guidelines for education and training in the ... - CIF - Icomos
guidelines for education and training in the ... - CIF - Icomos
guidelines for education and training in the ... - CIF - Icomos
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7. The practice of conservation is <strong>in</strong>terdiscipl<strong>in</strong>ary; it <strong>the</strong>re<strong>for</strong>e follows that courses<br />
should also be multidiscipl<strong>in</strong>ary. Professionals, <strong>in</strong>clud<strong>in</strong>g academics <strong>and</strong> specialized<br />
craftspersons, who have already received <strong>the</strong>ir normal qualification will need fur<strong>the</strong>r<br />
<strong>tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> order to become conservationists; equally those who seek to act<br />
competently <strong>in</strong> historic environment.<br />
8. Conservationists should ensure that all artisans <strong>and</strong> staff work<strong>in</strong>g on a monument,<br />
ensemble or site respect its significance.<br />
9. Tra<strong>in</strong><strong>in</strong>g <strong>in</strong> disaster preparedness <strong>and</strong> <strong>in</strong> methods of mitigat<strong>in</strong>g damage to cultural<br />
property, by streng<strong>the</strong>n<strong>in</strong>g <strong>and</strong> improv<strong>in</strong>g fire prevention <strong>and</strong> o<strong>the</strong>r security<br />
measures, should be <strong>in</strong>cluded <strong>in</strong> courses.<br />
10. Traditional crafts are a valuable cultural resource. Craftspersons, already with<br />
high level manual skills, should be fur<strong>the</strong>r tra<strong>in</strong>ed <strong>for</strong> conservation work with<br />
<strong>in</strong>struction <strong>in</strong> <strong>the</strong> history of <strong>the</strong>ir craft, historic details <strong>and</strong> practices, <strong>and</strong> <strong>the</strong> <strong>the</strong>ory of<br />
conservation with <strong>the</strong> need <strong>for</strong> documentation. Many historic skills will have to be<br />
recorded <strong>and</strong> revived.<br />
ORGANIZATION OF EDUCATION AND TRAINING<br />
11. Many satisfactory methods of achiev<strong>in</strong>g <strong>the</strong> required <strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong> are<br />
possible. Variations will depend on traditions <strong>and</strong> legislation, as well as on<br />
adm<strong>in</strong>istrative <strong>and</strong> economic context of each cultural region. The active exchange of<br />
ideas <strong>and</strong> op<strong>in</strong>ions on new approaches to <strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong> between national<br />
<strong>in</strong>stitutes <strong>and</strong> at <strong>in</strong>ternational levels should be encouraged. Collaborative network of<br />
<strong>in</strong>dividuals <strong>and</strong> <strong>in</strong>stitutions is essential to <strong>the</strong> success of this exchange.<br />
12. Education <strong>and</strong> sensitization <strong>for</strong> conservation should beg<strong>in</strong> <strong>in</strong> schools <strong>and</strong><br />
cont<strong>in</strong>ue <strong>in</strong> universities <strong>and</strong> beyond. These <strong>in</strong>stitutions have an important role <strong>in</strong><br />
rais<strong>in</strong>g visual <strong>and</strong> cultural awareness - improv<strong>in</strong>g ability to read <strong>and</strong> underst<strong>and</strong> <strong>the</strong><br />
elements of our cultural heritage - <strong>and</strong> giv<strong>in</strong>g <strong>the</strong> cultural preparation needed by<br />
c<strong>and</strong>idates <strong>for</strong> specialist <strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong>. Practical h<strong>and</strong>s-on <strong>tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> craft<br />
work should be encouraged.<br />
13. Courses <strong>for</strong> cont<strong>in</strong>u<strong>in</strong>g professional development can enlarge on <strong>the</strong> <strong>in</strong>itial<br />
<strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong> of professionals. Long-term, part-time courses are a valuable<br />
method <strong>for</strong> advanced teach<strong>in</strong>g, <strong>and</strong> useful <strong>in</strong> major population centres. Short courses<br />
can enlarge attitudes, but cannot teach skills or impart profound underst<strong>and</strong><strong>in</strong>g of<br />
conservation. They can help <strong>in</strong>troduce concepts <strong>and</strong> techniques of conservation <strong>in</strong><br />
<strong>the</strong> management of <strong>the</strong> built <strong>and</strong> natural environment <strong>and</strong> <strong>the</strong> objects with<strong>in</strong> it.<br />
14. Participants <strong>in</strong> specialist courses should be of a high calibre normally hav<strong>in</strong>g had<br />
appropriate <strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong> <strong>and</strong> practical work<strong>in</strong>g experience. Specialist<br />
courses should be multidiscipl<strong>in</strong>ary with core subjects <strong>for</strong> all participants, <strong>and</strong> optional<br />
subjects to extend capacities <strong>and</strong>/or to fill <strong>the</strong> gaps <strong>in</strong> previous <strong>education</strong> <strong>and</strong><br />
<strong>tra<strong>in</strong><strong>in</strong>g</strong>. To complete <strong>the</strong> <strong>education</strong> <strong>and</strong> <strong>tra<strong>in</strong><strong>in</strong>g</strong> of a conservationist an <strong>in</strong>ternship is<br />
recommended to give practical experience.