4, NUMBER 2
N · E · W · S · L · E · T · T · E · R
Young academics at universities in Central and Eastern Europe face a set of problems that have intensified since the changes in the region that began in the early 1990s. The social sciences in particular are experiencing a high degree of brain drain that is drawing talented young scholars away from local universities into other fields or to academic institutions abroad. These countries are thus in danger of losing the capacity needed for reform and research as well as for educating the next generation of social scientists. Given the importance of the social sciences not only for academic life, but also for an informed and functioning civil society, the issue of brain drain has emerged as central to the reform process in the region.
The goal of this roundtable is to discuss proposals to address the issues faced by these young social scientists in Central and
Eastern Europe and the former Soviet Union. Existing programs
for the support of talented young academics will be assessed and models for new programs will be devised in a workshop setting. The aim is to find ways of attracting and retaining talented individuals for university positions and strengthening their capacity to develop professionally and work productively. The emphasis will be on sustainable long-term projects.
This event is the sequel to a roundtable held by the Civic Education Project in Lviv, Ukraine, in May 1999, at which forty young scholars from Central and Eastern Europe discussed the situation at universities in their countries. The issues that were identified in working groups in Lviv will provide the basis for discussion at the roudtable in Budapest in December. Several of the young academics will attend the event to present their situation and cooperate with the other participants in devising models that might address these problems. The roundtable is planned as a compact event with a limited number of participants. In addition to these young scholars from the region, representatives of universities, academic organizations, foundations with an interest in higher education will attend, along with selected policy makers.
The proceedings of the roundtable will be published and distributed to organizations involved or interested in higher education in the region.
The following issues will be discussed at the roundtable:
1. Improving the Institutional Conditions for Attracting and Retaining Young Talented Individuals for University Positions
The current conditions at universities are forcing some of the best young scholars out of academia. Structural and financial difficulties as well as the lack of teaching materials and technical equipment are particularly acute in the social sciences. It is the goal of this working group to devise new strategies for attracting talented young scholars.
2. Professional Development and Advancement of Young Faculty
The current financial situation of universities, together with the legacy of university administration and isolation during the communist period, present challenges to research and teaching. Many young academics are struggling to find support for innovation in teaching methods or opportunities for career advancement. They lack resources to carry out meaningful research and publication. This working group will discuss ways to assist young academics in their professional development.
3. Building and Rebuilding Linkages and Networks (East and West)
The connections among universities and academics in different countries in Central and Eastern Europe have decreased dramatically since 1991. At the same time there is an increased need for more communication and information exchange with Western countries. This working group will explore ways for increasing communication and cooperation both within post-communist Europe and Eurasia and with academia in Western countries.
In May, 1999 the CEP Armenia Evalua-tion Committee convened its first official year-end meeting to summarize findings from observations and interviews. This evaluation is in effect modeled after CEPs evaluation program in Russia and is made possible through a grant from the United States Information Agency. The Committee is comprised of five members: Ashot Galoyian, Yerevan State University; Lana Karlova, Tempus Information Point in Armenia; Alexei Levinson, Russian Centre for Public Opinion and Market Research; Christopher Waters, CEP Academic Coordinator; Elizabeth Winship, formerly of Open Society Institute Armenia. Members were asked to conduct site visits and prepare written reports in addition to gathering for post-evaluation discussion. The committee meeting was also attended by CEP President Donna Culpepper, US Embassy representative Melissa Cooper and later by CEP Armenia Fellows.
Overall evaluation of CEPs first year in Armenia was highly positive as members unanimously concluded that CEPs activities in Armenia should continue and should be strengthened. In addition to its clear affirmation of CEPs efforts, the committee also made valuable recommen-dations to improve the Armenia program. The recommendations comprise two broad categories: teaching and co-ordination of activities. CEP believes this feedback may have useful implications not only for CEP Armenia, but for a broad range of efforts.
Professor Levinson commented that CEPs activities up to the present time in Armenia are fully in accord with the ultimate goals and mission of CEP and that the CEP Fellows in Armenia were excellent as teachers, persons, and parti-cipants in the CEP program.
n CEP should be wary of classes in translation. If a class is to be taught with an interpreter, it is crucial that appropriate readings be found.
n Expand CEPs contact with regional universities.
n Provide increased technical support to lecturers and their departments.
n Foster closer links between CEP lecturers and their local colleagues
(team teaching etc.).
Coordination of activities:
n Further coordination of lecturers activities and relations with host departments is needed.
n Emphasize continuity and long-term impact.
n Increase assistance to lecturers in their adaptation to Armenian life.
