N94 - Regional and Urban History: Europe: 1913-Return

The now much-emphasized term such as knowledge economy or Society 4.0 has its substantive parallel in the theory of learning regions, which seeks to explain the role of knowledge, learning, innovation, collaboration or technology in the economic performance of a given territory. Being able to determine and measure these factors, behaviours and processes ex post gives us the opportunity to test the validity of the concept or theory of learning regions in practice. The aim of the present paper is to identify relevant, practically applicable indicators referring to the theory of learning regions for the NUTS3 regional level and the Czech Republic. The paper is conceived purely theoretically for the purpose of creating a scheme of input indicators determining learning regions and is reflected in a combination of sources based on a search of scientific sources and the actual availability of data of these indicators for NUTS3 regions in the Czech Republic.

The article focuses on changes of social development in post-Munich Czechoslovakia and analyses some new trends of social policy in this period. The particular attention is paid to work camps and its role in social policy of Second Czechoslovak Republic. The work camps should serve not only to decreasing of unemployment, but also to education its members and to agitation for values of new republic. The establishment of work camps in post-Munich era was associated with an suppressing elements of the market economy. The article shows that the service to the nation was presented as the key principle of public life in the Second Republic. The establishment of the work camps was the indication of new tendencies of Czechoslovak social and economic policy.