Why so few students do maths and science. CEPS Policy Brief No. 313, 10 January 2014

Policy-makers often fret about the low number of university graduates in the fields of science, technology, engineering and mathematics (STEM). Proposed solutions often focus on providing better information for students and parents about the employability or average wages of different fields to emphasise that STEM professions pay. This paper argues that, from a personal point of view, students are actually making rational decisions, if all benefits and costs are factored into the equation. The authors conclude, therefore, that public policy needs to change the incentives to induce students to enter these fields and not just provide information about them.

Struggling with an Opportunity: The first 10 years with the EU for Central Europe and the Baltics - A few lessons. CEPS Essay No. 12, 2 May 2014

In 2004, ten new members joined the European Union, radically reshaping its geography and governance characteristics. Earlier expectations predicted a more gradual process of accession – like a more gradual earlier evolution had been expected for the new European currency that had been adopted in 1999 by no less than 11 members. But these were the times of euro-enthusiasm. In their new CEPS Essay, Kálmán Mizsei and Ádám Kullmann offer some interesting and instructive insights from the experience in the newest member states following their accession 10 years ago for improving the effectiveness with which the EU structural and cohesion funds are spent.