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The article deals with the declining union density and shrinking coverage of collective agreements in most EU/EES countries, in particular in Eastern Europe and Greece. In many countries, international organizations pushed through “structural reforms” weakening trade unions. The result is declining union density and decreased capacity to conclude sectoral collective agreements and avoid downwards derogations at company level. Even in some core eurozone countries have governments without much of social dialogue carried through “internal devaluation” to restore competitiveness. High union density (Finland) or high union mobilization capacity (France) could not prevent this development. The economic performance of a country and degree of globalization, including the absence of a national currency, appear to be more important. The Swedish (and Nordic) model of self-regulation, resting on negotiations between the labour market parties, contrasts sharply to French state regulation with its high frequency of state extension of collective agreements and minimum wages set by the state. Union density in Sweden is still among the highest in the world but has declined considerably the last twenty years, in particular among the rapidly growing share of foreign-born blue-collar workers. As a small, strongly export-dependent country dominated by large transnational groups, Swedish economy is very influenced by globalization. This has shifted the balance of power to the advantage of employers, and by that circumscribed the unions’ efforts to achieve developing jobs and improved working environment.

Данная статья посвящена изучению основных моделей местного самоуправления, используемых в России и мире. Выделены условия, которые необходимо учитывать при выборе модели местного самоуправления. Основной целью данной публикации является изучение современной модели местного самоуправления, которая сегодня сложилась в России, а также обобщение опыта формирования и функционирования системы управления персоналом.This article is devoted to the study of the main models of local self-government used in Russia and the world. The conditions that must be taken into account when choosing a local government model are highlighted. The main purpose of this publication is to study the modern model of local self-management that has developed in Russia today, as well as to generalize the experience of the formation and functioning of the personnel management system.

This inquiry explores learning mobility and integrative participation of graduate students across developing segments in the Anglo-Saxon model of higher education system in Albania. The empirical analysis reveals varying participation factors compared to internationally accepted norms of teaching and learning in Anglo-Saxon model of education system. Two major pillars, (1) fostering research skills for personal and national empowerment and (2) continuous promotion of teaching and learning excellence, inform student participation and learning mobility across cultural contexts. Six clustered themes emerge to provide a framework of cross-examination and help discern similarities and differences for its agents. Contextual settings are delineated, practical implications are discussed, and suggestions for policy are provided.

International audience; Extracting association rules from a huge binary data according to a quality measure is an important pretreatment step in data analysis.Also, among unsupervised techniques, our approach for a hierarchical classification implicative and cohesive is based on the new measure of cohesion according to the interestigness measure MGK. In this paper, we present, for the first time, a validation of this approach in the field of education, mainly in the computing curricula and the performance capabilities of students pursuing this curriculum in the Anglo-Saxon model.

