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 various types of sources, such as articles, official documents, laws and regulations, frameworks, and books about education and training in the cultural heritage sector. The focus of the collection is literature with European Union relevance, specifically including 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, offering references to delve into issues relevant on several fronts: mapping cultural heritage profiles; understanding how to describe the skills needed to meet job market demands, as described in the economic and employment landscape (NACE, ESCO, ISCO); and identifying current gaps in training offers in higher education, lifelong learning, and VET for cultural heritage professionals.
Together with other tools and instruments developed and delivered by CHARTER, this literature collection contributes to 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 the following: 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:
2024
Union, European
Digital skills Technical Report
2024.
Links | BibTeX | Tags: Digitalisation, EU institutions & Bodies, Skills
@techreport{nokey,
title = {Digital skills},
author = {European Union},
url = {https://digital-strategy.ec.europa.eu/en/node/75/printable/pdf},
year = {2024},
date = {2024-11-08},
urldate = {2024-11-08},
keywords = {Digitalisation, EU institutions & Bodies, Skills},
pubstate = {published},
tppubtype = {techreport}
}
2022
Commission, European
Eurostat - Culture - Information on Data Online
2022, visited: 07.04.2022.
Abstract | Links | BibTeX | Tags: 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
@online{european_commission_eurostat_2022,
title = {Eurostat - Culture - Information on Data},
author = {European Commission},
url = {https://ec.europa.eu/eurostat/web/culture/data},
year = {2022},
date = {2022-01-01},
urldate = {2022-04-07},
abstract = {Information on data:
-Cultural employment
-Entreprises in cultural sectors
-International trade in cultural goods
-International trade in cultural services
-Cultural participation
-Private (household) expenditure on culture
-Public expenditure on culture, recreation and religion
BY SPECIFIC DOMAIN: Cultural heritage},
keywords = {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 = {online}
}
Information on data:
-Cultural employment
-Entreprises in cultural sectors
-International trade in cultural goods
-International trade in cultural services
-Cultural participation
-Private (household) expenditure on culture
-Public expenditure on culture, recreation and religion
BY SPECIFIC DOMAIN: Cultural heritage
-Cultural employment
-Entreprises in cultural sectors
-International trade in cultural goods
-International trade in cultural services
-Cultural participation
-Private (household) expenditure on culture
-Public expenditure on culture, recreation and religion
BY SPECIFIC DOMAIN: Cultural heritage
2021
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.
Romeo, Emanuele
For a Critical Review of Educational Experiences between Cultural Sharing and Affirmation of Identity Values Journal Article
In: vol. 9, pp. 150, 2021, ISSN: 2384-8898.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Minorities/diversity/inclusion/accessibility
@article{romeo_for_2021,
title = {For a Critical Review of Educational Experiences between Cultural Sharing and Affirmation of Identity Values},
author = {Emanuele Romeo},
doi = {10.14633/AHR336},
issn = {2384-8898},
year = {2021},
date = {2021-01-01},
volume = {9},
pages = {150},
abstract = {The presence, in Italian universities, of students coming from different
geographical and cultural areas calls for a deep change in the educational
activities connected with restoration. Discussion has extended to different
cultures and contexts and this could reaffirm the central role of restoration
thanks to a different teaching approach, which includes not only larger
geographical areas but also different ideological, anthropological and social
realities. This could widen the globally shared theoretical knowledge in the
fields of preservation and restoration and attract more attention towards
cultural peculiarities, which have been so far neglected. An informed and
multidisciplinary discussion would open up to new “visions” and question
the Eurocentric attitude of restoration theories and methodologies. Scope
of this research is therefore to establish whether it is right, in view of an
innovative teaching approach, to find common principles and shared
guidelines or whether the cultural identity of each country/university
should prevail or, as a third option, whether it is necessary to find a third
“in-between” approach and on what basis. Therefore, in an age of cultural
globalization and IT revolution, a work-in-progress approach is desirable.
