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In 1991 Lithuania reclaimed its independence from the Soviet Union and subsequently enlisted its education system as a tool for imparting the democratic skills and worldviews necessary for EU accession. However, the internalization of new democratic norms proved to be more complicated than the unidirectional transmission expected by many elites, as students, parents, and politicians played a part in the way that educational reforms were understood, implemented, embodied, and even resisted. Although tolerance education was initially included in Lithuanian reforms with little fanfare, there has been an increasingly visible backlash against it, as some now see its existence as an encroachment on the right of “Lithuanians” to develop a strong national identity after 60 years of occupation. By analyzing key educational policies in Lithuania, as well as international barometers for social tolerance, this chapter finds that the embrace of intolerance by many individuals and elites in Lithuania is not just a proclivity for prejudice, but a tool for challenging the boundaries of EU expectations to define the values and norms of an independent nation-state.

In this chapter, we have presented four case studies of the firms which are operating in the medium complete adapting countries. The four cases are Arvidsson Textile Share Company in Estonia, Partec Rockwool in Lithuania, Accel Share Company in Lithuania and Ragn-Sells in Estonia. The case studies are prepared following the structure of the theoretical framework applied in this book. We have found out that the performance of Arvidsson Textile Share Company is successful as it matches the expectations if the partners and it has remained to be more or less the same since its establishment. The performance of Partec Rockwool was also successful from the very beginning until it was replaced by the fully owned firm. Accel Share Company's operations in Lithuania was successful from the very beginning as it found the right people with the right competence in the local market. In the case of Ragn-Sells in Estonia, the alliance was successful but not up to the full expectation.

This study examines the internationalization process within the textiles and apparel industry in two countries: Lithuania and Moldova. In particular, this study shows how the evolution by an industry toward greater internationalization is intricately linked to its ability to move up its specific value chain. This analysis compares and contrasts the ability of this industry in a Western European (Lithuania) and a nonaccession Eastern European country (Moldova) to move up the textiles and apparel value chain and so achieve higher levels of internationalization. In examining and relating the relevant factors, this analysis provides insights into – and suggests important modifications to – important concepts and themes such as the stage theory of internationalization, the role of “inward-outward” linkages in the value creation process, the mechanism of the internationalization of small and medium-sized enterprises, and the part played by the European Union in the internationalization (and thus globalization) process.

Lithuania has had a long and tumultuous history. Balts, an Indo-European ethnic group, was the first civilization to live in this territory, dating back to the 10th-3rd centuries BC. The first written mention of Lithuania appeared in the German historical documents “Annals Quedlinburgenses” in 1009. In 1236, Mindaugas became the first Grand Duke of a region encompassing Lithuania, Kaliningrad and part of Poland. Mindaugas converted to Christianity and was crowned king of Lithuania in 1252. In 1323, the capital city of Vilnius was mentioned for the first time. For the first 200 years of its existence, Lithuania was under attack from both the Teutonic and the Livonian Orders. Despite this, by the end of 14th century, it managed to become one of the most powerful states in Eastern Europe. Grand Duke Vytautas the Great, who ruled from 1392 to 1430, extended the great empire from the Baltic Sea to the Black Sea. At the Union of Lublin in 1569, the Polish-Lithuanian kingdom was merged into a Commonwealth headed by a monarch. It was weakened by the wars against Russia, the Ukraine, and Sweden during the 16th–18th centuries. The end of the 18th century was marked by three partitions of the Commonwealth. In 1795, after the Third Partition, Lithuania lost not only tangible traits of statehood, but also its name. As a result, it became part of the Russian Empire.

All three Baltic countries – Estonia, Latvia, and Lithuania – share common features, similar history, and took similar steps to establish an external evaluation of their science base. Even though the three countries have similarities in terms of their geography, size, economic structure, development and demography, they demonstrate differences, for example Estonia is often considered to be ahead of Latvia and Lithuania in terms of the economy and development. So, do the Baltic countries share similarities or differences from the point of research management and administration?