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Evropski socialni model se že vrsto let bori za odpravo revščine in socialne izključenosti. Države, ki implementirajo njegove podmodele, imajo vsaka svoj režim vladanja in porabe sredstev za dosego tega cilja. Za boljše razumevanje problematike v diplomskem delu podrobneje opisujemo revščino in socialno izključenost ter njuni zgodovinski ozadji. Opisano je tudi zgodovinsko ozadje podmodelov in kako ter s kakšnim namenom so se razvijali. Vsak model poskuša zadovoljiti tri glavne potrebe prebivalcev, vendar pridemo do spoznanja, da pri tem niso vsi enako učinkoviti. Obravnavamo tudi strategijo, imenovano Evropa 2020, ki prav tako skuša izboljšati stanje v Evropi. Namen diplomskega dela je ugotoviti, kako evropski socialni podmodeli vplivajo na revščino in socialno izključenost v posameznih evropskih državah. Primerjamo anglosaksonski, kontinentalni, skandinavski in mediteranski model ter statistične podatke o tem, kolikšnemu deležu prebivalstva grozita revščina in socialna izključenost v državah, za katere so ti modeli značilni. Dodatno primerjamo še vpliv podmodelov na zaposlenost mladih, možnost izobraževanja in usposabljanja za drugo zaposlitev, državne izdatke itd. Po statistični metodi primerjave dobimo rezultate, ki pokažejo, da je skandinavski model, ki velja za zgled drugim modelom, res najboljši pri odpravljanju revščine in socialne izključenosti, saj države skandinavskega modela prekašajo države ostalih modelov v večini postavk. Izkaže se tudi, da je mediteranski model najmanj učinkovit pri odpravljanju revščine in socialne izključenosti. Na koncu je dodanih še nekaj predlogov za morebitne izboljšave in pomoč modelom pri reševanju problema revščine in socialne izključenosti. The European social model has been trying for years to fight poverty and social exclusion. Its submodels, or rather the countries implementing the submodels, each have their own regime of governing and using the funds intended to fight poverty and social exclusion. Poverty and social exclusion as well as their historical background are described in detail for a better understanding of the issue. The historical background of the models is also described, as well as how and with what purpose they were developed. Each of the models tries to satisfy the needs of their respective inhabitants however, we have come to the realization that the models are not equally effective. There is also the strategy called Europe 2020, which also tries to change Europe for the better. The purpose of this thesis is to find out how the European models impact poverty and social exclusion in individual states. We compare the Anglo-Saxon, Continental, Scandinavian and Mediterranean models, and the statistical data on the percentage of inhabitants who are at risk of poverty and social exclusion in the countries for which the models are typical. Additionally, we compare how the models affect youth employment, educational opportunities, government expenditures, and so on. Results arrived at by the statistical method show that the Scandinavian model, which has also been an example for other models, truly is the best in fighting poverty and social exclusion, because countries adhering to the Scandinavian model surpass other countries in almost all points. It also turns out that the Mediterranean model is the least effective in fighting poverty and social exclusion. At the very end, some suggestions are given which might help improve the models in order to find a solution to poverty and social exclusion.

U diplomskom radu su istražena dva modela društveno odgovornog poslovanja: anglosaksonski primjenjiv u SAD–u i europski model koji svoje posebnosti reflektiraju i u okviru komuniciranja s okruženjem. Problem koji se istražuje odnosi se na primjerenost implementacije pojedinih oblika komuniciranja društvene odgovornosti u okviru određenog poslovnog okruženja te određenje razlike između anglosaksonskog i europskog modela komuniciranja društveno odgovornog poslovanja. Podaci relevantni za temu diplomskog rada obrađeni su uz pomoć povijesne metode znanstvenog istraživanja, metode deskripcije, metode komparacije, metode klasifikacije, metode indukcije i dedukcije, metode analize i sinteze, metode kompilacije i metode klasifikacije. Provedeno istraživanje pokazalo je različitosti anglosaksonskog i europskog modela društvene odgovornosti. Anglosaksonski model je liberalno–tržišni model korporacijske društvene odgovornosti, što podrazumijeva minimalnu ulogu javnog sektora u tom području, uz istovremeno važnu ulogu zakonodavnih i drugih pravnih instrumenata u osiguranju poštivanja ugovora i sporazuma, kako u nacionalnim, tako i u međunarodnim okvirima, a kojima se uređuje tematika odgovornog korporacijskog ponašanja. S druge strane u europskom modelu važnu ulogu imaju institucije Europske unije koje potiču razvoj društvene odgovornosti i nastoje kreirati univerzalne smjernice kojima će se rukovoditi poduzeća u komuniciranju društvene odgovornosti. In graduate thesis there are two models of socially responsible business researched: Anglo-Saxon applicable in the United States and the European model. Their specialties are also explored in the context of communicating with the environment. The problem being investigated is the appropriateness of implementing certain forms of communication of social responsibility within a given business environment and determining the difference between the Anglo-Saxon and European model of communicating socially responsible business. The relevant data for the thesis work were handled with the help of historical methods of scientific research, descriptive methods, comparative methods, classification methods, induction and deduction methods, methods of analysis and synthesis, compilation methods and classification methods. The conducted research has shown the diversity of the Anglo-Saxon and European model of social responsibility. The Anglo-Saxon model is a liberal-market model of corporate social responsibility, which implies the minimum role of the public sector in this area, while at the same time playing an important role in legislative and other legal instruments to ensure compliance with treaties and agreements, both nationally and internationally, which is the theme of responsible corporate behavior. On the other hand, in the European model, the institutions of the European Union have an important role to play in promoting social responsibility development and striving to create universal guidelines for the management of corporate social responsibility communication.