This approach would allow to go beyond the traditional teaching topics and
promote a form of university education developed via electronic networks
rather than specific places.},
keywords = {6FUNCTIONS:r&dandeducation, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Minorities/diversity/inclusion/accessibility},
pubstate = {published},
tppubtype = {article}
}
The presence, in Italian universities, of students coming from different
geographical and cultural areas calls for a deep change in the educational
activities connected with restoration. Discussion has extended to different
cultures and contexts and this could reaffirm the central role of restoration
thanks to a different teaching approach, which includes not only larger
geographical areas but also different ideological, anthropological and social
realities. This could widen the globally shared theoretical knowledge in the
fields of preservation and restoration and attract more attention towards
cultural peculiarities, which have been so far neglected. An informed and
multidisciplinary discussion would open up to new “visions” and question
the Eurocentric attitude of restoration theories and methodologies. Scope
of this research is therefore to establish whether it is right, in view of an
innovative teaching approach, to find common principles and shared
guidelines or whether the cultural identity of each country/university
should prevail or, as a third option, whether it is necessary to find a third
“in-between” approach and on what basis. Therefore, in an age of cultural
globalization and IT revolution, a work-in-progress approach is desirable.
This approach would allow to go beyond the traditional teaching topics and
promote a form of university education developed via electronic networks
rather than specific places.
geographical and cultural areas calls for a deep change in the educational
activities connected with restoration. Discussion has extended to different
cultures and contexts and this could reaffirm the central role of restoration
thanks to a different teaching approach, which includes not only larger
geographical areas but also different ideological, anthropological and social
realities. This could widen the globally shared theoretical knowledge in the
fields of preservation and restoration and attract more attention towards
cultural peculiarities, which have been so far neglected. An informed and
multidisciplinary discussion would open up to new “visions” and question
the Eurocentric attitude of restoration theories and methodologies. Scope
of this research is therefore to establish whether it is right, in view of an
innovative teaching approach, to find common principles and shared
guidelines or whether the cultural identity of each country/university
should prevail or, as a third option, whether it is necessary to find a third
“in-between” approach and on what basis. Therefore, in an age of cultural
globalization and IT revolution, a work-in-progress approach is desirable.
This approach would allow to go beyond the traditional teaching topics and
promote a form of university education developed via electronic networks
rather than specific places.
Prati, Cristian
For the Protection of Cultural and Landscape Heritage: Architect Role and Skills Journal Article
In: vol. 9, pp. 232, 2021, ISSN: 2384-8898.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage
@article{prati_for_2021,
title = {For the Protection of Cultural and Landscape Heritage: Architect Role and Skills},
author = {Cristian Prati},
doi = {10.14633/AHR336},
issn = {2384-8898},
year = {2021},
date = {2021-01-01},
volume = {9},
pages = {232},
abstract = {There are many skills required to an architect who intends to practice
in cultural and landscape heritage protection, even within the public
administration.
The presence of the architect is an indispensable condition in the field of
cultural heritage; however, the season of the self-sufficient architect seems
to be over. There are so many disciplines that make up the restoration
project which require the presence of more specialists.
If the awareness to reduce land consumption seems to constitute a
new paradigm in land use planning, the margins for action on existing
heritage are considerably broadened. In the view of the need to reuse
very heterogeneous spaces, their conservation requires first a careful and
accurate project of the designated uses, based on a thorough historical
knowledge of the building. The intended utilization of functions has
therefore various implications in terms of plant installation and structural
consolidation. Aspects that should constitute the architect's cultural
background, together with the knowledge of the legislation.
There is however another strategic challenge for the protection of heritage.
It concerns the landscape and its transformations, often the prerogative
of other specialists, in most cases implemented with the introduction of
mitigation elements, far removed from the principle of correct landscape
integration. A challenge the architect cannot escape from.},
keywords = {6FUNCTIONS:safeguarding&preservation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage},
pubstate = {published},
tppubtype = {article}
}
There are many skills required to an architect who intends to practice
in cultural and landscape heritage protection, even within the public
administration.
The presence of the architect is an indispensable condition in the field of
cultural heritage; however, the season of the self-sufficient architect seems
to be over. There are so many disciplines that make up the restoration
project which require the presence of more specialists.
If the awareness to reduce land consumption seems to constitute a
new paradigm in land use planning, the margins for action on existing
heritage are considerably broadened. In the view of the need to reuse
very heterogeneous spaces, their conservation requires first a careful and
accurate project of the designated uses, based on a thorough historical
knowledge of the building. The intended utilization of functions has
therefore various implications in terms of plant installation and structural
consolidation. Aspects that should constitute the architect's cultural
background, together with the knowledge of the legislation.
There is however another strategic challenge for the protection of heritage.
It concerns the landscape and its transformations, often the prerogative
of other specialists, in most cases implemented with the introduction of
mitigation elements, far removed from the principle of correct landscape
integration. A challenge the architect cannot escape from.
in cultural and landscape heritage protection, even within the public
administration.