N Raise the public awareness level of CEPs activities in Armenia
Living Through the Earthquake on the Way to Bishkek
At 10:00 pm on August 15, I boarded Turkish Airlines at OHare International Airport in Chicago with my wife and one-year old son, in route to Bishkek, Kyrgyzstan, where I was to teach American Studies at the American University through CEP. Bishkek is almost half-way around the world from Chicago, so we were grateful for the 36 hour lay-over we would have in Istanbul, with accommodations provided at the Prince Hotel, just a five-minute walk from the Sultans palace and harem, courtesy of Turkish Airlines. We enjoyed a half-day of touring this beautiful city and retired early to our hotel so that we would have the energy for another full day of sites on August 17, before departing for Bishkek late that evening. Our friends and family knew of our itinerary and wondered if Turkey were safe, because of the Kurdish unrest. No problem, we assured them. Besides, its only a lay-over.
At 3:00 am on August 17, we were shaken awake in our beds, or I should say, by our beds, not to mention by the walls, floor, and ceiling, which were shaking too. We did not say anything at first, but just remained in our beds in astonishment, because we did not know what was happening. Im from Chicago and my wife is from Kansas, so we know a lot about tornadoes, but nothing about earthquakes. Since the shaking, accompanied by a growling kind of thunder coming from all sides, did not cease as the seconds accumulated, my wife bundled our baby into her arms and said, with as much amazement as fear, Its an earthquake. What are we supposed to do? I asked. Get under the door frames, she said. What good will that do, if the whole thing comes tumbling down? I replied. I looked out the window, but could not see anything in the darkness. The shaking and rumbling continued. We should get out of here, she said, before the walls come down. I wondered what other guests were doing, so I looked into the hall, but again could not see a thing in the darkness. I rang the switchboard, but no one answered. The clerks were probably the first ones out the door, I thought.
Were on our own. So we threw on some clothes, but no shoes, to save time, and made our way through the darkness to the stairwell, down four flights of stairs, clutching the railing, crossed the empty lobby and emerged gratefully onto the street, where the other guests and hotel management were assembled and engaged in conversations. They all were wearing shoes. Our little boy brought smiles to most faces. He must have thought that this strange nocturnal rush of activity was yet another adventure his parents were providing for his entertainment. We waited in the street for a few hours, looking at the buildings for cracks, having been warned that there would be after shocks, making it unsafe to return to our room. When morning came we began to wander around the city, whose entire population had moved outdoors with blankets, food, and water, to wait out the after shocks over the next 48 hours in the parks, mosques, and boulevards. Since most of the destruction occurred on the eastern side of the Bosporus, we were lucky.
veteran CEP Visiting Faculty Fellow
Getting information by CEP Program Associate Pascale Mathieu
When I arrived at CEPs New Haven office the morning of the earthquake in Turkey, lecturers families had already called us and were extremely worried. I made it a top priority to get more information on the status of our lecturers. Since I could not get much news from American sources, I went on the Internet to find the web page of the French newspaper Le Monde and then called the French crisis center in Paris, where I received reassuring news that the airport in Istanbul was still working. I transmitted this news to the families, and then realized that in fact some of our lecturers had actually spent the night of the earthquake in Istanbul. Anton, at Stevens Travel, got me the name and location of the hotel, where he thought our lecturers were probably staying. It was not possible to reach Istanbul by phone, so I called the French crisis center again, and was told that all the hotels were standing! Finally, I came back to the office that evening to call Bishkek to make sure that we would get some news on the arrival of the lecturers...and a head count! CEP Bishkek got the happy news to us that everyone, including the Petrich family, had arrived safely. The families in the US were so happy when I passed on this news that a few tears were shed.
CEP Embarks Upon
Civic Education Project has traditionally focused its programs on Eastern Europe and the European part of the former Soviet Union.
But now CEP is undertaking new initiatives in the Caucasus, Central Asia, including Mongolia, and the Far East of the Russian Republic. In the past two academic years, CEP placed visiting lecturers in Armenia, Georgia, Kyrgyzstan, Uzbekistan, and Siberia. CEP supported indigenous scholars throughout these regions. In the future, CEP is seeking to expand its programs in the Russian Far East and Central Asia including Mongolia.
n Would you please describe your current position, Larisa?
