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This paper discusses contemporary societal roles of German in the Baltic states (Latvia, Estonia, Lithuania). Speaker and learner statistics and a summary of sociolinguistic research (Linguistic Landscapes, language learning motivation, language policies, international roles of languages) suggest that German has by far fewer speakers and functions than the national languages, English, and Russian, and it is not a dominant language in the contemporary Baltics anymore. However, German is ahead of 'any other language' in terms of users and societal roles as a frequent language in education, of economic relations, as a historical lingua franca, and a language of traditional and new minorities. Highly diverse groups of users and language policy actors form a 'coalition of interested parties' which creates niches which guarantee German a frequent use. In the light of the abundance of its functions, the paper suggests the concept 'additional language of society' for a variety such as German in the Baltics - since there seems to be no adequate alternative labelling which would do justice to all societal roles. The paper argues that this concept may also be used for languages in similar societal situations and, not least, be useful in language marketing and the promotion of multilingualism.

Soviet higher education had a distinctive institutional landscape. It combined two institutional types in a uniform model that embedded higher education in the national economy. This paper focuses on the post-Soviet system-level changes in the institutional landscape in all 15 countries of the former USSR. It shows that over last three decades the Soviet two-type institutional model evolved into a three-type model, with the specialized university as a new institutional type. Highlighting the instruments of horizontal and vertical differentiation for each country, the paper explains how structural reforms and market forces led to the rise of the university/multiversity form of institution, and the strengthening of vertical stratification at system level. The comparative analysis shows that there have been different patterns of transformation in the 15 countries, shaped by unique combinations of structural reforms and marketization policies, with certain countries having made more distinctive steps away from the Soviet institutional model. There are now 15 formally different systems of higher education which poses further questions for comparative analysis.

The title of this paper comes from a quote from Senator William Fulbright, sponsor of legislation that resulted in the American Fulbright Scholar program. The Fulbright Program is based upon a shared commitment by American leaders post World War II who believed everything possible should be done to prevent the horrific tragedy and destruction of that conflict [Fulbright, J.W. (1989, p. xi]. The purpose of the paper is to invite consideration by those who prepare future school leaders to seriously contemplate what future school leaders will need in order to successfully navigate what promises to be increasingly tumultuous conditions. School leaders of the future will need to be "aware of, and find ways of coping with new and often complexifying trends" (Gardner, 2011, p. 286). Future school leaders will need preparation that helps them develop their own minds to meet their futures.

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Purpose: The paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries. Design/methodology/approach: The research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective. Findings: The research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state; and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities. Originality/value: The originality of the paper lies in a new, holistic and comparative perspective in analysing the implications of the "Baltic neoliberalism" for the development of skill formation systems, VET and employment of at-risk youth in this region.

Online courses have become an increasingly attractive format for delivering teacher training. However, the low retention rates are a critical and still unsolved issue. This paper presents the results of a randomized controlled trial aimed at testing the impact of a personalized support model on teachers' retention in online training courses. The support consisted of a package of nine messages triggered by teachers' characteristics and their specific (in)actions on the course platform. The study involved 3,777 lower-secondary education professional and student teachers from nine European Union Member States and Turkey, who were invited to participate in four new online courses in school year 2018/2019. The experimental estimates show that the offered support increased course completion by 10 percentage points among professional teachers in EU Member States, while it had no effects among student teachers nor in Turkey. Implications for online teacher training providers--such as the importance of reaching out to participants with poor online training experience and who do not start the courses in time--are discussed.