The presence of the architect is an indispensable condition in the field of
cultural heritage; however, the season of the self-sufficient architect seems
to be over. There are so many disciplines that make up the restoration
project which require the presence of more specialists.
If the awareness to reduce land consumption seems to constitute a
new paradigm in land use planning, the margins for action on existing
heritage are considerably broadened. In the view of the need to reuse
very heterogeneous spaces, their conservation requires first a careful and
accurate project of the designated uses, based on a thorough historical
knowledge of the building. The intended utilization of functions has
therefore various implications in terms of plant installation and structural
consolidation. Aspects that should constitute the architect's cultural
background, together with the knowledge of the legislation.
There is however another strategic challenge for the protection of heritage.
It concerns the landscape and its transformations, often the prerogative
of other specialists, in most cases implemented with the introduction of
mitigation elements, far removed from the principle of correct landscape
integration. A challenge the architect cannot escape from.
Labadi, Sophia; Giliberto, Francesca; Rosetti, Ilaria; Shetabi, Linda; Yildirim, Ege
Heritage and the Sustainable Development Goals: Policy Guidance for Heritage and Development Actors Miscellaneous
2021.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, CLASSIFICATION:casestudies, CLASSIFICATION:policy, Cultural Heritage, Green & Blue development, International Organisations
@misc{sophia_labadi_heritage_2021,
title = {Heritage and the Sustainable Development Goals: Policy Guidance for Heritage and Development Actors},
author = {Sophia Labadi and Francesca Giliberto and Ilaria Rosetti and Linda Shetabi and Ege Yildirim},
url = {https://www.icomos.org/images/DOCUMENTS/Secretariat/2021/SDG/ICOMOS_SDGs_Policy_Guidance_2021.pdf},
year = {2021},
date = {2021-01-01},
urldate = {2022-04-08},
publisher = {ICOMOS},
abstract = {The document consists of 17 policy sections. Each section addresses a specific SDG and includes: a ‘Baseline’ of the current context (i.e. threats and potentials); a ‘Policy Statement’ on the contribution of heritage to the targeted SDG; and a ‘Case Study’ illustrating an example of practical implementation strategies and the interplay between different SDGs. While some SDGs may seem more relevant to heritage than others, it has been the approach to treat them all consistently, as heritage-based approaches can contribute to sustainable development in more ways than conventionally assumed.
The aim of this Policy Guidance document is twofold: 1) engage development actors and raise awareness of the potential contribution of heritage practices to sustainable development processes; 2) guide ICOMOS members and heritage professionals at large, in adopting a sustainable development perspective in their heritage practices and aligning them to the SDGs. Therefore, it represents a first attempt at providing a policy framework for all actors, including international organizations, national and local governments, businesses, civil society, and expert organizations.},
keywords = {6FUNCTIONS:governance&policymaking, CLASSIFICATION:casestudies, CLASSIFICATION:policy, Cultural Heritage, Green & Blue development, International Organisations},
pubstate = {published},
tppubtype = {misc}
}
The document consists of 17 policy sections. Each section addresses a specific SDG and includes: a ‘Baseline’ of the current context (i.e. threats and potentials); a ‘Policy Statement’ on the contribution of heritage to the targeted SDG; and a ‘Case Study’ illustrating an example of practical implementation strategies and the interplay between different SDGs. While some SDGs may seem more relevant to heritage than others, it has been the approach to treat them all consistently, as heritage-based approaches can contribute to sustainable development in more ways than conventionally assumed.
The aim of this Policy Guidance document is twofold: 1) engage development actors and raise awareness of the potential contribution of heritage practices to sustainable development processes; 2) guide ICOMOS members and heritage professionals at large, in adopting a sustainable development perspective in their heritage practices and aligning them to the SDGs. Therefore, it represents a first attempt at providing a policy framework for all actors, including international organizations, national and local governments, businesses, civil society, and expert organizations.
The aim of this Policy Guidance document is twofold: 1) engage development actors and raise awareness of the potential contribution of heritage practices to sustainable development processes; 2) guide ICOMOS members and heritage professionals at large, in adopting a sustainable development perspective in their heritage practices and aligning them to the SDGs. Therefore, it represents a first attempt at providing a policy framework for all actors, including international organizations, national and local governments, businesses, civil society, and expert organizations.