I am a deputy country director for CEP-Russia, working in Siberia. This position was opened in Fall 98 in order to facilitate coordination and work of the organisation in a vast territory of Siberia and the Far East. In 19981999 CEP worked at 7 universities in 6 Siberian cities. This year CEP-Russia has extended as far eastward as Vladivostok and Yuzhno-Sakhalinsk. We have three Local Faculty Fellow positions in these sites. Visiting Faculty Fellow Marek Jochek, an economist from the Czech Republic, holds another new position, at the State Economics Academy in Irkutsk. A total of 6 Visiting Lecturers and 13 Local Faculty Fellows work today in the Siberian part of Russia.
n How did you hear about CEP?
I learned about CEP in Fall 95 while I was a Peace Scholar at the International Peace Studies Program at the University of Notre Dame (USA) through the internet list serve civil society. In our year the Peace Studies program had students from more than 20 countries. I remember my conversation with Anne Hayner, the administrator of our program, after I told her about CEP. She was as excited as I was. She said that CEP is exactly the organization Peace Scholars need, because after we had finished the Peace Studies Program and earned an MA, we would need to have some support to continue our research, academic careers, and activities in the non-governmental sector in our home countries. Three Peace Scholars from Notre Dame applied that year to CEP, were interviewed in Chicago by Ronald Kim, and were all accepted. Oana Plescan-Popa from Romania and I from Russia accepted the offer to become CEP Local Faculty Fellows, while Rodavan Dimitrov from Bulgaria started his Ph.D. program in the USA. For two years, 19961998, I was an Local Faculty Fellow working at Tomsk State University in the International Relations Department.
n What was your major achievement as an Local Faculty Fellow something of which you are really proud?
There are different things that could be counted as achievements. In teaching I can probably be proud that an optional course on International Conflicts and Conflict Resolution, which I started to teach in Fall 96 with new materials and teaching methods, became a regular part of the program. I have also observed an improvement in my own performance as a teacher and as a consequence a constant increase in the quality of students papers, presentations and interest in the course. In addition, an optional course on International Humanitarian Law and Activity of War Tribunal on former Yugoslavia in the Hague, which I had to propose many times to my chair only to be told constantly that there was no necessity or interest in such course, was finally announced. It then attracted about 50 students and required us to move to a bigger room. Currently, the first two Diploma theses which I am supervising both research a subject I believe in that violence among nations should and could be stopped. Probably the biggest achievement is that I still continue to do work that I believe in and like to do. However, I am disappointed that I have hardly researched in these last years as I would like to do. I would also like to continue to improve my teaching.
n In your opinion, what is the future of social sciences in your region?
I would like to see the future in an optimistic light, but there are so many problems. We still witness ugly features of the old times remaining in behavior and traditions, and in attitudes towards new trends, younger colleagues, and fresh ideas. Yet there are so many talented and knowledgeable people who are still in academia and whom should be supported in every possible way to stay in academia. They are the only hope for the appearance of real social science, without ideological bondage and with a healthy curiosity.
n What are the three things you like best about your job?
I have always dreamed of traveling and communicating with people from different countries and cultures, and it seems that I have not betrayed my dreams so far. I like the people with whom I work. I greatly enjoy being a part of the CEP-Russia team. I think that this is my first job that has fully employed my abilities and knowledge. So far, it is the first job that has given me a feeling that my ideas are appreciated and supported. It seems to be a perfect job for me.
Experience in Tomsk with CEPRussia
As a human rights lawyer, I was attracted by CEPs mission to promote human rights and democracy through education and library reforms in the former Soviet Union and in Central and Eastern Europe. I come from Africa, and I believed that my academic, pedagogic, and practical experience in the field of human rights would be applicable in this region. I saw parallels between the situation in Africa and in the new democracies in Europe. First, many countries in Africa, like the former socialist countries, are now building democratic societies after years of various forms of dictatorship. Both regions are also undergoing economic reforms directed by the IMF and the World Bank. The conflict between the policies of these two institutions and the promotion of human rights has always been of interest to me. A third similarity is the incipient nature of NGO activism and the way NGOs can be strengthened in order to be able to undertake grass-root rights activism.
When I applied to CEP, I did not appoint a country of preference. I was offered to go to Tomsk, Siberia, and I accepted. I convinced my wife that this was the right decision. My friends, however, did not agree with it. Their reasons ranged from racism of the people, poor living and working conditions, unstable political situation, to a meager offer from CEP. Some were just upset that I was leaving the rosy conditions in North America to struggle it out in Russia. There were just a few people like my academic mentor from the Dahousie University in Halifax, Nova Scotia, Canada, who encouraged me to join CEP. I went to Siberia because I have come to believe in the principle that human rights work does not pay so much in monetary terms as in terms of the inner satisfaction one obtains in seeking to offer vitally needed help to people. Through my work, I expected to support human rights education, protection and promotion in Russia.
