Nysa - ESTA-Bildungswerk

INTRODUCTION 

What is RESELTAM? 

RESELTAM (Development of web-bases education module for the craftsmen working in 

restoration sector to receive a vocational training according to European Quality 

Standardization) Project has been accepted by European Union Education, Audiovisual and 

Culture Executive Agency and has started to work since November 2007. 

In Project which is funded as a framework of Leonardo da Vinci Development of Innovation 

and will continue two years, the educational needs and expectations of craftsmen and 

employers who work in restoration sector in Turkey, Poland, France and Italy will be 

analyzed. These analyses will be compared with the current educational systems of four 

countries, an educational program will be developed in the framework of European Quality 

Standards which the craftsmen could easily understand, reach and this program will respond 

to their needs. 

The developed educational programs will be adapted to the e-learning system produced in 

Germany and will be tested in the target groups in Italy, Turkey, Poland and France. At the 

end of the project a handbook will be produced to help users with the e-learning system. 

The project partners are: 

· Project maker Pera Fine Arts from Turkey (Private Pera Music and Handicraft Limited 

Liability Company), 

· Ege University, Bergama Vocational College of Restoration from Turkey, 

· ESTA Bildungswerk from Germany, 

· Palazzo Spinelli Istituto per l'Arte e il Restauro from Italy, 

· Ecole d'Avignon from France 

· Budowlani Trade Union from Poland 

· The State Higher Vocational School in Nysa from Poland 

The project’s silent partners are: 

· USR Fondazione ECAP from Switzerland 

· Governorship of Edirne from Turkey 

· BMR, Co. from Turkey 

RESELTAM TG-TS-VET Main Report Sayfa 2

The Survey 

As a part of the project; two surveys were realized to understand the condition of the 

vocational training and target group (craftsmen in the restoration sector) and target sector 

(restoration) in partner countries. One of them is called “target group and target sector 

analysis” which aimed to understand the educational needs, background, skills, work 

conditions and educational expectations of the craftsmen and level of the potential supports 

or needs of the employers for an e-learning education programme in restoration field. The 

other one which is called “current vocational training programs in restoration area analysis” 

aimed to compare the current educational systems in four partner countries. This 

comparison will help to see the lacks of the current education programs which will be 

improved by RESELTAM education program or the strengths of the current systems which 

will be used in RESELTAM. 

The RESELTAM education program will be developed in the framework of European Quality 

Standards which the craftsmen could easily understand, reach and this program will respond 

to their needs. 

All partners have duly accomplished their surveys and submitted their interim research 

results to the promoter in time. This report is aiming to give a general panorama of the 

restoration sector and the craftsmen of this sector points out the similarities as well as 

dissimilarities between countries basing on the information provided by the reports of each 

partner institution. 


TARGET SECTOR (EMPLOYERS) 

PANORAMA IN PARTNER COUNTRIES 

Partners have tried to carry out the surveys as extended as possible in nationwide scale in 

order to find out a carefully considered and right panorama of the conservation and 

restoration sector in their country. 

They conducted the survey by requesting employers via e-mail, on phone or by direct 

interview, to fill out a questionnaire composed of a series of appropriate questions which is 

prepared to identify the size and occupation areas of the companies, the preferences, needs 

and expectations of the employers, their familiarity with new education systems and their 

predispositions about providing education to their staff, their eventual interest in RESELTAM 

project etc. 

Contacted employer numbers by each partner institution: 

Budowlani / Poland 11 employers 

Nysa / Poland 16 employers 

Ecole d’Avignon / France 65 employers 

Palazzo Spinelli – ECAP Foundation / Italy 33 employers 

Pera Fine Arts – Governorship of Edirne / Turkey 21 employers 

Ege University / Turkey 17 employers 

The results are as follows: 

GENDER: 

Budowlani 

0% 

100% 

male female 

Palazzo Spinelli 

RESELTAM TG-TS-VET Main Report Sayfa 4 

3% 

97% 

male female

24% 

29% 

Pera 

m ale female 

76% 

Ege University 

male female 

71% 

18% 

Ecole d'Avignon 

male female 

Nysa 

82% 


31% 

male female 

As it can be immediately observed employers are mostly “men” in each partner country. 

When we observe the results of the survey of Budowlani we realize that all employers are 

men. 

69%

RESTORATION ACTIVITY PERCENT: 

25% 

29% 

Budowlani 

0% 

mostly partly 


8% 

mostly partly a little 

19% 

Pera 

52% 

67% 


Even though Budowlani’s figures don’t appear on the graphic they stated in their report that 

the contacted two big companies are working mainly in restoration /conservation (one of 

these companies is PKZ which is big, semi-monopolist and leading conservation company) 

and the other eight smaller companies are working in construction and are applying 

occasionally for restoration/conservation contracts. Almost all contacted employers are 

rather working in “restoration/conservation”. 

47% 


19% 

mostly partly 

81% 


9% 

mostly partly a little 


14% 

86% 

44%

NUMBER OF EMPLOYED PEOPLE BY EMPLOYERS: 

60% 

54% 

Budowlani 

51 


11% 

12% 

40% 

51 

14% 

10% 

38% 

Pera 

51 

23% 

38% 

13% 

31% 

29% 

6% 6% 



75% 

51 


3% 

35% 

31% 

51 


14% 

0% 

51 

57%

250% 

200% 

150% 

100% 

50% 

0% 

57% 

38% 

31% 

12% 

75% 

29% 

38% 

35% 

23% 

13% 


40% 

14% 

14% 

31% 

54% 

6% 

60% 

11% 

6% 

3% 

10% 

0% 

51 

Nysa Ecole d'Avignon Palazzo Spinelli Pera Ege University Budowlni 

As indicate the graphics major parts of contacted employers employ mostly less than 5 

employees. 

Only Budowlani/ Poland contacted big size companies. PKZ which is one of them with over 

200 full time employees is also potential silent partner of the RESELTAM project. In their 

findings we notice that 6 companies employ more than 50, full time and 4 companies 

employ less than 50. 

NUMBER OF EMPLOYED CRAFTSMEN BY EMPLOYERS: 

Budowlani 

0% 

7% 7% 


6% 

7% 

73% 

it depends

18% 


23% 

11% 


25% 

19% 

3% 

3% 8% 

15% 

53% 

1 - 5 6 - 10 11 - 25 26 - 50 

22% 

no response it depends

300% 

250% 

200% 

150% 

100% 

50% 

0% 

40% 

0% 3% 5% 0% 

no 

response 

5% 0% 

8% 

6,7% 

it 

depends 

53% 

71% 

55% 

37% 

73,5% 

19% 

Budowlani 

full time temporary 

10% 

23% 

6,7% 

0% 

60% 

25% 



6,7% 0% 

29% 

18% 

18% 

0% 

86% 

11% 

11% 

0% 

0% 

14% 


0% 5% 0% 3% 6,4% 0% 

1 - 5 6 - 10 10 11 - 25 12 15 20 30 26 - 50 300 

Nysa Ecole d'Avignon Pera Ege University Spinelli 

Contacted employers are mostly employing less than 5 craftsmen. 

TYPE OF CONTRACT OF CRAFTSMEN:

48% 

40% 

Pera 

5% 


47% 

full time temporary no reponse 


60% 



62% 

35% 




Even if the full time/temporary ratios can be changed from one company to another it won’t 

be wrong to say that employers prefer to hire “full time” a certain number of craftsmen and 

then arrange themselves according eventual contract dimensions by hiring “temporary” 

craftsmen. 

4 of the companies which Budowlani contacted employ full time conservation/restoration 

specialist on unlimited time employment and hired on contract with high specialization. 4 

construction companies employ conservation/restoration specialists’ temporarily only. All 

the companies employ also specialists temporarily, according to dimension of the contract. 

Therefore the general approach to employability in Turkey is mostly “temporary”. 

38% 

65%

SPECIALIZATION OF THE EMPLOYED CRAFTSMEN: 

22% 

34% 

19% 

Budowlani 

0% 


15% 

10% 

5% 

stoneworker mason 

17% 

woodworker metalworker 

other finisher 

15% 

10% 

Pera 

15% 

23% 


15% 



3% 

14% 


15% 9% 


24% 

35% 

stonworker mason woodworker 

metalworker other finisher 

9% 

5% 


19% 

20% 

24% 

23% 

stoneworker mason woodworker 


17% 


4% 8% 

21% 

25% 

25% 



Eventhough Budowlani’s figures don’t appear on the graphic they stated in their report that 

contacted conservation companies are employing craftsmen with all these specializations. 

It comes out that contacted employers employ mostly “stone workers” and “masons” and 

then “wood workers”, “finishers” and “metal workers”. 

It means that all companies which have attended to the survey are employing craftsmen 

with various specializations as intended for the project research.

OPINION OF THE EMPLOYERS ABOUT CRAFTSMEN ABILITY IMPROVING NEED: 

Budowlani 

0% 

100% 

yes no 


5% 

0% 

100% 

yes no 

Pera 

95% 

yes no 



8% 

yes no 


92% 


0% 

100% 

yes no 

It appears that all contacted employers in each partner country “agree” to the need of 

improving craftsmen abilities. So, they believe in education. 

0% 

100% 

yes no

SPECIFIC FIELDS IN WHICH CRAFTSMEN NEED TO IMPROVE THEIR ABILITIES ACCORDING 

EMPLOYERS: 

low aspects 

traditional technics 

stucco 

technological progress 

new technologies 

old technology 

knowledge 

wood carving 

1 

1 

1 

1 

1 

1 

1 


0 1 2 3 4 5 6 7 

materials 

new products&applications 

2 

votes 


5 

5 

5 

Budowlani 

0% 20% 40% 60% 80% 100% 120% 

8 

+ 

10 

votes 


12 

0 5 10 15 20 25 30 

votes 

22 

6 

25


new 

products&applica 

tions 

intonaci 

conservation 

machines 

project reading 

job quality 

stone work 

other 

1 

1 

1 

1 

1 

1 

1 


2 

3 

3 

3 

3 

3 

0 2 4 6 8 10 12 14 


8% 9% 

9% 

8% 

8% 

8% 

8% 

8% 

8% 

8% 

votes 


13 

18% 

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20% 

5 

5 

Pera 

votes 

0 2 4 6 8 10 12 14 

votes 

Budowlani didn’t notify any result about specific fields which craftsmen need to improve 

their abilities. As show the graphics “technological progress”, “new products & 

applications”, “new technologies”, “materials” are the main subjects in which employers 

want craftsmen to improve their abilities. 