Bărbulescu, Camelia - Raluca; Dragu, Adina; Leca, Irina; Leca, Lucia; Mexi, Alexandru; Roo, Bert De; Damme, Sylvie Van; Tomescu, Alina; Ballesteros, Roberto; Martin, Juan Pablo; Mora, Patricia; Cortés, Cristina; Moraga, Pedro; Thissen, Paul; Storms-Smeets, Elyze
2021.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, 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.), CH & Creative Industries Economic Impact, CLASSIFICATION:policy, Green & Blue development
@report{barbulescu_innocastle_2021,
title = {INNOCASTLE. Baseline survey // Inter-regional study INNOCASTLE. INNOvating policy instruments for historic CASTLEs, manors and estates},
author = {Camelia - Raluca Bărbulescu and Adina Dragu and Irina Leca and Lucia Leca and Alexandru Mexi and Bert De Roo and Sylvie Van Damme and Alina Tomescu and Roberto Ballesteros and Juan Pablo Martin and Patricia Mora and Cristina Cortés and Pedro Moraga and Paul Thissen and Elyze Storms-Smeets},
url = {https://projects2014-2020.interregeurope.eu//innocastle/news/news-article/9780/the-innocastle-baseline-survey/},
year = {2021},
date = {2021-01-01},
urldate = {2022-08-20},
pages = {283},
address = {București},
institution = {National Institute of Heritage, Romania; School of Arts-KASK of the HOGENT University of Applied Science and Arts, Belgium; Provincial government of Badajoz, Spain; National Trust for Places of Historic Interest or Natural Beauty, United Kingdom; Province of Gelderland, Netherlands},
abstract = {Innocaste is an interreg Europe funded project running from mid-2018 to the end of 2022. The central issue addressed is that in most European countries, current policies towards preservation, transformation and exploitation of historic castles, manors and estates are outdated and do not reflect their real needs and opportunities. There is a need for better and more integrated governance, a better understanding of the economic possibilities and better promotion and visibility for these historic sites.
The project is a collaborative effort of five partners who have worked in five regions across Europe on the topic of rural estates. Four partners worked within the project on a region and instrument while the Nation Trust functioned as knowledge partner.
The survey is divided into three parts:
The survey is divided into three parts:
- IN SEARCH OF… In the first part a comparison is made between the regions by looking at the data and knowledge collected during the project. The first chapter is structured along the four strands of the methodology and analyses the regions, rural estates, policy instruments and stakeholders. The second chapter explores the challenges and potentials of rural estates by looking into the three themes of the project: ‘governance & partnerships’, ‘economic development’ and ‘promotion & visibility’.
- COMMON GROUND In the second part a common ground is developed. In chapter three the different historical castles, manors and estates in the participating regions are defined as one type of heritage with specific characteristics. It is a tentative proposal intended to open the debate on the shared qualities of these sites across Europe. In the fourth chapter the common ground is made explicit by translating the needs of the different sites into 13 shared policy recommendations. These recommendations are intended to help increase the development possibilities of this European heritage type on a national and international level.
- FOUR REGIONAL ZOOMS The third part of this document collects the four chapters drafted by the different regions as part of the baseline survey. Each chapter within this section groups basic information along the four strands of the baseline methodology as well as information on the learning cases and first thoughts on the development of the local action plans. Together, they form the solid base for the comparison between the different regions found in section one and for the development of the action plans to improve the preservation, transformation and exploitation of rural estates in each region.
The baseline survey has been drafted by the School of Arts - KASK of HOGENT University of Applied Sciences and Arts, one of the five partners in the Innocastle project. Part 1 and 2 draw from the baseline survey of each partner as well as the study visits, thematic seminars and different discussions. In part 3 each partner developed their own chapter, based on the framework of the baseline survey.},
keywords = {6FUNCTIONS:management, 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.), CH & Creative Industries Economic Impact, CLASSIFICATION:policy, Green & Blue development},
pubstate = {published},
tppubtype = {report}
}
Innocaste is an interreg Europe funded project running from mid-2018 to the end of 2022. The central issue addressed is that in most European countries, current policies towards preservation, transformation and exploitation of historic castles, manors and estates are outdated and do not reflect their real needs and opportunities. There is a need for better and more integrated governance, a better understanding of the economic possibilities and better promotion and visibility for these historic sites.
The project is a collaborative effort of five partners who have worked in five regions across Europe on the topic of rural estates. Four partners worked within the project on a region and instrument while the Nation Trust functioned as knowledge partner.
The survey is divided into three parts:
The survey is divided into three parts:
- IN SEARCH OF… In the first part a comparison is made between the regions by looking at the data and knowledge collected during the project. The first chapter is structured along the four strands of the methodology and analyses the regions, rural estates, policy instruments and stakeholders. The second chapter explores the challenges and potentials of rural estates by looking into the three themes of the project: ‘governance & partnerships’, ‘economic development’ and ‘promotion & visibility’.
