Human Resources in Canada's Built Heritage Sector: Mapping the ...

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MAPPING THE WORK FORCE AND SETTING STRATEGIC PRIORITIESOrganization of Education and Training11.Many satisfactory methods of achieving the required education and training are possible. Variations willdepend on traditions and legislation, as well as on administrative and economic context of each culturalregion. The active exchange of ideas and opinions on new approaches to education and trainingbetween national institutes and at international levels should be encouraged. Collaborative network ofindividuals and institutions is essential to the success of this exchange.12.Education and sensitization for conservation should begin in schools and continue in universities andbeyond. These institutions have an important role in raising visual and cultural awareness – improvingability to read and understand the elements of our cultural heritage – and giving the cultural preparationneeded by candidates for specialist education and training. Practical hands-on training in craft workshould be encouraged.13.Courses for continuing professional development can enlarge on the initial education and training ofprofessionals. Long-term, part-time courses are a valuable method for advanced teaching, and usefulin major population centres. Short courses can enlarge attitudes, but cannot teach skills or impart profoundunderstanding of conservation. They can help introduce concepts and techniques of conservation in themanagement of the built and natural environment and the objects within it.14.Participants in specialist courses should be of a high calibre normally having had appropriate educationand training and practical working experience. Specialist courses should be multidisciplinary with coresubjects for all participants, and optional subjects to extend capacities and/or to fill the gaps in previouseducation and training. To complete the education and training of a conservationist an internship isrecommended to give practical experience.15.Every country or regional group should be encouraged to develop at least one comprehensively organizedinstitute giving education and training and specialist courses. It may take decades to establish a fullycompetent conservation service. Special short-term measures may therefore be required, including thegrafting of new initiatives onto existing programmes in order to lead to fully developed new programmes.National, regional and international exchange of teachers, experts and students should be encouraged.Regular evaluation of conservation training programmes by peers is a necessity.Resources16.Resources needed for specialist courses may include e.g.:• an adequate number of participants of required level ideally in the range of 15 to 25;• a full-time co-ordinator with sufficient administrative support;• instructors with sound theoretical knowledge and practical experience in conservation andteaching ability;• fully equipped facilities including lecture space with audio-visual equipment, video, etc. studios,laboratories, workshops, seminar rooms, and staff offices;• library and documentation centre providing reference collections, facilities for coordinatingresearch, and access to computerized information networks;• a range of monuments, ensembles and sites within a reasonable radius.17.Conservation depends upon documentation adequate for understanding of monuments, ensemblesor sites and their respective settings. Each country should have an institute for research and archivefor recording its cultural heritage and all conservation works related thereto. The course shouldwork within the archive responsibilities identified at the national level.18.Funding for teaching fees and subsistence may need special arrangements for mid-career participantsas they may already have personal responsibilities.©CULTURAL HUMAN RESOURCES COUNCIL65
HUMAN RESOURCES IN CANADA’S BUILT HERITAGE SECTORAppendix DBuilt Heritage SectorThis Conceptual Outline proposes an approach to mapping the occupations that are central to the BuiltHeritage Sector and suggests the analytical tasks that stem from this mapping.The Built Heritage Continuum:Figure No. 1 portrays the continuum of a built heritage project. The stages are portrayed as a continuumto emphasize that while the stages are analytically discrete, the functions undertaken by individuals oftenoverlap these stages.Figure No. 1Continuum of a Built Heritage Project• Sector Management and Administration / Policy Development and Application comprises those professionalfunctions related to developing regulatory and policy frameworks, applying regulations and policies tospecific applications that involve approval requirements, and undertaking analytical and consulting studiespertinent to policy and strategy.• Applied Research encompasses two distinct types of research and analysis. The first pertains to an analysisof the cultural or historical significance of a particular project. The second entails a physical examinationof the site to obtain the technical information necessary for preservation, restoration, rehabilitation,expansion, etc.• Project Design, Planning and Management involves the development of a specific plan for preservation,restoration, rehabilitation or expansion and (where relevant) subsequent management of a heritage site.• Project Execution involves the implementation of a design plan. Project execution skills are predominantlythose associated with various branches of the construction industry. Built heritage projects often requirespecialized skills and understanding on the part of contractors and skill tradespersons and craftpersons.• Facility Management involves development and implementation of a preventive maintenanceprogramme and general asset management with an emphasis on preservation. Both technical skills andbusiness skills involved.• Cultural Historical Programming and Interpretation involves the development and delivery of contentprogramming pertinent to the project and the production of interpretive materials to communicate thesites cultural or historical significance.66©CULTURAL HUMAN RESOURCES COUNCIL
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