This article considers the relationship between centralised, exogenous institutions and the embedded, endogenous institutions of rural governance in Europe through an examination of the evaluation procedures of the European LEADER programme. LEADER is presented in the literature as progressive...

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...

This paper explores and analyses the Hungarian institutional system for the creation and the transfer of knowledge in the field of agriculture and rural development. We consider the constitution and operation of the Agricultural Knowledge System (AKS) in Hungary, focussing on formal institutions...

This article considers the relationship between centralised, exogenous institutions and the embedded, endogenous institutions of rural governance in Europe through an examination of the evaluation procedures of the European LEADER programme. LEADER is presented in the literature as progressive...

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...

This paper explores and analyses the Hungarian institutional system for the creation and the transfer of knowledge in the field of agriculture and rural development. We consider the constitution and operation of the Agricultural Knowledge System (AKS) in Hungary, focussing on formal institutions...

Using unique data from Hungary we analyze the educational attainment of a cohort of Hungarian Roma and non-Roma students. This cohort started high school in 2006. High school dropout rate is 10 percent among non-Roma, whereas nearly 50 percent among Roma students. 75 percent of the non-Roma...

In this study, we present the first results of a telephone survey that was conducted among families raising a school-age child. Parents and children were asked about their experiences with online teaching following Covid-19 lockdowns. The data collection took place in April 2021, just after one...

This study estimates the expected long-term budgetary benefits to investing into Roma education in Hungary. By budgetary benefits we mean the direct financial benefits to the national budget. The main idea is that investing extra public money into Roma education would pay off even in fiscal...

The paper looks at school segregation in Hungary by ethnicity (Roma versus non-Roma) and social disadvantage. We use comprehensive data from the National Assessment of Basic Competences from 2006. School segregation is measured at various levesl: by micro-regions, within towns and cities, and...