- COMMON GROUND In the second part a common ground is developed. In chapter three the different historical castles, manors and estates in the participating regions are defined as one type of heritage with specific characteristics. It is a tentative proposal intended to open the debate on the shared qualities of these sites across Europe. In the fourth chapter the common ground is made explicit by translating the needs of the different sites into 13 shared policy recommendations. These recommendations are intended to help increase the development possibilities of this European heritage type on a national and international level.
- FOUR REGIONAL ZOOMS The third part of this document collects the four chapters drafted by the different regions as part of the baseline survey. Each chapter within this section groups basic information along the four strands of the baseline methodology as well as information on the learning cases and first thoughts on the development of the local action plans. Together, they form the solid base for the comparison between the different regions found in section one and for the development of the action plans to improve the preservation, transformation and exploitation of rural estates in each region.
The baseline survey has been drafted by the School of Arts - KASK of HOGENT University of Applied Sciences and Arts, one of the five partners in the Innocastle project. Part 1 and 2 draw from the baseline survey of each partner as well as the study visits, thematic seminars and different discussions. In part 3 each partner developed their own chapter, based on the framework of the baseline survey.
The project is a collaborative effort of five partners who have worked in five regions across Europe on the topic of rural estates. Four partners worked within the project on a region and instrument while the Nation Trust functioned as knowledge partner.
The survey is divided into three parts:
The survey is divided into three parts:
- IN SEARCH OF… In the first part a comparison is made between the regions by looking at the data and knowledge collected during the project. The first chapter is structured along the four strands of the methodology and analyses the regions, rural estates, policy instruments and stakeholders. The second chapter explores the challenges and potentials of rural estates by looking into the three themes of the project: ‘governance & partnerships’, ‘economic development’ and ‘promotion & visibility’.
- COMMON GROUND In the second part a common ground is developed. In chapter three the different historical castles, manors and estates in the participating regions are defined as one type of heritage with specific characteristics. It is a tentative proposal intended to open the debate on the shared qualities of these sites across Europe. In the fourth chapter the common ground is made explicit by translating the needs of the different sites into 13 shared policy recommendations. These recommendations are intended to help increase the development possibilities of this European heritage type on a national and international level.
- FOUR REGIONAL ZOOMS The third part of this document collects the four chapters drafted by the different regions as part of the baseline survey. Each chapter within this section groups basic information along the four strands of the baseline methodology as well as information on the learning cases and first thoughts on the development of the local action plans. Together, they form the solid base for the comparison between the different regions found in section one and for the development of the action plans to improve the preservation, transformation and exploitation of rural estates in each region.
The baseline survey has been drafted by the School of Arts - KASK of HOGENT University of Applied Sciences and Arts, one of the five partners in the Innocastle project. Part 1 and 2 draw from the baseline survey of each partner as well as the study visits, thematic seminars and different discussions. In part 3 each partner developed their own chapter, based on the framework of the baseline survey.
Learning through Virtual Tools: Visit a Place in the Pandemic Era Proceedings
Beijng, 2021.
Abstract | BibTeX | Tags: Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods
@proceedings{fiorillo_learning_2021,
title = {Learning through Virtual Tools: Visit a Place in the Pandemic Era},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
address = {Beijng},
abstract = {The concept of combining learning activities and Cultural Heritage is a highly effective approach, both in the pandemic era and no.
Knowledge and awareness of a place cultural identity by the local community is itself a conservation action. Therefore, a training
activity was tested at the “Liceo Leopardi” (Lecco) according to the guidelines of Italian work-school projects. It is an innovative
didactic methodology that allows students to combine school training with practical experience in a public or private institution.
Since 2015, it has been compulsory in Italy for all high school students. The didactic tool used to face innovative topics related to
heritage digitisation and its remote access was the Virtual Tour of the Monumental Complex of Laorca. The VT is a very effective
immersive tool and easy to use even for non-expert users. Through some frontal lessons and laboratory activities, the students
learned the basic concepts about the acquisition techniques to realise multimedia data (artistic photography, light painting,
panoramic photography, video, etc.) to enrich the Laorca complex VT frame. The didactic experimentation was very engaging for
the students who created a cultural game for the younger middle school students. The game is structured like a path consisting of 10
phases, designed in two versions: one version played directly on-site and another available online within VT. The research presented
aims at the CH digitisation for the involvement and participation of the local community in the territorial identity promotion. The
didactic experiment involved students reinforcing the link with their territory.},
keywords = {Curricula, Education & Training, Education & Training , Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},
pubstate = {published},
tppubtype = {proceedings}
}
The concept of combining learning activities and Cultural Heritage is a highly effective approach, both in the pandemic era and no.