This chapter examines the lack of enforcement of China’s increasing body of labour legislation, showing how, since the 1980s, the country’s labour inspection system has evolved into a system resembling the Anglo-Saxon model—characterized by fragmentation and reactive regulatory practices—but with highly selective and non-coercive state enforcement. This “hybrid” labour inspection model stems from the combination of neoliberal reforms with the Leninist legacy of the authoritarian regime. More effective enforcement of labour law would, the authors suggest, require greater tripartite cooperation and social dialogue in the regulatory process and the involvement of an independently organized industrial force.

In the context of the economic crisis and the challenges of globalization, the paper presents and analyses relevant aspects of labor market flexicurity, especially in the Mediterranean and Anglo- Saxon model. Thus, the labor market in Spain and the United Kingdom has been studied, highlighting the reason behind existing problems, compared to other EU countries, notably in the Euro area (Italy, Greece, Portugal, Germany). Labor market flexicurity highlights labor market flexibility while, at the same time, ensuring safe transition for employees from a job to another. In this context, it should be emphasized that integration in the Economic and Monetary Union involves fulfilling a major condition in order to cope within the Union, namely labor market flexibility.

Social entrepreneurship has become an economic reality with great potential to provide a response to the existing social challenges. In this paper we identify two models of social enterprise, and we provide, for the first time, evidence from the human resource management of social enterprises in Spain. This allows us to analyse whether these social enterprises manage their human resources in an ethical way, and whether a different ethical human resource management exists in the two models. We have designed a questionnaire using the ethical practices of the ethical human resource management model as a basis. The results reveal that social enterprises in Spain manage their human resources ethically and a difference does not exist between the two models identified. We conclude by outlining the implications for a better understanding of ethical practices in human resource management in social enterprises.

The most advanced societies have no newly-needed democratic formations, as legally unsecured intellectual freedom may be usurped by powerful institutions having a formal respect for the old democratic principles. Generally, this means that we are witnessing not just personality changes, but tectonic shifts in the legal and political strata that existed and developed within the period of Modernity. The purpose of this research is to identify the features of current crisis in the Anglo-Saxon globalization. This goal can be achieved on the back of classical philosophy and large-scale historical material applied simultaneously. This approach demonstrates that globalization processes are still guided by the legacy of early English history and the ideas that originated during the Age of Enlightenment. Anglo-Saxon Model discredits itself and, consequently, becomes non-legitimate when it comes to its supreme right to interpret the idea of democracy. An important aspect of this research is how the religious trends of the 17th century were interwoven with political, legal and cultural consequences.

Labour inspection is an increasingly important part of employment standard-setting, as trade union membership and collective bargaining decline. Research identifies two broad approaches to labour inspection. A defining characteristic of the Latin model is that flexibility and enforcement are successfully combined in the one regulatory regime. In contrast, the Anglo-Saxon model involves institutional fragmentation and a lack of symmetry between `hard' and `soft' regulatory interventions. The case of the Republic of Ireland highlights the weaknesses of the Anglo-Saxon model of labour inspection: both the `hard' and `soft' dimensions to this labour standard-setting regime need reforming and strengthening.

This article claims that the European Union (EU) has had a very peculiar relationship with the globalized post-Cold War economic order. On the one hand, the EU was instrumental in bringing about this order. It aggressively promoted (both internally and externally) the principles and policies upon which this economic order has been based. On the other hand, this proactive engagement was translated within the EU into a highly polarized and antagonistic public discourse that led to a serious identity crisis. In this way, it is argued that economic globalization emerged in the EU as a debate on the nature and future of Europe. After 2005, this polarized and antagonistic discourse started to change. The rise of flexicurity, as a new way of thinking about Europe's place and orientation in the global political economy, has been instrumental in this shift. The article examines and evaluates these developments and their implications for the European project.

