Literature Collection
Database
Database
About the literature collection
This literature collection represents a «state of the arts» of the body of knowledge on educational and training in all areas of cultural heritage. It contains differentiated kind of sources, such as articles, official documents, laws and regulations, frameworks, books about education and training in the cultural heritage sector. The focus of the collection is the literature having an European Union relevance, and specifically includes documents covering the timeframe after the Bologna process (1999).
This database fits into the broader landscape of the CHARTER project in a cross-cutting way, in that it offers references to delve into some issues that are relevant on several fronts: for mapping cultural heritage profiles; for understanding how to describe the skills needed for them to be in line with the demands of the job market, as described in the economic and employment landscape (NACE; ESCO; ISCO); and for understanding what gaps currently exist in the training offer in higher education, lifelong learning, and VET for cultural heritage professionals.
Together with other tools and instruments elaborated and delivered by CHARTER, this literature collection contributes identifying the landscape in Education and Training programmes for traditional and emerging competencies in the cultural heritage sector.
Are you aware of any other document, article, report, or book about education and training in the cultural heritage sector in Europe? Collaborate in the growth of the literature collection by reporting it to us! Share your reference detailing: authors; year of publication; type of document; title; url link: Send your reference
You can browse the database below and look for literature references of interest to you by targeting your search by author, year of publication, document type (journal article; book; collection; proceedings; legislation; report; etc.) and tags.
Tags were identified to better define and group the reference topic of each piece of literature consistently with the work done in the CHARTER project. To this end, a grading work led to the identification of a number of tags that are distinguished by being either identifiable with a specific topic (e.g., Analysis and Research; Competences, Skills, Knowledge; Learning outcomes; E&T Credit System; etc.), or by being connected to the 6 functions of cultural heritage as identified by CHARTER.
The first group comprehends 39 tags indicating the topic each document in the database deals with; entries can be identified with one or more tags at the same time. To make the database even more user friendly and accessible, the complete list of tags has been grouped into 16 macro categories that identify their subject matter.
The second group of tags identify the literature entries present in the database as connected to the 6 functions elaborated by CHARTER, which represent the competences of the training and workforce of the Cultural Heritage sector. These are: Recognition; Research, Development and Education; Safeguarding & Preservation; Crafts & Traditional Knowledge; Engagement and Use; Governance & Policymaking; Management. For a further analysis on the 6 Functions and a more extensive explanation, please click here.
Lastly, the database can be browsed also by looking at the content and scope of the document; in this regard, you can select the following tags:
CLASSIFICATION:Regulation; CLASSIFICATION:Policy; CLASSIFICATION:Guidelines; CLASSIFICATION:Taxonomy/conceptual schemes; CLASSIFICATION:Studies/Analysis; CLASSIFICATION:Case Studies; CLASSIFICATION:Statistics/Repository; CLASSIFICATION:Dissemination.
To view the full list of tags and a glossary containing a description of them, click here.
Filter the results using the filters below:
2022
Marcal, Elis; Corr, Sussan; Mignosa, Anna; McMahon, Paul; Leeuwen, Van Jacqueline
A new landscape for heritage professions – preliminary findings D2.1 report
2022.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:crafts&traditionalknowledge, 6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:recognition, Cultural Heritage, Professions / Occupations
@report{marcalelis_new_2022,
title = {A new landscape for heritage professions – preliminary findings D2.1},
author = {Elis Marcal and Sussan Corr and Anna Mignosa and Paul McMahon and Van Jacqueline Leeuwen},
url = {https://charter-alliance.eu/results/},
year = {2022},
date = {2022-01-01},
number = {D2.1},
pages = {63},
abstract = {The report presents a new integrated model of the cultural heritage sector, defining its scope, dynamics and boundaries in relation to existing cultural, statistical, occupational and economic conceptual definitions, policy principles and frameworks},
keywords = {6FUNCTIONS:crafts&traditionalknowledge, 6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:recognition, Cultural Heritage, Professions / Occupations},
pubstate = {published},
tppubtype = {report}
}
The report presents a new integrated model of the cultural heritage sector, defining its scope, dynamics and boundaries in relation to existing cultural, statistical, occupational and economic conceptual definitions, policy principles and frameworks
2021
EC,
Adult education and training in Europe: Building inclusive pathways to skills and qualifications Miscellaneous
2021.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:policy, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, E&T Qualification Framework, Education & Training
@misc{ec_adult_2021,
title = {Adult education and training in Europe: Building inclusive pathways to skills and qualifications},
author = {EC},
url = {https://eacea.ec.europa.eu/national-policies/eurydice/node/11855_en},
year = {2021},
date = {2021-01-01},
publisher = {Eurydice},
abstract = {This Eurydice report focuses on adult education and training in Europe. It investigates current approaches to promoting lifelong learning, with a particular emphasis on policies and measures supporting adults with low levels of skills and qualifications to access learning opportunities. Starting with a range of quantitative indicators related to adult education and training (Chapter 1), the report examines national arrangements for coordinating adult learning policies and measures (Chapter 2). It then provides a cross-country overview of publicly subsidised programmes that seek to provide opportunities for adults to upgrade their skills and qualifications (Chapter 3). The report also addresses the question of financial support, paying particular attention to the financial incentives for groups with low qualification levels (Chapter 4). Approaches to achieving flexible learning pathways constitute another area of investigation (Chapter 5). This is followed by an analysis of arrangements for the recognition and validation of non-formal and informal learning (Chapter 6). The report finally looks at the extent to which awareness-raising and outreach actions (Chapter 7) and guidance services (Chapter 8) underpin the available learning provision. The report’s prime source is the policy information collected from Eurydice National Units, representing 42 education and training systems across 37 European countries. These data have been complemented with qualitative and quantitative data provided by other organisations, including Cedefop, Eurostat and the OECD.},
keywords = {CLASSIFICATION:policy, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, E&T Qualification Framework, Education & Training},
pubstate = {published},
tppubtype = {misc}
}
This Eurydice report focuses on adult education and training in Europe. It investigates current approaches to promoting lifelong learning, with a particular emphasis on policies and measures supporting adults with low levels of skills and qualifications to access learning opportunities. Starting with a range of quantitative indicators related to adult education and training (Chapter 1), the report examines national arrangements for coordinating adult learning policies and measures (Chapter 2). It then provides a cross-country overview of publicly subsidised programmes that seek to provide opportunities for adults to upgrade their skills and qualifications (Chapter 3). The report also addresses the question of financial support, paying particular attention to the financial incentives for groups with low qualification levels (Chapter 4). Approaches to achieving flexible learning pathways constitute another area of investigation (Chapter 5). This is followed by an analysis of arrangements for the recognition and validation of non-formal and informal learning (Chapter 6). The report finally looks at the extent to which awareness-raising and outreach actions (Chapter 7) and guidance services (Chapter 8) underpin the available learning provision. The report’s prime source is the policy information collected from Eurydice National Units, representing 42 education and training systems across 37 European countries. These data have been complemented with qualitative and quantitative data provided by other organisations, including Cedefop, Eurostat and the OECD.
Commission Recommendation (EU) 2021/1970 of 10 November 2021 on a common European data space for cultural heritage C/2021/7953 Miscellaneous
2021.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage, Digitalisation, EU institutions & Bodies
@misc{noauthor_commission_2021,
title = {Commission Recommendation (EU) 2021/1970 of 10 November 2021 on a common European data space for cultural heritage C/2021/7953},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021H1970},
year = {2021},
date = {2021-01-01},
abstract = {The purpose of this Recommendation is to pave the way for a common European data space for cultural heritage (‘data space’), thereby helping cultural heritage institutions to accelerate their digitisation and preservation efforts, and to seize the opportunities created by the digital transformation. This Recommendation encourages Member States to put in place appropriate frameworks to enhance the sector’s recovery and transformation and to help cultural heritage institutions become more resilient in the future.
This Recommendation covers all types of cultural heritage (tangible, intangible, natural, born digital), including all the categories of cultural heritage at risk.},
keywords = {CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage, Digitalisation, EU institutions & Bodies},
pubstate = {published},
tppubtype = {misc}
}
The purpose of this Recommendation is to pave the way for a common European data space for cultural heritage (‘data space’), thereby helping cultural heritage institutions to accelerate their digitisation and preservation efforts, and to seize the opportunities created by the digital transformation. This Recommendation encourages Member States to put in place appropriate frameworks to enhance the sector’s recovery and transformation and to help cultural heritage institutions become more resilient in the future.
This Recommendation covers all types of cultural heritage (tangible, intangible, natural, born digital), including all the categories of cultural heritage at risk.
This Recommendation covers all types of cultural heritage (tangible, intangible, natural, born digital), including all the categories of cultural heritage at risk.
Fiorani, Donatella
Conservation vs Innovation? Should we (still) Teach Restoration in Architecture? Journal Article
In: vol. 9, 2021, ISSN: ISSN 2384-8898.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Digitalisation, Education & Training, Innovation
@article{fiorani_conservation_2021,
title = {Conservation vs Innovation? Should we (still) Teach Restoration in Architecture?},
author = {Donatella Fiorani},
doi = {10.14633/AHR336},
issn = {ISSN 2384-8898},
year = {2021},
date = {2021-01-01},
volume = {9},
abstract = {The essay aims to introduce this special issue, devoted to the teaching
of restoration, critically analyzing the following papers and the topics
investigated in detail: digitization, internationalization and the interaction
between discipline and specialism.
The question that opens the paper, with a deliberately provocative adverb,
accompanies an examination of the changes that the discipline itself (and
the way of teaching it) has undergone, as a consequence of the technical
progress of the last years.
In particular, digital tools are introduced in their ambiguities, trying to
highlight the potential (and the risks) of digitization, not only in the phase
of data acquisition and in-depth knowledge, but also in the process of
conserving heritage. Here, more than ever, the field is confused and
intertwined between research and teaching, and Restoration needs to reappropriate
this crucial and experimental issue.
Moreover, internationalization is outlined considering the transmission of
'transversal' knowledge and, more generally, the interaction with different
cultural realities. Finally, the specialism in training, represents a further
challenge, forcing Restoration to accept the existing innovative requests
in order to orient them correctly. In conclusion, it seems that only the
opening of Restoration to the future can represent the final guarantee of
effectiveness in the transmission of its foundational principles.},
keywords = {6FUNCTIONS:safeguarding&preservation, Digitalisation, Education & Training, Innovation},
pubstate = {published},
tppubtype = {article}
}
The essay aims to introduce this special issue, devoted to the teaching
of restoration, critically analyzing the following papers and the topics
investigated in detail: digitization, internationalization and the interaction
between discipline and specialism.
The question that opens the paper, with a deliberately provocative adverb,
accompanies an examination of the changes that the discipline itself (and
the way of teaching it) has undergone, as a consequence of the technical
progress of the last years.
In particular, digital tools are introduced in their ambiguities, trying to
highlight the potential (and the risks) of digitization, not only in the phase
of data acquisition and in-depth knowledge, but also in the process of
conserving heritage. Here, more than ever, the field is confused and
intertwined between research and teaching, and Restoration needs to reappropriate
this crucial and experimental issue.
Moreover, internationalization is outlined considering the transmission of
'transversal' knowledge and, more generally, the interaction with different
cultural realities. Finally, the specialism in training, represents a further
challenge, forcing Restoration to accept the existing innovative requests
in order to orient them correctly. In conclusion, it seems that only the
opening of Restoration to the future can represent the final guarantee of
effectiveness in the transmission of its foundational principles.
of restoration, critically analyzing the following papers and the topics
investigated in detail: digitization, internationalization and the interaction
between discipline and specialism.
The question that opens the paper, with a deliberately provocative adverb,
accompanies an examination of the changes that the discipline itself (and
the way of teaching it) has undergone, as a consequence of the technical
progress of the last years.
In particular, digital tools are introduced in their ambiguities, trying to
highlight the potential (and the risks) of digitization, not only in the phase
of data acquisition and in-depth knowledge, but also in the process of
conserving heritage. Here, more than ever, the field is confused and
intertwined between research and teaching, and Restoration needs to reappropriate
this crucial and experimental issue.
Moreover, internationalization is outlined considering the transmission of
'transversal' knowledge and, more generally, the interaction with different
cultural realities. Finally, the specialism in training, represents a further
challenge, forcing Restoration to accept the existing innovative requests
in order to orient them correctly. In conclusion, it seems that only the
opening of Restoration to the future can represent the final guarantee of
effectiveness in the transmission of its foundational principles.
Acierno, Marta; Donatelli, Adalgisa
Digital Tools for Hisorical Research: Updating Teaching for Knowledge and Conservation of Architecture Journal Article
In: vol. 9, pp. 58, 2021, ISSN: 2384-8898.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Digitalisation
@article{acierno_digital_2021,
title = {Digital Tools for Hisorical Research: Updating Teaching for Knowledge and Conservation of Architecture},
author = {Marta Acierno and Adalgisa Donatelli},
doi = {10.14633/AHR336},
issn = {2384-8898},
year = {2021},
date = {2021-01-01},
volume = {9},
pages = {58},
abstract = {In the last fifty years, within architectural conservation, as in many other
disciplines, the great improvement of technology for information and
communication has deeply enhanced the development of knowledge
organisation systems. As an example, interesting improvements
have concerned cultural heritage territorial census, as well as state
of conservation surveying and studying, previous interventions
documentation or design management and implementation, together
with scheduled maintenance activities.
As a matter of facts, within this scenario, issues mostly referred
to architectural comprehension, are actually deeply anchored to
‘traditional’ instruments. Among these, a particular role is played by
historical research that is nevertheless upgrading, since the second half
of the 20th century, traditional sites for bibliographic and archival studies
with online resources.
