EUCEN 41st conference Education as a right - LLL for all!

University of Granada, Spain, 25-27 May 2011. It's time to sharpen your pencils and prepare your proposals because the EUCEN 41st conference Call for Contributions is OPEN!
You have four different topics to choose from as the theme for your contribution, namely:
1- European targets for widening participation for minorities.
2- The role of European Universities in the developing World.
3- Supporting university staff in conflict zones.
4- Volunteering as a path to education.
All the details and instructions, as well as the submission form and deadlines, are in our Call for Contributions section. If you want to submit a contribution and have a chance to present your work/research, please, download the full Call and fill in the form within.
1- European targets for widening participation for minorities, Eric Agbessi Chair, Director UFR LACC - University Blaise Pascal, FR, Charo Romano Rapporteur, RUEPEP Steering comittee member, University Rovira i Virgilli, ES.
In the workshops of Topic 1, we will tackle a certain number of issues dealing with the following areas:
1. The meaning of supporting and promoting positive intercultural relations between minority and majority communities.
2. The limits of a European intercultural project based upon the contribution and participation of all communities.
3. The promotion of tangible projects on community development.
4. The motivations of European corporations to support a new diversity management: are companies prepared to take the necessary steps that would lead to a genuine overhaul of their corporate culture and improve race and gender relations at work?
While answering the questions listed above we will try to analyze the role of European universities in the promotion, development and implementation of policies on diversity.

2- The role of European Universities in the developing World, Soledad Vieitez Chair, University of Granada, ES, Oliver Janoschka Rapporteur, EUCEN's Projects Director.
European Universities and those in developing countries have established academic partnerships for decades now. However, we need to address more carefully the role of European Universities to improve higher education and University lifelong learning (ULLL) in the developing world in order to understand the advancement of human rights, such as the right to education and its role in the strengthening fundamental freedoms. In doing so we must also document and explain the context in which European University cooperation with developing countries has been built. Europe has established relationships with the developing world mainly through development and international cooperation with a minimum impact on higher education so far. Thus colonial ties between some European countries and the developing World have been notorious, being European languages (French, English, Portuguese; even, Spanish) official in most developing countries of Africa, Latin America or Asia.
The current context of higher education in Europe allows for renewed and improved partnerships between universities to work towards education and, generally, human rights by European Universities in the developing world. In this session we shall address this current situation on both sides by offering global perspectives, providing specific and detailed cases, sharing best practices, reflecting upon distinctive institutional experiences, or making recommendations on policy for organizations at the national and/or the international level. Contributions to Workshop or Poster sessions may offer the following (or combinations of them): case studies, research results (whether final or work-in-progress), surveys or comparative analyses, and/or critical reviews reflecting upon the already mentioned issues.
Suggested focuses of abstracts and/or paper are the following:
* What has characterised the partnerships between European Universities and developing higher education institutions historically? Discussion of specific cases is encouraged.
* How have European Universities contributed to improve higher education and University lifelong learning (ULLL) in different settings of the developing world? Discussion of distinct experiences and/or regional comparison is most desirable.
* Which obstacles, barriers and/or challenges are to be considered regarding the advancement of human rights and the right to education in particular countries, and the specific role of European Universities in those?
* Which good practices, lessons to learn and/or success stories are we to find in this regard? What models, if so, are to rescue behind those experiences?
* Who are the beneficiaries of these programs and how can cooperation be extended further? Are University curricula, as well as skills and knowledge provided, sufficiently adapted to developing countries realities and to the demands of their specific labour markets?
* To what extent can we think of renewed and improved partnerships between universities on both sides? In which terms? Again, discussion of particular cases is encouraged.

