Current Call

 

CALL FOR CONTRIBUTIONS – eucen ULLL Open Fora 2020

banner_2-1b+logo2

We invite you to submit your work under the current Call for Contributions connected to the eucen ULLL Open Fora 2020. The Call will be opened only until 11 September 2020!

eucen wants to celebrate University Lifelong Learning throughout the month of November! This is why we have selected four hot topics for ULLL nowadays:

1. The Role of ULLL in Learning Cities

The UNESCO Institute for Lifelong Learning has been leading a new global agenda to develop and promote Learning Cities. The role of universities is seen as pivotal to the success of this project. Learning cities are presenting universities with an opportunity to be ‘innovators, research leaders, sustainability champions, economic drivers’ (Ó Tuama, 2019). The context is one of partnership, ensuring no one is left behind and that the sustainable development goals are paramount. In this theme within the conference we will explore exemplars of good practice of ULLL in learning cities and explore current and future potential in this realm.

2. Higher Education Work-based learning in a Changing World

In the rapidly changing labour market jobs are becoming increasingly complex. Business strategies may change dramatically as organisations face internal and external challenges in their environment, new skills and competences are in high demand. What is the role of Higher Education Institutions in the middle of this rapid change? How responsive are the degrees and qualifications HEI award to their graduates? The adoption and enhancement of work-based learning opportunities at university level can integrate the current labour market needs in the curricula and offer state of the art programmes that benefit learners, industry and the HEIs as well. In this strand, we will explore work-based learning strategies in higher education and look at future oriented practices.

3. Digital learning in continuing learning – the aftermath of Covid-19

The Covid-19 crisis has seen a dramatic surge in digital learning. Although it was already on the rise before the crisis, through fully online or blended programs, digital learning suddenly became the only way to deliver programs through what is sometimes referred to as “emergency remote teaching”. The learning curve was steep for learners, teachers and course organizers.

Where do we go from here? What did participants and teachers really learnt from this experience? How will digital learning reshape continuing education beyond emergency remote teaching? Should providers build on their recent experience and focus their post-Covid-19 offer even more on digital learning? Which courses should be offered in online, face-to-face or blended formats?

4. Bridging active citizenship and ULLL

Active citizenship was brough to the European scene of educational discourse in the middle of the 1990s when the newly created European Union put citizenship and governance, amongst employment and competitiveness, into the focus of the policy discourse upon lifelong learning. The Lisbon process right at the year of 2000 turned this approach towards governance, learning and education, identity building and inclusive community development. Recently, the UNESCO Institute for Lifelong Learning has brought back the topic of global and active citizenship so as to highlight the roles and responsibilities of adult and lifelong learning in the development and strengthening such skills for active community responsibilities both in economic and in social contexts, which will be reflected in the next Global Report on Adult Learning and Education (GRALE 5).

This strand will relate university lifelong learning to challenging matters as the learning society, inequality and social exclusion, power, employment, knowledge and skills, access and equity, ethics and values, etc.

 


 

252

Interested to send an abstract?
Fill in the form below, and press the “Submit” button

Please note that you cannot save this form and come back later: you need to fill it all in and send it in one go. Sorry for the inconveniences.

Should you experience problems, please  contact us.

 


 

Criteria for Review of Abstracts

The criteria used in reviewing each abstract are as follows:

  • Directly related or fully transferable to specified aspects of university lifelong learning;
  • Reference to a theoretical framework, systematic inquiry of an analytic or empirical nature;
  • Background, methods, results and implications are set out clearly and accessibly to an international audience.
  • Explanation is included as to how interaction with and activation of the audience will be arranged during presentations.

Language

The abstract and the paper should be in English and the authors should make sure that the full paper has been edited for English style before submitting it.

Please bear in mind when preparing your paper that you are addressing  an international audience, the majority of whom may not be familiar with your own country, let alone its educational system. Please avoid the use of acronyms and do not use expressions which relate to your local educational system without providing a contextualization.

eucen‘s Scientific committee 

  • Séamus Ó TUAMA, University of Cork (IE)
  • Eva CENDON, FernUniversität in Hagen (DE)
  • Pascal PASCHOUD, University of Lausanne (CH)
  • Bálazs NÉMETH, University of Pécs (HU)
  • Timo HALTTUNEN, University of Turku (FI)

 


 

 

If you want to submit a full paper on the topic of this conference, please make sure you do so by the deadline given in the Call for Contributions. The best works will be published in a volume of the eucen Studies eJournal of ULLL. Please download the “Guidelines for Paper Submission to eucen events” and follow carefully the indications that are given.