I was deeply saddened to hear today of the death of Volker Janssen. I was Volkers Academic Co-ordinator at CEP and he was also my colleague during a very significant year of my life. Volker Janssen was a CEP lecturer in the best tradition of the organisation. He was happy to live in difficult circumstances and devote himself to his teaching and outreach activities. Volker taught a fine class to the Public Administration Institute which I was privileged to attend and evaluate. Despite the difficulties in communication, Volker addressed himself to providing a high quality, serious course for a new generation of Ukrainian Civil Servants. Much of this work was not obvious to his CEP colleagues as he was a quiet, modest man not givean to acclaiming his commitment and integrity. I am delighted but not so surprised to hear that he continued with that work after his time with CEP. I know that we have not just lost a former colleague but somebody who will be missed by all the many Ukrainians who worked with him or benefited from his activities.
Dr Sophia Howlett
Dean of Special and Extension Programmes, CEU
CEP is a first-class operation, with first-class people
In 19951996 I spent an academic year in Almaty, Kazakhstan as a CEP Visiting Faculty Fellow. It was a momentous time for me that led to other benchmarks in my life, including a recently completed Fulbright scholarship. It seems like yesterday when I arrived in Almaty in August 1995, as part of CEPs first foray into Central Asia. I served at the Kazakhstan Institute of Management, Economics and Strategic Research (fondly referred to as KIMEP). I was looking for new challenges and a topic for my dissertation. I found everything I had wanted, and a lot more.
A graduate school emulating western educational institutions founded immediately following disintegration of the USSR, KIMEP had been in operation for two full years on my arrival. However, it was beginning its third year without the benefit of an organized MPA Department, having only MBA and MA programs in operation before that time. I, two other CEP Visiting Faculty Fellows and three local Kazakh professors successfully planned, organized, and implemented a public administration curriculum for nearly 100 students. In May 1996, we graduated the first KIMEP MPA class.
While directing and teaching that first MPA group, I set out to collect data for my own dissertation. Since my professional interests lie primarily in local government, I began digging into Kazakhstans local government from a historical perspective, with the ultimate goal of attempting an assessment of its current status. Interestingly, I found Kazakhstan does not really have local government, at least in the image of western local governments.
After my return to the US I successfully defended my dissertation and earned my Ph.D. in May 1998, making me eligible to accept a Fulbright scholarship that I had been conditionally awarded. In September 1998, I returned to KIMEP, where my Fulbright called for me to teach (in addition to teaching at the Kazakhstan State National University (KazGU)), and also to conduct research. KIMEPs idea of research, however, was first of all to build a research center and think tank for them. There was nothing in place: no physical space, no people, and no equipment! Build it and they will come, goes the aphorism from the movie, Field of Dreams. With the assistance of a grant that I received from the Open Society Institute in Budapest and lots of support from the KIMEP administration, a viable policy research center was in operation when I left in June 1999. Not only did we build an operation, but along the way we also conducted several public symposiums and conferences, a research methods workshop for the local faculty, and two public policy research projects. We even managed to launch the first English-language academic journal dealing with Central Asia and emphasizing Kazakhstan. The journal is called JCAMPS, Journal for Central Asian Management and Policy Studies (the Internet version can be found at www.spaef.com).
Marvin E. Nowicki, Ph.D.
Southern Illinois University at Carbondale
Development Program in 19992000
Though the generosity of the Network Library Program (OSI), CEP will once again be able to provide its partner univer-sities and departments with thousands of academic books tailored to their specific needs. CEP Fellows receive an allowance with which they may acquire books to supplement and update the existing uni-versity or departmental libraries. Because CEPs Fellows are on-site working in these universities, they are able to identify the best location for the books and monitor where and how the books are made available and accessible. The resource-fulness of the Fellows and their ability to make the most of the book allowance remains a salient feature of the program. Many Fellows have successfully solicited donations from organizations, universities, friends and colleagues and negotiated special discounts on purchases and shipping. Using the NLP funds as seed money, two CEP Fellows, Chad Thompson and Norma Jo Baker, managed to collect more than 1200 books for a much-needed political science collection in Tashkent (story below). At a recent roundtable of CEP Local Faculty Fellows, academics from the region emphasized the importance of these book donations to their own teaching and research and to the general availability of current literature in their universities. Similarly, Visiting Faculty Fellows often comment on how much a small contribution of current literature was able to benefit their students and colleagues.
