This book presents a method to develop financing strategies for investment-heavy environmental infrastructure, such as urban water supply, wastewater collection and treatment, and municipal solid waste. The strategies, supported by the FEASIBLE computer model, were developed in several countries of Eastern Europe, Caucasus and Central Asia (EECCA), in EU accession countries and China.
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In this report, the country summarizes the main developments in competition law and policy in 2002-2003.
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In this report, the country summarizes the main developments in competition law and policy in 2001-2002.
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The aim of this paper is to provide a statistical update of an earlier analysis on FDI in South East European countries and includes Moldova among the countries covered. Various features of FDI in the region and in individual countries are presented in 29 tables. This study, prepared by Gábor Hunya of the Vienna Institute for International Economic Studies, was commissioned by the Austrian Ministry of Economy and Labour.
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Ministers representing the nations of South East Europe met in Vienna on 18 July 2002 under the auspices of the Stability Pact Investment Compact to sign this declaration on common principles and best practices designed to attract private investment in the region.
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In this report, the country summarizes the main developments in competition law and policy in 2000.
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Before 1945 the quality of Hungarian higher education institutes were high even in international comparison. The quality was assured mainly by laws -- and by traditions. There existed neither external nor internal evaluation including student eva...
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The present college grew out of the Reformed College of Debrecen, one of the oldest educational institution in Hungary. The first book published on the goals of teacher training dates back to 1538. In the course of history different principles do...
Regulatory Developments in Xenotransplantation in Hungary.
Les gestionnaires des établissements scolaires et des systèmes éducatifs n’ont pas la tâche facile car on demande partout aux écoles d’en faire davantage qu’autrefois. Ils sont en outre confrontés à un environnement complexe et soumis à des pressions sans fin, à la fois pour économiser les ressources et pour améliorer les performances. Comment les écoles et les systèmes éducatifs réagissent-ils face à ces défis majeurs ? Quel est le