13

THE EMPLOYERS’ WILL OF PROVIDING ACCESS TO COMPUTERS FOR CRAFTSMEN FOR 

TRAINING COURSES: 


26% 

80% 

5% 

yes no no response 

Budowlani 

yes no 

20% 

69% 



60% 

7% 



6% 

94% 

yes no 

33%

10% 

14% 

Pera 


76% 



29% 

yes no 

While Italian, French and Turkish employers are willing to provide computer access to the 

craftsmen to take education in order to improve their abilities. Polish employers emerge 

reluctant to do it. According Budowlani’s findings, regular construction companies underline 

need of training in new technologies and they are in the opinion that education for 

specialists should be provided out of company and the company could be a place of practical 

training for students only. 

EMPLOYERS’ MEMBERSHIP OF A PROFESSIONAL ORGANIZATION: 

Budowlani 

0% 

100% 

yes no 


94% 

6% 

yes no 

71%


36% 

8% 

yes no 

Pera 

yes no 

92% 

64% 



66% 

yes no 


86% 

yes no 

It can be observed easily from graphics that membership situation of the employers does not 

look alike. However, when they are a member of a professional organization this concerns 

mostly a “chamber” and/or an “association”. 

14% 

34%

EMPLOYERS’ KNOWLEDGE ABOUT E-LEARNING: 

42% 

Budowlani 

0% 

100% 

yes no 


5% 

yes no a litle 

14% 

Pera 

57% 

32% 

26% 

24% 

yes no a little no response 



50% 

38% 

yes no 


yes no 


14% 

yes no 

86% 

50% 

62%

Contacted employers mostly know e-learning and what it means or at least have a slight idea 

about it. In Budowlani’s findings we see that all employers are familiar with the term of elearning. 

These results showed that the knowledge of the e-learning could be changeable in 

different countries. 

DESIRED WAY TO PARTICIPATE IN RESELTAM PROJECT: 

31% 

Budowlani 

0% 1% 0% 

participation in pilot stage 

addition to the data base 

just to be provided with info 

Pera 

35% 




34% 



29% 

60% 


14% 

57% 




18% 




22%


34% 

14% 

52% 






65% 

15% 


addition to the database 


Even though Budowlani’s figures don’t appear on the graphic they stated in their report that 

all contacted companies want to co-operate 100%; while conservation companies want to 

take part in pilot stage, PPKZ wants to be “silent partner” and the rest want to be familiar 

with project results. 

According what show the graphics all the employers in each partner country want to cooperate 

in different ways. A notable part of them would like to participate in pilot stage and 

/ or to be added in the data base while the rest wants to be familiar with the project results. 

20%

RECAPITULATION OF THE EMPLOYERS SURVEY RESULTS: 

* The employers are mostly “men” in each partner country. 

* Almost all contacted employers are rather working in “restoration/ 

conservation”. 

* Major part of contacted employers employs mostly less than 5 employees. 

* Contacted employers are mostly employing less than 5 craftsmen. 

* The employers prefer to hire “full time” a certain number of craftsmen and 

then arrange themselves according eventual contract dimensions by hiring 

“temporary” craftsmen. 

* The contacted employers employ mostly “stone workers” and “masons” and 

then “wood workers” “finishers” and “metal workers”. 

* All contacted employers in each partner country “agree” to the need of 

improving craftsmen abilities. So, they believe in education. 

* “Technological progress”, “new products & applications”, “new 

technologies”, “materials” are the main subjects in which employers want 

craftsmen to improve their abilities. 

* While Italian, French and Turkish employers are willing to provide computer 

access to the craftsmen to take education in order to improve their abilities 

Polish employers emerge reluctant to do it. 

* The employer’s membership situation of a professional organization does not 

look alike. However, when they are a member of a professional organization 

this concerns mostly a “chamber” and/or an “association”. 

* Contacted employers mostly know e-learning and what it means or at least 

have a slight idea about it. 

* All the employers in each partner country want to co-operate in different 

ways. A notable part of them would like to participate in pilot stage and / or to 

be added in the data base while the rest wants to be familiar with the project 

results. 


TARGET GROUP (CRAFTSMEN) 

PANORAMA IN PARTNER COUNTRIES 

Partners have tried to carry out the surveys as extended as possible in nationwide scale in 

order to find out a carefully considered and right panorama of the craftsmen who work in 

conservation and restoration sector in their country. 

They conducted the survey by requesting craftsmen via e-mail, on phone or by direct 

interview, to fill out a questionnaire composed of a series of appropriate questions which is 

prepared, in order to provide a good orientation to create the most adequate education 

program, to explore and identify their social status and educational status outline, their 

occupation areas, their preferences, needs and expectations, their familiarity with new 

education systems, their physical facilities and conditions whether they are convenient to 

take education, their eventual interest in RESELTAM project etc. 

Contacted craftsmen numbers by each partner institution: 

Budowlani / Poland 30 craftsmen 

Nysa / Poland 36 craftsmen 

Ecole d’Avignon / France 37 craftsmen 

Palazzo Spinelli – ECAP Foundation / Italy 32 craftsmen 

Pera Fine Arts – Governorship of Edirne / Turkey 44 craftsmen 

Ege University / Turkey 35 craftsmen 

The results are as follows: 

GENDER: 

13% 

Budowlani 

male female 

87% 



64% 

male female 

36%

24% 


male female 

Pera 

0% 

100% 

male female 

76% 



37% 

35% 

male female 


male female 

As in the case of the employers are mostly “men” but the situation is better balanced in 

craftsmen case; so there are also “some craftswomen”. 

63% 

65%

AGE: 

47% 

22% 

Budowlani 

250% 

200% 

150% 

100% 

50% 

0% 

65% 

19% 

27% 

21% 

35% 

53% 

23% 

34% 

30% 

19% 

35% 

12% 

20% 

23% 

38% 

11% 


0% 

25% 

20% 

22% 

5% 

14% 

0% 

0% 2% 0% 

-30 31 - 40 41 - 50 51 - 60 no response 

Budowlani Nysa Ecole d'Avignon P.Spinelli Pera Ege Univ. 

Since Budowlani’s figures are not precise for the part of 47% which correspond to the age 

ranges over 30 this data is not included in this graphic. 

The graphics indicate that the ages of contacted craftsmen are mostly above 30. 

MARITAL STATUS: 

44% 


married single 

56% 

27% 

13% 

Budowlani 

60% 

married single no response


20% 

0% 


Pera 


80% 

Most of the craftsmen are “married”. 



33% 

47% 




67% 

53%

IF THEY HAVE CHILDREN: 

53% 

Budowlani 

no child with children 


0% 


76% 

Pera 

24% 


They mostly have “children”. 

47% 

56% 



46% 




25% 



44% 

75% 

54%

EDUCATION LEVEL OF CRAFTSMEN: 

27% 

27% 

16% 

Budowlani 

6% 0% 

primary school 

technical/vocational 

university 

no response 


5% 

14% 

67% 

54% 

primary school high school 

college universty 

Pera 

7% 2% 

75% 


college university 


5% 0% 


11% 

84% 


college technical/vocational 

13% 

40% 


17% 

17% 

53% 


university other 


3% 

23% 

34% 

primary school high school college other

250% 

200% 

150% 

100% 

50% 

0% 

23% 

75% 

17% 

14% 

0% 

5% 0% 

67% 

Education Level of Contacted Craftsmen 

40% 

0% 

7% 

27% 

11% 

0% 

34% 

16% 

53% 

54% 

84% 

0% 


13% 

0% 5% 

2% 0% 

27% 

0% 3% 

17% 

0% 

primary school techn./vocational college high school university other no response 

Budowlani Nysa Ecole d'Avignon P.Spinelli Pera Ege 

Only in PERA’s findings “primary school” level percentage appears high, in the rest; 

education level of craftsmen is mostly “high school”. 

EMPLOYMENT STATUS OF CRAFTSMEN: 

Budowlani 

0% 

100% 

unemployed employed 

89% 


6% 0% 

11% 

unemployed employed


95% 

5% 


95% 

Pera 

5% 




73% 

27% 



0% 

100% 


Almost all craftsmen are actually working in each partner country.

SELF EMPLOYMENT STATUS OF CRAFTSMEN: 

14% 

Budowlani 

0% 

100% 

self employed with contract 


5% 

81% 

self employed with contract no response 

39% 

Pera 

5% 


no response 

56% 



62% 

73% 



27% 



12% 

88% 


Craftsmen are rather self-employed in France and Turkey while they are mostly 

hired in Poland and Italy. 

38%

SPECIALIZATIONS OF THE CRAFTSMEN: 

44% 

Budowlani 

0% 4% 

12% 

16% 

stone worker mason 

24% 

wood worker metal worker 



28% 

15% 

16% 

8% 

6% 

9% 

9% 

stonworker mason 



10% 

Pera 

32% 


20% 

33% 



14% 

27% 


9% 0%4% 4% 


15% 

68% 




17% 

10% 

13% 


20% 

13% 



72% 


0% 

9% 5%5% 


9% 



According what indicate the graphics, the majority among contacted craftsmen 

identified their specialization under the “other” in the form. In second place come 

the “finishers”. In third and fourth place there are “masons” and “wood workers”. 

Penultimate are the “stone workers” and the last ones are “metal workers”. Apparently 

craftsmen with different specialization have been contacted and have been involved in the 

survey.

CRAFTSMEN MEMBERSHIP OF A PROFESSIONAL ORGANIZATION: 

46% 

73% 

Budowlani 

yes no 

Pera 

5% 

84% 

11% 

27% 



yes no 

54% 



21% 

83% 

yes no 

17% 


11% 



94% 

6% 

yes no 

68%

The craftsmen mostly are not member of a professional organization. However, when they 

are a member of a professional organization this concerns mostly a “chamber”, “trade 

union” and/or an “association”. 

CRAFTSMEN OPINION ABOUT SELF IMPROVEMENT NEED BY TAKING AN EDUCATION OR 

TRAINING: 

Budowlani 

0% 

100% 

yes no 


0% 

100% 

yes no 



39% 

yes no 


22% 

yes no 

78% 

61%

7% 

Pera 

yes no 

93% 



3% 

97% 

yes no 

It appears that almost all contacted craftsmen in each partner country “agree to the need” 

of self improvement by taking an education or training. 