Jeffrey Meyers, CEP Regional Director
The book donations
made an enormous difference
in the quality of papers produced,
classes taught and subjects discussed
in our department . I can think of
no more important contribution
to a university than the enhancement
of its information base.
Visiting Lecturer, PresovSlovakia
Stay Tuned How to Set up a Library
Last spring, two CEP visiting lecturers in Tashkent, Uzbekistan, decided to try to organize a book donation from their home university in Canada for students and faculty at Tashkent State Universitys Faculty of Social and Political Sciences. Norma Jo Baker and Chad Thompson e mailed friends and colleagues in the Departments of Social and Political Thought, Political Science, and Sociology, at York University in Toronto, asking for donations of used books to contribute to Tashkent. They thought theyd get 150300 books, and budgeted accordingly.
By the time Baker and Thompson returned to Toronto last May, over 650 books had already been collected and were sitting in boxes throughout the university. By mid July, the collection had grown to well over 1200 books and journals (or 42 boxes, or 660 kilos, or one Ford cargo van plus a Tercel with permanently trauma-tized suspension), leading to frantic searches for boxes and materials to pack them in, the recruitment of friends in Toronto to help organize and transport books, pleas for more money from CEP for the fast increasing shipping costs, anxious meetings at York University and Lufthansa Air Cargo to try to get the costs down, back breaking days of hauling books from one end of Toronto to the other, and hours on the Internet searching out call numbers. Shipping day was a big relief! Back in Tashkent, students renovated a large room in the 45 degree heat and assembled shelves and furniture for their library.
Alas, the fun was only just beginning. The books arrived on 01 August, Baker and Thompson on 02 August. The next nine weeks were spent trying to persuade customs officials in Tashkent to release the books: But if we declare a cash value, it cant be humanitarian aid! The Council of Ministers of the Republic of Uzbekistan, and the deputy prime minister himself, finally authorized the release, leaving only the minor glitch of obtaining a document authorizing customs to look at the other documents. This was all done through the indefatigable, herculean efforts of a new Local Faculty Fellow, Vladimir Paramanov, who refused to give up. It would also have been impossible without the patience of Pavlina Paramanova, who endured the extra eight hours each day that Vladimir spent in the byzantine world of Uzbekistan customs. The Dean of the Faculty, Gulmira Khamidovna Yusupova, devoted weeks to cornering university authorities in possession of the appropriately stamped documents, and sat at Special Customs Post #2 for six hours on 07 October, signing papers til the books were liberated.
The library is now being set up at an adrenalin fuelled pace, with eager student volunteers (who traipsed out of their dorms late at night to haul the books up to the fifth floor library) organising, labelling and sorting their collection. Everything will soon be up and running at Tashkents largest free, public access, English language academic library. Baker and Thompsons next project is renovating the buildings plumbing. Stay tuned.
Norma Jo Baker and Chad Thompson, CEP Uzbekistan
The Civic Education Project announces the publication of a series of Discussion Papers in the social sciences, with emphasis on Central and Eastern Europe and the former Soviet Union.
With contributions from CEP Fellows and their colleagues, CEP expects to issue between 6 to 10 papers a year. The papers are intended to give circulation to social science research taking place in Central and Eastern Europe and the former Soviet Union and to serve as a forum for the discussion of education-reform issues in that region.
The CEP Discussion papers will be published in Budapest, and distributed to universities in Eastern, Central and Western Europe, Eurasia and North America. Selected papers will be translated into Russian and other international languages.
The Romanian Journal of Society and Politics
The Romanian Journal of Liberal Arts, a semi-annual publication of the Civic Education Project Romania, offers a forum for presenting and discussing contemporary research in all fields of liberal arts, both humanities and social sciences. RJLA will publish articles that focus on new research on Romania and its physical and cultural environs. It provides an opportunity for scholars from different disciplines to introduce original and significant research in their particular fields. Article reviews as well as essays that respond to any article published in the journal will also be given serious consideration. The RJLA seeks to encourage dialogue and debate with the expectation that scholars will form working alliances across disciplines.
Notes for contributors
Articles submitted to the RJLA should demonstrate excellence in conceptualization, methodology and presentation. The RJLA requires that authors do not submit papers that are being reviewed elsewhere. Submissions should be complete and self-explanatory.