As a result, nowadays, teaching aimed at architectural historical
research, cannot disregard online resources, either to educate to an
effective and adequate information retrieval or to orient studies and
analysis finalized to the understanding of the constructive phases of a
building, to support its conservation design. The present paper aims at
discussing how teaching may further develop online research, to cope
with historical architectural studies, warning, in the meanwhile, on
possible risks outcoming from an excessive and, sometimes, equivocal
trust placed in the Internet.},
keywords = {6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Digitalisation},
pubstate = {published},
tppubtype = {article}
}
In the last fifty years, within architectural conservation, as in many other
disciplines, the great improvement of technology for information and
communication has deeply enhanced the development of knowledge
organisation systems. As an example, interesting improvements
have concerned cultural heritage territorial census, as well as state
of conservation surveying and studying, previous interventions
documentation or design management and implementation, together
with scheduled maintenance activities.
As a matter of facts, within this scenario, issues mostly referred
to architectural comprehension, are actually deeply anchored to
‘traditional’ instruments. Among these, a particular role is played by
historical research that is nevertheless upgrading, since the second half
of the 20th century, traditional sites for bibliographic and archival studies
with online resources.
As a result, nowadays, teaching aimed at architectural historical
research, cannot disregard online resources, either to educate to an
effective and adequate information retrieval or to orient studies and
analysis finalized to the understanding of the constructive phases of a
building, to support its conservation design. The present paper aims at
discussing how teaching may further develop online research, to cope
with historical architectural studies, warning, in the meanwhile, on
possible risks outcoming from an excessive and, sometimes, equivocal
trust placed in the Internet.
disciplines, the great improvement of technology for information and
communication has deeply enhanced the development of knowledge
organisation systems. As an example, interesting improvements
have concerned cultural heritage territorial census, as well as state
of conservation surveying and studying, previous interventions
documentation or design management and implementation, together
with scheduled maintenance activities.
As a matter of facts, within this scenario, issues mostly referred
to architectural comprehension, are actually deeply anchored to
‘traditional’ instruments. Among these, a particular role is played by
historical research that is nevertheless upgrading, since the second half
of the 20th century, traditional sites for bibliographic and archival studies
with online resources.
As a result, nowadays, teaching aimed at architectural historical
research, cannot disregard online resources, either to educate to an
effective and adequate information retrieval or to orient studies and
analysis finalized to the understanding of the constructive phases of a
building, to support its conservation design. The present paper aims at
discussing how teaching may further develop online research, to cope
with historical architectural studies, warning, in the meanwhile, on
possible risks outcoming from an excessive and, sometimes, equivocal
trust placed in the Internet.
Musso, Stefano Francesco
Educating in the Restoration of Architecture. Suggestions for a Possible Analysis Journal Article
In: vol. 9, pp. 21–41, 2021, ISSN: ISSN 2384-8898.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training
@article{musso_educating_2021,
title = {Educating in the Restoration of Architecture. Suggestions for a Possible Analysis},
author = {Stefano Francesco Musso},
doi = {10.14633/AHR336},
issn = {ISSN 2384-8898},
year = {2021},
date = {2021-01-01},
volume = {9},
pages = {21--41},
abstract = {Starting from didactics, the essay introduces the various themes collected
in the following papers, analyzing the limits and perspectives of research
in the field of restoration. After all, teaching and training at various levels,
profession and project, research and innovation, are deeply intertwined and
mutually interacting. The recognition of these interconnections represents
the first guarantee of the most correct interpretation of the issue.
A reference to the multiplicity of issues and ways to deal with them,
through the different types of intelligence evoked by Howard Gardner,
constitutes the starting point of the paper, in order to analyze the teaching
of Restoration. Starting from the importance of pedagogical recovery in
the teaching of this discipline (as well as of any other), the essay critically
delineates the issues with the aim to open and address a possible discussion.
It tries to fix some fundamental points, not only concerning the Restoration
definition, together with its boundaries (operational and philosophical), but
also considering the relationship with profession and with new technologies
(used not only for communication but also for a deeper knowledge of the
material data). Ultimately, the knowledge of the Heritage and the recalling
of the reasons for its proper conservation (and Restoration) represent the
key point to be examined and studied, starting also from didactics.},
keywords = {6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training},
pubstate = {published},
tppubtype = {article}
}
Starting from didactics, the essay introduces the various themes collected
in the following papers, analyzing the limits and perspectives of research
in the field of restoration. After all, teaching and training at various levels,
profession and project, research and innovation, are deeply intertwined and
mutually interacting. The recognition of these interconnections represents
the first guarantee of the most correct interpretation of the issue.
A reference to the multiplicity of issues and ways to deal with them,
through the different types of intelligence evoked by Howard Gardner,
constitutes the starting point of the paper, in order to analyze the teaching
of Restoration. Starting from the importance of pedagogical recovery in
the teaching of this discipline (as well as of any other), the essay critically
delineates the issues with the aim to open and address a possible discussion.
It tries to fix some fundamental points, not only concerning the Restoration
definition, together with its boundaries (operational and philosophical), but
also considering the relationship with profession and with new technologies
(used not only for communication but also for a deeper knowledge of the
material data). Ultimately, the knowledge of the Heritage and the recalling
of the reasons for its proper conservation (and Restoration) represent the
key point to be examined and studied, starting also from didactics.
in the following papers, analyzing the limits and perspectives of research
in the field of restoration. After all, teaching and training at various levels,
profession and project, research and innovation, are deeply intertwined and
mutually interacting. The recognition of these interconnections represents
the first guarantee of the most correct interpretation of the issue.
A reference to the multiplicity of issues and ways to deal with them,
through the different types of intelligence evoked by Howard Gardner,
constitutes the starting point of the paper, in order to analyze the teaching
of Restoration. Starting from the importance of pedagogical recovery in
the teaching of this discipline (as well as of any other), the essay critically
delineates the issues with the aim to open and address a possible discussion.
It tries to fix some fundamental points, not only concerning the Restoration
definition, together with its boundaries (operational and philosophical), but
also considering the relationship with profession and with new technologies
(used not only for communication but also for a deeper knowledge of the
material data). Ultimately, the knowledge of the Heritage and the recalling
of the reasons for its proper conservation (and Restoration) represent the
key point to be examined and studied, starting also from didactics.
2020
Pedroni, Margherita; Ballester, Cesar Bargues; Canziani, Andrea; Jonge, Wessel; McCoy, Chandler
2020.
Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training
@report{pedroni_global_2020,
title = {A Global Survey on Education and Training for the Conservation of TwentiethCentury Built Heritage - rESEARCH REPORT},
author = {Margherita Pedroni and Cesar Bargues Ballester and Andrea Canziani and Wessel Jonge and Chandler McCoy},
url = {https://www.getty.edu/conservation/publications_resources/pdf_publications/pdf/conserving_twentieth_century_built_heritage_worldwide_survey.pdf},
year = {2020},
date = {2020-01-01},
urldate = {2021-05-05},
institution = {J. Paul Getty Trust and Docomomo International},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training},
pubstate = {published},
tppubtype = {report}
}
Molina-Torres, M. P.; Ortiz-Urbano, R
Active Learning Methodologies in Teacher Training for Cultural Sustainability Journal Article
In: vol. 12, no. 9043, pp. 1–12, 2020, (Keywords: educational innovation; social sciences; competences; sustainability education; active methodology; heritage; teacher training; university education).
Abstract | Links | BibTeX | Tags: Curricula, Education & Training, Education & Training , Sustainable Development, Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{molina-torres_active_2020,
title = {Active Learning Methodologies in Teacher Training for Cultural Sustainability},
author = {M. P. Molina-Torres and R Ortiz-Urbano},
doi = {10.3390/su12219043},
year = {2020},
date = {2020-01-01},
volume = {12},
number = {9043},
pages = {1--12},
abstract = {Within the framework of sustainable development, the concept of cultural heritage is linked
to the heritage awareness of a specific spatial context, and to the conservation of collective memory.
Despite the clear interest in cultural sustainability, the lack of research devoted to interpreting
different teaching methods for transmitting patrimonial assets and preserving natural heritage is
noteworthy. For this reason, the present study takes various scientific contributions as the background
for considering sustainable education as a fundamental instrument to recover and conserve heritage
resources, both from an informative and educational point of view. The aim of this study was
to assess the training of new teachers in terms of the particular skills needed to develop active
learning methods related to the teaching of heritage sustainability. The research sample consisted
of 488 students in the Degree in Primary Education program. The methodology combined both
qualitative and quantitative techniques, to obtain information from both observation and an opinion
survey given to the students. The results show several opinions related to achieving and facilitating
the implementation of innovative methodologies, due to a lack of initial university training. Generally
speaking, this work provided an opportunity for students to analyze a series of prejudices regarding
their working methods, and to overcome excessive theorization in their university studies.},
note = {Keywords: educational innovation; social sciences; competences; sustainability education; active
methodology; heritage; teacher training; university education},
keywords = {Curricula, Education & Training, Education & Training , Sustainable Development, Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
Within the framework of sustainable development, the concept of cultural heritage is linked
to the heritage awareness of a specific spatial context, and to the conservation of collective memory.
Despite the clear interest in cultural sustainability, the lack of research devoted to interpreting
different teaching methods for transmitting patrimonial assets and preserving natural heritage is
noteworthy. For this reason, the present study takes various scientific contributions as the background
for considering sustainable education as a fundamental instrument to recover and conserve heritage
resources, both from an informative and educational point of view. The aim of this study was
to assess the training of new teachers in terms of the particular skills needed to develop active
learning methods related to the teaching of heritage sustainability. The research sample consisted
of 488 students in the Degree in Primary Education program. The methodology combined both
qualitative and quantitative techniques, to obtain information from both observation and an opinion
survey given to the students. The results show several opinions related to achieving and facilitating
the implementation of innovative methodologies, due to a lack of initial university training. Generally
speaking, this work provided an opportunity for students to analyze a series of prejudices regarding
their working methods, and to overcome excessive theorization in their university studies.
to the heritage awareness of a specific spatial context, and to the conservation of collective memory.
Despite the clear interest in cultural sustainability, the lack of research devoted to interpreting
different teaching methods for transmitting patrimonial assets and preserving natural heritage is
noteworthy. For this reason, the present study takes various scientific contributions as the background
for considering sustainable education as a fundamental instrument to recover and conserve heritage
resources, both from an informative and educational point of view. The aim of this study was
to assess the training of new teachers in terms of the particular skills needed to develop active
learning methods related to the teaching of heritage sustainability. The research sample consisted
of 488 students in the Degree in Primary Education program. The methodology combined both
qualitative and quantitative techniques, to obtain information from both observation and an opinion
survey given to the students. The results show several opinions related to achieving and facilitating
the implementation of innovative methodologies, due to a lack of initial university training. Generally
speaking, this work provided an opportunity for students to analyze a series of prejudices regarding
their working methods, and to overcome excessive theorization in their university studies.
Xu, C; Huang, Y; Dewancker, B
Art Inheritance: An Education Course on Traditional Pattern Morphological Generation in Architecture Design Based on Digital Sculpturism. Journal Article
In: vol. 12, no. 3752, pp. 1–18, 2020, (Keywords: art inheritance; digital sculpturism; traditional pattern; culture identification; digital arts).
Abstract | Links | BibTeX | Tags: Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{xu_art_2020,
title = {Art Inheritance: An Education Course on Traditional Pattern Morphological Generation in Architecture Design Based on Digital Sculpturism.},
author = {C Xu and Y Huang and B Dewancker},
doi = {10.3390/su12093752},
year = {2020},
date = {2020-01-01},
volume = {12},
number = {3752},
pages = {1--18},
abstract = {Cultural communication and art heritage represent a repository of highly condensed
information of past time that depends not only on the expansion of emerging digital media but
also on the transformation of language and knowledge. In this course, students try to extract single elements from the traditional Chinese cultural patterns and redesign them, then combine them into existing buildings, attempting to balance the coherence, heterogeneity of space, and the uniqueness of projects. It provides favorable conditions in the new era for the traditional patterns to be re-activated. It is a combination of technology and art. The purpose of this course is not to discover new theories or new technologies but to provide morphological possibilities under the existing digital techniques in cultural symbols. We try to build new ideas and innovative digital expressions for traditional Chinese patterns, realize the collision of culture and technology from experimental trials on the existing architectures in other unimagined forms. It is not only the research reproduction of traditional patterns but also brings new vitality and fresh ideas for architecture design.},
note = {Keywords: art inheritance; digital sculpturism; traditional pattern; culture identification; digital arts},
keywords = {Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
Cultural communication and art heritage represent a repository of highly condensed
information of past time that depends not only on the expansion of emerging digital media but
also on the transformation of language and knowledge. In this course, students try to extract single elements from the traditional Chinese cultural patterns and redesign them, then combine them into existing buildings, attempting to balance the coherence, heterogeneity of space, and the uniqueness of projects. It provides favorable conditions in the new era for the traditional patterns to be re-activated. It is a combination of technology and art. The purpose of this course is not to discover new theories or new technologies but to provide morphological possibilities under the existing digital techniques in cultural symbols. We try to build new ideas and innovative digital expressions for traditional Chinese patterns, realize the collision of culture and technology from experimental trials on the existing architectures in other unimagined forms. It is not only the research reproduction of traditional patterns but also brings new vitality and fresh ideas for architecture design.
information of past time that depends not only on the expansion of emerging digital media but
also on the transformation of language and knowledge. In this course, students try to extract single elements from the traditional Chinese cultural patterns and redesign them, then combine them into existing buildings, attempting to balance the coherence, heterogeneity of space, and the uniqueness of projects. It provides favorable conditions in the new era for the traditional patterns to be re-activated. It is a combination of technology and art. The purpose of this course is not to discover new theories or new technologies but to provide morphological possibilities under the existing digital techniques in cultural symbols. We try to build new ideas and innovative digital expressions for traditional Chinese patterns, realize the collision of culture and technology from experimental trials on the existing architectures in other unimagined forms. It is not only the research reproduction of traditional patterns but also brings new vitality and fresh ideas for architecture design.