SPECIFIC FIELDS IN WHICH CRAFTSMEN WOULD LIKE TO IMPROVE THEIR ABILITIES BY 

TAKING AN EDUCATION OR TRAINING: 

ceramic 

stucco 

photo.&documentation 

wood carving 

history of art 

stone&marble 

conservation 


gilding 

metal 

wall painting 

art craft 

stucco 

stone monument conservation 


1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 


0 1 2 3 4 5 6 7 8 

votes 

5 

6 

7

not specified 

brass 

plaster 

restoration 

gilder 

furnishings 

taking molud 

montage 

skidding 

stone&marble 

wood&wood carving 

new products/materials, 

new techno. 

wax 

treatment 

intonaci 

architectonic 

wood carving 

new products 

stone treatment 

conservation 


machines 

materials 


1 

1 

1 

1 

1 

1 

2 

2 

2 

3 

3 


4 

5 

0 2 4 6 8 10 12 14 

1 

1 

3 

3 

3 

3 



5 

5 

votes 

6 

8 

12 

10 

0 2 4 6 8 10 12 

votes

not specified 

brass 

taking mould 

restoration 

furnishings 

stone&marble 

montage 

wood&wood carving 

montage 


gilding 

stucco 

plaster 

wax 

others 

metal 

sculpturestone- 

tile-engraving 

textile 

painting 

callygraphy 

paper 

restoration 

wood 

ceramics 

no 

As show the graphics. 

1 

1 

1 

1 

2 

2 

1 

2 3 

3 

5 

Pera 


6 

12 

0 5 10 15 

3% 

3% 

0 

3% 

6% 

6% 

6% 


votes 

10% 

10% 

10% 

10% 

10% 

20% 

0% 5% 10% 15% 20% 25% 

votes

CRAFTSMEN ABILITY IN COMPUTER USING: 

Budowlani 

90% 

10% 

no ability elementary+intermediate+advanced 

27% 


5% 8% 

5% 

55% 

no ability elementary intermediate 

advanced no response 

23% 

Pera 

9% 9% 2% 

57% 

no ability elementary intermediate 

advanced no response 



25% 

48% 

8% 

no ability elementary 

intermediate advanced 


17% 

46% 

10% 




70% 

6% 

12% 



19% 

12% 

27%

It can be observed easily from graphics that craftsmen ability in computer using does not 

look alike. There is an incongruity between Ege University and Pera’s datas: according Pera’s 

findings incapable craftsmen percentage is 57% while Ege University findings say 12%. In 

France also there is a high percentage of incapable craftsmen of using a computer. In Poland 

and Italy they are mostly “capable”. 

CRAFTSMEN ACCESS TO A COMPUTER: 

35% 

45% 


14% 

yes no 


3% 

65% 

83% 


Pera 

yes no 

55% 

Budowlani 


10% 

yes no 

90% 


10% 

yes no 

90% 


6% 

94% 

yes no 

It comes out that almost “all have access” to a computer. In Pera’s and Ecole’s survey, a big 

percentage of the participants couldn’t access to a computer.

CRAFTSMEN KNOWLEDGE ABOUT E-LEARNING: 

67% 

Budowlani 

0% 

yes no a little 


86% 

84% 

0% 

yes no a litle 

Pera 

0% 

yes no a little 

14% 

16% 

33% 



50% 

57% 

yes no 


yes no 


88% 

yes no 

Almost all contacted craftsmen “do not know” e-learning and what it means. 

12% 

50% 

43%

DESIRED WAY TO PARTICIPATE IN RESELTAM PROJECT: 

20% 

Budowlani 

60% 

20% 





19% 

68% 

13% 




24% 

36% 

Pera 




40% 

46% 

60% 



25% 


addition to the database 

29% 



20% 




18% 


58% 

20% 

24% 




According what show the graphics all the craftsmen want to co-operate in different ways. A 

pretty part of them would like to participate in pilot stage and/ or to be added in the data 

base while the rest wants to be familiar with the project results.

RECAPITULATION OF THE CRAFTSMEN SURVEY RESULTS: 

*As in the case of the employers are mostly “men” but the situation is better 

balanced in craftsmen case; so there are also “some craftswomen”. 

* The ages of contacted craftsmen are mostly above 30. 

* Most of the craftsmen are “married”. 

* They mostly have “children”. 

* Education level of craftsmen is mostly “high school”. 

* Almost all craftsmen are actually working in each partner country. 

*Craftsmen are rather self-employed in France and Turkey while they are 

mostly hired in Poland and Italy. 

*The majority among contacted craftsmen identified their specialization under 

the “other” in the form. In second place come the “finishers”. In third and 

fourth place there are “masons” and “wood workers”. Penultimate are the 

“stone workers” and the last ones are “metal workers”. Apparently craftsmen 

with different specialization have been contacted and have been involved in 

the survey. 

* The craftsmen mostly are not member of a professional organization. 

However, when they are a member of a professional organization this concerns 

mostly a “chamber”, “trade union” and/or an “association”. 

* It appears that almost all contacted craftsmen in each partner country “agree 

to the need” of self improvement by taking an education or training. 

* Craftsmen ability in computer using does not look alike. There is an 

incongruity between Ege University and Pera’s datas: according Pera’s findings 

incapable craftsmen percentage is 57% while Ege University findings say 12%. 

In France also there are a high percentage of incapable craftsmen of using a 

computer. In Poland and Italy they are mostly “capable”. 

* Almost “all craftsmen have access” to a computer. 

*Almost all contacted craftsmen “do not know” e-learning and what it means. 


* All the craftsmen want to co-operate in different ways. A pretty part of them 

would like to participate in pilot stage and/ or to be added in the data base 

while the rest wants to be familiar with the project results. 


CURRENT EDUCATION SYSTEMS 

ANALYSIS IN PARTNER COUNTRIES 

Partners have tried to carry out the analysis as extended as possible in nationwide scale in 

order to find out a carefully considered and right panorama of the current education 

systems about restoration and conservation and vocational training systems of their country. 

The analyses are based on the partners’ personal experiences in the education sector and 

the research about the current systems in their country. The research was made by the VET 

provider partners of the project and realized in France, Italy, Turkey, Poland and Switzerland. 


FRANCE 

Vocational Education and Training systems in France 

State of the offer 

The VET history 

1945: Establishment by the Ministry of Labour and social partners of the 

Accelerated Vocational Training Centres (Centres FPA). 

1959: Law on social promotion by permanent training for professional 

development. 

1961: Institution of the Fund for vocational training and social promotion (FFPPS). 

1964: Establishment by the Ministry of Labour of the Association of Vocational 

Training for Adults (AFPA). 

1971: Law on organization of vocational training / Establishment by the Ministry of 

National Education of Academic Delegations for Permanent Training (DAFCO). 

1983: Vocational training is under State and regional jurisdiction. 

2002: Law on Validation of Experience Knowledge (VAE). 

2004: Law on long life training and social dialogue: individual right of training (DIF) 

and professionalization contracts. 

The VET system 

In France, life-long training includes, at various levels, several services for 

professionalization: 

- summary of one’s skill, 

- careers guidance, 

- coaching, 

- training, 

- validation of knowledge (diploma, VAE). 

The annual budget for vocational education and training is 23 milliards €. 

Vocational Education and Training system is shared by several stakeholders: 

- State : mostly Ministry of Labour and Social cohesion 

- Regions (NUTS II), 

- Companies, 

- Workers, 

- Training providers. 

State: Ministry of Labour and Social cohesion (governance on vocational training 

and financing of training for underprivileged persons) – Ministry of National 

Education (partner of training policies and training provider: GRETA). 

Regions: Definition and establishment of regional policies for apprenticeship 

(initial training) and vocational training (long life training). Since law of August 8, 

2004, the Regions have established the Regional Plans for Development of 

Vocational Training (PRDFP). 


Companies: The companies must finance 1,6 % minimum of salaries amount for 

life-long training. Since the law of May 4, 2004, each employee has an Individual 

Right of Training (DIF). 

Workers: The frameworks of vocational training for employees are: Training plan 

of the company, Individual Leave for Training (CIF), Individual Right of Training: 20 

hours / year (DIF). The independent workers can take training, which are financed 

by themselves contributions to collector organizations. 

Training providers: There are 40,000 training providers in France. 

The vocational training providers 

The vocational training providers are public organizations or private companies or 

associations. 

Public organizations: 

- Ministry services or State institutions (CIFP…): only for State civil servants; 

- National Centre of Local Civil Servant (CNFPT): only for civil servants of local 

authorities; 

- Ministry of Higher Education : Universities (mostly level I); 

- Ministry of Higher Education : National Conservatoire of Arts and Trades 

(CNAM) : 81,000 trainees / year (levels I to III); 

- Ministry of National Education (DAFCO) : 258 Groups of Etablishments 

(GRETA) : 470,000 trainees / year (levels III to V); 

- Association for Vocational Training for Adults (AFPA): 274 training centres: 

159,000 trainees / year (levels III to Vbis) 

- Vocational Training and Agricultural Promotion Centres (CFPPA) (mostly 

levels III to V). 

Professional Chambers: 

- Chambers of Trades and Crafts (CMA): 100,000 trainees / year (levels IV to 

Vbis); 

- Chambers of Commerce and Industry (CCI): 212 Permanent Training Centres 

(CFC): 400,000 trainees / year (mostly levels III to V); 

- Chambers of Agriculture. 

Private providers: 

- Non-profit associations (ex: Compagnons du Devoir, Fédération 

Compagnonnique des Métiers du Bâtiment, Ecole d’Avignon…) after 

declaration to Prefecture (and approval by State for 300 professional 

diploma issued by Ministry of Labour); 

- Private companies after declaration to Prefecture (and approval for 300 

professional diploma issued by Ministry of Labour). 

Training providers in conservation and restoration sector 

Fields (classification CARIF-OREF): Framing / Ceramics – Pottery / Gilding / 

Wrought-iron craft / Art objects restoration / Glasswork / Public works 

rehabilitation / Monuments restoration / Country heritage restoration / Urban 

heritage restoration / Building rehabilitation / Building renovation. 

-Level III: 355 training providers; 

- Level IV: 360 training providers; 


- Level V: 380 training providers. 

Training providers in conservation and restoration in building sector 

Fields (classification CARIF-OREF): Public works rehabilitation / Monuments 

restoration / Country heritage restoration / Urban heritage restoration / Building 

rehabilitation / Building renovation. 

- Level III: 186 training providers; 

- Level IV: 188 training providers; 

- Level V: 190 training providers. 

