The Slovakia 1998 NHDR draws the attention to some human development problems whose solutions are perceived by the Slovak citizens as the most urgent.
The main theme of the Russian Federation's fourth NHDR is regional and social inequality regarding human development. For the first time the report contains a chapter on the state of the environment, describes the differences in social conditions between various types of settlements and analyses the role of territorial factors in sustaining and furthering human development. The report presents a detailed analysis of the main trends in human development in Russia, followed by an in-depth study of the regional differences in the conditions for human development. Particular attention is paid to the "horizontal" and "vertical" fragmentation apparent in Russian society in the 1990s and an assessment is made of the factors and means of overcoming these inequalities. In particular, the report discusses differing conceptions of the role and function of the state in resolving socioeconomic problems. The central message of the report is that government policy must be people-oriented, particularly in times of crisis such as now, when the country is facing growing poverty, unequal income distribution and social exclusion.
The theme of the Romanian HDR 1998 is "the shrinking state" - a reduced central government which is seen as a positive step toward achieving good governance.
Poland's 1998 report reviews inequalities in access to education against the background of human rights, of long-term changes in human development, as well as new requirements for learning determined by the needs of the "knowledge society". The NHDR 1998 reveals that sub-regional disparities in human development have increased in Poland. The pattern of these disparities, however, have not changed, with the lowest levels of human development in rural areas and the highest in regions with large urban centres. The report contains many concrete policy recommendations to improve the uneven quality of education provision. These include, improvement of early child education through better access to kindergartens, improvement of mobility within the school system to ensure better access to full secondary education, restoration of the social functions of schools and provision of free public tertiary education.