Ballantine, Joan; Kelly, Martin; Larres, Patricia
Banking for the common good: A Lonerganian perspective Journal Article
In: vol. 67-68, pp. 102061, 2020, ISSN: 1045-2354.
Abstract | Links | BibTeX | Tags: Cultural Heritage
@article{ballantine_banking_2020,
title = {Banking for the common good: A Lonerganian perspective},
author = {Joan Ballantine and Martin Kelly and Patricia Larres},
url = {https://www.sciencedirect.com/science/article/pii/S1045235418302806},
doi = {10.1016/j.cpa.2018.09.003},
issn = {1045-2354},
year = {2020},
date = {2020-03-01},
urldate = {2022-01-25},
volume = {67-68},
pages = {102061},
series = {SI: Common Good and Public Interest},
abstract = {The financial crisis of 2008 left a legacy of hardship in its wake and exposed a culture of moral penury in UK banking. In an ex-post attempt to address this malaise and restore confidence in the sector, the Financial Conduct Authority (FCA) affirmed, in its mission statement, a strong commitment to serving the public interest. We appraise the FCA’s public interest rhetoric and contrast the term public interest with its antecedent, the common good. In so doing, we conclude that the common good is superior to the public interest insofar as the former incorporates a moral dimension which is absent from the latter. Moreover, the common good embraces an inclusivity in its altruism that renders it superior to the majoritarism of the public interest. Thereafter, we illuminate the concept of the common good by drawing on Bernard Lonergan's philosophical anthropology and, in particular, his cognitive structure of dynamic knowing. Finally, we provide a discourse for the banking sector which incorporates Lonergan's philosophy as a mechanism for conceptualising accounting and accountability for the common good. We argue for a new focus to liberate banking from self-interested desires, embedded in a neoliberal ideology, and redirect it towards a compassionate caring culture.},
keywords = {Cultural Heritage},
pubstate = {published},
tppubtype = {article}
}
The financial crisis of 2008 left a legacy of hardship in its wake and exposed a culture of moral penury in UK banking. In an ex-post attempt to address this malaise and restore confidence in the sector, the Financial Conduct Authority (FCA) affirmed, in its mission statement, a strong commitment to serving the public interest. We appraise the FCA’s public interest rhetoric and contrast the term public interest with its antecedent, the common good. In so doing, we conclude that the common good is superior to the public interest insofar as the former incorporates a moral dimension which is absent from the latter. Moreover, the common good embraces an inclusivity in its altruism that renders it superior to the majoritarism of the public interest. Thereafter, we illuminate the concept of the common good by drawing on Bernard Lonergan's philosophical anthropology and, in particular, his cognitive structure of dynamic knowing. Finally, we provide a discourse for the banking sector which incorporates Lonergan's philosophy as a mechanism for conceptualising accounting and accountability for the common good. We argue for a new focus to liberate banking from self-interested desires, embedded in a neoliberal ideology, and redirect it towards a compassionate caring culture.
Filip, Anca
In: iss. IX, pp. 278–282, 2020, ISSN: 2285-8598.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, E&T Qualification Framework, Professions / Occupations
@article{filip_certification_2020,
title = {Certification of specialists and experts in the field of protecțion of historic monuments. Aspects regarding the conservation / restoration of artistic components},
author = {Anca Filip},
url = {https://caietelerestaurarii.ro/2020/11/28/atestarea-specialistilor-si-expertilor-in-domeniul-protejarii-monumentelor-istorice-aspecte-privind-conservarea-restaurarea-componentelor-artistice/},
issn = {2285-8598},
year = {2020},
date = {2020-01-01},
urldate = {2022-08-20},
issue = {IX},
pages = {278--282},
abstract = {The conservation and restoration of historic monuments is a highly specialized type of intervention, of major importance for the cultural heritage, requiring not only developed practical skills but also in-depth scientific knowledge and experience. The attestation of professionals in this domain is part of a larger system of protection and supervision which involves, also, the mandatory official approval for each intervention on historic monuments.
The specific norm regulating the activity of attestation of professionals in the field of conservation and restoration of historic monuments is the Order of the Ministry of culture and national heritage No. 2459/2010 for the approval of the Methodological Norms on the attestation of specialists, experts and technical verifiers in the field of protection of the historic monuments. The activity is developed by the National Institute of Heritage, website: www.patrimoniu.ro, e-mail: atestare@patrimoniu.ro},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage, E&T Qualification Framework, Professions / Occupations},
pubstate = {published},
tppubtype = {article}
}
The conservation and restoration of historic monuments is a highly specialized type of intervention, of major importance for the cultural heritage, requiring not only developed practical skills but also in-depth scientific knowledge and experience. The attestation of professionals in this domain is part of a larger system of protection and supervision which involves, also, the mandatory official approval for each intervention on historic monuments.
The specific norm regulating the activity of attestation of professionals in the field of conservation and restoration of historic monuments is the Order of the Ministry of culture and national heritage No. 2459/2010 for the approval of the Methodological Norms on the attestation of specialists, experts and technical verifiers in the field of protection of the historic monuments. The activity is developed by the National Institute of Heritage, website: www.patrimoniu.ro, e-mail: atestare@patrimoniu.ro
The specific norm regulating the activity of attestation of professionals in the field of conservation and restoration of historic monuments is the Order of the Ministry of culture and national heritage No. 2459/2010 for the approval of the Methodological Norms on the attestation of specialists, experts and technical verifiers in the field of protection of the historic monuments. The activity is developed by the National Institute of Heritage, website: www.patrimoniu.ro, e-mail: atestare@patrimoniu.ro
2020.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:policy, E&T Quality Assurance, EU institutions & Bodies, Green & Blue development, VET
@legislation{noauthor_council_2020,
title = {Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience 2020/C 417/01},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32020H1202%2801%29},
year = {2020},
date = {2020-01-01},
abstract = {Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience},
keywords = {CLASSIFICATION:policy, E&T Quality Assurance, EU institutions & Bodies, Green & Blue development, VET},
pubstate = {published},
tppubtype = {legislation}
}
Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience
Choi, Y
Developing a Specialization for LAM Convergence Using a Competency-Based Approach in an LIS Graduate Curriculum Journal Article
In: vol. 61, no. 2, pp. 212–228, 2020.
Abstract | Links | BibTeX | Tags: Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{choi_y_developing_2020,
title = {Developing a Specialization for LAM Convergence Using a Competency-Based Approach in an LIS Graduate Curriculum},
author = {Y Choi},
doi = {10.3138/j;is.2019-0044},
year = {2020},
date = {2020-01-01},
volume = {61},
number = {2},
pages = {212--228},
abstract = {This article describes the development of a curriculum specialization, Cultural Heritage Information Management (CHIM), at a library and information science (LIS) graduate program. It was designed to address market needs, created by the convergence of practice in libraries, archives, and museums (LAMs) of emerging practices in managing unique collections for greater access in today’s digital information environment. A competency-based approach was adopted to ensure that students achieve relevant competencies expected in the work environment of the LAM sector. The course of study serves as a guide for career preparation in the CHIM area, by listing core courses, highly recommended courses, and electives. The article discusses processes involved in the development and implementation of competencies into the curriculum reorganization, and benefits observed from the process, offering an example of adopting the competency-based model to organize a specialization.},
keywords = {Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
This article describes the development of a curriculum specialization, Cultural Heritage Information Management (CHIM), at a library and information science (LIS) graduate program. It was designed to address market needs, created by the convergence of practice in libraries, archives, and museums (LAMs) of emerging practices in managing unique collections for greater access in today’s digital information environment. A competency-based approach was adopted to ensure that students achieve relevant competencies expected in the work environment of the LAM sector. The course of study serves as a guide for career preparation in the CHIM area, by listing core courses, highly recommended courses, and electives. The article discusses processes involved in the development and implementation of competencies into the curriculum reorganization, and benefits observed from the process, offering an example of adopting the competency-based model to organize a specialization.
Crociata, Alessandro
2020, (Project number: 822314).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, 6FUNCTIONS:recognition, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Green & Blue development, Professions / Occupations, Social Development
@report{crociata_developing_2020,
title = {Developing inclusive and sustainable creative economies - Measuring creative economies: existing models & the DISCE approach”},
author = {Alessandro Crociata},
url = {https://disce.eu/wp-content/uploads/2019/12/DISCE-Report-D2.1.pdf},
year = {2020},
date = {2020-09-01},
pages = {24},
institution = {Gran Sasso Science Institute},
abstract = {Developing Inclusive & Sustainable Creative Economies (DISCE) is an interdisciplinary, mixed-methods project. The overarching research question for DISCE is: “what are inclusive and sustainable creative economies, and how can they be developed?” Each work package has a specific role to play in answering this question, and WP2 is tasked with considering issues of quantitative data. The approach of DISCE is to combine both conceptual and empirical inquiry. As part of the overall research design, WP2 has a specific role in helping to identify and analyse the range of data that is currently used in processes of modelling and analysing the creative economy across Europe. DISCE ultimately},
note = {Project number: 822314},
keywords = {6FUNCTIONS:management, 6FUNCTIONS:recognition, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Green & Blue development, Professions / Occupations, Social Development},
pubstate = {published},
tppubtype = {report}
}
Developing Inclusive & Sustainable Creative Economies (DISCE) is an interdisciplinary, mixed-methods project. The overarching research question for DISCE is: “what are inclusive and sustainable creative economies, and how can they be developed?” Each work package has a specific role to play in answering this question, and WP2 is tasked with considering issues of quantitative data. The approach of DISCE is to combine both conceptual and empirical inquiry. As part of the overall research design, WP2 has a specific role in helping to identify and analyse the range of data that is currently used in processes of modelling and analysing the creative economy across Europe. DISCE ultimately
CEDEFOP,
Digital gap during COVID-19 for VET learners at risk in Europe Online
2020, visited: 25.01.2022.
Abstract | Links | BibTeX | Tags: Digitalisation, VET
@online{cedefop_digital_2020,
title = {Digital gap during COVID-19 for VET learners at risk in Europe},
author = {CEDEFOP},
url = {https://www.cedefop.europa.eu/en/presentations/digital-gap-during-covid-19-vet-learners-risk-europe},
year = {2020},
date = {2020-07-07},
urldate = {2022-01-25},
abstract = {Presentation of Cedefop's note titled: Digital gap during COVID-19 for VET learners at risk in Europe.},
keywords = {Digitalisation, VET},
pubstate = {published},
tppubtype = {online}
}
Presentation of Cedefop's note titled: Digital gap during COVID-19 for VET learners at risk in Europe.
2019
Musso, Stefano Francesco
Architectural Conservation in Third Level Education in Europe Book Chapter
In: The Teaching of Architectural Conservation in Europe, maggioli editore, 2019, ISBN: 978-88-916-1837-5.
Abstract | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:casestudies, Cultural Heritage, Higher Education
@inbook{musso_architectural_2019,
title = {Architectural Conservation in Third Level Education in Europe},
author = {Stefano Francesco Musso},
isbn = {978-88-916-1837-5},
year = {2019},
date = {2019-01-01},
booktitle = {The Teaching of Architectural Conservation in Europe},
publisher = {maggioli editore},
series = {Ricerche sul restauro e la conservazione”},
abstract = {In a collection of many contributions on university education in Conservation and
Restoration of the Architectural, Urban and Landscape Heritage in Europe this contribution
widens the horizons to the third level, actually the eighth in the overall
European education system.
Generally speaking it is difficult to distinguish between programmes focusing on
architectural conservation from those designed to train students in specific technical
and operational skills on the architectural scale, or in archaeological and artistic
heritage conservation in the vast European educational panorama. In any event European
experiences share considerable flexibility and variety both in terms of previous
student educational trajectories and in terms of subjects and thematic areas,
objectives, curriculum structure and potential career trajectories. Almost uniquely
in Europe, Italy’s third level architecture and urban heritage conservation programmes
are prevalently grafted onto second level architecture courses and managed
by their respective reference structures. In many European similar programmes on
the contrary frequently belong to different spheres and are not linked to prior architecture
programmes. Similarly, significant differences exist between architectural
education trajectories.
Also the guidelines drawn up by European institutions on the subject are still being
interpreted and implemented in many different ways in accordance with specific national
characteristics. That is the case of international documents such as the “Guidelines,
Education and Training in the Conservation of Monuments, Ensembles and
Sites” by ICOMOS on university education; or of the document “Competences for
Access to the Conservation-Restoration Profession”, drawn up by E.C.C.O. – European
Confederation of Conservator-Restorers’ Organisations – that contributes to
defining goals, know-how, skills and abilities which those intending to work in the
conservation-restoration field should possess. In a variegated and changing cultural
and legal panorama, it would be important to reaffirm the need for the institutions
responsible for planning and managing third level educational programmes in the
field of conservation of the European architectural heritage to work to implement the
‘alliance’ between the diverse skills, abilities and know-how.
