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

New training needs:
Survey on institutions and centers ...
Help in organizing different forms of “retraining” for university professors (peer-group training,
training for trainers, mobility grants, seminars, etc.);
Cultural policy education and spread of information for a majority of trainers in the region (lack of
general knowledge about international organizations and their activities, due to the general lack of
transparency in political life outside Central Europe); and
New forms and methods of practice-based research, as well as the most appropriate methods of
research such as case studies, focus groups, etc.
Recommendations:
To coordinate and develop this area, together with other education policy actors in the field (such as
the European University Association, or EU, within schemes like TEMPUS or other similar supporting
scheme), putting cultural development into the priority areas of EU programmes (arts management
curricula development, culture and development curricula, etc.).
UNESCO and other intergovernmental organizations should initiate and support the creation of interministerial
programmes in this field, on a national level, by creating a committee within UNESCO that
links education policy makers with art and culture policy makers, to envisage together what could be
done for each specific region and to raise debate on the role and impact of training for cultural
development personnel. Otherwise, all the recommendations of both UNESCO and Council of Europe in
this field are not reaching the Ministries of Education and the higher education opinion and policy
makers in general.
To stimulate innovative work on improving curricula and methods of teaching (by organizing
competitions etc.) by asking schools and training centers to send models of the most succesful way of
“learning”.
To develop an assessment program that includes external evaluation, assessment of the training
courses. (A majority of universities in the region do not have the means to invite external evaluators,
or to develop any kind of quality assurance program, unless they are acredited by another university,
usually British.)
To assess the impact and importance of the UNESCO Chair in the region, as well as other institutions,
trying to stimulate them to act more as “centers of excellence” or knowledge transfer centers.
Following the assessment, to identify and encourage good models of education and training with long
lasting impact.
To help in developing the appropriate regional training centers for the trainers, academics and
researchers in the field.
To stimulate practice-based research and academic research within those departments (a research
component is lacking in a majority of the centers).
To support more sub-regional training programmes initiated and realized with know-how from the
specific sub-regions (Central Europe, Balkan, Baltic, Eastern Europe, Caucasus, Central Asia, etc.).
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