All manuscripts must be formatted according to The Chicago Manual of Style, 14th edition. The preferred length of paper is 25 double-spaced pages. Four hard copies of the paper and one diskette in MSWord for Windows must be submitted. Please make sure that your name and any identifying reference does not occur in three of the hard copies. This will facilitate blind and fair review of all submissions for publication. The fourth hard copy must include your name, institutional affiliation, and physical and email address for correspondence on the first page. All copies must include an abstract of approximately 200 words on the first page.
All contributions and correspondence should be sent to the Editor:
of Liberal Arts
In the spring of 1999, four of my political science/international relations classes at Comenius University (Bratislava, Slovakia) played a simulation game: Model United Nations (or MUN).
MUN actually consists of several individual games each replicating one of the committees of the United Nations. For example, one game involves the UN Security Council, another the UN Human Rights Committee, and others, the First and Third Committees of the UN General Assembly. At Comenius, I had two classes playing the UN Security Council game and two playing the Third Committee of the General Assembly. In each game, the students acted as representives of individual member states. The object was rather straightforward: to craft and pass resolutions in the interest of the country they represented (as well as the international community) and to block resolutions opposed to those interests.
Throughout much of the semester,
the MUN Security Council primarily addressed the issue of
Kosovo and the propriety of the NATO involvement there.
In line with that topic, we had a couple of distingushed
speakers: one representing Human Rights Watch a
human rights non-governmental organization in Bratislava,
the other NATO Secretary General Javier Solana (in this
case, a student imitating the Secretary General). During
the Third Committee process, Mr. Solana came for a repeat
performance,while a local Catholic priest came to present
the Vaticans position on the Kosovo crisis. All
speakers made excellent presentations to which the
students (i.e. representatives) were able to react
Although students certainly learn the formal processes and parliamentary-style procedures during MUN, it was readily apparent that some of the most important learning comes through the informal political art of lobbying and caucusing during periodic MUN session suspensions. This is a time when out in the corridor, drinking coffee students can cooperate to negotiate, make deals, craft resolutions and find signators and sponsors.
We plan for the Slovak students to play MUN again this academic year and possibly compete with a team of students from the Czech Republic. If this is successful, we might suggest a region-wide CEP competition, involving several countries or more!
Desire for Stability and Economic Prosperity
The fourth edition of the CEP Balkan Debate Forum took place in Sofia, Bulgaria, May 610, 1999. At a time of adversity, with a war so nearby, students, professors, and guests not only from the countries in the region, but also from the USA, France, Germany, and India, came together to prove that constructive dialogue, compromise, and professionalism are the primary means for solving existing political, social and economic problems. The young participants from the Balkan region demonstrated an amazing ability to work in a team, to defend thoughtfully their opinions and positions, and to argue critically while respecting their opponents. Watching the debate sessions gave all of us more hope that the coming generation will be successful in achieving peace and economic prosperity in the region.
The participants debated on whether closer EU integration is desirable for the Balkan countries and whether contact with Western culture enhances Balkan culture. Other topics concerned economic issues, such as the problem of whether a Balkan free trade association would be beneficial for all countries in the region, as well as whether international economic sanctions are an effective dispute resolution tool for the conflicts in the region. Another provo-cative issue was whether Balkan national borders should be based on national homo-geneity; the task of the affirming team to build and defend its position was parti-cularly challenging and difficult.
Vassilis Maragos, Economic Advisor for the European Commission Delegation to Bulgaria, was special guest to the last debate session, held on May 9, the Day of Europe, and devoted to the European integration process of the Balkan countries. Mr. Maragos spoke about the European Com-missions cooperation with the Bulgarian Government and the problems and achieve-ments of this country. There was too little time to answer the numerous questions coming from the international audience, primarily concerning EU enlarge-ment and the EU current policies and priorities.
Among the moderators, whose profes-sional contribution to each debate session was highly appreciated by all participants, were Mr. Clemens-Peter Haase, Director of Goethe Institute Sofia, Prof. Nellie Ognjanova, Director of the Bulgarian Institute for Legal Development, Mr. Krassimir Nikolov from the Center for European Studies, as well as CEP professors.
Finally, the Fourth Balkan Debate Forum would not have been possible without the generous financial support provided by the European Cultural Foun-dation (Netherlands); the Stifterverband fuer die Deutsche Wissenschaft (Germany), and the European Commission Delegation to Bulgaria.
Country Director of CEP Bulgaria
It was an excellent opportunity to participate in a real debate! Congratulations on your work!