In European post-socialistic countries or more commonly known as Central and Eastern Europe (CEE) countries, regardless of their differences and specifics, the common communist and post-communist legacies in the field of educational sciences are still recognisable. The aim of this article is to explore research activity in the educational sciences in 15 CEE countries: 11 EU member states and 4 from the former Yugoslav Republic in the period from 1996 to 2013. The purpose of this research is to recognise the specificity and dynamics of subject and content issues, and development of methodological approaches in the educational science research. The sample consists of abstracts of 2,395 papers by CEE authors published in 265 journals indexed in Scopus between 1996 and 2013. Content analysis was applied, where the abstracts were grouped into specifically created categories describing the content and methods of the paper and analysed on the basis of two criterion variables -- CEE and non-CEE or international journals. The ?[superscript 2] test showed that the field of educational sciences in 15 European post-socialist countries changed over time in terms of quantity, content and methods, becoming more expansive and diverse, which is recognisable in papers published both in international and in CEE journals.

Based on related academic and semi-academic discourse, this paper aims to investigate the impacts of the COVID-19 pandemic on important actors and their expectations in the higher education (HE) sector. As open organisations, higher education institutions (HEIs) are influenced and shaped by different stakeholders' numerous and often controversial demands. While HEIs strive to meet key actors' needs, these expectations have a determinative role in the future of HEIs. Therefore, the future-oriented horizon scanning method was used for mapping the explicit demands of actors and for analysing alterations in expectations due to the pandemic. The horizon scanning showed that one of the most pressing expectations of HEIs in Central-Eastern Europe (CEE) was digitalisation even before the pandemic. Due to the pandemic, the awaited digitalisation in HE was realised within a few weeks, and it affected all actors. The tangible daily experience of the digital mode of education changed the priorities and expectations of the actors. In addition, this unexpected situation brought to the surface HEIs' hidden potentials, resources and responsibilities. Although the role of digitalisation in the future of HE is clearly manifested, the impacts of social restrictions as well as the effects of the digitalisation of learning and life in general were perceived primarily in the field of socialisation. As a result, the need for socialisation has increased. The article highlights the dynamic interconnection between digitalisation and socialisation, and the changing expectations and voices of stakeholders, which should be considered when HEIs choose their future paths in the post-COVID-19 era.

Along with increased international migration, many nation-states are facing the dilemma of embracing a multi-cultural and multi-lingual society while protecting their cultural and linguistic heritage. Non-Anglophone universities are often the sites of this struggle as they aim to become world-class international universities operating largely in English, yet strive to reinforce national identities through language policies. This paper examines higher education policies vis-à-vis language in the Baltic states (Estonia, Latvia, and Lithuania). The aim of the paper is to identify how universities have positioned themselves to respond to the complexity of local, national, and global pressures regarding the use of national language versus other languages. "Glonacal agency heuristic" [Marginson and Rhoades 2002, 'Beyond National States, Markets, and Systems of Higher Education: A Glonacal Agency Heuristic.' "Higher Education" 43 (3): 281-309] was used to frame the study. Content analysis of 16 policy documents revealed that while the practices might still lean towards English as the dominant foreign language in the higher education context, there are distinct strategic steps taken in the institutional and national contexts to support maintaining cultural and linguistic diversity in the Baltic States.

This paper explores linguistic landscapes and the enactment of public visibility and presence of non-majority linguistic groups in EU member states. Non-majority linguistic groups gain power, visibility and presence through the introduction of bilingual or multilingual signposts on roads, streets, squares, and public buildings in towns and cities where a given linguistic group represents a significant population share. The article offers a comparative analysis of language policies of EU member states regarding enactment of official bilingual or multilingual signs in public space. Twenty EU member states have signed the "European Charter for Regional or Minority Languages," while 17 members have ratified it. In addition, the Charter of Fundamental Rights, an integral party of the Lisbon Treaty, stipulates that language diversity is one of the fundamental values respected by the EU. Hence, this comparative research assesses various practices employed by member states in relation to the proclaimed values of multilingualism. Consequently, the paper depicts and compares different language policies that produce linguistic landscapes in EU member states. Finally, it tries to determine whether there is a convergence towards a common EU policy on bilingual and multilingual signs in public space.

