OECD Culture and Local Development.pdf - PACA
OECD Culture and Local Development.pdf - PACA
OECD Culture and Local Development.pdf - PACA
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3. PROMOTING LOCAL DEVELOPMENT BY CREATING CULTURAL PRODUCTS<br />
likely are firms to introduce generic qualifications that require more st<strong>and</strong>ardised training<br />
systems. When we speak of apprenticeship, we must therefore consider two types of<br />
situation.<br />
The first involves apprentices who are starting out very young in a trade, in the<br />
manner of the guilds that dominated these activities in the past. Now that the guilds<br />
have virtually disappeared, official agencies (trade councils, employers’ organisations)<br />
have filled the gap by reorganising this type of apprenticeship in the form of “virtual<br />
workshops”. This implies a degree of organisation in the trades, as well as government<br />
support in providing the equipment <strong>and</strong> training the instructors.<br />
The situation is even more complex when it comes to young people who have<br />
spent longer in school <strong>and</strong> are entering the trade at a relatively later age. The quasiworkshop<br />
does not work for them, because of their higher initial skills level <strong>and</strong> their<br />
aspirations. A new approach is needed, drawing upon partnerships that may be<br />
private-private or public-private.<br />
A successful example can be seen in the glassmaking industry of Lorraine, where<br />
a decision was made in 1991 to place greater emphasis on training. The glass <strong>and</strong> crystal<br />
trades are highly specialised, <strong>and</strong> training is essential for maintaining product quality<br />
<strong>and</strong> ensuring the local industry’s survival. In 1991 two agencies, the Association ID<br />
Verre, which focused on tourism <strong>and</strong> communication, <strong>and</strong> the European Centre for<br />
Research <strong>and</strong> Training in Glassmaking (CERFAV), founded the National Apprenticeship<br />
Training Centre. Through it, CERFAV is addressing the special challenges inherent in<br />
the trade 102 , by providing initial apprenticeship training as well as on-the-job training,<br />
<strong>and</strong> helping firms to adapt 103 .<br />
Training of this kind highlights the sharp distinction that exists in many countries<br />
between art schools <strong>and</strong> applied art schools. There are many of these institutions,<br />
founded by local governments or, in the second case, by industry associations. Both<br />
types of institutions are today facing problems that are undermining their effectiveness.<br />
- The art schools are often focused on purely artistic training, where the use of<br />
materials is overlooked in favour of the more traditional artistic instruction<br />
(history of art, drawing).<br />
- The applied art schools often have trouble keeping abreast of technological<br />
developments <strong>and</strong> their financial base is threatened by weaknesses in the<br />
local economy.<br />
One of the most important issues today is to bridge this traditional divide, a holdover<br />
from the era of the fine arts academy, <strong>and</strong> to establish centres of excellence that can<br />
draw upon a broader economic base 104 .<br />
118 CULTURE AND LOCAL DEVELOPMENT - ISBN 92-64-00990-6 - © <strong>OECD</strong> 2005