Bucharest University, Romania
I learned a lot about Balkan politics and [Balkan countries] relations with the West. I met people from many countries and it was a great pleasure to exchange experience with them.
Blagoevgrad University, Bulgaria
The whole idea of the CEP Debate Forum was brilliant! We learned a lot of things, for example, to argue in another language and reason things that we really didnt believe in. But the most important for the Forum is that it gathers young people from the Balkan countries, a region where many problems exist among the states. If we, young, educated people, come together, arguing, but also dancing, we will probably help our countries to solve differences, and face the future united, with the vision of stability and success.
Athens University of Economics
and Business, Greece
The Political Participation of Women in Romania
Paula Ivanescu, Monica Stoica,
After 1989, Romania faced a severe transition from a communist dictatorship to a democratic and market oriented pattern. Despite the difficult social and economic context, the post-totalitarian period revealed that Romanian women were able to support the democratic process through their involvement and participation.
The Conference Ten Years of Democracy. The Political Participation of Women in Romania, co-organized by Civic Education Project Romania and the Commission for European Integration of the Romanian Parliament at the end of June 1999, was meant to promote womens social and political empowerment and the increase of womens political participation.
The conference was unique in at least one respect: the topic has never before been a subject of debate in a special event in Romania. Its main purposes were:
n To contribute to developing a network among academics teaching courses on gender issues, leaders of women NGOs, and women involved in politics
n To draw the attention of the public and those influencing public opinion to the low levels of womens presence in decision-making positions at local, regional, and state levels
n To find solutions to increase the representation of women in the decision-making process.
The conference was focused on key topics related to womens social and political participation: the legal and institutional framework, womens involvement in decision-making processes, the role of civil society, strategies of womens NGOs, media contributions, concrete experiences, failures and successes, education, training and research concerning womens participation in the political field.
The participants (academics teaching gender courses, women MPs, leaders of womens NGOs, representatives of governmental institutions, media representatives, members of political parties) worked in interactive workshops and plenary sessions, and generated relevant conclusions. They identified issues, solutions and action strategies to support the enhanced political participation of women in Romania and drafted projects of networking and partnerships.
Civic Education Project Romania is committed to continue its involvement in programs focused on womens political participation and empowerment.
Dr. Eleonora Radulescu, Sociologist
Institute of Educational Sciences, Bucharest
Human Rights Roundtable
On June 1999, a National Roundtable on the State of Human Rights Education was organized by CEP Hungary. The event was sponsored by the UNESCO Hungarian Committee and the Ministry of Education. Around 60 participants took part in the one-day event from governemtal organizations (state secretaries, ministry officials, representatives of the Ombudsmans office, Supreme Court Lawyers), NGOs, human rights organizations, universities, secondary schools, etc. The main objective of this roundtable discussion was to find out how far human rights education has come in Hungary the past ten years and where priorities be in the nearest future. As a result, some of the participating organizations and CEP started to build new projects and partnerships. CEP is planning to organize an international conference on the place of human rights in the university curriculum.
of CEP Russia
Simeon Fongang, Irina
Zorina - CEP Russia Country Director,
After five years of successful operation, the CEP Russia program currently has 31 lecturers, and is spread across 10 time zones, from St. Petersburg in the northwest (near Scandinavia) to Yuzhno-Saklalinsk in the far east (not far from Japan). As it enters the new millenium, the program has adopted a new organization into four geographical regions, each with a regional resource center.
The system of regional centers was put into place in 19992000. Each regional center concentrates human and material resources and includes universities where CEP fellows hold appointments as Visiting Faculty Fellows and/or Local Faculty Fellows, or where CEP had positions in the past and has maintained ties with host universities. In each of those 4 regions, teams of Visiting Faculty Fellows and both current and former Eastern Scholars work collaboratively on outreach projects. The four geographical regions are as follows. The NorthWest region, including Petrozadvodsk and Arkhangelsk has a resource center in St. Petersburg. The Volga region including Yoshkar-Ola, Yaroslavl, Tver, Samara, Saratov and Volgograd, has a resource center in Nizhni Novgorod. The Urals and Western Siberia boasts two resource centers, one in Yekaterinburg and the other in Novosibirsk, and includes the cities of Tyumen, Omsk and Tomsk. Finally, the Eastern Siberia and Far East region, including Ulan-Ude, Vladivostok and Yuzhno-Sakhalinsk, has its resource center in Irkutsk.
