Training in cultural policy and management: international ... - Encatc

Different characteristics of training courses provided by NGOs and the public sector:
NGO’s PUBLIC SECTOR
Survey on institutions and centers ...
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Contemporary modern know-how
(discourse)
Stability
Mobility Infrastructure (space &
equipment)
Fundraising Qualified academic staff
Networking Integration of research
component
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Non-qualified staff for
teaching skills
Lacking long-lasting effect Lack of teachers’ mobility
Improvised curricula (often just a copy of some Slow changes to curricula
western short training course)
Conclusions
Arts management courses are not just a curriculum – they are education for change! Students are not
only passive recipients, but participants together with their professors, in the creation of a new
profession. The responsibility of arts management training courses towards social practice – i.e.
cultural policies, capacity building and change management of cultural institutions, and the
introduction of an entrepreneurial approach in culture – is enormous. It is at the same time a
movement, a resource center, a center for future consultancy/expertise of a Ministry of Culture. It can
be a stimulus, but it can also be restrictive to the real autonomous development of curriculum.
However, the major challenges in rethinking the forms and methods of training for cultural
development personnel are coming from the cultural, political, economical and technological domains.
Paradoxically, the entry strategy of arts administration and management into mainstream universities
has really never been discussed in Central and Eastern Europe. They are, in a sense, marginalized and
not integrated, in spite of the fact that the majority of the curricula are incorporating different
university disciplines from other, more “standard” departments. Interdisciplinarity of arts management
curricula had been achieved long before the “Bologna debate” began in Eastern Europe, as
coordination of different courses taken from different standard academic disciplines. (Macroeconomics
together with Theory of Culture, Psychology/Social Psychology together with Music History, etc.) It is
extremely complicated to truly implement interdisciplinarity into the classical university system.
Conflict and debates are raised around two issues: first, what “interdisciplinarity” means from the
standpoint of one concrete discipline or topic, and second, how to create a system in which the
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