This article will analyse how education, the Anglo-Saxon model and welfare capitalism are intertwined. It will also delve into the question of the existence of an Anglo-Saxon model of welfare capitalism. Comparing countries like the United Kingdom and Australia, which have long shared very close links, places the very existence of such a model into question. Over the last twenty years, Australia has indeed developed much more stringent welfare policies than the United-Kingdom, imposing large responsibilities on the recipients of welfare programmes and creating a very distinctive institutional set-up for the delivery of these services. Geopolitics seems to partly account for the differences between Australia and the United Kingdom. Australia is very close to Asia, and one of the strongest exchange points between those two regions is education. In this article we will see how education, and in particular transnational education in Asian countries, can be associated with the diffusion of neo-liberal ideas, especially regarding the adequate role of the state in the field of education. The first part of this article will focus on the specificities of the Australian education system, on how it has gradually integrated neo-liberal ideas. The second part of the paper will be more focused on social policy and the vision of the role of the state.

In France, the label “Anglo-Saxon capitalism” has tended to suggest an intimate link between the U.K. economic model and that of the United States of America. This link is thought to run much deeper than mere economics. It includes linguistic and cultural ties that distinguish a broad-based Anglo-Saxon socio-economic and political model from the French and other models. This paper first considers to what extent a distinctive Anglo-Saxon economic model can be identified. It then considers U.K. and U.S. responses to the 2008-2009 financial and economic crisis to determine if they are sufficiently similar to support ongoing reference to an Anglo-Saxon economic model. The final part considers the extent to which the pre-crisis Anglo-Saxon model contributed to the recent crisis of global capitalism, and whether Anglo-American capitalism has actually come out of the ruins. L’expression française de « capitalisme anglo-saxon » est utilisée pour souligner les liens étroits existant entre le modèle économique britannique et celui des États-Unis. Cet article envisage ces liens dans une perspective dépassant la sphère politique et socio-économique pour inclure la dimension linguistique et culturelle en opposant le modèle anglo-saxon au modèle français et aux autres modèles. Il s’attache d’abord à identifier les principales caractéristiques du modèle anglo-saxon. Puis il analyse les réponses britannique et américaine à la crise de 2008-2009 afin de voir si elles présentent suffisamment de similitudes pour justifier le bien-fondé d’une référence à un même modèle. Il tente, enfin, de déterminer quelle a été la part de responsabilité du modèle anglo-saxon d’avant-crise dans l’avènement de la crise du capitalisme global déclenchée en 2008, et de voir si le capitalisme anglo-américain a réussi à renaître de ses cendres depuis 2010.

Beginning with a discussion of current debate in France about its own ‘social model’, this articles analyses French interpretations of the ‘Anglo-Saxon’ model in both a contemporary and historical context. It argues specifically that present-day criticisms of what is taken to be Britain's liberal, free-market model are nothing new and find distinct echoes in a literature that dates back to the late 17th century. Even for its French admirers, England was seen as a country of inequality, whilst for its critics inequality was a reflection of a broader system of poverty and misery inflicted upon the mass of the population. In brief, the parameters of the debate – inequality compared with the virtues of equality, commerce against the claims of justice, individual liberty contrasted with solidarity, the market versus the State – have not changed significantly for over two centuries. The article concludes by referring to current misconceptions in France of policies pursued by the current Labour government.In memory of Andre Prochasson

Prior to the 1997 financial crisis, the Korean economy had based its growth policies on East Asia's economic catch-up model which was based mainly on the Japanese development experience. However, the events that lead to the 1997 crisis and the changes instituted in the Korean economy after the crisis have put to question whether the traditional East Asian growth model will continue to be viable. This paper examines two alternative models of development, namely the “Anglo-Saxon” and the “Continental European” models, and evaluates their relevance for Korea's future development challenges. Despite many common features these models share, they are also quite distinctive with regard to their treatment of the labor market system and the role of government. By focusing on the model's capacity to expand employment and to provide sustainable growth as the most important criteria, it is suggested that Korea should follow the “Anglo-Saxon model”, at least in the short- to medium-term. In comparing Korea's ...