Examples of curricula in conservation and restoration sector 

Level III 

Pictorial works restoration assistant 

Training provider: ATEC – Atelier Ecole de restauration d’oeuvres picturales 

(Workshop School of pictorial works restoration) 

Place: Châteaurenard (Provence-Alpes-Côte d’Azur) 

Duration: 4318 hours (3 years) 

Admission: Older than 18 years, final secondary school diploma or equivalent 

professional experience 

Organization: 10 persons / class – Work placement (12 weeks) 

Curriculum: Art history - Imitation of paintings and drawings – Study of materials - 

Chemistry and physics – Diagnosis of deteriorations – Concepts of treatment – 

Writing of specifications. 

Level IV 

Art furniture restorer 

Training provider: AFPA – Association pour la Formation Professionnelle des 

Adultes (Association for Vocational Training for Adults) 

Places: Chartres (Centre) – Limoges (Limousin) 

Duration: 1645 hours (1 year) 

Admission: Level V for professionals of cabinetmaking sector, or second-year of 

secondary school level 

Organization: 4 modules (10 or 11 weeks) – Work placement (3 weeks) 

Curriculum: Module 1: drawing of art furniture, imitation of wood pattern, 

technique of joining – Module 2: restoration of a part of furniture, valuation of 

furniture, concepts of treatment – Module 3: historical study, deontology of 

restoration and conservation, writing of specifications – Module 4: restoration of a 

marquetry object (Boulle) with precious materials. 

Level V 

Furniture tapestry decorator 

Training provider: GRETA des Côtes d’Armor – Ministère de l’Education Nationale 

(Group of Etablishments of Côtes d’Armor - Ministry of National Education) 


Place: Tréguier (Bretagne) 


Admission: Level V and professional experience (minimum 1 year) 

Organization: Alternately training with work placement (175 hours) 

Curriculum: Study of arts and styles – Technical drawing – Study of construction - 

Technology – Workshops – Communication – Searching for job 

Diploma: Certificat d’Aptitude Professionnelle (Certificate of Professional 

Aptitude). 

Examples of curricula in conservation and restoration in building 

sector 

Level III 

Heritage decor painter 

Training provider: Ecole d’Avignon – Centre de formation à la réhabilitation du 

patrimoine architectural (Center of training for the rehabilitation of architectural 

heritage) 

Place: Avignon (Provence-Alpes-Côte d’Azur) 

Duration: 840 hours 

Admission: Building painters and decorative painters selected on the basis of their 

skills 

Organization: 12 sessions (70 hours) in alternating two-weeks 

Curriculum: Materials and technologies of decorative painting - History of styles 

and panorama of expressions - Drawings, on-site pre-project documentation 

Pathology, diagnostics, state of repair - Documentation and creation of project - 

Technical and quantitative description - Preparation of surfaces - Faux-marble, 

stone, modelling – Faux-wood (woodgraining) - Melding with existing work - Lime 

paints and stucco - Traditional tempera - Drawing procedures of the decorative 

painter - On-site project, composed decor - Quality inspection, project 

documentation - Legislation, security. 

Level IV 

French wrought-iron craftsman 

Training provider: Compagnons du Devoir du Tour de France (Companions in Duty 

of Tour of France) 

Place: Reims (Champagne-Ardenne) 


Admission: Level V 

Organization: 10-12 persons / class – Work placement (4 weeks) – Cultural trip (1 

week) 

Curriculum: Art drawing – Work first-aid – Hot-forge of decor – Modern wroughtiron 

– Handling and security – Locking elements – Handrails and banisters – Repoussé 

works – Smithy tools – Wiring – Art history – Computer science – Finishing on 

ironworks – Bending, soldering and joining – Ironworks drawing. 


Level V 

Old building mason 

Training provider: AFPA – Association pour la Formation Professionnelle des 

Adultes (Association for Vocational Training for Adults) 

Places: Bordeaux (Aquitaine), Carcassonne (Languedoc-Roussillon), Cholet (Pays de 

Loire), Decazeville (Midi-Pyrénées), Doué-la-Fontaine (Pays de Loire), Kervalh-en- 

Brech (Bretagne), La Valette (Provence-Alpes-Côte d’Azur), Limoges (Limousin), 

Saint-Malo (Bretagne) 

Duration: 980 hours (7 months) 

Admission: Level second-year or third-year of college 

Organization: 4 modules – Work placement (3 weeks) 

Curriculum: Module 1 (rubble and stone masonries): building and restoration of 

stone walls, stone frames, scaffolding installation and survey, creation of a hole in 

a wall, dressing and replacement of stones, preservation of the building and safety 

regulations – Module 2 (lime plastering and painting): types of masonries, 

installation of protection equipment, supplying management, pointing of the wall, 

execution of plastering, coloration of mortars – Module 3 (pavement): execution of 

different types of pavement, paving in stone or bricks – Module 4 (reinforced 

concrete): execution of wood formworks, execution of floors with roughcasts and 

girders, reinforcement of concrete. 

Prepared by Ecole d’Avignon 


ITALY 

VET System 

Vocational Education and Training system in Italy 

Pre-Higher Education in Italy 

The technical upper secondary programmes are offered by the Istituti Tecnici (Technical Institutes) 

and last five years. Vocational secondary education is provided by the Istituto Professionale, Liceo 

Artistico, and Istituto di Arte. All these programmes used to lead to different types of Diploma di 

Maturità (Maturità Classica, Scientifica, Linguistica, Artistica, Magistrale, Tecnica, etc). A Maturità 

was the minimum admission requirement to university studies, as well as to most programmes at 

non-university institutions of higher education. 

Since 1998-1999 the school leaving qualification has been called Diploma di Esame di Stato 

conclusivo del corso di… Final Governmental Degree of….. (see examples below). The options are the 

same as those listed for the Maturità. 

Technical Secondary 

Type of school providing this education: Istituto Tecnico 

Length of program in years: 5 

Age level from: 14 to: 19 

Certificate/diploma awarded: Maturità Tecnica/Diploma di Esame di Stato conclusivo del Corso di/per 

(name of technical option in the Istituto Tecnico concerned since 1999) 

Upper Secondary 

Type of school providing this education: Liceo Classico, Liceo Scientifico, Liceo Linguistico 



Certificate/diploma awarded: Diploma di Maturità Diploma di Esame di Stato conclusivo del Corso di 

Liceo Classico/Liceo Scientifico (since 1999) 

Specialized Secondary 

Type of school providing this education: Liceo Artistico, Istituto Magistrale 



Certificate/diploma awarded: Maturità Artistica, Maturità Magistrale Diploma di Esame di Stato 

conclusivo del Corso di/per...(name of the option within the Istituto Secondario concerned, since 

1999) 

Vocational 

Type of school providing this education: Istituto Professionale 



Certificate/diploma awarded: Diploma di Qualifica 

Professional 

Type of school providing this education: Istituto Professionale 




Certificate/diploma awarded: Diploma di Maturità Professionale di/per.../Diploma di Esame di Stato 

conclusivo dei Corsi di Istruzione Professionale di/per...(name of the option within the Istituto 

Professionale concerned) 

Higher Education in Italy 

The main principles that lay the foundations for the Italian education system, and in particular 

higher education, are set down in the Italian Constitution that was adopted in 1947. Article 33 of the 

constitution states that “… art and science are free and the teaching thereof shall be free”. In 

defence of academic freedom, the article also states that all higher education institutions “have the 

right to establish their own regulations autonomously, within the limits set by national legislation”. 

From 1989 to 1999 MURST was responsible for university education, some sectors of non-university 

education (interpretation and translation, psychotherapy), as well as for the allocation of funds to 

the state universities and the private universities that had conformed with the structure of the public 

sector (i.e. legally-recognized university institutions). 

In the same decade (1989-99), the supervision and development of primary and secondary education 

was entrusted to the Ministero della Pubblica Istruzione (MPI) (Ministry of Education), whereas 

responsibility for the non-university sector of higher education was shared between the Ministry for 

the National Cultural Heritage (institutions and programmes in conservation and restoration) and 

MPI (institutions for fine and applied arts, dance, drama, and music) as well as since 1998-99 all FIS 

programmes (higher integrated technical education). In 1999, the reform of the artistic sector 

(drama, dance and music) was entrusted to MURST (Law 508/99). More recently, the new Ministry of 

Education, Universities and Research (MIUR) was established to which all financial resources, staff 

and functions of the former MPI and MURST were transferred. The merging of the two ministries 

took place in 2001. Degree programmes are structured in credits (crediti formativi universitari-CFU). 

A university credit corresponds to 25 hours of work per students, time for personal study included. 

The average annual workload of a full-time student is conventionally fixed at 60 credits. 

Non-University sector 

Traditionally, the state non-university sector mainly covered the arts but it has since expanded 

into other areas (i.e. the interpreting and translating professions, military academies etc.) as well as 

vocational post-secondary professional education and training by the Regions (Formazione 

Professionale Regionale FPR). 

VET Curricula in Conservation & Restoration sector 

Educationin the arts 

This sector provides the education and training of highly qualified professionals in artistic 

fields that have long played a significant role in Italian cultural traditions amongst which, to keep 

within the area of the arts, figurative and applied arts, conservation and restoration of cultural 

assets (i.e. ancient books, buildings, medals, mosaics, paintings, etc.) as well as archiving and 

palaeography. 

Some of these fields are highly specialised and applicants must show a marked aptitude along 

with sufficient basic training to be admitted to the courses (admission tests). 

Non-university higher education institutions in the only arts’ field are: 


o Academies of Fine Arts and Higher Institutes for Applied Arts (Accademie di Belle Arti, Istituti 

Superiori per le Industrie Artistiche); 

o Higher Institutes/Schools for Conservation and Restoration of cultural assets (Istituti 

Centrali per la Conservazione e il Restauro dei Beni Culturali). 

The Academies of Fine Arts, the Higher Institutes for Applied Arts and others make up the system for 

education and specialisation in arts and music and have the right to autonomous regulations as 

recognised in art. 33 of the Italian Constitution. This area is currently undergoing a process of 

significant reform that began in 1999 with law no. 508 to create a system of higher advanced 

education and specialisation in the arts and music. 

The Academies of Fine arts provide education and training for traditional professions in 

painting, sculpture, decorative arts and stage design, and, as a result of the ongoing reform, also in a 

few applied fields such as conservation of cultural assets. 

Courses currently last four years (but this is changing with the gradual implementation of the 

reform). After passing the diploma examination, students are awarded the Licenza (Licence) in the 

specialist sector of their choice (eg. Licenza di Accademia di Belle Arti in Pittura, or in Scultura, etc.). 