This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had participated in the project "Case Forest--pedagogy towards sustainable development" experienced the pedagogical model and evaluated its usability from the perspectives of their own educational cultures. The main sources of both theory and data-driven qualitative content analysis are the reports obtained from each country and transcripts of the oral presentations and collaborative discussions. The results indicate that the teachers find current school practices, belief systems and traditional teaching models problematic and see the model as one way to change their schools' practices towards sustainable learning.

"Economies in Transition" (hereafter EIT or EITs) are countries in the process of shifting from "command" to "more open", liberalized, free market economic systems. In addition to achieving major structural adjustments to their economies, the transformational process requires the introduction of a high degree of transparency in both the economic and political spheres of society. The transfer of state assets to private ownership is one part of the process as well, as is the creation or opening of "political space" that permits the emergence of private enterprise, multiparty political systems, and the introduction of a broad range of non-governmental organizations that carry out missions and functions which people themselves prefer to perform. Thus, the process of economic transformation requires a major socio-political-economic paradigm shift...one that places people and their needs at the center of the transformational process. The process is extremely difficult to achieve and is fraught with many dangers for countries that enter into it without substantial guidance from more economically advanced countries. This paper reports on the social development successes and failures of 31 economies in transition over the 15-year period 1990-2005. Included in the analysis are EITs located in East and South East Asia (N = 5), Central and Eastern Europe (N = 10), all 12 members of the Commonwealth of Independent States including the Russian Federation (N = 12), Turkey (N = 1), and the three Baltic States of Estonia, Latvia and Lithuania (N = 3). Using the author's extensively pre-tested Weighted Index of Social Progress (WISP), the paper reports data at three levels of analysis: (1) WISP performances for all 31 EITs-as-a-group; (2) sub-regional performances on the WISP and its component sub-indexes for each of the six EIT sub-regions included in the analysis; and (3) country-specific performances on the WISP for each of the 31 countries included in the analysis.

Purpose: The purpose of this paper is to study the effects of a variety of levels of education, namely, high school, vocational and university education, on the probability of being employed in Eastern Europe and the former Soviet Union. Design/methodology/approach: The data are from two waves of the Life-in-Transition Survey that covers 29 post-communist transitional countries. The number of binary logistic models is estimated to quantify the effects of different types of education on the likelihood of being employed, while controlling for different sets of covariates. Findings: The findings reveal that the effect of employment associated with university education is higher than that of vocational education, which in turn is higher than that of high school education. However, the differences between the effects of the various levels of education are not considerable. Any specific level of education is always associated with a higher effect in Eastern Europe as compared to the former Soviet Union. The effect of education is also found to be higher for females than for males. In the former Soviet Union, the positive effect of university and vocational education on employment is found to go down with age. Originality/value: This is the first study which compares effect of different types of education on probability of being employed on a diverse sample of 29 post-communist countries over the period of five years.

Language questions are increasingly on the agenda in Europe. This paper addresses some problematic aspects of language teaching and learning that have come to the fore in the Baltic states after the European Union enlargement of 2004. First, the paper aims at providing relevant information about language policies in the former USSR and the independent Baltic states of today. This material is discussed in the light of the sociolinguistic changes that have occurred in the three Baltic states, Latvia, Lithuania and Estonia, over the last 15 years or so. Another issue under consideration is the current status and future prospects of teaching Lithuanian to foreigners in an enlarged Europe. Multilingualism is a value much asserted by European authorities. However, the goal of ensuring that the citizens of Europe are actually multilingual is far from being attained. While independence and the new status of Lithuanian as a state language have extended its area of use and increased demand for the teaching of Lithuanian, a new approach to methodologies and material design for teaching Lithuanian as a foreign language have to be developed in order to meet the requirements of the new prospective learners. (Contains 4 tables.)

It has been argued that universities are changing into becoming more professional as organizations, and this paper investigates this claim by exploring the emergence and tasks of communication departments in modern universities. Examination of universities in six Baltic and Nordic countries shows that communication departments are working closely with the institutional leadership and that communication is increasingly seen as a strategic function in the universities. This can position communication departments as a central internal coordinator between various organizational units and processes. While the findings indicate support for the assumption about more professional universities, those working within a communication department seem to have a broad and varied background and cannot be said to have developed a specific professional identity in all the institutions. However, our findings do indicate increasing contact and close relations between communication specialists across university borders which may result in a stronger professional identity over time.

