Abstract Education plays a central role in today’s understanding of growth and development dynamics. However, its relationship with other factors is complex. This paper aims to investigate the effect of different forms of education on youth employability in Bosnia and Herzegovina. This is done by using the USAID MEASURE – BiH National Youth Survey. Research has shown that formal education and non-formal education through internship programmes, volunteering, paid jobs other than internships are significant predictors of youth employment status. The study also has several implications for academics and practitioners since it provides new insights into both employment patterns and practices in one transition economy but also calls for further analysis of the link between education, formal and non-formal, and youth employment.

The prevailing characteristic of the current business market is accelerated dynamics and remarkable change power, which require continuous adjustment of strategy. Employees are crucial drivers for optimal handling and implementing changes and innovations. The telecommunications sector is a major segment of the services industry and companies´ organizational behavior in terms of innovation is determined by various factors whose number, direction and intensity are not yet clearly defined. The research is aimed to investigate the influence of job satisfaction oninnovative capacity development of telecom operators by examining effectiveness of HRM practices in the innovation process. The methodology consists of suitable instruments for assessment of employee satisfaction and innovative behavior. The data was analyzed using linear regression. The results showed that job satisfaction expressed through compliance of challenging tasks, management practices, working conditions, corporate culture, compensation system, and professional competence significantly increases employees´ innovative behavior in the process of creating novel methods, techniques and instruments of labor or finding original solutions for on-going issues and changes in the business environment. The calculated values of the coefficients within the constructed models confirm the research hypothesis, which states that job satisfaction has a positive influence on innovative behavior of employees and improvement in work tasks.

Corruption, commonly defined as the abuse of public power for private gain, is a widespread phenomenon in many countries of the world where its consequences have serious problems. The main purpose of this study is to investigate the moderating role of national culture on the social progress-corruption link and education corruption link. It was hypothesized that social progress and education restrict corruption, and that the magnitude of these effects are contingent upon conditions of national culture. The data set for this study was obtained from secondary sources and it included the following measures : (1) the corruption perception index by Transparency International; (2) the social progress index provided by the non-profit organization the Social Progress Imperative; (3) the education index by United Nations Development Programme, and (4) the scores of Hofstede’s national culture dimensions. These measures were gathered for 84 countries across five continents (Europe, Africa, Asia, North America, and South America). Support was found for the main effect of social progress on corruption as well as for the main effect of education on corruption. Consistent with a contingency theory, the findings indicate that both social progress-corruption link and education corruption link are moderated by power distance and individualism. However, support for the moderating effect of two other national culture dimensions (masculinity and uncertainty avoidance) was not found. This study emphasizes the importance of a holistic approach in formulating anti-corruption policies and provides implications for policy-making to reduce corruption.

This paper aims to show the evolution of the role and importance of education in economic theory, especially in theoretical approaches to economic development after World War II. In order to find answers and to present a current issue why and how certain countries have made progress while others have regressed in the development process, many theories and models explaining processes of growth and development have emerged and developed. By applying the method of analysis, synthesis and comparison, and based on earlier works, classification of theories of development has been made to analyze the evolution process of the role and importance of education in the development process. Presentation of the classification theory refers to: theories of economic development (the classical theory and contemporary models of development and underdevelopment) and theories of interdependence of education and development (theory of human capital, human development and approach to the returns on investment in education).This paper presents the basic settings, ideas and thoughts of the key authors of these theories and models and the role of education and human capital in these theoretical approaches. Research has shown that the analysis of interdependence of education and economic development has been the subject of interest of researchers for many decades and that today, taking into account the high degree of development of theoretical approaches, there is no full commitment to the classic theories nor there is a unified approach to endogenous growth, but an approach that promotes the elements of both, considering education as the key factor of development of the 21st century.