basics to inculcating higher order skills such as critical-thinking and problem solving. The second way in which education systems fall short is that outside of a few countries in the EU there are few opportunities for adults to retrain, or acquire new skills. This book argues that generating more of the right skills requires a fundamental change of approach in the education systems in the region so that they aim for, and deliver, higher quality education for the vast majority of students (“not just diplomas but skills”). To start with, education systems need to “turn the lights on” and take seriously the measurement of what students actually learn as opposed to measurement of the inputs into the education process on the implicit assumption that learning follows. Policy makers also need to move away from the focus on inputs and processes and increase the emphasis on incentives.