2010/2011

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Authors Krista Loogma (PhD) is Head of the Centre of Educational Research, Tallinn University. Her research areas are sociology of education and the relationship between education and the labour market. (4) Anu Masso (PhD) is a senior research fellow at the Institute of Journalism and Communication at the University of Tartu. Her research topics include social space, social identity, the role of foreign languages in the development of cultural distances and research methods in the social sciences. (5.1, 5.4.1, 5.4.2, 5.4.4) Arvydas Virgilijus Matulionis (Habil. Dr.) is Director of the Lithuanian Social Research Centre and Professor of Sociology at Vilnius University. His research is focused on issues of stratification and identification. (4) Zenonas Norkus (Dr Habil) is Professor of Sociology at Vilnius University. His main fields of research include post-communist social transformation, the philosophy of history and the social sciences, comparative historical sociology and Max Weber’s social theory. (1.4) | 204
Authors Vello Pettai (PhD) is Professor of Comparative Politics at the University of Tartu. His primary research interests are parties and party systems in post-communist countries. He has also researched political elites in the Baltic states as well as comparative retroactive justice policies. (6) Robert Phillipson is a Professor at Copenhagen Business School. Among his books are Linguistic Imperialism, English-only Europe?, Challenging Language Policy and Linguistic imperialism continued. His research interests include the role of English in globalization, language rights, macro-sociolinguistics and language pedagogy. (5.6.2) Ainė Ramonaitė (PhD) is an Associate Professor at the Institute of International Relations and Political Science, Vilnius University. Her fields of research include political participation, political attitudes, electoral behaviour and civil society. (6) Meilutė Ramonienė is Associate Professor of the Department of Lithuanian Studies at the University of Vilnius. Her research interests include applied linguistics, teaching foreign languages, sociolinguistics and onomastics. She is co-author of several textbooks and teacher reference books for teaching Lithuanian as a second language. (5.3.3) 205 |
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2010/2011 Estonian Human Developmen
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2010/2011 Estonian Human Developmen
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CHAPTER 5. Language space and human
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Dear reader, Twenty years ago, the
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Preface In a sense, this year’s H
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Introduction This year’s edition
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Lithuania, the process of stabilizi
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already somewhat more optimistic th
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ase our calculations on health and
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economic crisis changed the situati
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1.3. Satisfaction with outcomes of
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If public opinion about the economi
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and Germany that of CME (see Hall &
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growth is conditional on capital an
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Figure 1.4.3. Changes in GDP in Est
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concerned about stabilization. The
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1.5. From state-owned enterprises t
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Table 1.5.1. Privatization and the
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Table 1.5.2. Similarities and diffe
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the state and Estonia’s enterpris
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and the research infrastructure be
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is dedicated to the aforementioned
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59. Nölke, A., Vliegenthart, A. (2
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Figure 2.2.1. Sources and intensity
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years, the mean age at the birth ro
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Figure 2.2.5. Share of people older
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change are taken together, and it d
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mentioned populations and indirectl
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Figure 2.3.6. Standardized death ra
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els, greater attention should be pa
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used to manage the system. It was o
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lic sector budget in Estonia, a lit
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is still significantly lower than t
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2008, the last years of the economi
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(2008). Educational inequalities in
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69 |
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Commission of the European Communit
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tices of several EU member states.
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may not find new jobs during an eco
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tors of the economy 21 in the Balti
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is also higher in the Nordic countr
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to increase in the future. The harm
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Figure 3.4.1. Average life satisfac
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Figure 3.4.4. Income and life satis
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ers were less satisfied with their
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stantly at a lower level than for F
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3.6. Summary Mare Ainsaar Indicator
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38. Drakopoulos, S. (2008). The par
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the labor market: comparing late wo
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school year, which inevitably shape
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and social studies, with particular
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schools. These schools use textbook
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higher education institutions prima
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performance. The corresponding inde
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ment was 3.0 (Estonia), 4.2 (Latvia
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ument establishes the goal of creat
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The large-scale reform in terms of
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focus and energy was devoted to str
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Table 5.1.1. The knowledge of langu
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etter: 33.5 per cent of Russians an
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Table 5.2.3. (Linguistic) integrati
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has stated: “Based on my 14-year
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sponded to the highest or intermedi
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spheres, provides valuable support
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ties to practice the language. Whil
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V = .251, p ≤ .001), i.e. Estonia
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drafted in 1998. Close observers of
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5.5. The changing patterns of forei
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Table 5.5.3. Motivation to learn a
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5.6. Views from outside: language c
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References: 1. Ahonen, S. (2001). P
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88. Vare, Silvia (1993). Miks keele
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might this strategy have on long-te
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Nevertheless, the most recent schol
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Table 6.2.4. Freedom House scores f
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over the next electoral term. While
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Page 163 and 164: Participatory trends In the past fe
Page 165 and 166: Table 6.6.1. Comparative overview o
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Page 169 and 170: tive efforts in the military and se
Page 171 and 172: tic cooperation measures, which EU
Page 173 and 174: Table 7.1.1. Links between EU polic
Page 175 and 176: cant decline in Latvia’s import f
Page 177 and 178: Figure 7.2.1. Trade between the thr
Page 179 and 180: 7.3. The future of Estonian, Latvia
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Page 183 and 184: Enlarging business opportunities wi
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Page 191 and 192: of economic and business environmen
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Page 195 and 196: Figure 8.2. The GDP in the first qu
Page 197 and 198: What these results seem to tell, ab
Page 199 and 200: This report`s chapter on education
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Page 203 and 204: Tero Autio (PhD) is Professor of Cu
Page 205: Authors Andris Kangro (PhD) is Prof
Page 209 and 210: Authors Maarja Siiner (MA) is compl
Page 211 and 212: Photo competition “This is a beau
Page 213 and 214: Winning entries of the photo compet
Page 219 and 220: Honourable mentions of the photo co
Page 228: 2010/2011 Estonian Human Developmen
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2010/2011

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