In order to better highlighting the crucial importance of the Education system
within the field of Conservation/Restoration, especially at the third level, a very
recent initiative and its ongoing effects is to be quoted: in 2018, Year of Cultural
Heritage, European Commission put in place, among many initiatives, the one en-
Architectural Conservation in
Third Level Education in Europe
Stefano Francesco Musso
131
titled: “Cherishing heritage: developing quality standards for EU-funded projects
that have the potential to impact on cultural heritage”. The results of the work of
the experts’ group is the document entitled “European Quality Principles for Eu-
Funded Interventions with potential impact upon Cultural Heritage”, now published
and disseminated in Europe. Among the so named “Strengthening drivers of
quality”, the document strongly highlights the “Education and training” system,
alongside and strictly linked to the “Research”; its contents refer to the entire educational
system in Europe but they can be particularly meaningful for any third
level course in the field.},
keywords = {6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:casestudies, Cultural Heritage, Higher Education},
pubstate = {published},
tppubtype = {inbook}
}
In a collection of many contributions on university education in Conservation and
Restoration of the Architectural, Urban and Landscape Heritage in Europe this contribution
widens the horizons to the third level, actually the eighth in the overall
European education system.
Generally speaking it is difficult to distinguish between programmes focusing on
architectural conservation from those designed to train students in specific technical
and operational skills on the architectural scale, or in archaeological and artistic
heritage conservation in the vast European educational panorama. In any event European
experiences share considerable flexibility and variety both in terms of previous
student educational trajectories and in terms of subjects and thematic areas,
objectives, curriculum structure and potential career trajectories. Almost uniquely
in Europe, Italy’s third level architecture and urban heritage conservation programmes
are prevalently grafted onto second level architecture courses and managed
by their respective reference structures. In many European similar programmes on
the contrary frequently belong to different spheres and are not linked to prior architecture
programmes. Similarly, significant differences exist between architectural
education trajectories.
Also the guidelines drawn up by European institutions on the subject are still being
interpreted and implemented in many different ways in accordance with specific national
characteristics. That is the case of international documents such as the “Guidelines,
Education and Training in the Conservation of Monuments, Ensembles and
Sites” by ICOMOS on university education; or of the document “Competences for
Access to the Conservation-Restoration Profession”, drawn up by E.C.C.O. – European
Confederation of Conservator-Restorers’ Organisations – that contributes to
defining goals, know-how, skills and abilities which those intending to work in the
conservation-restoration field should possess. In a variegated and changing cultural
and legal panorama, it would be important to reaffirm the need for the institutions
responsible for planning and managing third level educational programmes in the
field of conservation of the European architectural heritage to work to implement the
‘alliance’ between the diverse skills, abilities and know-how.
In order to better highlighting the crucial importance of the Education system
within the field of Conservation/Restoration, especially at the third level, a very
recent initiative and its ongoing effects is to be quoted: in 2018, Year of Cultural
Heritage, European Commission put in place, among many initiatives, the one en-
Architectural Conservation in
Third Level Education in Europe
Stefano Francesco Musso
131
titled: “Cherishing heritage: developing quality standards for EU-funded projects
that have the potential to impact on cultural heritage”. The results of the work of
the experts’ group is the document entitled “European Quality Principles for Eu-
Funded Interventions with potential impact upon Cultural Heritage”, now published
and disseminated in Europe. Among the so named “Strengthening drivers of
quality”, the document strongly highlights the “Education and training” system,
alongside and strictly linked to the “Research”; its contents refer to the entire educational
system in Europe but they can be particularly meaningful for any third
level course in the field.
Restoration of the Architectural, Urban and Landscape Heritage in Europe this contribution
widens the horizons to the third level, actually the eighth in the overall
European education system.
Generally speaking it is difficult to distinguish between programmes focusing on
architectural conservation from those designed to train students in specific technical
and operational skills on the architectural scale, or in archaeological and artistic
heritage conservation in the vast European educational panorama. In any event European
experiences share considerable flexibility and variety both in terms of previous
student educational trajectories and in terms of subjects and thematic areas,
objectives, curriculum structure and potential career trajectories. Almost uniquely
in Europe, Italy’s third level architecture and urban heritage conservation programmes
are prevalently grafted onto second level architecture courses and managed
by their respective reference structures. In many European similar programmes on
the contrary frequently belong to different spheres and are not linked to prior architecture
programmes. Similarly, significant differences exist between architectural
education trajectories.
Also the guidelines drawn up by European institutions on the subject are still being
interpreted and implemented in many different ways in accordance with specific national
characteristics. That is the case of international documents such as the “Guidelines,
Education and Training in the Conservation of Monuments, Ensembles and
Sites” by ICOMOS on university education; or of the document “Competences for
Access to the Conservation-Restoration Profession”, drawn up by E.C.C.O. – European
Confederation of Conservator-Restorers’ Organisations – that contributes to
defining goals, know-how, skills and abilities which those intending to work in the
conservation-restoration field should possess. In a variegated and changing cultural
and legal panorama, it would be important to reaffirm the need for the institutions
responsible for planning and managing third level educational programmes in the
field of conservation of the European architectural heritage to work to implement the
‘alliance’ between the diverse skills, abilities and know-how.
In order to better highlighting the crucial importance of the Education system
within the field of Conservation/Restoration, especially at the third level, a very
recent initiative and its ongoing effects is to be quoted: in 2018, Year of Cultural
Heritage, European Commission put in place, among many initiatives, the one en-
Architectural Conservation in
Third Level Education in Europe
Stefano Francesco Musso
131
titled: “Cherishing heritage: developing quality standards for EU-funded projects
that have the potential to impact on cultural heritage”. The results of the work of
the experts’ group is the document entitled “European Quality Principles for Eu-
Funded Interventions with potential impact upon Cultural Heritage”, now published
and disseminated in Europe. Among the so named “Strengthening drivers of
quality”, the document strongly highlights the “Education and training” system,
alongside and strictly linked to the “Research”; its contents refer to the entire educational
system in Europe but they can be particularly meaningful for any third
level course in the field.
of the European Union. European Commission. Eurostat, Statistical Office
Culture statistics: 2019 Edition Book
4th edition, Publications Office, LU, 2019, ISBN: 978-92-76-09702-0 (PDF).
Abstract | Links | BibTeX | Tags: CH & Creative Industries Economic Impact, CLASSIFICATION:policy, CLASSIFICATION:statistics/repository, Cultural Heritage, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations
@book{european_commission_eurostat_statistical_office_of_the_european_union_culture_2019,
title = {Culture statistics: 2019 Edition},
author = {Statistical Office of the European Union. European Commission. Eurostat},
url = {https://data.europa.eu/doi/10.2785/118217},
isbn = {978-92-76-09702-0 (PDF)},
year = {2019},
date = {2019-01-01},
urldate = {2022-01-25},
publisher = {Publications Office},
address = {LU},
edition = {4th edition},
abstract = {This fourth edition of publication Culture statistics — 2019 edition presents a selection of indicators on culture pertaining to cultural employment, international trade in cultural goods, cultural enterprises, cultural participation and the use of the internet for cultural purposes, as well as household and government cultural expenditure. It presents also data on tertiary students in cultural fields of study, learning foreign languages and international tertiary students’ mobility. In addition, one chapter is devoted to cultural heritage.
Data cover the European Union (EU) and its Member States, and (subject to data availability) the European Free Trade Area (EFTA) and enlargement countries.},
keywords = {CH & Creative Industries Economic Impact, CLASSIFICATION:policy, CLASSIFICATION:statistics/repository, Cultural Heritage, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations},
pubstate = {published},
tppubtype = {book}
}
This fourth edition of publication Culture statistics — 2019 edition presents a selection of indicators on culture pertaining to cultural employment, international trade in cultural goods, cultural enterprises, cultural participation and the use of the internet for cultural purposes, as well as household and government cultural expenditure. It presents also data on tertiary students in cultural fields of study, learning foreign languages and international tertiary students’ mobility. In addition, one chapter is devoted to cultural heritage.
Data cover the European Union (EU) and its Member States, and (subject to data availability) the European Free Trade Area (EFTA) and enlargement countries.
Data cover the European Union (EU) and its Member States, and (subject to data availability) the European Free Trade Area (EFTA) and enlargement countries.
2018
Europe, Council
Draft Council conclusions on the Work Plan for Culture 2019-2022 - Adoption Miscellaneous
2018.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Green & Blue development
@misc{council_of_europe_draft_2018,
title = {Draft Council conclusions on the Work Plan for Culture 2019-2022 - Adoption},
author = {Council Europe},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52018XG1221%2801%29},
year = {2018},
date = {2018-12-21},
publisher = {Official Journal of the European Union},
abstract = {With individual EU Member States responsible for their own culture sector policies, the role of the European Commission is to help address common challenges, such as the impact of the digital shift, changing models of cultural governance, and the need to support the innovation potential of the cultural and creative sectors.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Green & Blue development},
pubstate = {published},
tppubtype = {misc}
}
With individual EU Member States responsible for their own culture sector policies, the role of the European Commission is to help address common challenges, such as the impact of the digital shift, changing models of cultural governance, and the need to support the innovation potential of the cultural and creative sectors.
Ryan, Cathal; Bergin, Michael; Titze, Sylvia; Ruf, Wolfgang; Kunz, Stefan; Wells, John S. G.
ECVET and ECTS credit equivalency in higher education - A bridge too far?: XXXX Journal Article
In: vol. 53, no. 4, pp. 600–610, 2018, ISSN: 01418211.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:policy, E&T Credit System, EU institutions & Bodies, Higher Education, VET
@article{ryan_ecvet_2018,
title = {ECVET and ECTS credit equivalency in higher education - A bridge too far?: XXXX},
author = {Cathal Ryan and Michael Bergin and Sylvia Titze and Wolfgang Ruf and Stefan Kunz and John S. G. Wells},
url = {https://onlinelibrary.wiley.com/doi/10.1111/ejed.12297},
doi = {10.1111/ejed.12297},
issn = {01418211},
year = {2018},
date = {2018-12-01},
urldate = {2022-01-25},
volume = {53},
number = {4},
pages = {600--610},
abstract = {The implementation within Europe of a credit system for vocational education and training known as ECVET is a European Commission priority. The potential for permeability between the ECVET and European Credit Transfer and accumulation System (ECTS) was foreseen in the Recommendation to establish ECVET in 2009, while the Bruges Communique of 2010 called for the promotion of flexible links between vocational and higher education and increased coherence between ECVET and ECTS. To this end a significant number of EU‐funded projects were undertaken to explore compatibility between ECVET and ECTS. This article reviews the findings of these projects and reflects on their success in terms of achieving this policy goal. These bridging projects identified several points of compatibility between the two credit systems and produced valuable tools and frameworks to facilitate such permeability. Achieving credit equivalency between ECVET and ECTS does not appear feasible, rather the evidence points to using a learning outcomes‐based equivalency framework. However, this article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and the lack of co‐ordinated efforts to implement these findings at a national or pan European level.},
keywords = {CLASSIFICATION:policy, E&T Credit System, EU institutions & Bodies, Higher Education, VET},
pubstate = {published},
tppubtype = {article}
}
The implementation within Europe of a credit system for vocational education and training known as ECVET is a European Commission priority. The potential for permeability between the ECVET and European Credit Transfer and accumulation System (ECTS) was foreseen in the Recommendation to establish ECVET in 2009, while the Bruges Communique of 2010 called for the promotion of flexible links between vocational and higher education and increased coherence between ECVET and ECTS. To this end a significant number of EU‐funded projects were undertaken to explore compatibility between ECVET and ECTS. This article reviews the findings of these projects and reflects on their success in terms of achieving this policy goal. These bridging projects identified several points of compatibility between the two credit systems and produced valuable tools and frameworks to facilitate such permeability. Achieving credit equivalency between ECVET and ECTS does not appear feasible, rather the evidence points to using a learning outcomes‐based equivalency framework. However, this article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and the lack of co‐ordinated efforts to implement these findings at a national or pan European level.
2017
Parliament, European
2017, (Legislative Body: CONSIL, EP).
Links | BibTeX | Tags: CLASSIFICATION:policy, CLASSIFICATION:regulation, EU institutions & Bodies
@legislation{european_parliament_decision_2017,
title = {Decision (EU) 2017/864 of the European Parliament and of the Council of 17 May 2017 on a European Year of Cultural Heritage (2018)},
author = {European Parliament},
url = {http://data.europa.eu/eli/dec/2017/864/oj/eng},
year = {2017},
date = {2017-05-20},
urldate = {2021-04-22},
number = {32017D0864},
note = {Legislative Body: CONSIL, EP},
keywords = {CLASSIFICATION:policy, CLASSIFICATION:regulation, EU institutions & Bodies},
pubstate = {published},
tppubtype = {legislation}
}
2015
Giraud-Labalte, Claire; Pugh, Katrina B.; Quaedvlieg-Mihailović, Sneška; Sanetra-Szeliga, Joanna; Smith, Brian; Vandesande, Aziliz; Thys, Clara (Ed.)
Cultural heritage counts for Europe: full report Collection
International Culture Centre, Krakow, 2015, ISBN: 978-83-63463-27-4.