Knowledge and awareness of a place cultural identity by the local community is itself a conservation action. Therefore, a training
activity was tested at the “Liceo Leopardi” (Lecco) according to the guidelines of Italian work-school projects. It is an innovative
didactic methodology that allows students to combine school training with practical experience in a public or private institution.
Since 2015, it has been compulsory in Italy for all high school students. The didactic tool used to face innovative topics related to
heritage digitisation and its remote access was the Virtual Tour of the Monumental Complex of Laorca. The VT is a very effective
immersive tool and easy to use even for non-expert users. Through some frontal lessons and laboratory activities, the students
learned the basic concepts about the acquisition techniques to realise multimedia data (artistic photography, light painting,
panoramic photography, video, etc.) to enrich the Laorca complex VT frame. The didactic experimentation was very engaging for
the students who created a cultural game for the younger middle school students. The game is structured like a path consisting of 10
phases, designed in two versions: one version played directly on-site and another available online within VT. The research presented
aims at the CH digitisation for the involvement and participation of the local community in the territorial identity promotion. The
didactic experiment involved students reinforcing the link with their territory.
Knowledge and awareness of a place cultural identity by the local community is itself a conservation action. Therefore, a training
activity was tested at the “Liceo Leopardi” (Lecco) according to the guidelines of Italian work-school projects. It is an innovative
didactic methodology that allows students to combine school training with practical experience in a public or private institution.
Since 2015, it has been compulsory in Italy for all high school students. The didactic tool used to face innovative topics related to
heritage digitisation and its remote access was the Virtual Tour of the Monumental Complex of Laorca. The VT is a very effective
immersive tool and easy to use even for non-expert users. Through some frontal lessons and laboratory activities, the students
learned the basic concepts about the acquisition techniques to realise multimedia data (artistic photography, light painting,
panoramic photography, video, etc.) to enrich the Laorca complex VT frame. The didactic experimentation was very engaging for
the students who created a cultural game for the younger middle school students. The game is structured like a path consisting of 10
phases, designed in two versions: one version played directly on-site and another available online within VT. The research presented
aims at the CH digitisation for the involvement and participation of the local community in the territorial identity promotion. The
didactic experiment involved students reinforcing the link with their territory.
2020
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.
ICOMOS, (Ed.)
ICOMOS, International Council of Monuments and Sites, Charenton-le-Pont, 2020, ISBN: 978-2-918086-25-3 978-2-918086-26-0.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, E&T Quality Assurance, International Organisations, Professions / Occupations
@collection{icomos_european_2020,
title = {EUROPEAN QUALITY PRINCIPLES FOR EU-FUNDED INTERVENTIONS WITH POTENTIAL IMPACT UPON CULTURAL HERITAGE. Europäische Qualitätsgrundsätze für EU-finanzierte Maßnahmen und ihre potentiellen Auswirkungen auf das Kulturerbe},
editor = {ICOMOS},
url = {http://openarchive.icomos.org/id/eprint/2083/6/European_Quality_Principles_2019_EN_OK.pdf},
isbn = {978-2-918086-25-3 978-2-918086-26-0},
year = {2020},
date = {2020-01-01},
publisher = {ICOMOS, International Council of Monuments and Sites},
address = {Charenton-le-Pont},
abstract = {This document stems from the work of an expert group1 assembled by the International Council on Monuments and Sites (ICOMOS), under the mandate of the European Commission and in the framework of the flagship EU Initiative of the EuropeanYear of Cultural Heritage 2018.
The main objective of the document is to provide guidance on quality principles for all stakeholders directly or indirectly engaged in EU-funded heritage conservation and management (i.e. European institutions, managing authorities2, international organisations, civil society and local communities, private sector, and experts).
The document focuses on the core issue of quality in EU-funded interventions that could impact on cultural heritage (mainly built heritage and cultural landscapes), providing a summary of key concepts, international charters, European and international conventions, and standards and changes in understanding and practice of heritage conservation. Environmental, cultural, social and economic benefits resulting from the application of appropriate conservation measures are outlined.