Building on the growing literature on the varying degrees and dimensions of prisoner governance across prison systems, this paper aims to understand how such governance, and reforms to reduce its informal influences, shape prisoner experiences in Estonia and Lithuania. Estonia has limited the influence of prisoner governance through the creation of a cell-based prison system, while Lithuania has maintained penal colonies in which prisoners largely self-govern. Utilizing a metaphor approach to the pains of imprisonment, we offer the concept of an imposition gradient to capture variation in the experience of the weight and tightness produced by both prison authorities and prisoners themselves across our cases. The paper makes three contributions: first, it aims to explicitly assess the relationship between varieties of prisoner governance and penal subjectivities. Second, it rethinks the relatively static metaphors of weight and tightness as fluid and dynamic experiences shaped by the degrees of prisoner governance present within prison systems and particular spaces of particular prisons. Third, the paper speaks to recent appeals to develop comparative research into varieties of imprisonment regimes, deepening comparative theories of prison order across the Global North and South. [ABSTRACT FROM AUTHOR]

Purpose: In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach: It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings: At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor's and Master's levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications: These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value: This is the first comprehensive study on the motivation of enrollment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities' strategy.

In this paper, we develop a multi-level comparative approach to analyse Trends in International Mathematics and Science Survey (TIMSS) and Programme of International Student Achievement (PISA) mathematics results for a country, Russia, where the two tests provide contradictory information about students' relative performance. Russian students do relatively well on the TIMSS mathematics test but relatively poorly on the PISA. We compare the performance of Russian students with different levels of family academic resources over the past decade on these tests compared to students with similar family resources in Russia's neighbours and to Russian students studying in Latvian and Estonian Russian-medium schools. These comparisons and interviews with educators in Latvia and Estonia help us understand why students in Russia may perform lower on the PISA and to draw education policy lessons for improving international test performance generally and Russian students' PISA mathematics performance specifically.

This paper studies the impact of relative endowments of skilled labour and physical capital on the location choices of multinational firms (MNEs). We demonstrate potential methodological issues and possible solutions related to the identification of vertical MNE activity when using aggregate country-level data. To support our analysis, we introduce data matching and various assumptions with respect to the degree of profit shifting activities of MNEs that we apply to study unilateral inward foreign direct investment (FDI) across Estonia, Latvia, and Lithuania. Our choice of data is motivated by various legislation gaps, taxation specificities, and growing equity stocks in sectors related to profit shifting in the aforementioned economies. Ultimately, we highlight the importance of international tax differences and the growing discrepancy between real and reported cross-country FDI data. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to provide a summary of the key outcomes and reflections related to the theme issue question, "Smart tourism: what developments and issues are important to the Baltic states?" Design/methodology/approach: This study utilizes a descriptive approach to summarize the key outcomes of the theme issue. The theme issue focuses on the problems, trends and developments of smart tourism in the Baltic states, namely, Latvia, Lithuania and Estonia. Findings: The papers in the theme issue explore the emerging concept of smart tourism and the challenges associated with its implementation at the destination level. They also provide updated data on the adoption of smart tourism and aim to engage academics and industry professionals to identify future developments. Originality/value: This theme issue provides unique perspectives from a variety of stakeholders, including academics, practitioners, industry professionals and policymakers on the key issues, trends and developments shaping the emergence of smart tourism in the Baltic states. [ABSTRACT FROM AUTHOR]

In the framework of the internationalization and globalization of higher education and competition for international students, the paper examines how language policy in higher education shapes the provision of study programs in Estonia, Latvia, and Lithuania. It concludes that study programs in the Baltic states mostly follow the convention of a monolingual curriculum offered in the official national language, or Russian, as the largest minority language in the Baltic states, or English. Comparative analysis of international student flows also shows that while students from Estonia, Latvia, and Lithuania are leaving to study in predominantly English-speaking countries, which dominate in the global competition for international students, language policy laws in the Baltic states, except for Estonia, remain protective of the use of the official language in public higher education.