Abstract | Links | BibTeX | Tags: CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Cultural Heritage, Social Development
@collection{giraud-labalte_cultural_2015,
title = {Cultural heritage counts for Europe: full report},
editor = {Claire Giraud-Labalte and Katrina B. Pugh and Sneška Quaedvlieg-Mihailović and Joanna Sanetra-Szeliga and Brian Smith and Aziliz Vandesande and Clara Thys},
url = {http://blogs.encatc.org/culturalheritagecountsforeurope/wp-content/uploads/2015/06/CHCfE_FULL-REPORT_v2.pdf},
isbn = {978-83-63463-27-4},
year = {2015},
date = {2015-01-01},
publisher = {International Culture Centre},
address = {Krakow},
abstract = {The EU-funded project Cultural Heritage Counts for Europe (CHCfE) was launched in 2013 with an ambitious goal: to collect and analyse existing and accessible evidence-based research and case studies regarding the economic, social, cul- tural, and environmental impacts of cultural heritage, in order to assess the value of cultural heritage.
This paper identified, among others, a pressing need for evidence-based research on cultural heritage to support strategic policy developments both on European and national lev- els and thus ensure that the EU institutions and member states fully realise the potential of cultural heritage as a driver of sustainable development.},
keywords = {CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Cultural Heritage, Social Development},
pubstate = {published},
tppubtype = {collection}
}
The EU-funded project Cultural Heritage Counts for Europe (CHCfE) was launched in 2013 with an ambitious goal: to collect and analyse existing and accessible evidence-based research and case studies regarding the economic, social, cul- tural, and environmental impacts of cultural heritage, in order to assess the value of cultural heritage.
This paper identified, among others, a pressing need for evidence-based research on cultural heritage to support strategic policy developments both on European and national lev- els and thus ensure that the EU institutions and member states fully realise the potential of cultural heritage as a driver of sustainable development.
This paper identified, among others, a pressing need for evidence-based research on cultural heritage to support strategic policy developments both on European and national lev- els and thus ensure that the EU institutions and member states fully realise the potential of cultural heritage as a driver of sustainable development.
Denu, Penelope; Berti, Eleonora; Mariotti, Alessia; Gravari‑Barbas, Maria; Mansfeld, Yoel; Hall, Nick; Khovanova‑Rubicondo, Kseniya; Madjoub, Wided; Martinoni, Marianna
Cultural Routes management: from theory to practice Book
Council of Europe Publishing, 2015, ISBN: 978-92-871-7691-2.
Abstract | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:management, 6FUNCTIONS:recognition, Cultural Heritage, EU institutions & Bodies, Minorities/diversity/inclusion/accessibility
@book{denu_cultural_2015,
title = {Cultural Routes management: from theory to practice},
author = {Penelope Denu and Eleonora Berti and Alessia Mariotti and Maria Gravari‑Barbas and Yoel Mansfeld and Nick Hall and Kseniya Khovanova‑Rubicondo and Wided Madjoub and Marianna Martinoni},
isbn = {978-92-871-7691-2},
year = {2015},
date = {2015-01-01},
publisher = {Council of Europe Publishing},
series = {Step-by-step guide to the Council of Europe Cultural Routes},
abstract = {A quarter of a century ago, the Santiago de Compostela Declaration laid the foundations for the first Cultural Route of the Council of Europe by stressing the importance of our multiple European identities, which are rich in diversity, colour, depth and origin. Today, the Council of Europe’s Enlarged Partial Agreement
on Cultural Routes oversees 29 routes criss-crossing Europe, connecting culture and heritage.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:management, 6FUNCTIONS:recognition, Cultural Heritage, EU institutions & Bodies, Minorities/diversity/inclusion/accessibility},
pubstate = {published},
tppubtype = {book}
}
A quarter of a century ago, the Santiago de Compostela Declaration laid the foundations for the first Cultural Route of the Council of Europe by stressing the importance of our multiple European identities, which are rich in diversity, colour, depth and origin. Today, the Council of Europe’s Enlarged Partial Agreement
on Cultural Routes oversees 29 routes criss-crossing Europe, connecting culture and heritage.
on Cultural Routes oversees 29 routes criss-crossing Europe, connecting culture and heritage.
2014
Kennedy, Jolie
Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012 Journal Article
In: pp. 16, 2014, ISSN: 1541-4914.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:r&dandeducation, Distance Learning / eLearning, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{kennedy_characteristics_2014,
title = {Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012},
author = {Jolie Kennedy},
url = {http://www.ncolr.org/jiol/issues/pdf/13.1.1.pdf},
issn = {1541-4914},
year = {2014},
date = {2014-01-01},
pages = {16},
abstract = {This review of research explores characteristics associated with massive open online courses
(MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to
persistence, and a distinct structure that takes the form as one of two pedagogical approaches.
The concept of openness shifts among different MOOCs, models, researchers, and facilitators.
The high dropout rates show that the barriers to learning are a significant challenge. Research has
focused on engagement, motivation, and presence to mitigate risks of learner isolation. The
pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social,
distributed, networked approach and significant learner autonomy that is geared towards adult
lifelong learners interested in personal or professional development. This connectivist approach
relates to situated and social learning theories such as social constructivism (Kop, 2011). By
contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses
conventional directed instruction in the context of formal postsecondary educational institutions.
This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012).
These two distinct MOOC models attract different audiences, use different learning approaches,
and employ different teaching methods. The purpose of this review is to synthesize the research
describing the phenomenon of MOOCs in informal and postsecondary online learning.},
keywords = {6FUNCTIONS:r&dandeducation, Distance Learning / eLearning, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
This review of research explores characteristics associated with massive open online courses
(MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to
persistence, and a distinct structure that takes the form as one of two pedagogical approaches.
The concept of openness shifts among different MOOCs, models, researchers, and facilitators.
The high dropout rates show that the barriers to learning are a significant challenge. Research has
focused on engagement, motivation, and presence to mitigate risks of learner isolation. The
pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social,
distributed, networked approach and significant learner autonomy that is geared towards adult
lifelong learners interested in personal or professional development. This connectivist approach
relates to situated and social learning theories such as social constructivism (Kop, 2011). By
contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses
conventional directed instruction in the context of formal postsecondary educational institutions.
This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012).
These two distinct MOOC models attract different audiences, use different learning approaches,
and employ different teaching methods. The purpose of this review is to synthesize the research
describing the phenomenon of MOOCs in informal and postsecondary online learning.
(MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to
persistence, and a distinct structure that takes the form as one of two pedagogical approaches.
The concept of openness shifts among different MOOCs, models, researchers, and facilitators.
The high dropout rates show that the barriers to learning are a significant challenge. Research has
focused on engagement, motivation, and presence to mitigate risks of learner isolation. The
pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social,
distributed, networked approach and significant learner autonomy that is geared towards adult
lifelong learners interested in personal or professional development. This connectivist approach
relates to situated and social learning theories such as social constructivism (Kop, 2011). By
contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses
conventional directed instruction in the context of formal postsecondary educational institutions.
This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012).
These two distinct MOOC models attract different audiences, use different learning approaches,
and employ different teaching methods. The purpose of this review is to synthesize the research
describing the phenomenon of MOOCs in informal and postsecondary online learning.
Commission, European
2014.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, CLASSIFICATION:policy, Cultural Heritage
@misc{european_commission_communication_2014,
title = {Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions : Towards an integrated approach to cultural heritage for Europe},
author = {European Commission},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52014DC0477&from=en},
year = {2014},
date = {2014-01-01},
urldate = {2022-01-25},
abstract = {This Communication examines what the EU can do to enhance heritage's intrinsic value and take advantage of its economic and societal potential. The European experience shows that it is possible to progress from an appreciation of the uniqueness of one's own heritage to an interest in and respect for the heritage of others},
keywords = {6FUNCTIONS:governance&policymaking, CLASSIFICATION:policy, Cultural Heritage},
pubstate = {published},
tppubtype = {misc}
}
This Communication examines what the EU can do to enhance heritage's intrinsic value and take advantage of its economic and societal potential. The European experience shows that it is possible to progress from an appreciation of the uniqueness of one's own heritage to an interest in and respect for the heritage of others
Europe, Council
Council conclusions of 21 May 2014 on cultural heritage as a strategic resource for a sustainable Europe Miscellaneous
2014.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Green & Blue development
@misc{council_of_europe_council_2014,
title = {Council conclusions of 21 May 2014 on cultural heritage as a strategic resource for a sustainable Europe},
author = {Council Europe},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52014XG0614%2808%29},
year = {2014},
date = {2014-01-01},
publisher = {Official Journal of the European Union},
abstract = {Under the leadership of the Hellenic Presidency of the European Union, the Education, Youth, Culture and Sport Council adopted these historic conclusions at its meeting on 21 May 2014 in Brussels. These conclusions adopt a holistic policy approach by the EU to cultural heritage – tangible, intangible or digital – recognising it as a unique and non-renewable resource and a major asset for Europe and for the entire European project. The conclusions emphasize the important role that cultural heritage plays in creating and enhancing social capital, as well as its important economic impact and its specific role in achieving the Europe 2020 strategy goals for a smart, sustainable and inclusive growth because of its social and economic impact and its key contribution to environmental sustainability.},
keywords = {6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Green & Blue development},
pubstate = {published},
tppubtype = {misc}
}
Under the leadership of the Hellenic Presidency of the European Union, the Education, Youth, Culture and Sport Council adopted these historic conclusions at its meeting on 21 May 2014 in Brussels. These conclusions adopt a holistic policy approach by the EU to cultural heritage – tangible, intangible or digital – recognising it as a unique and non-renewable resource and a major asset for Europe and for the entire European project. The conclusions emphasize the important role that cultural heritage plays in creating and enhancing social capital, as well as its important economic impact and its specific role in achieving the Europe 2020 strategy goals for a smart, sustainable and inclusive growth because of its social and economic impact and its key contribution to environmental sustainability.
2013
England, Historic
2013 - Skills in the Historic Environment Sector textbar Historic England Online
2013, visited: 24.03.2022.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:recognition, CLASSIFICATION:casestudies, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training
@online{historic_england_2013_2013,
title = {2013 - Skills in the Historic Environment Sector textbar Historic England},
author = {Historic England},
url = {http://historicengland.org.uk/research/heritage-counts/2013-skills-in-the-historic-environment/},
year = {2013},
date = {2013-01-01},
urldate = {2022-03-24},
abstract = {In 2013 'Heritage Counts' looked at the skills within the historic environment. It included research into current and future skill needs of the sector, looking at where skill gaps exist and effective ways to address them.
The first piece of research, by Pye Tait, looked at skills research that has occurred across the historic environment in the past five years. It examines its findings by defining which skills are most in need and quantifying the supply and demand of these skills.
The research is presented in two separate reports:
The Literature Review: A summary of all relevant research reports, outlining the research methods used, key findings, recommendations and outcomes
Narrative Report: A synthesis of the literature that identifies: the key skills issues for the built heritage sector; how these issues have evolved over the past five years; the effectiveness of attempted interventions; and recommendations for addressing these issues in the future.
The evidence gathered in these two reports shows numerous market failures and recurrent issues that affect skills provision in the historic environment sector. The narrative report contains several recommendations for future actions that can help address these market failings.},
keywords = {6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:recognition, CLASSIFICATION:casestudies, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training},
pubstate = {published},
tppubtype = {online}
}
In 2013 'Heritage Counts' looked at the skills within the historic environment. It included research into current and future skill needs of the sector, looking at where skill gaps exist and effective ways to address them.
The first piece of research, by Pye Tait, looked at skills research that has occurred across the historic environment in the past five years. It examines its findings by defining which skills are most in need and quantifying the supply and demand of these skills.
The research is presented in two separate reports:
The Literature Review: A summary of all relevant research reports, outlining the research methods used, key findings, recommendations and outcomes
Narrative Report: A synthesis of the literature that identifies: the key skills issues for the built heritage sector; how these issues have evolved over the past five years; the effectiveness of attempted interventions; and recommendations for addressing these issues in the future.
The evidence gathered in these two reports shows numerous market failures and recurrent issues that affect skills provision in the historic environment sector. The narrative report contains several recommendations for future actions that can help address these market failings.
The first piece of research, by Pye Tait, looked at skills research that has occurred across the historic environment in the past five years. It examines its findings by defining which skills are most in need and quantifying the supply and demand of these skills.
The research is presented in two separate reports:
The Literature Review: A summary of all relevant research reports, outlining the research methods used, key findings, recommendations and outcomes
Narrative Report: A synthesis of the literature that identifies: the key skills issues for the built heritage sector; how these issues have evolved over the past five years; the effectiveness of attempted interventions; and recommendations for addressing these issues in the future.
The evidence gathered in these two reports shows numerous market failures and recurrent issues that affect skills provision in the historic environment sector. The narrative report contains several recommendations for future actions that can help address these market failings.
Bâlici, Ștefan
Cultural heritage education and training: the ARA Field Schools Journal Article
In: no. 4, pp. 271–277, 2013, ISSN: 2068-0686.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training, Non formal education
@article{balici_cultural_2013,
title = {Cultural heritage education and training: the ARA Field Schools},
author = {Ștefan Bâlici},
url = {http://www.simpara.ro/editura/Caiete_ARA_4/20_Stefan%20Balici.pdf},
issn = {2068-0686},
year = {2013},
date = {2013-01-01},
urldate = {2022-08-20},
number = {4},
pages = {271--277},
abstract = {The field schools organized by the Association ARA starting with 2007 aim to attack subjects and entire fields rarely visited or absent altogether from the Romanian professional landscape, such as the study and protection of architectural-archaeological structures, the conservation of rural vernacular heritage, the social and economic connections of heritage research and conservation. The field schools which took place at Covasna – Cetatea Zânelor (Co. Covasna), Roșia Montană (Co. Alba) and Nufăru (Co. Tulcea) provided the participants with the possibility to come into contact with heritage sequences which are illustrative for the mentioned themes and to experience direct action strategies for the understanding and rescue of these particular categories of vestiges.},
keywords = {6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training, Non formal education},
pubstate = {published},
tppubtype = {article}
}
The field schools organized by the Association ARA starting with 2007 aim to attack subjects and entire fields rarely visited or absent altogether from the Romanian professional landscape, such as the study and protection of architectural-archaeological structures, the conservation of rural vernacular heritage, the social and economic connections of heritage research and conservation. The field schools which took place at Covasna – Cetatea Zânelor (Co. Covasna), Roșia Montană (Co. Alba) and Nufăru (Co. Tulcea) provided the participants with the possibility to come into contact with heritage sequences which are illustrative for the mentioned themes and to experience direct action strategies for the understanding and rescue of these particular categories of vestiges.