Given that the recognition of cultural heritage as a common good is a precondition of quality, the adoption of quality measures is proposed by raising awareness and strengthening the implementation of conservation principles and standards at every stage of a project, from conception to completion.},
keywords = {6FUNCTIONS:governance&policymaking, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, E&T Quality Assurance, International Organisations, Professions / Occupations},
pubstate = {published},
tppubtype = {collection}
}
This document stems from the work of an expert group1 assembled by the International Council on Monuments and Sites (ICOMOS), under the mandate of the European Commission and in the framework of the flagship EU Initiative of the EuropeanYear of Cultural Heritage 2018.
The main objective of the document is to provide guidance on quality principles for all stakeholders directly or indirectly engaged in EU-funded heritage conservation and management (i.e. European institutions, managing authorities2, international organisations, civil society and local communities, private sector, and experts).
The document focuses on the core issue of quality in EU-funded interventions that could impact on cultural heritage (mainly built heritage and cultural landscapes), providing a summary of key concepts, international charters, European and international conventions, and standards and changes in understanding and practice of heritage conservation. Environmental, cultural, social and economic benefits resulting from the application of appropriate conservation measures are outlined.
Given that the recognition of cultural heritage as a common good is a precondition of quality, the adoption of quality measures is proposed by raising awareness and strengthening the implementation of conservation principles and standards at every stage of a project, from conception to completion.
The main objective of the document is to provide guidance on quality principles for all stakeholders directly or indirectly engaged in EU-funded heritage conservation and management (i.e. European institutions, managing authorities2, international organisations, civil society and local communities, private sector, and experts).
The document focuses on the core issue of quality in EU-funded interventions that could impact on cultural heritage (mainly built heritage and cultural landscapes), providing a summary of key concepts, international charters, European and international conventions, and standards and changes in understanding and practice of heritage conservation. Environmental, cultural, social and economic benefits resulting from the application of appropriate conservation measures are outlined.
Given that the recognition of cultural heritage as a common good is a precondition of quality, the adoption of quality measures is proposed by raising awareness and strengthening the implementation of conservation principles and standards at every stage of a project, from conception to completion.
2019
for Education, Youth Directorate-General
European framework for action on cultural heritage Book
Publications Office of the European Union, LU, 2019, ISBN: 978-92-76-03453-7.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, Green & Blue development
@book{directorate-general_for_education_european_2019,
title = {European framework for action on cultural heritage},
author = {Youth Directorate-General for Education},
url = {https://data.europa.eu/doi/10.2766/949707},
isbn = {978-92-76-03453-7},
year = {2019},
date = {2019-01-01},
urldate = {2022-01-25},
publisher = {Publications Office of the European Union},
address = {LU},
abstract = {Cultural heritage is a common good passed from previous generations as a legacy for those to come. The European Year of Cultural Heritage 2018 aimed at celebrating cultural heritage as a shared resource, raising awareness of common history and values, and reinforcing a sense of belonging to a common European cultural and political space. It created the momentum for cultural heritage to be placed higher on the EU’s agenda, through an integrated approach. At the Gothenburg Leaders’ Summit in November 2017, Heads of States and Government confirmed their commitment to a Union which preserves its cultural heritage and promotes cultural diversity. The European Council in December 2017 highlighted the European Year of Cultural Heritage as a pivotal opportunity to increase awareness of the social and economic importance of culture and heritage. The European Framework for Action on Cultural Heritage, announced in the new European Agenda for Culture, responds to the invitation of European Leaders and cultural stakeholders. It builds on the results of the European Year of Cultural Heritage and ensures its legacy by developing further concrete actions. The Framework for Action promotes and puts into practice an integrated and participatory approach to cultural heritage, and contributes to the mainstreaming of cultural heritage across EU policies. The European Parliament, the Council of the European Union, the Committee of the Regions and the Economic and Social Committee support this approach.},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:policy, Cultural Heritage, Green & Blue development},
pubstate = {published},
tppubtype = {book}
}
Cultural heritage is a common good passed from previous generations as a legacy for those to come. The European Year of Cultural Heritage 2018 aimed at celebrating cultural heritage as a shared resource, raising awareness of common history and values, and reinforcing a sense of belonging to a common European cultural and political space. It created the momentum for cultural heritage to be placed higher on the EU’s agenda, through an integrated approach. At the Gothenburg Leaders’ Summit in November 2017, Heads of States and Government confirmed their commitment to a Union which preserves its cultural heritage and promotes cultural diversity. The European Council in December 2017 highlighted the European Year of Cultural Heritage as a pivotal opportunity to increase awareness of the social and economic importance of culture and heritage. The European Framework for Action on Cultural Heritage, announced in the new European Agenda for Culture, responds to the invitation of European Leaders and cultural stakeholders. It builds on the results of the European Year of Cultural Heritage and ensures its legacy by developing further concrete actions. The Framework for Action promotes and puts into practice an integrated and participatory approach to cultural heritage, and contributes to the mainstreaming of cultural heritage across EU policies. The European Parliament, the Council of the European Union, the Committee of the Regions and the Economic and Social Committee support this approach.