Access to fine art academies is now open to holders of the Italian school leaving certificate (Diploma 

di Esame di Stato/Maturità) or a comparable foreign qualification. Additionally, most candidates 

must take an entrance examination consisting of a written essay, oral interview on a few general 

knowledge subjects such as art history, history, Italian literature, geography and an aptitude test in 

their choice of specialisation. Foreign candidates must also prove their knowledge of Italian. 

Central Institutes for Cultural Heritage (Istituti Centrali per i Beni Culturali) 

The central institutes/schools for the cultural heritage promote the preservation and 

restoration of national artistic assets and come under the responsibility of the Ministry for the 

national cultural heritage (Ministero dei Beni Culturali). 

Central Institute for Restoration - School for Restoration (Istituto Centrale per il Restauro – 

Scuola di Restauro). The School at the Central Institute for Restoration offers three-year training 

courses in two specialisations: conservation of metals and other materials of archaeological finds; 

conservation of paintings and their supports, of architectonic surfaces and related materials. 

Students who successfully complete their programmes are awarded a qualification, the "Diploma di 

idoneità all’esercizio della professione di restauratore", entitling them to practise as restorers. 

Graduates may also attend a fourth year of advanced training (Corso di Perfezionamento) and receive 

an “attestato di frequenza” (statement of attendance). Access to the School is open to holders of an 

Italian/foreign secondary qualification. Course admission, restricted by numerous clauses, is granted 

to Italians and non-Italians aged between 18 and 40 who win an annual national competition. The 

selection is based on the evaluation of previous educational and professional qualifications (e.g. 

diplomas in the arts, university degrees, periods of working experience or professional training), and 

on an entrance examination (a drawing test, an experiment on metals or paintings, an interview on 

art history.) Non-Italian applicants must also pass an Italian language exam. 

School for Restoration of Mosaics (Scuola di Restauro del Mosaico). The school offers 

specialised three-year training courses in restoration of mosaics. Successful students are awarded 

the qualification "Diploma di restauratore di mosaici", entitling them to practise as mosaic restorers. 

Courses are open to Italians and non-Italians aged between 18 and 40 with an Italian or comparable 

foreign secondary school qualification. Access is restricted and admission is based on an annual 


competition that takes into account previous qualifications (school leaving diplomas from an Italian 

artistic high school or art institute, higher education diplomas and degrees, work experience or 

professional training; proven practice in the profession as a restorer) and entrance examination 

results (drawing test, a mosaic exercise, and an interview on art history). Non-Italian applicants must 

pass an Italian language exam. 

School for conservation and restoration of semi-precious stone materials – Workshop for 

restoration (Scuola dell’opificio delle pietre dure e Laboratori di restauro - Firenze). The Workshop has 

set up its own school which offers three-year training courses in different specialisations: stone 

materials, mosaics and works in hard stones, terracotta, metalwork (goldsmith, bronzes and antique 

weapons), furniture and engraving, gilding and polychrome wooden sculptures, murals, paper, 

textiles (tapestries and cloths). The programmes - all of them with restricted access - are open to 

holders of an Italian/foreign secondary qualification. Admission is subject to passing an annual 

competition (a recent decree suspended such competition for the year 2007), open to Italians and 

non-Italians aged between 18 and 40. The competitive selection is based on the evaluation of 

previous qualifications from the Workshop and from the Central Institute for Restoration in Rome as 

well as on an examination that consists of a drawing test, a practical exercise and an interview on art 

history and art techniques. Non-Italian applicants must also demonstrate their knowledge of the 

Italian language. Courses last four years and successful students are awarded a final qualification in 

restoration of cultural assets (Diploma di restauratore di beni culturali). 

Central Institute for the Restoration of Damaged Books (Istituto Centrale per la Patologia del 

Libro “Alfonso Gallo” – Roma). At its own premises, the Central Institute for the restoration of 

damaged books runs short advanced courses open only to professionals who have already acquired a 

considerable level of competence in the sector. On the basis of a special agreement with the Regione 

Umbria, the Institute has also set up a basic course for the specialised training of prospective young 

professionals. 

Foundation for the Conservation and Restoration of Ancient Books and Documents (Fondazione 

per la Conservazione e il Restauro dei beni Librari). The two-year programme selects 15 candidates 

per year from the European Union. Candidates must be under 25 years old, hold an Italian school 

leaving qualification (Diploma di Esame di Stato/Maturità), or a comparable foreign qualification, 

possess adequate knowledge of written and spoken English and Italian, basic knowledge of Latin, 

knowledge of chemistry and physics, and pass a selective examination (written tests, interview, 

practical and aptitude tests). After the two-year course of basic training, students may take a oneyear 

advanced course (Corso di Perfezionamento) and receive a statement of advanced specialised 

training (Attestato di Perfezionamento) as restorers of ancient books and documents. 

International Institutes for Cultural Assets (Istituti Internazionali per i Beni Culturali). While they 

do not belong to the Italian higher education system, it is nevertheless important to mention some 

renowned international institutions, located in Italy, which offer post-secondary specialised 

education and training in the conservation and restoration of the cultural heritage with the official 

consent of and in cooperation with the Italian authorities. 

1. International Study and Research Centre for the conservation and restoration of 

cultural assets – Rome (Centro internazionale di Studio e Ricerca per la conservazione 

e il restauro dei beni culturali –Roma) 

2. European University Centre of cultural assets – Salerno (Centro Universitario Europeo 

per i beni culturali – Salerno) 

3. European Foundation Pro Venezia Viva – European Centre for the training of artisans 

in the restoration of architectural heritage – Venice (Fondazione europea Pro Venezia 


Viva – Centro Europeo per la Formazione degli Artigiani per la Conservazione del 

patrimonio architettonico – Venezia). 

4. UNESCO – Course in technology of stone conservation - Venice 

Higher technical education and training (Istruzione e Formazione tecnica superiore - IFTS) 

A system of higher integrated education and training (Formazione integrata superiore - FIS) was 

started as a pilot project in 1998. It had the main objective of re-qualifying the whole system of 

professional education and training by better exploiting existing resources and facilities, and by 

facilitating the transition from one educational pathway to another. In 1999 a significant number of 

new programmes for higher technical education and training (Istruzione e Formazione tecnica 

superiore - IFTS) were established with the chief purpose of creating an efficient “second channel” of 

educational opportunities. They were aimed at those holders of a school leaving qualification who 

wanted to access a type of higher education other than the traditional, academic one provided by 

universities, but of a comparable quality standard. The IFTS pilot project was turned into official 

course offerings by Article 69 of Law 144/1999. The following institutional bodies are allowed to offer 

IFTS courses, either independently or with one another: 

o state secondary schools (Licei classici, Licei scientifici, Licei artistici, Licei linguistici, Istituti 

tecnici; Istituti professionali, etc.) 

o regional centres for vocational education and training 

o state or non-state but legally recognised universities 

o public or private firms, small or large companies, often grouped in consortia. 

Courses last a maximum of 4 semesters (1,200 - 2,400 hours). 

Curricula must include: 

o basic technical and scientific subjects; 

o practical applications; 

o training periods at private companies or public bodies; 

o other professionally-oriented activities “on the spot”, and, at intervals, real work experience. 

Practical training periods must cover no less than 30% of each programme and they may take place 

either in Italy or abroad, in EU or non-EU countries. 

IFTS programmes generally award an “Attestato/Certificato di Competenza”; the corresponding 

workload is expressed in credits so as to make the qualification valuable for further studies both in 

Italy - either in the university system or in the second and 3rd level of regional professional 

programmes - and abroad, in particular within the European Union. 

Regional post-secondary professional education and training 

(Formazione Professionale Regionale - FPR) 

Since the late seventies, alongside the state university system, other educational opportunities 

have been set up at local level. Professional courses in a great variety of fields and at various levels 

have been developed in close cooperation with businesses and industry and are managed by the 

Regions. The main purpose of these courses is to provide training in skills which meet the 

requirements and changes of the job market, thus increasing employability for the participants. 

These more practically oriented courses used to offer the only alternative route to university 

education until the IFTS programmes were introduced. Courses are open to holders of a school 

leaving qualification (Esame di Stato/Maturità) or to university graduates (Laurea). Length may vary 

from 1 to 2 years according to programme type and main subject field. 

Another category of post-secondary professional courses are those set up jointly by the Regions 

and the Labour Ministry with financial support from the European Social Fund (Fondo Sociale 


Europeo - FSE). These courses are also open to holders of either a school leaving diploma or of a 

university degree (laurea). 

Many private Institutes or Non-Profit organizations are active in this education and training 

field (see Palazzo Spinelli case, www.spinelli.it with its own premises) and their curricula are certified 

and recognized by the Regions. 

As a pertinent example, concerning the aims of the project, it is considered the 2 years 

curriculum in “Restoration of Frescoes and Wall Paintings” offered by Palazzo Spinelli and providing 

both the Institute’s Diploma and the Professional Qualification Certificate issued by the Tuscany 

Region and obtained after a final examination with a mixed internal and external commission. 

Total hours: 1.400 of formal theoretical and practical training (30% and 70% respectively) and 

400 of internship. Usually the course is followed by a 900 hours (600 + 300 internship) specialization 

third year course. 

Admission requirements: secondary school diploma or similar, minimum age 18; at least 2 years 

certified experience in the sector; 

Syllabus: 

Art History - History of mural painting from Roman art to large-scale fresco cycles from the 13th 

to the 19th centuries, with an emphasis on Italian mural painting. 

Restoration Theory - Evolution of the concept of restoration and study of the changing in 

restoration techniques over time, focusing on the current practices and the international guidelines 

matured within the European laboratory experience. 

Drawing and Painting Techniques - Analysis of the methods for creating mural paintings. 

Drawing exercises: copying of original paintings. Execution of a copy of a mural painting using 

traditional techniques. Techniques in graphic documentation for restoration. 

In-Painting Techniques - The physics of colour, pigments and binders; preparation of the 

surface; in-painting using ''tratteggio'' selection, abstraction and mimetic techniques, selection 

''tratteggio'' technique in gold. 

Fresco Technique - Technical characteristics of the fresco. Execution of the various layers of the 

support. Execution of the sinopia. Painting the fresco. Half-dry mural painting technique. Graffito 

technique. Removal of the fresco from its original support: “stacco” and “strappo”. 