Engineering education in Egypt is a mirror of the country's history, a result of the confluence of foreign influences (French, British, Swiss, German, Soviet, American) and national desires for sovereignty, development, and Pan-Arabism. American political and economic influence in the most recent period can be seen in the current dominance of the Anglo-Saxon model in engineering education, particularly in such disciplines as electronics, telecommunications, computer engineering, petroleum engineering, biomedical engineering, and aeronautical engineering

This article compares trends and issues affecting labour security in the UK and Australia, using an adaptation of Standing's 1997 typology. The increased polarization and variability of hours worked, declining union densities and increased wage inequality provide evidence of growing labour insecurity in both countries. This represents the reciprocal impact of increased employer dominance in the workplace and government pursuit of labour flexibility. Growing labour insecurity casts doubts on the supposed benefits for EU economies of the Anglo-Saxon model of deregulated labour markets. The last part of the article considers measures to counter increased insecurity.

Examines whether the French model of capitalism is becoming more like the Anglo-Saxon model. Effects of changes in the French economy; Need to improve the welfare state, public service, the labor market and the business sector in France; Characteristics of capitalism; Examination of two competing economic schools of thought.

The effect of globalization on national economic and political strategies is a central theme in policy analysis. At the core of this debate is business governance, interpreted in this paper in a wide sense as the laws, rules, and routines that govern large-scale corporations. Conventional wisdom has it that cross-national patterns of business governance are converging on the so-called Anglo-Saxon, capital-market driven model. In this paper I analyze recent changes in Brazil and South Africa, to conclude that models of business governance should be seen jointly with the institutional underpinnings of the economy. These include legal traditions that are unlikely to undergo rapid changes, other institutional features directly related to the ways in which first compete in the global economy, and the mechanisms through which social actors resist changes adverse to their interests.

U svim školskim sistemima primenjuju se različiti vidovi diferencijacije u oblasti obrazovanja, kojima pokušava da se odgovori na razlike u sposobnostima i postignućima među učenicima. U ovom radu se razmatra da li, kada i kako se ostvaruje usmeravanje i razdvajanje učenika, bilo između različitih škola ili unutar škole. S obzirom na to da među određenim školskim sistemima postoje znatne sličnosti u strukturi i organizaciji obaveznog obrazovanja, pa i u načinu ostvarivanja diferencijacije, u radu seukazuje na specifičnosti ostvarivanja diferencijacije u toku obaveznog obrazovanja u tri grupe zemalja, odnosno daje se opis i analiza tri različita modela koja karakterišu određene sličnosti u primenjenim mehanizmima diferencijacije: germanski, skandinavski i anglosaksonski. Po efektima diferencijacije na jednakopravnost u obrazovanju, skandinavski model se pokazuje kao veoma uspešan, dok je u sistemima svrstanim u germanski model pravednost u obrazovanju po pravilu manje izražena. All school systems apply different types of differentiation in education, trying to respond to the differences in abilities and achievements of students. The paper deals with the questions of whether, when and how guidance and selection of students are done be it between different schools or inside a school. Since among certain school systems there are significant similarities regarding the structure and organization of elementary education, differentiation included, we stress the specifities of performing differentiation in the compulsory education in three groups of countries, i.e. three different models (German, Scandinavian and Anglo-Saxon) which are characterized by certain mutual features of the applied mechanisms of differentiations are described and analyzed. Regarding the effects of differentiation on equality in education, the Scandinavian model seems to be very successful while in the countries in the German model justice in education is less evident.