This chapter offers a survey of education development in the Baltic region and the dynamics of global forces in the three Baltic states’ contexts. First, a brief overview of the incoming new-liberal global trend that impacted the education in the Post-Socialist European region will be provided, followed by a discussion of similarities and differences in the development of education in Baltic states as co-shaped by contextual contours of the post-socialist region at whole. It shows that the contextual social and cultural realities of Estonia-Latvia-Lithuania not only have a powerful mediating role on the impact of global forces but are in their own right an agency in shaping the education response of Post-socialist societies of this region. Second, the knowledge of the interrelationship between education and societal cultural contexts in the Baltic region will be explained, stressing the lack of research on informal settlements or the informal economy and its intersection with education. The International Comparative Education research agenda will not only be of significance for the Baltic states but to the entire world. Many aspects of the contextual architecture of the region are becoming increasingly evident world-wide tending the neo-liberalism in education as distinct from liberalism insofar as it does not advocate market-economic policy but instead is highly constructivist and approve a strong state to bring reforms in every aspect of society transforming the education and teaching labor market.

This chapter aims to advance the debate on enterprise risk management (ERM) frameworks within different contexts. We discuss the economic, business and regulatory environments that set the framework for company risk management practices in Lithuania while contrasting ERM features at the company level. ERM practices are examined using two company cases – a private business company and a state-owned enterprise (SOE), and evidence is based on interviews with their management, as well as their documentation. The findings indicate the co-existence of a functional vs systematic approach to risk management. Moreover, evidence supports the notion of the shifting of risk management from a functional risk management approach to a systematic approach within risk portfolio management. We assume that risk management is a conceptualized subject of management and research, with a rather weak connection with enterprise goals and operations.

Every citizen can be financially and economically active in certain circumstances if he or she has competencies, such as financial literacy. Current academic research suggests that financial literacy may be more important than income level and professional qualifications, as the decisive factor in the future will not be the amount of financial resources available to a person but the ability to manage them effectively and achieve their goals. Financial literacy competencies help different social groups to achieve private financial stability, acquire skills such as private financial planning, savings (including the third pillar of pensions), and their diversification, private capital multiplication, and openness to new business initiatives. The study aims to find out how financial literacy has developed in Estonia, Latvia, and Lithuania. Particular attention is paid to factors influencing the level of financial literacy. Research methods used are analysis of scientific publications and previously conducted research, analysis of surveys’ data on financial literacy and their factors, comparative time-scale analysis using regression trendline calculations of Estonia, Latvia, and Lithuania. The research results proved the impact and interconnection of main financial inclusion aspects such as account ownership, use of the Internet, availability of ATMs, and bank offices on financial literacy level. The main factor influencing the demand side of financial services is numeracy knowledge; a strong correlation has been found between PISA mathematics average scores for countries and their literacy level. The analyzed savings factor (voluntary savings for pension, life insurance, and investments in mutual funds) showed a heterogeneous situation – the ranks of countries differed from the financial literacy levels. It draws the attention of government policy-makers to attract citizens to these long-term investment and social security products by strengthening the supply side of the financial services.

At a time when migration policy has moved to the centre of national and European policy agendas, the three Baltic states are taking their first steps towards building a cohesive policy response to emigration. This is especially important in the wake of the global financial crisis, which generated an increased outflow from the Baltic states.

The Baltic states are facing variety of challenges in part caused by this movement of mainly working-age men and women: demographic issues related to an ageing society, labour market challenges and social security system sustainability. Within this context, the discussion of human resource losses is growing in the public sphere in the Baltic states.

Based on interviews with experts in labour and migration in Estonia, Latvia and Lithuania and a review of key national policy documents, this article analyses the commonalities among and differences between these three countries’ national responses.

Despite some variations in the characteristics and extent of emigration from the three countries, the interviewed experts agree that the European Union’s policy of free mobility is socially and economically problematic. As the interviews indicate, there have been strong calls in Latvia and Lithuania for a more cohesive intra-European migration management policy to address current imbalances between EU member states and ensure that the loss of human resources in sending countries is accounted for in the recruitment policies of receiving countries. On another hand, Estonia experiences more circular movement patterns and demonstrates a rather liberal view towards migration issues, seeing a virtue in the (regional) open market.