Online facilitation in a cross-cultural collaborative context is increasingly prevalent, but limited research has been conducted on the related issues, two of which are examined in this paper with reference to the empirical data of an exploratory user trial involving multinational facilitators, students and researchers. Results of our meticulous content analysis of online forum messages and video-conference protocols indicate that interpersonal relationships seem not necessary for realizing the task of online collaborative facilitation by a group of facilitators with salient group identity and fixed-term collaboration. The duration of the collaboration and the availability of social cues cannot consistently explain the group's heavy task-orientation. Sociograms illustrate the patterns of facilitator-student interactions. No consistent findings indicate that active facilitation could yield significantly higher students' performances.

Since their political reorientation that started in the late 1980s, the Baltic states have experienced profound social reforms to rebuild their democratizing societies. Education has featured as a key vehicle to this transformation process of overcoming the limitations of the Soviet past. National legislative frameworks were therefore soon provided to restructure educational systems and allow for "liberal" approaches to schooling. The process of policy-making for a new concept of education, however, entailed numerous challenges, and it has resulted in a diverse tapestry of educational provision across the Baltic. With specific focus on minority education, this paper presents a comparative analysis of education policies and practices in contemporary Estonia, Latvia and Lithuania in response to emerging language needs in these intensely multiethnic settings. (Contains 3 tables and 3 notes.)

The first attempt to bring together the historians of science from the Baltic States took place in Riga in 1958. Prof. Pauls Stradiņš (1896-1958) initiated and organised a joint meeting for historians of science from Latvia, Estonia and Lithuania under the supervision of the Academy of Sciences of the USSR. A program for future joint activities was developed, and the tradition of joint conferences--the Baltic Conference on History of Science (BCHS)--in each country followed. In 1991, the Baltic Association of the History and Philosophy of Science (BAHPS), uniting historians and philosophers of science of independent Estonia, Latvia, and Lithuania, took over organising the BCHS. The article aims to present an overview of the published results of the conference, which is partly based on the annotated bibliography (1958-1985) of the conference. The authors analyse the subject, dissemination and tradition of the BCHS, and discuss the role of academic institutions in organising the events. Since the overview was inspired by a decision to gather a complete set of books of conference abstracts, it also resulted in recommendations for conference organisers. Between 1958 and 2019, twenty-nine conferences were organised and 2,880 papers were presented. The next conference will take place in Finland in 2022. The main ideas of the article were presented at the 26th International Congress on History and Philosophy of Science in Prague in 2021. [ABSTRACT FROM AUTHOR]

In recent years, research on trade rebalancing in agri-food supply chains has gained prominence due to trade sanctions, supply chain disruptions, and vulnerabilities exposed by pandemics and conflicts. This study focuses on the recalibration of agri-food trade dynamics, using the 2014 Russian import ban as a case study. The ban significantly altered the structure of agri-food export destinations for affected countries, particularly those sharing a border with Russia (e.g., Poland, Finland, Estonia, Latvia, Lithuania). Employing a cross-section regression model and structural break tests, we assess the trade rebalancing process. Our findings reveal short-term trade rebalancing effects, primarily observed in product groups not traditionally considered main trade specializations. There is evidence that significant part of the lost trade was redirected to EU28 or EAEU countries and end up in the common trade areas of these countries. Furthermore, we argue that the Russian import ban initiated a long-term structural shift in export patterns for non-traditionally traded banned products, while rebalancing for traditionally traded products was significantly quicker. [ABSTRACT FROM AUTHOR]