Restoration of Wall Paintings - Study of the materials and techniques in mural paintings used 

throughout the centuries: fresco, half fresco, fresco secco in tempera and oil. Analysis of the state of 

conservation. Causes of deterioration. Restoration treatments: reinforcement and cleaning of the 

pictorial surface. Repairing of cracks and lacunas. Methods of re-touching: neutral tones, tratteggio 

techniques of selection and abstraction. Techniques in fresco removal: ''stacco'' and ''strappo''. 

Remounting onto new supports. 

Investigative Photography Techniques - Photographic documentation for restoration; use of the 

still-camera for the analysis of reflected and transmitted light; analysis under infra-red and ultraviolet 

lights; use of the video-camera in infra-red reflectography. 

Chemistry - General chemistry, inorganic and organic chemistry. Chemistry of compounds used 

in restoration, with an emphasis to the chemistry of binders, of adhesives, of natural and synthetic 

resins. Chemistry of solvents with reference to the chemistry of non-toxic solvents. 

Biology - Study of the biological and chemical alterations related to climatic conditions; study of 

the chemical make-up of works of art and the bio-chemical alterations caused by the presence of 

organic substances; biological alterations, methodology of investigation, control and prevention of 

biological infestations; chemical, physical and biological disinfestations of mural paintings. 

Scientific Analysis Practical execution of micro samples; execution of cross-sections; 

stratigraphic analysis; analysis of the microclimate for the recognition of pigments; colouring with 

traditional chemical preparations aimed to the determining of the chemical nature of binders; study 

of the climate and of the interaction between pollution and artworks. 


VET Curricula in Building Conservation & Restoration sector 

The vocational training system for the building sector is based on a central organization, the 

National FORMEDIL, articulated in its regional branches, Regional FORMEDIL, and connecting a 

network of Scuole Edili (Building Schools) situated in the various provinces. 

The vocational training measures are carried out by the territorial building schools according to 

the needs of the local job market. 

The building schools, although characterized by organizational and financial autonomy, are 

coordinated on a national level by the FORMEDIL. This coordination has improved its efficacy only in 

recent times as far as the National Formedil has been born afterwards the provincial schools and as 

an answer to the growing need of such coordination at a wider scale. 

Not to mention the role and activities played by the International Institutes for Cultural Assets 

mentioned further above and in particular those of Venice within the architectural field, such Scuole 

Edili are well represented by the case of the Scuola Professionale Edile di Firenze 

(www.scuolaedile.fi.it) born in 1963 by the will of both the Florentine Industrials Association and the 

various national Labor Unions. The Restoration Department of the school known as C.E.R. (Centro 

Europeo del Restauro) based in two former Medici villas close to Florence (Villa Demidoff at Pratolino 

and Villa Petraia at Castello) is providing VET courses on fine arts objects restoration and historical 

buildings. 

This last case curriculum is as follows: 

Total hours: two years course based on 1.400 hours of formal theoretical and practical 

education on school-worksites (Florentine ones or provided by those institutes belonging to 

UNI.E.M.A. “Université Européenne des Métiers et des Arts”) and 600 hours of internship. 

Admission requirements: secondary school diploma; at least 3 years certified experience in the 

sector; 

Concise Syllabus: 

Safety law and procedures; Traditional constructive techniques: Materials’ technology (plasters, 

stuccoes, stone and mural paintings, wood, metals and synthetics); history of architecture (from 

Greek to Renaissance); drawing and surveying; history and legislation on restoration; chemistry and 

physics; degradation diagnostics and advanced diagnostic technologies; informatics (ECDL and CAD) 

and worksite management; Techniques of conservation and restoration of plasters, stuccoes, stone 

and mural paintings, wood and wooden structures, metals and synthetics; introduction to specific 

labour market. 

Annex on e-Learning education system: 

Distance Learning Italian System 

There are three main consortia for distance learning in higher education in Italy. These 

consortia are made up of some official Italian Universities, therefore their degree courses come 

under the Italian university legislation. 

The degree is awarded on course completion by the university where the individual student is 

enrolled. 

The Consorzio Nettuno (www.consorzionettuno.it) is a non-profit association for distance higher 

education promoted by the Ministry for Education, Universities and Research. It is made up of both 

universities and companies and offers programmes in continuing education as well as degree 

courses. It is currently developing degree courses together with other European universities. 

The Consorzio FOR.COM, a recognised non-profit organisation which offers the opportunity to 

students who work full time or live far from the university to study on line. 


ICON (Italian Culture on the Net) is a consortium made up of Italian universities to promote the 

Italian language and culture worldwide via the Internet. It has elaborated a Laurea programme in 

Italian Language and Culture for Foreigners. 

A recent ministerial decree makes provisions for the accreditation of new universities wishing to 

set up distance degree courses. 

Distance Learning: conservation and restoration area 

A series of courses have been started in Italy through the e-learning instrument in the area of 

conservation. Most of them deal with topics related to ICT and cultural heritage themes or are meant 

as a repository web area where support documents are available to students following usual courses. 

In the specific area of architectural conservation an experiment is actually under development 

and promoted by the already cited Formedil (www.formedil.it/capicantiere/) titled “Training Mixed 

System for Building Rehabilitation: worksite manager for historical buildings” (Sistema Flessibile di 

formazione al Recupero Edilizio: capocantiere dell’edilizia storica) The project is aimed at providing an 

on-line instrument as a differentiated learning method to candidates and at transferring good 

practices (developed during training courses in the sector at regional, national and international 

level) to various technical and professional figures involved in similar practices. 

The school system in Italy: an outline 

Public and Private 

n 93% of schools are public schools 

n “public” means ruled by the “state”, not by municipalities or local authorities 

n public schools are completely free, up to the age of 16 (for the primary schools, also 

the books are included) 

n private schools are not funded 

n parents have to pay for all the costs, but they are entitled to limited fiscal 

benefits (some hundreds euros) 

The general framework - 1 

n pre-school level: 

n from 3 months to 3 years: asili nido (nursery) – attendance 50% approx. 

this is a day care service, not schooling at all 

n from 3 to 6 years: infant school (90%) 

n primary school: 

n five years: 6 to 10 

n parents can choose to anticipate the starting point up to six months (5 years 

½) 


n lower secondary school: 

n three years: 11 to 14 

n this is the end of the first cycle 

n upper secondary school (according to a law voted in 2003, not yet in effect): 

n two streams: 

n licei (general education): 5 years – age 15 to 19 - 

state ruled – 8 different streams 


n vocational education: from 3 to 5 years 

ruled by the Regions – many different types 

n this reform is “on hold” until 2008 and will probably be deeply modified further on 


n upper secondary school (as it is now): 

n general education: 5 years 

n technical education: 5 years 

n vocational education: 3 or 5 years 

n all the three streams are state ruled 

n the curriculum is entirely designed by the Ministry of Education 

n at the end there is a national exam 

The tertiary level 

n Universities: 

n first level degrees: 3 years 

n second level degrees:2 more years 

n third level degrees: 3 more years 

n Vocational tertiary education: 

n many different possibilities, partially regional driven, in general 1 or 2 years 

A graphic overview 


What schools are entitled to do 

n the schools are supposed to follow strictly the national curriculum 

n since 2000 on, they have a limited possibility to modify it (for a part not exceeding 

20% of the annual teaching time for each subject) 

n but they do not take advantage out of this opportunity, mostly because 

teachers are appointed to the schools by the ministry only on the basis of the 

national curriculum 

n a certain autonomy of budgeting (but 90% of grants are under some kind of 

restraints) 

Some strong points 

n our school system works quite well in building up a sense of common citizenship 

n it is highly effective for a minority of gifted students (whose levels are often above 

the average in international tests) 

n it’s inclusive towards the less favoured pupils (in that sense that they remain within 

the mainstream education, while getting at the same time special assistance) 

Some weak points 

n too many pupils drop out of the system before completing their studies 

n the system is not designed for certifying credits and skills at intermediate levels (only 

final diplomas) 

n the system is not performing well in the field of vocational education (too much 

theory, not training enough) 

Prepared by Palazzo Spinelli Istituto 


POLAND 

„Education system in Poland” 

Education - basic principles 

n The right to education and the freedom of teaching in Poland are safeguarded by 

the Constitution of the Republic of Poland 

n The basic legislative act which regulates the functioning of the education system for 

youths and adults is the Education System Act of September 7 th , 1991 amended in 

1995, 1998, 2001, 2002 and 2003. 

n The most important legislative acts for the higher education sector are: the Act of 

September 12 th , 1990 on Higher Education with subsequent amendments; the Act 

of June 26 th, 1997 on Higher Vocational Schools with further amendments 

n Education in Poland is compulsory until the completion of the age of 18 

n The educational obligation is fulfilled by attending a primary school and a 

gymnasium 

n Schools can be of two types 

n Public (state) 

n Non-public schools – can be civic (social), church or private 

n Reform of the education system - introduced in 1999 

Responsible Bodies 

n As from January 1, 1999 – public schools 

and educational institutions have been taken over 

and run by territorial authorities: gminas and powiats; 

n At the central level: the Minister of National Education and Sport 

co-ordinates and executes the state educational policy; 

n At the regional level – an Educational Superintendent 

– Kurator – carries out the policy of the Minister of Education in a voivodship; 

n At the district level – powiats authorities are in charge of managing postgymnasium 

and post-secondary schools 

n At the local level – gminas authorities run primary and lower secondary schools 

n A School Headmaster – recruited on the basis of an open competition and 

employed by the body running the school for 5 years. 

New Structure of the Education System in Poland 

n 6-year primary school 

n 3-year gymnasium 

n constitutes the lower secondary level of education, teaching pursues in a 

broad profiles, introducing pupil to the world of knowledge, helping to 

develop social skills and abilities 

n Post-gymnasium schools 


n 3-year general secondary school – leading up to matura examination; 

n 3-year profiled lyceum – providing general education and offering tuition in 

individual general vocational profiles, leading up to matura examination; 

n 4-year technical secondary school – awarding vocational qualification 

diploma. Furthermore, the matura certificate can be achieved after 

graduation from the fourth grade of the school; 

n 2-year supplementary lyceum – leading up to matura examination, for 

graduates of basic vocational schools who wish to continue their education 

and obtain a complete secondary education; 

n 2-3 year basic vocational school – awarding vocational qualification 

diploma, followed up in a supplementary lyceum or supplementary 

technicum. Completion of the supplementary schools allows graduates to 

take matura examination; 

n 3-year supplementary technical secondary school – awarding vocational 

qualification diploma, leading up to matura examination, for basic 

vocational schools graduates; 

n up to 2,5 year post-lyceum school – awarding a vocational qualification 

diploma, for graduates of general secondary education. 

n Schools of higher vocational education – offers 3-years studies leading to a 

Licentiate’s degree and 4-years studies leading to a title of engineer. 

