Search

Search Results

• Financial consumer protection and financial culture

  38-48

  Martina Gajdos

  Views:

  189

  The global economic crisis in 2008 highlighted that there is an information assymetry between the financial service providers and consumers, furthermore given the vulnerability of the consumers there is a need for immediate actions to protect the latter. Financial consumer protection has come to the fore, which is a relatively new area of law, however by now has fought for a highly significant role for itself and its importance is growing day by day.

  Unforunately, however, the financial culture of the Hungarian population is extremely low. This carries significant risks, since citizens with lower financial literacy tend to be less active in the economic life and and they make decisions that are clearly unfavorable to them en masse, therefore the development of a financial culture is essential.

  In my opinion, financial awareness can be developed primarily through the transfer and dissemination of knowledge about financial literacy, in other words the most effective way is through education. Education should be aimed primarily at the youngest generations and the main emphasis should be on educating children, since they are extremely receptive to the acquisition of new knowledge and will have the most outstanding impact on the future. If the education of financial awareness begins at a very young age, by the time these children grow up, they will routinely make conscious financial decisions, therefore the next generation can grow up to be able to “handle money” properly. 

• Enforcement of administrative organization principles in public education administration

  74-84.

  Vilmos Csongor László

  Views:

  126

  After 1990 public educational institutions were maintained and controlled by local governments. This period was the era of decentralization. I am going to examine it in a later parts of my thesis with regard to all of its advantages and disadvantages. After 2011 there was a kind of decentralization by legislation after which it had or could have had an operating role but education became state responsibilities. The state as former branch coordinator thereafter took the role of maintainer besides of its public power authority.

  There have been two crucial changes of two subsystems of administration since its formation in 1990 but mainly after 2010. These changes were partially structural, affecting state organization in several steps then those affecting central integration and the reregulation of local governments reflecting the change in the role of the state and the expansion of Neoweber state ideas and recentralisation.

  Some of these factors were generated by international effects but Hungarian principles also played a role as the hurried and faulty system of task completion was formed in local governments.

  This study analysing how partial conditions are reflected in education administration, how the administration branches followed general tendencies or somehow compared to general changes in public administration. I am also examining how successful it was to deal with these roles together and separate them at certain points.