El Espacio Europeo de Educación Superior ha implicado una nueva organización de las enseñanzas universitarias, así como un cambio en la metodología docente que tradicionalmente venía aplicándose en el campo de las Ciencias Jurídicas. Ya no es suficiente con el conocimiento, sino que se debe ir más allá en el proceso de aprendizaje proporcionando a los estudiantes determinadas destrezas o habilidades. Uno de los argumentos que, con fuerza, se ha esgrimido para mostrar reticencias a este proceso de “enseñar a aprender” parte de las diferencias entre los sistemas del Civil Law y del Common Law que han determinado formas distintas de enseñar Derecho. El que durante siglos la formación de juristas se haya realizado de forma diversa tiene su razón histórica, el fuerte componente codificador que caracteriza nuestro sistema ha hecho de la lección magistral la técnica pedagógica más utilizada, mientras que la forma de concebir el derecho de los países de tradición anglosajona han propiciado metodologías más activas en el proceso de aprendizaje. Todo ello nos lleva a reflexionar sobre si el aprendizaje por competencias tiene encaje en un sistema como el nuestro de tradición continental y en unos planes de estudio tal como están diseñados hoy en día. Pero el principal foco de nuestra reflexión debe centrarse en el estudiante y en sí verdaderamente se le está proporcionando una mejor formación o si, se ha querido hacer valer un sistema que, a pesar de sus virtudes, no se está aplicando en la práctica por limitaciones organizativas, temporales y económicas. The European higher education has led to a new organization of university education as well as a change in teaching methodology that traditionally had been applied in the field of legal science. It is no longer sufficient knowledge, but should go further in the learning process by providing students with certain skills or abilities. One of the arguments that hard, has been put foward to show reluctance to this process of “learning to learn, put of the differences between that have determined different ways of teaching law. Wich for centuries the training of lawyers has been performed in different ways has its historical reason, the strong encoder component that characterizes our system has made the lectura pedagogical technique most used, while the way of conceiving the right of countries Anglo-Saxon tradition have led to more active methodologies in the learning process. This leads us to reflect on wether learning by competencias have fi tinto a system like ows continental tradition and study plans are designed as today. But the main focus of our reflection should focus on the student, whether truly is providing better training or whether we have tried to do.

All school systems apply different types of differentiation in education, trying to respond to the differences in abilities and achievements of students. The paper deals with the questions of whether, when and how guidance and selection of students are done be it between different schools or inside a school. Since among certain school systems there are significant similarities regarding the structure and organization of elementary education, differentiation included, we stress the specifities of performing differentiation in the compulsory education in three groups of countries, i.e. three different models (German, Scandinavian and Anglo-Saxon) which are characterized by certain mutual features of the applied mechanisms of differentiations are described and analyzed. Regarding the effects of differentiation on equality in education, the Scandinavian model seems to be very successful while in the countries in the German model justice in education is less evident.

So far we have not considered whether what might be referred to as the ‘generalized Western’ social situation, previously described, applies uniformly across different countries. Although it appears plausible on a superficial view that recent social change has proceeded in essentially similar ways in most Western industrialized liberal democracies with standardized languages, the different social and political traditions in the UK and elsewhere make a comparison worthwhile. In this chapter we consider the French case because it is often cited as a highly standardized one. Notable differences in social organization in France are the dirigisme and sense of cultural uniqueness characteristic of the country, reflected quite vividly in the example of 1994 legislation designed to prohibit the use in official documents of Anglicisms by French state employees; and the republican attitude widespread in France that sees democracy in the light of upward rather than downward levelling. Against this, it certainly makes sense to assume that the youth-driven changes discussed previously are at work in France; for example, the ‘events’ of May 1968 are above all associated with their French manifestation.

This article analyses a recent complaint pronounced upon by the International Labour Organisation (ILO) relating to collective bargaining rights under Irish law. The article analyses the manner in which the ILO dealt with the complaint and the response of the Irish State. However, the article argues that there are lessons to be drawn from this case of wider significance. In particular, the article considers the role of collective bargaining in the ‘Anglo’ model of industrial relations; the influence of the judiciary in interpreting and protecting collective labour rights; the influence of global multinational corporations on labour law and practice; and the effect of the EU institutions on labour rights in the context of the current crisis.