2012
Ahlfeldt, Gabriel M.; Holman, Nancy; Wendland, Nicolai
An assessment of the effects of conservation areas on value report
2012.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:management, 6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION: studies/analysis, CLASSIFICATION:casestudies, Cultural Heritage
@report{ahlfeldt_assessment_2012,
title = {An assessment of the effects of conservation areas on value},
author = {Gabriel M. Ahlfeldt and Nancy Holman and Nicolai Wendland},
url = {https://www.semanticscholar.org/paper/An-assessment-of-the-effects-of-conservation-areas-Ahlfeldt-Holman/54b3c255b6ae4418faf0c82d4655167540318df4#paper-header},
year = {2012},
date = {2012-05-01},
pages = {155},
address = {UK},
institution = {London School of Economics and Political Science, Department of Geography},
abstract = {Since the 1960s, over 9,800 conservation areas have been designated in England. These areas
are designated on the grounds of an external value of society that requires protection. For this
purpose, the property rights of owners of buildings located in conservation are restricted. Changes that can be made to the external appearance of buildings are limited and the choice of materials restricted, which potentially increases the cost of altering and maintaining buildings.
To date, there has been no rigorous study of these effects in conservation areas in England.
This research project aims at filling this gap by investigating the costs and benefits that are
associated with a location of a property in a conservation area in England.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:management, 6FUNCTIONS:management, 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION: studies/analysis, CLASSIFICATION:casestudies, Cultural Heritage},
pubstate = {published},
tppubtype = {report}
}
Since the 1960s, over 9,800 conservation areas have been designated in England. These areas
are designated on the grounds of an external value of society that requires protection. For this
purpose, the property rights of owners of buildings located in conservation are restricted. Changes that can be made to the external appearance of buildings are limited and the choice of materials restricted, which potentially increases the cost of altering and maintaining buildings.
To date, there has been no rigorous study of these effects in conservation areas in England.
This research project aims at filling this gap by investigating the costs and benefits that are
associated with a location of a property in a conservation area in England.
are designated on the grounds of an external value of society that requires protection. For this
purpose, the property rights of owners of buildings located in conservation are restricted. Changes that can be made to the external appearance of buildings are limited and the choice of materials restricted, which potentially increases the cost of altering and maintaining buildings.
To date, there has been no rigorous study of these effects in conservation areas in England.
This research project aims at filling this gap by investigating the costs and benefits that are
associated with a location of a property in a conservation area in England.
2011
Corr, Susan; Hutchings, Jeremy; Burg, Jaap; Aguilella, David Cueco; Noll, Mechthild Minor; Gall, Agnes Ortlik; Dobrusskin, Sebastian
Competences for access to the conservation- restoration profession Book
2011, ISBN: 978-92-990010-7-3.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Analysis and Research, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, E&T Qualification Framework, Higher Education, Professions / Occupations
@book{corr_susan_competences_2011,
title = {Competences for access to the conservation- restoration profession},
author = {Susan Corr and Jeremy Hutchings and Jaap Burg and David Cueco Aguilella and Mechthild Minor Noll and Agnes Ortlik Gall and Sebastian Dobrusskin},
url = {https://www.ecco-eu.org/home/ecco-documents/},
isbn = {978-92-990010-7-3},
year = {2011},
date = {2011-01-01},
abstract = {This booklet presents the work conducted by E.C.C.O. on defining the compe- tences required to enter the profession of Conservation-Restoration. It is based on existing definitions of Conservation-Restoration (E.C.C.O. 2009) and the recognition that the Conservator-Restorer has a public responsibility to contribute to the preservation of cultural property and dissemination of related knowledge for the benefit of present and future generations. It combines the concept mapping technique with the language of the European Qualifications Framework (EQF) to create a framework that describes the areas of competence required for access to the Conservation-Res- toration profession and legitimate use of the title. This is expressed through the rubric of knowledge and skills. Competence is defined as the combination of knowledge and skill together with experience that allows the professional Conservator-Restorer to deliver work consistently and responsibly. E.C.C.O. proposes that it is exactly this combination exercised in the discrete areas of activity described in the framework representing EQF level 7 (equivalent to a Master’s degree) that defines the level required to become a Conservator-Restorer. As such this represents the point at which an individual starts to develop as a professional.},
keywords = {6FUNCTIONS:safeguarding&preservation, Analysis and Research, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, E&T Qualification Framework, Higher Education, Professions / Occupations},
pubstate = {published},
tppubtype = {book}
}
This booklet presents the work conducted by E.C.C.O. on defining the compe- tences required to enter the profession of Conservation-Restoration. It is based on existing definitions of Conservation-Restoration (E.C.C.O. 2009) and the recognition that the Conservator-Restorer has a public responsibility to contribute to the preservation of cultural property and dissemination of related knowledge for the benefit of present and future generations. It combines the concept mapping technique with the language of the European Qualifications Framework (EQF) to create a framework that describes the areas of competence required for access to the Conservation-Res- toration profession and legitimate use of the title. This is expressed through the rubric of knowledge and skills. Competence is defined as the combination of knowledge and skill together with experience that allows the professional Conservator-Restorer to deliver work consistently and responsibly. E.C.C.O. proposes that it is exactly this combination exercised in the discrete areas of activity described in the framework representing EQF level 7 (equivalent to a Master’s degree) that defines the level required to become a Conservator-Restorer. As such this represents the point at which an individual starts to develop as a professional.
Moore, Joi L.; Dickson-Deane, Camille; Galyen, Krista
e-Learning, online learning, and distance learning environments: Are they the same? Journal Article
In: vol. 14, no. 2, pp. 129–135, 2011, ISSN: 10967516.
Abstract | Links | BibTeX | Tags: Distance Learning / eLearning
@article{moore_e-learning_2011,
title = {e-Learning, online learning, and distance learning environments: Are they the same?},
author = {Joi L. Moore and Camille Dickson-Deane and Krista Galyen},
url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751610000886},
doi = {10.1016/j.iheduc.2010.10.001},
issn = {10967516},
year = {2011},
date = {2011-03-01},
urldate = {2022-01-25},
volume = {14},
number = {2},
pages = {129--135},
abstract = {It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.},
keywords = {Distance Learning / eLearning},
pubstate = {published},
tppubtype = {article}
}
It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.
2010
UNCTAD,
Creative Economy Report 2010: Creative Economy – A Feasible Development Option report
2010.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, International Organisations, Social Development
@report{unctad_creative_2010,
title = {Creative Economy Report 2010: Creative Economy – A Feasible Development Option},
author = {UNCTAD},
url = {https://unctad.org/system/files/official-document/ditctab20103_en.pdf},
year = {2010},
date = {2010-01-01},
urldate = {2022-04-21},
pages = {392},
address = {CH},
institution = {United Nations},
abstract = {This is the second policy-oriented report to present the United Nations perspective on this innovative topic. It builds on the first Report but goes further by deepening the analysis, bringing fresh approaches and identifying trends, strengths and weaknesses as well as challenges and opportunities to be addressed. It provides information on recent developments at the country level and reviews the market situation for all creative industries: arts and crafts, audiovisuals, books, design, the film industry, music, new media, printed media, visual arts and creative services. Overall, the Report examines economic, cultural, social, technological and environmental developments that took place at the global level over the last two years, in particular the consequences of the financial crisis},
keywords = {6FUNCTIONS:governance&policymaking, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, International Organisations, Social Development},
pubstate = {published},
tppubtype = {report}
}
This is the second policy-oriented report to present the United Nations perspective on this innovative topic. It builds on the first Report but goes further by deepening the analysis, bringing fresh approaches and identifying trends, strengths and weaknesses as well as challenges and opportunities to be addressed. It provides information on recent developments at the country level and reviews the market situation for all creative industries: arts and crafts, audiovisuals, books, design, the film industry, music, new media, printed media, visual arts and creative services. Overall, the Report examines economic, cultural, social, technological and environmental developments that took place at the global level over the last two years, in particular the consequences of the financial crisis
2008
Salama, Ashraf
A Theory for Integrating Knowledge in Architectural Design Education Journal Article
In: vol. 2, pp. 100–128, 2008.
Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{salama_theory_2008,
title = {A Theory for Integrating Knowledge in Architectural Design Education},
author = {Ashraf Salama},
doi = {10.26687/archnet-ijar.v2i1.180},
year = {2008},
date = {2008-03-15},
volume = {2},
pages = {100--128},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
UNCTAD,
2008.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), International Organisations
@report{unctad_creative_2008,
title = {Creative Economy Report 2008: The Challenge of Assessing the Creative Economy : Towards Informed Policy-making},
author = {UNCTAD},
url = {https://unctad.org/system/files/official-document/ditc20082cer_en.pdf},
year = {2008},
date = {2008-01-01},
urldate = {2022-04-22},
pages = {332},
address = {CH},
institution = {United Nations},
abstract = {The Creative Economy Report 2008 is the first comprehensive study to present the United Nations perspective on this emerging topic. This policy-oriented analysis is intended to facilitate a better understanding of the key issues underlying the emerging creative economy at national and international levels. It brings together contributions from five United Nations organizations, namely UNCTAD, UNDP UNESCO, WIPO and the International Trade Centre (ITC), in a joint endeavour to enhance policy coherence and international action in this area.
The development dimension is the guiding principle of this Report which aims to assist developing countries to harness their creative economies and to maximize trade and development gains by recognizing the creative economy as a feasible development option for linking economic, technological, social and cultural development objectives of our contemporary society.
It does this by:
- Discussing concepts, methodologies and the structure of the creative economy;
- Sharing evidence-based analysis cnfirming that the creative industries constitute a new dynamic sector in international trade;
- Suggesting directions for policy strategies
The statistical annex presents first-hand trade data and pioneering analysis of international trade flows of creative goods and services in world markets.},
keywords = {6FUNCTIONS:governance&policymaking, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), International Organisations},
pubstate = {published},
tppubtype = {report}
}
The Creative Economy Report 2008 is the first comprehensive study to present the United Nations perspective on this emerging topic. This policy-oriented analysis is intended to facilitate a better understanding of the key issues underlying the emerging creative economy at national and international levels. It brings together contributions from five United Nations organizations, namely UNCTAD, UNDP UNESCO, WIPO and the International Trade Centre (ITC), in a joint endeavour to enhance policy coherence and international action in this area.
The development dimension is the guiding principle of this Report which aims to assist developing countries to harness their creative economies and to maximize trade and development gains by recognizing the creative economy as a feasible development option for linking economic, technological, social and cultural development objectives of our contemporary society.
It does this by:
- Discussing concepts, methodologies and the structure of the creative economy;
- Sharing evidence-based analysis cnfirming that the creative industries constitute a new dynamic sector in international trade;
- Suggesting directions for policy strategies
The statistical annex presents first-hand trade data and pioneering analysis of international trade flows of creative goods and services in world markets.
The development dimension is the guiding principle of this Report which aims to assist developing countries to harness their creative economies and to maximize trade and development gains by recognizing the creative economy as a feasible development option for linking economic, technological, social and cultural development objectives of our contemporary society.
It does this by:
- Discussing concepts, methodologies and the structure of the creative economy;
- Sharing evidence-based analysis cnfirming that the creative industries constitute a new dynamic sector in international trade;
- Suggesting directions for policy strategies
The statistical annex presents first-hand trade data and pioneering analysis of international trade flows of creative goods and services in world markets.
zakonodajo, Služba
Cultural Heritage Protection Act Miscellaneous
2008.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:recognition, CLASSIFICATION:guidelines, CLASSIFICATION:policy, CLASSIFICATION:policy, CLASSIFICATION:regulation
@misc{sluzba_vlade_za_zakonodajo_cultural_2008,
title = {Cultural Heritage Protection Act},
author = {Služba zakonodajo},
url = {http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO4144},
year = {2008},
date = {2008-01-01},
publisher = {Uradni list},
abstract = {The cultural heritage protection’s issue is a category in the Slovenian Constitution. According to the Cultural Heritage Protection Act (2008), the integrated heritage conservation is implemented through the spatial planning: respecting the importance of heritage, the competent authorities incorporate it into the sustainable development. Heritage of higher value ¬national or local monuments– are protected by local and national acts.},
keywords = {6FUNCTIONS:governance&policymaking, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:recognition, CLASSIFICATION:guidelines, CLASSIFICATION:policy, CLASSIFICATION:policy, CLASSIFICATION:regulation},
pubstate = {published},
tppubtype = {misc}
}
The cultural heritage protection’s issue is a category in the Slovenian Constitution. According to the Cultural Heritage Protection Act (2008), the integrated heritage conservation is implemented through the spatial planning: respecting the importance of heritage, the competent authorities incorporate it into the sustainable development. Heritage of higher value ¬national or local monuments– are protected by local and national acts.
2006
Nypan, Terje
2006.