3- Supporting university staff in conflict zones, Erwin Wagner Chair, Director of the Centre for Learning Enhancement, Hildesheim University, DE, Javier Villoria Rapporteur, International Relationships vice-dean, Educational Sciences Faculty, University of Granada, ES.
There can be found a lot of mutual relationships, forms of collaboration and joint efforts between university staff from European Universities and those in developing countries or otherwise outside Europe. Sometimes these may be established academic partnerships some may just be temporary links in projects or other programs. As in many regions universities, academic work and university staff are suffering from crises and conflicts, however, we need to address more carefully specific needs, conditions, sources, patterns and frameworks to support colleagues, consortia and networks under such circumstances. This is not only meant to help colleagues and partners; it is about caring for basic conditions of international collaboration and networking in ULLL throughout the world we are living and working.
Still the issue may not be sufficiently or well treated through declarations or additional money (if feasible at the end). Very often mere communication has to be kept alive, meeting should be possible over time or access to necessary information and technology may be in danger. The agenda thus may not only include scientific or research topics but also moving targets, infrastructure, adjustments, reorientation, breaking links, safety and diplomacy. How to survive and how to be successful in times of crisis and conflict may become a core topic of University lifelong learning.
Suggested focus of abstracts and/or papers in slots 1 and 2 may address the following issues:
Slot C in this strand will be used for a workshop to reflect the previous presentations and discussions and aiming at the conceptualisation of strategic and practical proposals to improve and to increase supporting university staff in conflict zones and times – going beyond Europe in different approaches.
* Which kind of experience do we have in supporting university staff in conflict zones/times?
* Which frameworks and relationships can support/sustain collaboration?
* What does university staff/what do colleagues in ULLL really need in conflict zones/times?
* To what extent can what kind of policy and diplomacy, which kind of networking and collaboration links offer support needed in conflict and/or crisis?
* Which professional, social and /or cultural approaches seem to be appropriate in supporting university staff in ULLL in conflict zones?
* Do we find good practice and success stories in this area?
* Are there interesting new approaches or projects to be presented and learnt from?
* Are there any certain lessons to learn?
4- Volunteering as a path to education, Alison Hughes, Chair, Continuing Education and Professional Development Officer, University of Liverpool, UK, Inmaculada Sanz Sainz Rapporteur, Modern Language Centre Director, University of Granada, ES.
Universities can often be perceived as exclusive institutions that do not always fully engage their communities. Some people may find that they do not suit academic learning, can feel that universities are inaccessible or may have been socially excluded from formal education in the past. ULLL, however, can provide opportunities for such people and can appeal to a more diverse group of people. It can provide a ‘second chance’ education and can help make education more socially inclusive. Universities in Europe are actively pursuing this agenda - as demonstrated in the Universities’ Charter on Lifelong Learning. Universities are aware that they need to embrace a wider and more diversified student base.
Volunteering has a central part to play in this. ULLL is increasingly linking with volunteers and organisations that involve volunteers. This can be through teaching partnerships, lectures, accreditation and training for volunteers. In turn, the volunteers gain new skills and qualifications, increase their confidence and self-esteem, and make new contacts.
Further benefits of linking ULLL and volunteering include: helping people learn about citizenship; improving someone’s employability in the job market; developing intercultural dialogue and fostering links between different communities; and providing opportunities for older people to be actively involved in education rather than risk being excluded from society.
Suggested focus of abstracts and/or papers in slots 1 and 2 may address the following issues:
Slot C in this strand will be a focused discussion/workshop reflecting on the themes brought out in the earlier 2 slots and also referencing the work of the VALUE project.
* To what extent can linking University Lifelong Learning and volunteering help counter the idea that universities are exclusive institutions?
* Who benefits and how from linking University Lifelong Learning and volunteering?
* What barriers to greater cooperation between University Lifelong Learning and volunteering need to be addressed?
* How can universities best respond to the rich learning that arises from the volunteering experience?
* Is there a sufficient match between skills and knowledge being developed by volunteers and University curricula?
* What type of awards or courses are most appropriate for volunteers?
* What sort of models might be appropriate for University-Volunteering interaction - centralised/devolved?