Concentration in centers encourages collaborative work and increases the impact of CEP in the area by creating synergies in the development of outreach projects. One of the most important is an Environmental Project that brings together the St. Petersburg State Academy of Refrigeration and Food Technology, the law departments at St. Petersburg State University and at Mari State University (Yoshkar-Ola), and two Finnish environmental groups. The current and former CEP Eastern Scholars who are team members on this project are Olga Sergienko, Oleg Sidorov, Ekaterina Kisseleva and Marina Gvozdeva. Another important collaborative project is the Human Rights Project, which links Urals State University and Urals State Law Academy (both located in Yekaterinburg) with Tomsk State University, Tyumen State University and the NGO Memorial. Team members are Professor Valery Mikhailenko (a member of the CEPRussia Advisory Board), Larisa Deriglazova, Alla Kassianova, and Christopher Goldsmith. A particularly demanding project has been the Legal Clinic housed in the law department at Novosibirsk State University. All the teaching fellows based in Novosibirsk collaborated in setting up the clinic in 19981999; Visiting Lecturer Sam Oakland and Local Faculty Fellow Elena Limanova were particularly active in getting this started. Finally, we should mention The Eco Novosibirsk team. The Eco team has put out a professional journal aimed at promoting publications by young scholars. The coordinator of this project is again Elena Limanova, and the team includes: Sergei Kovalyov, a former Visiting Faculty Fellow, and Inna Blam and Almira Yusupova, both Local Faculty Fellows.
Five years of work have produced important results. The Russian Local Faculty Fellow program has proved very effective at implementing and advocating the use of new teaching methods. Local Faculty Fellows are local scholars who can integrate themselves more readily into a department. In addition, this program has been promoting the reestablishment of links between the more important centers of learning, such as Moscow, St. Petersburg and Yekaterinburg, with remote areas which were left isolated by the breakup of the USSR. The promotion of academic links between Russian centers and centers in other CIS states, which have also been left in isolation by the breakup of the USSR, has been a priority for the Russian program. For example, Russian Eastern Schoalrs are always active partici-pants in the annual Local Faculty Fellow Round Table convened by CEP, and CEP Russia expects an active involvement of Local Faculty Fellows from the Caucasus and Central Asia in its Siberian activities in 19992000.
Successful law teaching also features prominently among the results of these 5 years. Participation by CEP Russias students in international moot court competitions bears witness to this success. In the academic year 19981999 CEPRussia had 7 teams in the Central and Eastern European Moot Court Competition in Cracow, Poland, organized jointly by the British Centre for Legal Studies and one team in the Telders Moot Court Competition. We are proud to report that the Mari State University Law School team took second place of 26 teams at the Cracow Moot Court competition. The CEP Nizhni Novgorod team went on to the Telders finals in Leiden.
CEP Russia has many ideas for the future. For example, there are plans for developing an Local Faculty Fellow Alumni Association to tap into the experience of former Local Faculty Fellows in the areas of program direction and of introducing a fund for peer-reviewed academic projects. CEP Russia also hopes to develop work by its ESs and VLs on the topic of Russian-Chinese relations in the Eastern Siberia-Far East region. The entire CEP Russia team, including Visiting Faculty Fellows, current and former Local Faculty Fellows, and staff, looks forward to a second five years of successful work in the country.
Danilo Leonardi, Deputy Country Director of CEP Russia
Challenging and Rewarding Opportunities Abroad!
Be a part of the reform and development of higher education in Central/Eastern Europe and the former Soviet Union. The Civic Education Project (CEP) offers university lecturer positions to PhDs and advanced post-graduates in politics, law, economics, education, sociology, history, public administration and policy studies. CEP also provides support for promising scholars from Eastern Europe who teach in one of these fields and have graduate training from a Western university.
Information and applications:
Civic Education Project, Inc. Board of Directors
Dr. T. Mills Kelly (Chairman)
Texas Tech University
Ms. Donna M. Culpepper (President)
Civic Education Project
Professor Shlomo Avineri
Hebrew University of Jerusalem
Ms. Anne Clunan
University of California, Berkeley
Ms. Mary C. Foerster
Mr. Leslie C. Francis
Winner & Associates
Dr. Stephen R. Grand
German Marshall Fund of the U.S.
Mr. Joseph Iseman, Esq.
Paul, Weiss, Rifkind, Wharton & Garrison
Mr. Lionel C. Johnson
Professor Stanley N. Katz
Professor Jacek Kochanowicz
Ms. Wendy Luers
Foundation for a Civil Society
Professor Gustav Ranis
Professor Henry Rosovsky