Abstract | Links | BibTeX | Tags: CH & Creative Industries Economic Impact, CLASSIFICATION:statistics/repository, Cultural Heritage, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc)
@misc{nypan_cultural_2006,
title = {Cultural heritage monuments and historic buildings as value generators in a post-industrial economy. With emphasis on exploring the role of the sector as economic driver.},
author = {Terje Nypan},
url = {https://ra.brage.unit.no/ra-xmlui/handle/11250/175613},
year = {2006},
date = {2006-01-01},
urldate = {2022-01-25},
publisher = {Riksantikvaren},
abstract = {The most important findings of this paper are:
- Historic rehabilitation creates 13% higher return on investments than new construction and 16,5% more jobs. It also produces 1.243 times less waste
- Historic rehabilitation creates app. 10% higher return on investments than highway construction and 26,6% more jobs
- The ch sector creates app 26,7 jobs for every direct one, compared to the auto industry where the factor is only 6,3.
- Cultural heritage tourism generates incomes in trade and services to Europe in the order of Euro 335 billion pr. year.
- The European cultural heritage sector assures employment for more than 8.000.000 persons.
- Investments in maintenance and upkeep of cultural heritage buildings are capitalised to society at a rate of 1/10. 7. Only 6-10% of daily spending left at cultural heritage site, the remaining money flows to society around the site.},
keywords = {CH & Creative Industries Economic Impact, CLASSIFICATION:statistics/repository, Cultural Heritage, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc)},
pubstate = {published},
tppubtype = {misc}
}
The most important findings of this paper are:
- Historic rehabilitation creates 13% higher return on investments than new construction and 16,5% more jobs. It also produces 1.243 times less waste
- Historic rehabilitation creates app. 10% higher return on investments than highway construction and 26,6% more jobs
- The ch sector creates app 26,7 jobs for every direct one, compared to the auto industry where the factor is only 6,3.
- Cultural heritage tourism generates incomes in trade and services to Europe in the order of Euro 335 billion pr. year.
- The European cultural heritage sector assures employment for more than 8.000.000 persons.
- Investments in maintenance and upkeep of cultural heritage buildings are capitalised to society at a rate of 1/10. 7. Only 6-10% of daily spending left at cultural heritage site, the remaining money flows to society around the site.
- Historic rehabilitation creates 13% higher return on investments than new construction and 16,5% more jobs. It also produces 1.243 times less waste
- Historic rehabilitation creates app. 10% higher return on investments than highway construction and 26,6% more jobs
- The ch sector creates app 26,7 jobs for every direct one, compared to the auto industry where the factor is only 6,3.
- Cultural heritage tourism generates incomes in trade and services to Europe in the order of Euro 335 billion pr. year.
- The European cultural heritage sector assures employment for more than 8.000.000 persons.
- Investments in maintenance and upkeep of cultural heritage buildings are capitalised to society at a rate of 1/10. 7. Only 6-10% of daily spending left at cultural heritage site, the remaining money flows to society around the site.
2005
A framework for qualifications of the European Higher education area: Bologna Working Group on Qualifications Frameworks. Book
Ministry of Science, Technology and Innovation, 2005.
Abstract | BibTeX | Tags: CLASSIFICATION:casestudies, CLASSIFICATION:guidelines, E&T Qualification Framework, EU institutions & Bodies, Higher Education
@book{noauthor_framework_2005,
title = {A framework for qualifications of the European Higher education area: Bologna Working Group on Qualifications Frameworks.},
year = {2005},
date = {2005-01-01},
publisher = {Ministry of Science, Technology and Innovation},
abstract = {This report concerns the elaboration of qualifications frameworks as called for by ministers in the Berlin Communiqué; it makes recommendations and proposals for an overarching Framework for Qualifications of the European Higher Education Area (EHEA), and offers advice on good practice in the elaboration of national qualifications frameworks for higher education qualifications.},
keywords = {CLASSIFICATION:casestudies, CLASSIFICATION:guidelines, E&T Qualification Framework, EU institutions & Bodies, Higher Education},
pubstate = {published},
tppubtype = {book}
}
This report concerns the elaboration of qualifications frameworks as called for by ministers in the Berlin Communiqué; it makes recommendations and proposals for an overarching Framework for Qualifications of the European Higher Education Area (EHEA), and offers advice on good practice in the elaboration of national qualifications frameworks for higher education qualifications.
Stefano, Lynne D. Di; Imon, Sharif Shams; Lee, Ho-yin; Stefano, Joseph J. Di
Bridging differences: a model for effective communication between different disciplines through conservation training programs for professionals Journal Article
In: vol. 1, no. 2, pp. 1–15, 2005.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@article{di_stefano_bridging_2005,
title = {Bridging differences: a model for effective communication between different disciplines through conservation training programs for professionals},
author = {Lynne D. Di Stefano and Sharif Shams Imon and Ho-yin Lee and Joseph J. Di Stefano},
url = {http://www.ct.ceci-br.org},
year = {2005},
date = {2005-01-01},
volume = {1},
number = {2},
pages = {1--15},
abstract = {Training programs have long recognized the importance of communication. However,
not all programs have fully understood that effective communication depends on
understanding and communicating across a variety of differences, including
professional differences, in order to achieve quality decision-making, if not “breakthrough ideas”. The MBI model (Mapping, Bridging, Integrating), a three-component
process, simply and clearly shows that understanding and a willingness to
communicate from a neutral position can “bridge differences” and lead to positive
decision-making. Bridging differences is at the core of a postgraduate conservation
training program—the Architectural Conservation Program (ACP) at The University of
Hong Kong—and the program, through its pedagogy, has been able to help its
students better understand the differences between professionals (disciplines)
involved in the field of conservation. Through a questionnaire and follow-up
interviews, the success of the program in bridging differences is evaluated.
Recommendations for making the program even more effective are discussed, and the
potential of using the model for other kinds of training programs in the field of
conservation is noted},
keywords = {6FUNCTIONS:safeguarding&preservation, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {article}
}
Training programs have long recognized the importance of communication. However,
not all programs have fully understood that effective communication depends on
understanding and communicating across a variety of differences, including
professional differences, in order to achieve quality decision-making, if not “breakthrough ideas”. The MBI model (Mapping, Bridging, Integrating), a three-component
process, simply and clearly shows that understanding and a willingness to
communicate from a neutral position can “bridge differences” and lead to positive
decision-making. Bridging differences is at the core of a postgraduate conservation
training program—the Architectural Conservation Program (ACP) at The University of
Hong Kong—and the program, through its pedagogy, has been able to help its
students better understand the differences between professionals (disciplines)
involved in the field of conservation. Through a questionnaire and follow-up
interviews, the success of the program in bridging differences is evaluated.
Recommendations for making the program even more effective are discussed, and the
potential of using the model for other kinds of training programs in the field of
conservation is noted
not all programs have fully understood that effective communication depends on
understanding and communicating across a variety of differences, including
professional differences, in order to achieve quality decision-making, if not “breakthrough ideas”. The MBI model (Mapping, Bridging, Integrating), a three-component
process, simply and clearly shows that understanding and a willingness to
communicate from a neutral position can “bridge differences” and lead to positive
decision-making. Bridging differences is at the core of a postgraduate conservation
training program—the Architectural Conservation Program (ACP) at The University of
Hong Kong—and the program, through its pedagogy, has been able to help its
students better understand the differences between professionals (disciplines)
involved in the field of conservation. Through a questionnaire and follow-up
interviews, the success of the program in bridging differences is evaluated.
Recommendations for making the program even more effective are discussed, and the
potential of using the model for other kinds of training programs in the field of
conservation is noted
Europe, Council
Council of Europe Framework Convention on the Value of Cultural Heritage for Society Miscellaneous
2005.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, EU institutions & Bodies, Social Development
@misc{council_of_europe_council_2005,
title = {Council of Europe Framework Convention on the Value of Cultural Heritage for Society},
author = {Council Europe},
url = {https://rm.coe.int/1680083746},
year = {2005},
date = {2005-01-01},
abstract = {The Faro Convention emphasizes the important aspects of heritage as they relate to human rights and democracy. It promotes a wider understanding of heritage and its relationship to communities and society. The Convention encourages us to recognize that objects and places are not, in themselves, what is important about cultural heritage. They are important because of the meanings and uses that people attach to them and the values they represent.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, EU institutions & Bodies, Social Development},
pubstate = {published},
tppubtype = {misc}
}
The Faro Convention emphasizes the important aspects of heritage as they relate to human rights and democracy. It promotes a wider understanding of heritage and its relationship to communities and society. The Convention encourages us to recognize that objects and places are not, in themselves, what is important about cultural heritage. They are important because of the meanings and uses that people attach to them and the values they represent.
2004
Maxwell, Ingval; Heath, David; Russell, Paul
Accreditation in Historic Building Conservation: The Work of the Edinburgh Group Journal Article
In: vol. 10, no. 1, pp. 36–48, 2004, ISSN: 1355-6207, (EU).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:regulation, Professions / Occupations
@article{maxwell_accreditation_2004,
title = {Accreditation in Historic Building Conservation: The Work of the Edinburgh Group},
author = {Ingval Maxwell and David Heath and Paul Russell},
url = {https://www.tandfonline.com/doi/abs/10.1080/13556207.2004.10784905},
doi = {10.1080/13556207.2004.10784905},
issn = {1355-6207},
year = {2004},
date = {2004-01-01},
volume = {10},
number = {1},
pages = {36--48},
abstract = {A variety of United Kingdom conservation accreditation schemes have emerged over the past eleven years. Promoted by the professional bodies, and accepted as relevant by the grant-aiding bodies, each was intended to improve the abilities and competencies of individual professionals to operate on grant-aided projects in the field of building conservation.
Whilst common in their intentions, sufficient differences exist in the requirements, management, and administration of the schemes to warrant a review of how they might be brought into a common framework, so that the various processes of accreditation might become more unified and the resulting standards be more universally accepted.
Underlying this need for commonality is recognition that ‘commissioning clients’ need assurance – from all participating professional bodies – that they can appoint a practitioner (for the lead professional role in grant-aided cases) on a clear understanding that the accredited individual, has been assessed to a common level of competence in conservation work, irrespective of discipline.},
note = {EU},
keywords = {6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:regulation, Professions / Occupations},
pubstate = {published},
tppubtype = {article}
}
A variety of United Kingdom conservation accreditation schemes have emerged over the past eleven years. Promoted by the professional bodies, and accepted as relevant by the grant-aiding bodies, each was intended to improve the abilities and competencies of individual professionals to operate on grant-aided projects in the field of building conservation.
Whilst common in their intentions, sufficient differences exist in the requirements, management, and administration of the schemes to warrant a review of how they might be brought into a common framework, so that the various processes of accreditation might become more unified and the resulting standards be more universally accepted.
Underlying this need for commonality is recognition that ‘commissioning clients’ need assurance – from all participating professional bodies – that they can appoint a practitioner (for the lead professional role in grant-aided cases) on a clear understanding that the accredited individual, has been assessed to a common level of competence in conservation work, irrespective of discipline.
Whilst common in their intentions, sufficient differences exist in the requirements, management, and administration of the schemes to warrant a review of how they might be brought into a common framework, so that the various processes of accreditation might become more unified and the resulting standards be more universally accepted.
Underlying this need for commonality is recognition that ‘commissioning clients’ need assurance – from all participating professional bodies – that they can appoint a practitioner (for the lead professional role in grant-aided cases) on a clear understanding that the accredited individual, has been assessed to a common level of competence in conservation work, irrespective of discipline.
2002
2002.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:recognition, CLASSIFICATION:policy, CLASSIFICATION:regulation, E&T Quality Assurance, Mobility, VET
@legislation{noauthor_council_2002,
title = {Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training},
url = {https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32003G0118%2801%29},
year = {2002},
date = {2002-01-01},
abstract = {It is necessary to strengthen and develop closer European cooperation in vocational education and training to support the idea that citizens can move freely between different jobs, regions, sectors and countries in Europe;
there is a need to improve the quality and attractiveness of vocational education and training in Europe;
cooperation should be inclusive
special consideration should be given to the principle of gender mainstreaming and social inclusion.
enhanced cooperation in vocational education and training should remove obstacles to occupational and geographic mobility and promote access to lifelong learning. This involves taking steps to increase transparency and recognition of competences and qualifications within vocational education and training systems},
keywords = {6FUNCTIONS:recognition, CLASSIFICATION:policy, CLASSIFICATION:regulation, E&T Quality Assurance, Mobility, VET},
pubstate = {published},
tppubtype = {legislation}
}
It is necessary to strengthen and develop closer European cooperation in vocational education and training to support the idea that citizens can move freely between different jobs, regions, sectors and countries in Europe;
there is a need to improve the quality and attractiveness of vocational education and training in Europe;
cooperation should be inclusive
special consideration should be given to the principle of gender mainstreaming and social inclusion.
enhanced cooperation in vocational education and training should remove obstacles to occupational and geographic mobility and promote access to lifelong learning. This involves taking steps to increase transparency and recognition of competences and qualifications within vocational education and training systems
there is a need to improve the quality and attractiveness of vocational education and training in Europe;
cooperation should be inclusive
special consideration should be given to the principle of gender mainstreaming and social inclusion.
enhanced cooperation in vocational education and training should remove obstacles to occupational and geographic mobility and promote access to lifelong learning. This involves taking steps to increase transparency and recognition of competences and qualifications within vocational education and training systems
2001
Anderson, Lorin W.; Krathwohl, David R. (Ed.)
A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives Collection
Complete ed, Longman, New York, 2001, ISBN: 978-0-321-08405-7 978-0-8013-1903-7.