Students may continue education on 2-years supplementary Master’s 

Degree courses; 

n 3-year teacher training colleges – colleges for training pre-school and 

primary school teachers and for training foreign language teachers. 

Graduates receive a diploma of higher vocational studies and can continue 

their studies at the Master’s level; 

n 4,5-6 year schools of higher education – university type, offering Master’s 

Degree Studies; 

Practical Training 

n At present practical vocational training is provided in 

2 basic forms: 

n Practical training classes held in: 

n school workshops or 

n Practical Training Centres (CKP) – offering high quality vocational 

education and training to young people and adults, as well as 

specialist training for teachers; 

n Vocational placements in enterprises or individual farms, organised one or 

twice in the educational cycle for 4 weeks. 

Apprenticeship 

n The main condition – completion of a lower secondary school and 16 years of 

age; 

n Based on agreements concluded wit an employer. Beneficiaries have a status 

of juvenile workers; 


n Theoretical knowledge completed at basic vocational schools or in out–ofschool 

forms; 

n Aimed at acquiring a diploma of skilled worker or an apprentice; 

n Takes between 24 and 36 months 

Validation System of Vocational Qualifications 

n Classification of vocational occupations – developed by MoNE, serves to indicate the 

directions of vocational training in the school system; 

n As of September 1999 – vocational school graduation has been separated from 

acquisition of the vocational title; 

n Former system – the school headmasters are responsible for certification, evaluation 

and issuing of matura and vocational title diplomas; 

n Reformed system – regional examination commissions are responsible for 

certification, evaluation of knowledge and issuing diplomas. 

Examination System 

n The educational reform introduces two systems of pupils’ performance: 

n Internal: 

n to inform about the progress student has made 

n an in-house function (the domain of the school) 

n External: 

n to obtain external verification of skills and knowledge 

n closely linked to the standards and requirements of the examination 

system; it consists of the following elements: 

n Tests at the end of primary school – as a result of the test, 

pupils will receive information about areas they have mastered and which 

they still need to work on; 

n Pre-orientation examinations at the end of gymnasium 

– these exams will sum up all the work of a pupil in gymnasium 

and will help decide which school he/she should choose; 

n Matura examination (the New Matura) – it will be given to graduates of 

lyceums and supplementary lyceums in 2005 

and will replace university entrance exams; 

n An examination confirming vocational qualifications 

– this exam is given from 2004 for graduates of vocational schools and postlyceum 

schools; it confirms qualifications identified in the list of occupations 

for school system; 

the exam is held at an accreditation “examination center”, 

a school, an educational institution, or an employer; 

n Central Examination Commission 

School Preferences of the Gymnasiums Graduates (2004) 

General secondary schools – 45,2% 

Profiled lyceums – 14,7% 

Technical secondary schools – 24,9% 

Basic Vocational Schools – 14,7% 


Education System in Poland - Quantitative Data 

In the school year 2003/2004, there were more than 6,6 million pupils in all types of schools: 

In the academic year 2003/2004, there were more than 1,8 million students at 400 schools of 

higher education of all types. 

Vocational Education System in POLAND 

3 Higher Education Institutions involved in restoration education providing 6 years 

Master’s degree: WARSAW, TORUN, CRACOW in Restoration education 

No Bachelor`s degree in restoration education according to the Ministry Regulationas 2006 

Works of Art Renovation and Conservation in Poland 

Secondary level of education: 

1) Secondary Art Schools 

2) Technical Colleges (4 years) 

3) Vocational Colleges (1 year) 

From 2003 till 2006 PWSZ in Nysa has educated 3 years of graduates. 

Review of technical colleges in Poland and their specialities: 

1) Sandomierz – handicraft (specialization: stucco and artistic masonery – is going to be run 

in nearest future) 

2) Brzeg – logistic technicians, construction technicians (specialization: construction and 

monuments of architecture renovation 


3) Włocławek – renovators of architecture monuments (professions: construction 

technicians, landscape architecture technicians) 

4) Opole – elements of architecture monuments renovation 

5) Katowice – vocational college (specialization: renovators of architectural monuments) 

6) Łódź - renovators of architecture monuments 

7) Poznań - renovators of architecture 

monuments 

8) Lidzbark Warmiński - renovators of architecture monuments 

9) Kraków – renovators of architecture 

monuments 

10) Brzeźno - handicraft 

Review of profiled secondary schools in Poland and their 

specialities: 

1) Elbląg – landscape forming 

2) Kalisz –elements of architecture renovation, interior decorator, ceramist 

3) Warszawa – renovators of architecture 

monuments 

Architectural Monuments Conservator 5209 by Ministry of 

National Education clasification 

1. Programme and organisational base of education 

2. Specific requirements 

3. Technical conditions 

4. Staff conditions 

5. Levels of education 

Programme and organisational base of education 

1. Skills 

2. Psychophisical requirements 

3. Health barriers 

Prepared by the State Higher Vocational School in Nysa and Budowlani Trade Union 


TURKEY 

Vocational Education System in Turkey 

Preservation of scientific objects and movable and immovable cultural treasures are affilited 

in Turkey under the following name (Restoration and Conservation). The objects called 

‘immovable cultural treasures’ refer to natural environment / constructed environment and 

construction; meanwhile, the objects called ‘movable cultural treasures’ refer to part of 

construction, its smallest ethnographic materials. The sphere of preservation acts includes 

natural, historical, urban etc., environmental construction, statue, textile, jewelery, mosaic, 

painting, fresco and the like projects of different scale are the objects of concern in natural, 

social, physical and applied science. 

We are talking about 40 years of experience in restoration education begun in 1951 in our 

country by ITU Architecture Faculty restoration lectures and continued in 1966 by ODTU 

creating the first Restoration Department. These educational examples were followed in the 

years to come and usually for education of architects. Today there are 30 institutions 

involved in restoration education in our country, providing 4 year Bachelor’s degree in 

Restoration education and 2 year degree in Restoration education. 

The VET System 

1- Graduate Education: Immovable Cultural Treasures Preservation 

educational programme is designed for architects to achieve master and doctor (PHD) 

degrees. ODTÜ, İTÜ, KTÜ, Yıldız Teknik, Mimar Sinan, Gazi, Dokuz Eylül, Balıkesir, Uludağ, 

Dicle, Osmangazi, Süleyman Demirel, Erciyes, Selçuk, İÜ, İzmir YTE institutions provide 

education for this purpose. 

2- Undergraduate 2 year Education (Vocational High Schools ) : Institues 

affiliated with different universities provide 2 year undergraduate programme in order to 

educate “ technician “. Among these institutes Başkent MYO and Bergama MYO are 

specializing in education about Movable Cultural Treasures conservation. Safranbolu MYO, 

Edirne MYO, Mimar Sinan Üniversitesi MYO, Yıldız Teknik Üniversitesi MYO, Milas MYO, 

Ayvalık MYO, institutes are specializing in education about Immovable Cultural Treasures. 

3- Undergraduate Education (Bachelor’s Degree) : Department by the name 

of Movable Cultural Treasures Restoration and Conservation has been created in 1996 under 

the constitution of İstanbul University Literature Faculty, providing a 4 year undergraduate 

education programme. 

The education number 1 provides a relatively practical understanding of the general 

theoretical principles of that field, history and background, documentation, engineering 

technique and specifications of materials, all of these serve as the primary focus of lectures. 

Lectures about the traces of decay and damage are not compulsory or not offered in most 

institutions. To conclude, the purpose of these programmes is to educate architects about 

construction or relation with environment on general basis. 


Considering the institutions offering the education number 2 and 3 is not aimed at finding a 

correlation between maintenance and intervention by using traditional and modern 

techniques. By analyzing the programme of lectures at Vocational High Schools their aim is 

to educate and train a technician and an expert. However, due to lack of a laborotory on 

campus and practice opportunities this aim cannot be fulfilled. 

Accumulated information and modern restoration techniques as well as tested and 

approved application systems is complicate to explain due to the system of education in 

Turkey. This type of disorganization in education prevents the growth at its core basis and 

creates mistakes in applications and practice. 

T.C Culture and Tourism Ministry is the supervisory institution for architectual restoration in 

our country according to the article 2863 of the preservation law about Cultural Treasures 

Preservation Institutes. Historical and cultural immovable treasures accepted by this 

institution become the projects for restoration. 

Considering the companies involved in the sector of restoration one may see professional 

employees at work on modern projects. However, when the same companies receive 

restoration projects one may see the same employees at work on historical projects. As a 

result it is difficult to see the right applications in reality. There is a demand in the sector to 

work with the educated employees; however, the number of traditional construction experts 

is less. The experts who received education in this field are reluctant to work on such 

projects and look for different work. That is the reason this demand cannot be supplied by 

educated experts in the sector. 

Prepared by the Ege University Bergama Technical and Business College Restoration and 

Conservation 


SWITZERLAND 

1. Swiss education system: short overview 

Children enter primary school at six years of age at the earliest. School attendance is 

mandatory and free for all children. One of the main goals of primary school is to attain a 

balanced relationship between social, personal and technical abilities. The cantons, in 

cooperation with the communes, are responsible for the organization and financing of the 

primary school. In principle, children attend the school in their place of residence. In 20 

cantons primary school lasts six years, in the other cantons four or five years. 

In contrast to the lower secondary level, children at the primary level are not divided into 

achievement groups. There is only one track. 

The lower secondary level follows the primary level. It is the second part of the compulsory 

education period. The lower secondary level provides a basic general education. It prepares 

for a vocational education or for the transfer to a general education school at the secondary 

II level (Matura School, intermediate diploma schools, among others). 

Schools at the lower secondary level are supported by the communes and the canton. The 

canton determines, moreover, the learning objectives and stipulates the curricula. In 20 

cantons the lower secondary level begins with the seventh class, in six cantons with the fifth 

or sixth class. Pupils between 12 and 16 years of age are at the lower secondary level. 

After the compulsory school that is, after nine years of school, adolescents transfer to the 

upper secondary level, that may be divided into general education and vocational 

education. The general education schools are the Matura schools and the intermediate 

diploma schools. Apprenticeships as well as full-time vocational schools are a part of 

vocational education. 

Education at the upper secondary level lasts three to four years as a rule. 83% of the 

adolescents in Switzerland complete it. They receive a certificate of completion or a federal 

certificate of competence. 

