F15 - Economic IntegrationReturn

The paper aimed to make an analysis of the euro adoption process of Romania and its path to the exchange rate mechanism (ERM II). The research was conducted from the perspective of the actions taken at European level for the third round of enlargement of the euro area, with its structural risks and challenges. In developing the research, both nominal and real convergence criteria were taken into account in order to outline the general achievements of monetary and fiscal policies, emphasizing the need to find an optimal timing to join the Eurozone considering the balance between costs and benefits. The analysis of the fulfillment of the Maastricht nominal criteria showed, in the past, the illusion of short-term monetary integration, but the evolutions of the last two years raise serious questions regarding the capacity of the Romanian economy to align with the European level of monetary integration and highlight the gaps between Romania and euro area. By comparison, the attitude of the citizens, although more temperate in the context of the COVID-19 pandemic and the perspective of a new economic crisis, showed an optimism which, unfortunately, is not supported by the capacity of the Romanian economy to meet the accession conditions.

In 1919 the town of Brno became a higher education centre. The twenty years' tradition of the Czech Technical University in Brno, where Karel Engliš, an Albín Bráf's pupil, worked from 1911, was followed by new established universities in Brno, Masaryk University and Czechoslovak University of Agriculture. It was the Faculty of Law at Masaryk University, where the economic education was systematically developed. The economic theory here vas based on Engliš's teleological method. The role of Masaryk University, as well as of Karel Engliš, is recorded and processed in detail. However, the fact that remarkable personalities engaged in economic education at Czechoslovak University of Agriculture as well stayed away from attention. The article presents economic opinions of Emanuel Schidler, another Albín Bráf's pupil, who remained faithful to the historical method.