BibTeX | Tags: Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@collection{anderson_taxonomy_2001,
title = {A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives},
editor = {Lorin W. Anderson and David R. Krathwohl},
isbn = {978-0-321-08405-7 978-0-8013-1903-7},
year = {2001},
date = {2001-01-01},
publisher = {Longman},
address = {New York},
edition = {Complete ed},
keywords = {Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {collection}
}
1999
Jokilehto, Jukka
A Century of Heritage Conservation Journal Article
In: vol. 5, no. 3, pp. 14–33, 1999, ISSN: 1355-6207.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage
@article{jokilehto_century_1999,
title = {A Century of Heritage Conservation},
author = {Jukka Jokilehto},
url = {https://doi.org/10.1080/13556207.1999.10785249},
doi = {10.1080/13556207.1999.10785249},
issn = {1355-6207},
year = {1999},
date = {1999-01-01},
volume = {5},
number = {3},
pages = {14--33},
abstract = {The purpose of this paper is to provide a personal overview on what has been
accomplished in the field of heritage conservation over the past hundred
years, what are the current concerns, and the issues to be dealt with in the
future. During the twentieth century, the principle of conservation of cultural
heritage has become accepted by governmental and community policies
in most countries of the world. Our century has developed and refined the
instruments required for safeguarding; nevertheless, heritage remains an
issue of cultural assessment and motivation by the people who are in charge.
Often, it seems to become more valuable when there is a serious risk of being
deprived of it. This has been the case with our century; even though much
has been achieved at the national and even at the international level, the
longevity of heritage resources is continuously challenged.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage},
pubstate = {published},
tppubtype = {article}
}
The purpose of this paper is to provide a personal overview on what has been
accomplished in the field of heritage conservation over the past hundred
years, what are the current concerns, and the issues to be dealt with in the
future. During the twentieth century, the principle of conservation of cultural
heritage has become accepted by governmental and community policies
in most countries of the world. Our century has developed and refined the
instruments required for safeguarding; nevertheless, heritage remains an
issue of cultural assessment and motivation by the people who are in charge.
Often, it seems to become more valuable when there is a serious risk of being
deprived of it. This has been the case with our century; even though much
has been achieved at the national and even at the international level, the
longevity of heritage resources is continuously challenged.
accomplished in the field of heritage conservation over the past hundred
years, what are the current concerns, and the issues to be dealt with in the
future. During the twentieth century, the principle of conservation of cultural
heritage has become accepted by governmental and community policies
in most countries of the world. Our century has developed and refined the
instruments required for safeguarding; nevertheless, heritage remains an
issue of cultural assessment and motivation by the people who are in charge.
Often, it seems to become more valuable when there is a serious risk of being
deprived of it. This has been the case with our century; even though much
has been achieved at the national and even at the international level, the
longevity of heritage resources is continuously challenged.
Feilden, Bernard
Architectural Conservation Journal Article
In: vol. 5, no. 3, pp. 7–13, 1999, ISSN: 1355-6207, (EU).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Education & Training, International Organisations
@article{feilden_architectural_1999,
title = {Architectural Conservation},
author = {Bernard Feilden},
url = {http://dx.doi.org/10.1080/13556207.1999.10785248},
doi = {10.1080/13556207.1999.10785248},
issn = {1355-6207},
year = {1999},
date = {1999-01-01},
volume = {5},
number = {3},
pages = {7--13},
abstract = {The article stresses the importance of training for the quality and resilience of the professions in architectural conservation},
note = {EU},
keywords = {6FUNCTIONS:safeguarding&preservation, Education & Training, International Organisations},
pubstate = {published},
tppubtype = {article}
}
The article stresses the importance of training for the quality and resilience of the professions in architectural conservation
Wallace, Julia; Higgins, Marilyn; Raemaekers, Jeremy
Architectural Conservation and Environmental Sustainability: Conflict or Convergence? Journal Article
In: vol. 5, no. 2, pp. 56–71, 1999, ISSN: 1355-6207, (EU).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), CLASSIFICATION:casestudies, Cultural Heritage, Green & Blue development
@article{wallace_architectural_1999,
title = {Architectural Conservation and Environmental Sustainability: Conflict or Convergence?},
author = {Julia Wallace and Marilyn Higgins and Jeremy Raemaekers},
url = {https://doi.org/10.1080/13556207.1999.10785243},
doi = {10.1080/13556207.1999.10785243},
issn = {1355-6207},
year = {1999},
date = {1999-01-01},
volume = {5},
number = {2},
pages = {56--71},
abstract = {There is a risk of an institutionalized separation between the goals of environmental sustainability and of architectural conservation within the planning system. Architectural conservation is not facing up to the challenge of sustainable development. Separation lingers in national guidance, and is echoed at local level by departmentalism and by a perception of architectural conservation as elitist. In this paper, the authors argue that conservation can and should use sustainability to support its case, and suggest ways to achieve better integration, including the potential role of the planning regime. Two projects, based on the redevelopment of historic buildings in Edinburgh, are presented as case studies to show how the goals can converge in practice.},
note = {EU},
keywords = {6FUNCTIONS:safeguarding&preservation, Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), CLASSIFICATION:casestudies, Cultural Heritage, Green & Blue development},
pubstate = {published},
tppubtype = {article}
}
There is a risk of an institutionalized separation between the goals of environmental sustainability and of architectural conservation within the planning system. Architectural conservation is not facing up to the challenge of sustainable development. Separation lingers in national guidance, and is echoed at local level by departmentalism and by a perception of architectural conservation as elitist. In this paper, the authors argue that conservation can and should use sustainability to support its case, and suggest ways to achieve better integration, including the potential role of the planning regime. Two projects, based on the redevelopment of historic buildings in Edinburgh, are presented as case studies to show how the goals can converge in practice.
1997
Maguire, Robert
Conservation and Diverging Philosophies Journal Article
In: vol. 3, no. 1, pp. 7–18, 1997, ISSN: 1355-6207, (EU).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:regulation, Cultural Heritage, Professions / Occupations
@article{maguire_conservation_1997,
title = {Conservation and Diverging Philosophies},
author = {Robert Maguire},
url = {https://doi.org/10.1080/13556207.1997.10785177},
doi = {10.1080/13556207.1997.10785177},
issn = {1355-6207},
year = {1997},
date = {1997-01-01},
volume = {3},
number = {1},
pages = {7--18},
abstract = {Conservation is an activity engaged in by many different kinds of professional people, and the exact meaning of the term varies considerably according to the field of application. Within architecture and planning it has at least two meanings, which now seem philosophically opposed. That the difference is not clearly recognized could well be the cause of much of the misunderstanding that exists, particularly between professions. The probable causes of what appears to be an increasing philosophical divergence are reviewed, and the question discussed and left open as to whether these approaches need be regarded as unreconcilable.},
note = {EU},
keywords = {6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:regulation, Cultural Heritage, Professions / Occupations},
pubstate = {published},
tppubtype = {article}
}
Conservation is an activity engaged in by many different kinds of professional people, and the exact meaning of the term varies considerably according to the field of application. Within architecture and planning it has at least two meanings, which now seem philosophically opposed. That the difference is not clearly recognized could well be the cause of much of the misunderstanding that exists, particularly between professions. The probable causes of what appears to be an increasing philosophical divergence are reviewed, and the question discussed and left open as to whether these approaches need be regarded as unreconcilable.
1972
UNESCO,
CONVENTION CONCERNING THE PROTECTION OF THE WORLD CULTURAL AND NATURAL HERITAGE Miscellaneous
1972, ("Article 27 The States Parties to this Convention shall endeavor by all appropriate means, and in particular by educational and information programmes,").
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage, International Organisations
@misc{unesco_convention_1972,
title = {CONVENTION CONCERNING THE PROTECTION OF THE WORLD CULTURAL AND NATURAL HERITAGE},
author = {UNESCO},
url = {https://whc.unesco.org/en/conventiontext/},
year = {1972},
date = {1972-01-01},
urldate = {2021-03-30},
abstract = {The World Heritage Convention was adopted in 1972 by the General Conference of UNESCO. It promotes an international perspective on cultural heritage by inviting member states to submit an inventory of properties forming its national cultural and natural heritage to be included in a list of World Heritage sites. The convention encourages national efforts at protecting cultural and natural heritage and promotes international recognition and cooperation in safeguarding the heritage of the world. (Operational Guidelines for the Implementation of the World Heritage Convention were issued in 1988. They outline the criteria to be met by sites on the World Heritage List.)},
note = {"Article 27
The States Parties to this Convention shall endeavor by all appropriate means, and in particular by educational and information programmes,"},
keywords = {6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage, International Organisations},
pubstate = {published},
tppubtype = {misc}
}
The World Heritage Convention was adopted in 1972 by the General Conference of UNESCO. It promotes an international perspective on cultural heritage by inviting member states to submit an inventory of properties forming its national cultural and natural heritage to be included in a list of World Heritage sites. The convention encourages national efforts at protecting cultural and natural heritage and promotes international recognition and cooperation in safeguarding the heritage of the world. (Operational Guidelines for the Implementation of the World Heritage Convention were issued in 1988. They outline the criteria to be met by sites on the World Heritage List.)
1970
Armstrong, Robert J.
Developing and Writing Behavioral Objectives Book
1970.
Abstract | BibTeX | Tags: Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@book{armstrong_robert_j_developing_1970,
title = {Developing and Writing Behavioral Objectives},
author = {Robert J. Armstrong},
year = {1970},
date = {1970-01-01},
abstract = {An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and institutional--are isolated. Sixteen terms are used to describe cognitive, affective, and psychomotor levels of behavior. These terms are used to write up behavioral objectives which can be measured by various techniques. These behavioral objectives must be critiqued and stated clearly. Two added elements--time and proficiency level--may then be considered. The level of specificity desired and type of performance objective complete the list of necessary elements of a behavioral objective. (JK/JY)},
keywords = {Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {book}
}
An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and institutional--are isolated. Sixteen terms are used to describe cognitive, affective, and psychomotor levels of behavior. These terms are used to write up behavioral objectives which can be measured by various techniques. These behavioral objectives must be critiqued and stated clearly. Two added elements--time and proficiency level--may then be considered. The level of specificity desired and type of performance objective complete the list of necessary elements of a behavioral objective. (JK/JY)
0000
KEPCZYNSKA-WALCZAK, ANETTA; WALCZAK, BARTOSZ M.
A HOLISTIC APPROACH TOWARDS TEACHING ARCHITECTURAL CONSERVATION Miscellaneous
0000, (EU).
Abstract | BibTeX | Tags: 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:casestudies, Cultural Heritage, Digitalisation, Education & Training
@misc{kepczynska-walczak_holistic_nodate,
title = {A HOLISTIC APPROACH TOWARDS TEACHING ARCHITECTURAL CONSERVATION},
author = {ANETTA KEPCZYNSKA-WALCZAK and BARTOSZ M. WALCZAK},
abstract = {This paper attempts to analyse the results of two projects focused on the holistic approach to education in the field of architectural conservation with an extensive use of computer technology. The adopted didactical method of training students, which has been run two times to date, is explained ad the guidelines of the future are suggested. Concurrently the paper contributes to the discussion on integration of IT within design studio.},
note = {EU},
keywords = {6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:casestudies, Cultural Heritage, Digitalisation, Education & Training},
pubstate = {published},
tppubtype = {misc}
}
This paper attempts to analyse the results of two projects focused on the holistic approach to education in the field of architectural conservation with an extensive use of computer technology. The adopted didactical method of training students, which has been run two times to date, is explained ad the guidelines of the future are suggested. Concurrently the paper contributes to the discussion on integration of IT within design studio.
Commission, The European
0000, visited: 24.03.2022.
Abstract | Links | BibTeX | Tags: Blueprints, CLASSIFICATION:guidelines, CLASSIFICATION:policy, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Education & Training, EU institutions & Bodies
@online{the_european_commission_blueprint_nodate,
title = {Blueprint for sectoral cooperation on skills - Employment, Social Affairs & Inclusion - European Commission},
author = {The European Commission},
url = {https://ec.europa.eu/social/main.jsp?catId=1415&intPageId=5062},
urldate = {2022-03-24},
abstract = {The Commission supported the setup of European Sector Skills Councils, with the purpose of anticipating the need for skills in specific sectors more effectively and achieving a better match between skills and labour market needs. Although Sector Skills Councils as such have been discontinued, identification of sector specific skills gaps is now the focus of the current Sector Skills Alliances.},
keywords = {Blueprints, CLASSIFICATION:guidelines, CLASSIFICATION:policy, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Education & Training, EU institutions & Bodies},
pubstate = {published},
tppubtype = {online}
}
The Commission supported the setup of European Sector Skills Councils, with the purpose of anticipating the need for skills in specific sectors more effectively and achieving a better match between skills and labour market needs. Although Sector Skills Councils as such have been discontinued, identification of sector specific skills gaps is now the focus of the current Sector Skills Alliances.
Bureau of Statistics, work unit of the Policy Integration Department Online
0000, visited: 24.03.2022.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:regulation, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations
@online{noauthor_bureau_nodate,
title = {Bureau of Statistics, work unit of the Policy Integration Department},
url = {https://www.ilo.org/public/english/bureau/stat/isco/isco88/index.htm},
urldate = {2022-03-24},
abstract = {International Standard Classification of Occupations (ISCO)},
keywords = {CLASSIFICATION:regulation, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations},
pubstate = {published},
tppubtype = {online}
}
International Standard Classification of Occupations (ISCO)