Completion of the upper secondary level entitles one to continued education at the tertiary 

level - either at universities, the Federal Institutes of Technology or at higher technical 

schools, at federal vocational examinations and advanced specialized examinations and at 

the universities of applied sciences (UAS). The upper secondary level is in an era of reforms. 

The fundamental goals are the planification of more accessible and better coordinated 

courses of training. 

The tertiary level is comprised of higher professional education, the universities of applied 

sciences, including the teacher training colleges as well as the cantonal universities and the 

Federal Institutes of Technology. 

The higher technical schools, the vocational examinations, and the advanced specialized 

examinations belong to higher professional education. At present about 70 technology 

schools and 30 other higher technical schools are federally recognized. Vocational 

examinations and advanced specialized examinations are under the technical supervision of 

the professional associations and are conducted by them. They are under the oversight of 

the Confederation. The Confederation approves also the examination regulations. To date 


more than 150 professional examinations and more than 150 advanced specialized 

examinations have been approved. 

The institutions of higher education in Switzerland may be divided into two groups: on one 

hand, the universities and Federal Institutes of Technology and, on the other hand, the 

universities of applied sciences, including the teacher training colleges. 

The Confederation is responsible for the two Federal Institutes of Technology (with their 

allied institutes) and for the universities of applied sciences in the areas of technology, 

economics, and design. The cantons are responsible for the universities and part of the 

universities of applied sciences. The cantonal universities are supported by federal funds. 

All universities and universities of applied sciences must develop a reform strategy and 

implement it by 2010. This is happening in the wake of the Bologna declaration, which is 

striving toward a common European educational realm. 

Connected to that are specific quality criteria and standards. Several universities and the 

Federal Institutes of Technology have already introduced the two-tier study model with 

bachelors and master's degrees, at least for individual disciplines. 

Continuing education means organized learning, which occurs after the completion of an 

initial educational phase in a school, higher education institution, or profession. The goal of 

continuing education is to learn new knowledge, abilities, and skills (or to renew, deepen, 

and expand what has already been learned). Continuing education is targeted learning (from 

private study with the aid of specialty literature to the continuing education course). 

Continuing education is organized for the most part by private educational establishments. 

The umbrella organization is called Swiss Federation for Adult Learning (SVEB). The SVEB was 

founded in 1951 and has about 420 members today. 

Sponsors of continuing education are: 

· sponsors under public law, such as universities, universities of applied sciences, and 

vocational schools, 

· private non-profit charitable sponsors, such as professional associations, trade 

unions, parental education associations, adult education centers, and other providers, 

· private, commercial sponsors, such as AKAD, the Center for Corporate Management, 

private Matura schools, and companies 

· denominational, ideological, or social partnership sponsors, such as trade unions, the 

Swiss Labor Relief Organization or church educational centers 

In addition, continuing education takes place in self-organized groups, especially in the areas 

of health and culture. 

The quality assurance of providers occurs through the label, EduQua. About ten cantons 

require this label when continuing education organizations submit proposals for financial 

aid. 

Continuing education is the area of education that is the least regulated. Basically the 

cantons are responsible for general continuing education and the Confederation for 

professionally oriented continuing education; however, the necessary funds are often 

lacking. Only individual cantons have their own laws about continuing education. 

At the Confederation the responsibilities for continuing education are divided among several 

federal Offices: the Federal Office for Professional Education and Technology (OPET) is 

particularly active, besides the State Secretariat for Economic Affairs (Seco), the Federal 

Office for Culture (BAK), and the Federal Office for Education and Science (OFES). 


The Swiss Conference of Cantonal Ministers of Education (EDK) and the Federal Office for 

Culture (BAK) support SVEB, the umbrella organization for continuing education. 

The cantonal departments of education support the sponsors of general continuing 

education; the Federal Office for Professional Education and Technology (OPET) and the 

cantonal offices for vocational education support professional continuing education; the 

State Secretariat for Economic Affairs (Seco), in cooperation with the cantonal employment 

offices, support continuing education for the unemployed (these descriptions and contents 

are an author’s adaptation from UFFT’s documents). 

Fig. 1: Scheme of the VET system in Switzerland 

Source: Ufft – Bbt - Opet (federal Office for Professional Educational and Technology) 

2. Training offer in the specific field of restoration sector in Switzerland 

At national level the offer of training and education in the restoration sector is mainly 

connected to the academic level. 

As associative level, exists the swiss Association of conservation and restoration 

(http://www.skr.ch/), but for the training is lean on 4 organizations that are reported on the 

list (cfr. the excel file “List Reseltam4.08” with the list of training offer). 


At academic level has been established the Conservation-Restoration Campus 

(http://www.swiss-crc.ch/), that collects also the 4 training bodies before mentioned and 

through this “network” foster the collaboration and the training exchanges. 

Regarding the competence profiles in the field of restoration, the Swiss Conservation- 

Restoration Campus has issued a document that details exactly the competences for this 

niche (both as “input” and “output”) 1 . 

In the academic context, the training is offered mainly from the SUP-UAS (Universitary of 

applied sciences, see the top figure); for instance, the percourse in Conservation and 

restoration has among the aims the creation of technical-operative profiles. This means not 

only coordination and direction of the works from the managerial and scientific side, as for 

engineers and architects, but also craftsmen and workers able to work with their hand on 

the stuffs. 

Finally, we can say that a person that wants to become a restorer has to follow, in 

Switzerland, mainly these minimal steps: 

1) Federal certification of ability 

Pass the integrative examination 

2) Bachelor in Conservation and restoration 

3. List of main training percourses in Switzerland 

Curriculum/Competences 

N School Typology profile Certificate 

1 

2 

3 

4 

5 

6 

University of 

Applied 

Sciences of 

Southern 

Switzerland Bachelor 

University of 

Applied 

Sciences of 

Southern 

Switzerland Master 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Wall paintings, stone, stucco and 

architectural surfaces 

Wall paintings, stone, stucco and 

architectural surfaces 

Life long 

learning History of knowledge of artistic practices 

Life long 

learning Storical painting 

Life long 

learning I pigmenti e le tecniche di tinteggio 

Life long 

learning Tecniche di affresco 

1 To download the profile, only in german, italian and french, see the link http://www.swiss- 

crc.ch/resources/profil_ita.pdf 

Bachelor of Arts SUPSI in 

Restoration 

Master of Arts in 

Conservation-Restoration. 


7 

8 

9 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

University of 

Applied 

Sciences of 

Southern 

Switzerland 

Life long 

learning Stucchi e gessi 

Life long 

learning 

Life long 

learning 

Applicazione di strumentazione laser per 

la pulitura di manufatti artistici 

Tecniche di intervento nel restauro dei 

dipinti murali 

Life long Materiali e metodi per la pulitura di 

10 

learning opere policrome 

Architecture, furnishing and furniture, 

Paintings and sculptures, Books, graphics 

Bern University 

and photographic objects, Modern Bachelor of Arts UAS in 

11 of the Arts Bachelor materials and media 

Architecture, furnishing and furniture, 

Paintings and sculptures, Books, graphics 

Conservation 

Bern University 

and photographic objects, Modern Master of Arts UAS in 

12 of the Arts Master materials and media 

Conservation-Restoration 

High School of 

Archaeological and ethnographical Bachelor of Arts HES-SO in 

13 Applied Arts Bachelor objects 

Conservation 

Master of Arts HES-SO in 

High School of 

Scientific, technical and horological Conservation and 

14 Applied Arts Master objects 

Restoration 

Abegg-Stiftung 

Conversation in technology and materials Bachelor of Arts in 

15 di Riggisberg Bachelor of artefacts 

Conservation 

Master of Arts in 

Abegg-Stiftung 

Conservation and 

16 di Riggisberg 

Department of 

Master Textile conservation/restoration 

Restoration of Textiles 

education, Life long 

training and learning (corsi Restoration, cleaning, painting and 

17 sport 

per adulti) conservation of forniture 

Master of Advanced Studies 

Swiss Federal 

with the title 'MAS ETH in 

Institute of Master (second 

Architecture, Specialisation 

Technology degree – Knowledge and skills in all fields of in Conservation Sciences' 

18 Zürich (ETH) specialisation) conservational acting 

(MAS ETH ARCH/CS) 

Prepared by the ECAP Foundation CH (Study and research office) 


Project 

www.reseltam.eu 

Partners 

ESTA-Bildungswerk gGmbH 

Duisburg / Germany 

Ph: +49-(0)2 03-3 06 14 14 

astrid.quasebart@esta-bw⋅de 

www.esta-bw.de 

Budowlani Trade Union 

Warsaw / Poland 

Ph: ++48/ 22 825 60 66 

jkus@zzbudowlani⋅pl 

www.zzbudowlani.pl 


Avignon / France 

Ph: ++33 4 90 85 59 82 

morot-sir@ecole-avignon⋅com 

www.ecole-avignon.com 


Florance / Italy 

Ph: ++39 / 055 246 001 

info@palazzospinelli⋅org 

www.palazzospinelli.org 

CONTACT INFORMATION 

The State Higher Vocational School in Nysa 

Nysa / Poland 

Ph: +48 77 409 08 62 

dwm@pwsz.nysa⋅pl 

www.pwsz.nysa.pl 

Promoter 

Pera Fine Arts 

Istanbul / Turkey 

Ph: +90 (0) 212 245 30 08 – 09 

pera@peraguzelsanatlar.com.tr 

www.perasanat.com.tr 

Ege University Bergama Technical and 

Business College 

Restoration and Conservation 

Bergama / Turkey 

Ph: ++90 232 631 -2861 

sema.cakalgoz@ege.edu⋅tr 

www.bergamamyo.ege.edu.tr 

USR Fondazione ECAP 

Lamone / Switzerland 

Ph: ++4191 604 20 -35 (-30 secretariat) 

tlurati@ecap⋅ch 

www.ecap.ch 

Governorship of Edirne 

Edirne / Turkey 

Ph: ++90 284 21 39 180 

cigdemdonertas@edirne.gov⋅tr 

www.edirne.gov.tr 

BMR Co. 

Istanbul / Turkey 

Ph: +90 (212) 212 09 11 

burcu.aykiran@bmr-research⋅com 

http://www.bmr-research.com 

This project has been funded with support from the European Commission. This 

report reflects the views only of the author, and the Commission cannot be held 

responsible for any use which may be made of the information contained therein.

Nysa - ESTA-Bildungswerk

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