The three Baltic states: Estonia, Latvia, and Lithuania, gained independence for the second time in the late 20th century, and are now investing in the whole society’s approach to defence, recognizing the threat from Russia, especially after the wars in Georgia (2007/8) and Ukraine (2014, 2022). Voluntary territorial defence forces are an important constituent of their national defence strategies. This paper aims to analyse these forces as an integral component of national security, based on a close connection with society, armed forces, and government. The similarities and differences between the three different volunteer forces will be highlighted and ultimately proven how they are strongly embedded in national and regional security setup, while also enhancing cross-border cooperation. [ABSTRACT FROM AUTHOR]

The article summarizes the third conference of the Baltic Heritage Network, held in Tartu, Estonia on June 26–28, 2012. [ABSTRACT FROM PUBLISHER]

We examined the effect of the accession to the Eurozone using the method of synthetic control groups. This method enabled us to compare the performance of the Estonian, Lithuanian, and Latvian economies with a combination of countries that have not accessed the Eurozone yet. We constructed a synthetic Estonia, Lithuania, and Latvia model as synthetic control units from a donor pool to evaluate the impact of the Economic and Monetary Union (EMU) on macroeconomic performance through synthetic control groups. The donor pool in our model consisted of European countries that do not use the euro. We used annual data from 1990 to 2019 for models with GDP and productivity. The results indicate that deciding to enter the Eurozone could increase productivity - measured as GDP over employment. Or in other words - if these Baltic countries did not join the euro, their GDP per employer would be lower than the actual. Accession to the Eurozone or ERM II has not increased or decreased GDP in Baltic countries as much as productivity. [ABSTRACT FROM AUTHOR]

To what extent can a country’s effectiveness in reducing child poverty be attributed to the size of family cash transfers (that is, both benefits and tax advantages) or to their design? In this paper, we disentangle the importance of each of these two factors, focusing on the family support system in Lithuania and comparing it with four other new member states. Both single parent and large families are increasingly susceptible to poverty in Lithuania. This contrasts with other former communist countries, namely Estonia, Hungary, Slovenia and the Czech Republic, which protect these family types much better. This paper examines whether their family transfer systems would achieve similar results in Lithuania. We employ the EUROMOD microsimulation tax-benefit model to swap family policies across countries and test whether size or design has greater effects on child poverty reduction in Lithuania. Hungarian, Slovenian and Czech policies would considerably improve the poverty situation among large families. Single parent families would only gain if Lithuanian spending on family transfers increased radically. Estonian policies would lead to mixed results: small gains for large families and losses for single parent families. [ABSTRACT FROM PUBLISHER]

This paper analyzes the evolution of innovation policy (IP) governance systems in the Baltic States and discusses how this progression has influenced the development of long-term IP capacities. The Baltics must attend to their long-term policy capacities as they are going through a ‘catch-up’ process while being influenced by both historical socioeconomic legacies and pressures of the global political economy. At the same time, they have delegated key policy activities away from centers of policy making and moved toward increasingly fragmented IP governance models, which provide narrow feedback and policy learning mechanisms that complicate the creation of long-term policy capacities. [ABSTRACT FROM PUBLISHER]

Presented paper aims to estimate and compare sustainable development processes in Lithuania, Latvia and Estonia after the European Union accession. Data embracing the 2004-2008 period is being analysed. Authors take into account that different approaches to countries' development assessment might affect their comparison results. In order to obtain a multi-faceted view, several variants of sustainable development estimations of Lithuania, Latvia and Estonia are being performed. Each variant represents a different approach to development perception. The difference lies in emphasis, which is being put on economic and institutional aspects of development. Juxtaposition of development estimation variants is expected to reveal range, within which the resulting index fluctuates and impacts ranging of countries. Integrated complex countries' development index is computed by using multi-criteria method. Authors of the paper compose a system of indicators, which is being employed for research purposes. Corollaries of investigation let us judge how much Lithuanian, Latvian and Estonian ranking according to estimated development level differs due to variations of approaches applied, and how sensitive calculations are to institutional performance and current economic downturn. [ABSTRACT FROM AUTHOR]

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