for Education, Sport Youth Directorate-General; Culture,
European framework for action on cultural heritage – Commission staff working document Miscellaneous
2019.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:recognition, Cultural Heritage, EU institutions & Bodies
@misc{directorate-general_for_education_youth_sport_and_culture_european_2019,
title = {European framework for action on cultural heritage – Commission staff working document},
author = {Sport Youth Directorate-General for Education and Culture},
url = {https://op.europa.eu/s/v56K},
year = {2019},
date = {2019-01-01},
publisher = {Publications Office of the European Union},
abstract = {The Framework for Action promotes and puts into practice an integrated and participatory approach
to cultural heritage, and contributes to the mainstreaming of cultural heritage across EU policies.
The European Parliament 3, the Council of the European Union 4, the Committee of the Regions 5 and
the Economic and Social Committee 6 support this approach.},
keywords = {6FUNCTIONS:governance&policymaking, 6FUNCTIONS:management, 6FUNCTIONS:recognition, Cultural Heritage, EU institutions & Bodies},
pubstate = {published},
tppubtype = {misc}
}
The Framework for Action promotes and puts into practice an integrated and participatory approach
to cultural heritage, and contributes to the mainstreaming of cultural heritage across EU policies.
The European Parliament 3, the Council of the European Union 4, the Committee of the Regions 5 and
the Economic and Social Committee 6 support this approach.
to cultural heritage, and contributes to the mainstreaming of cultural heritage across EU policies.
The European Parliament 3, the Council of the European Union 4, the Committee of the Regions 5 and
the Economic and Social Committee 6 support this approach.
Education, Youth Directorate-General
Publications Office of the European Union, LU, 2019, ISBN: 978-92-79-98981-0.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, CLASSIFICATION: studies/analysis, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, E&T Qualification Framework, Education & Training, Professions / Occupations, VET
@book{youth_directorate-general_for_education_fostering_2019,
title = {Fostering cooperation in the European Union on skills, training and knowledge transfer in cultural heritage professions},
author = {Youth Directorate-General Education},
url = {https://data.europa.eu/doi/10.2766/92718},
isbn = {978-92-79-98981-0},
year = {2019},
date = {2019-01-01},
urldate = {2022-04-15},
publisher = {Publications Office of the European Union},
address = {LU},
abstract = {For the first time, the Council of the European Union has invited a group of national experts to investigate skills, training and knowledge transfer in the heritage professions in Europe. The group was operational in 2017 and 2018 under the Work Plan for Culture 2015-2018, with the support of the European Commission. This report is intended to be a resource for the European Union (EU) to ensure the long-term sustainability of Europe’s cultural heritage. It aims to do this by contributing to the European Year of Cultural Heritage 2018 objective ‘to support the development of specialised skills and improve knowledge management and knowledge transfer in the cultural heritage sector, taking into account the implications of the digital shift’. It will also contribute to the European Framework for Action on Cultural Heritage, launched by the European Commission with the aim of leaving a policy imprint beyond 2018.},
keywords = {6FUNCTIONS:management, CLASSIFICATION: studies/analysis, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, E&T Qualification Framework, Education & Training, Professions / Occupations, VET},
pubstate = {published},
tppubtype = {book}
}
For the first time, the Council of the European Union has invited a group of national experts to investigate skills, training and knowledge transfer in the heritage professions in Europe. The group was operational in 2017 and 2018 under the Work Plan for Culture 2015-2018, with the support of the European Commission. This report is intended to be a resource for the European Union (EU) to ensure the long-term sustainability of Europe’s cultural heritage. It aims to do this by contributing to the European Year of Cultural Heritage 2018 objective ‘to support the development of specialised skills and improve knowledge management and knowledge transfer in the cultural heritage sector, taking into account the implications of the digital shift’. It will also contribute to the European Framework for Action on Cultural Heritage, launched by the European Commission with the aim of leaving a policy imprint beyond 2018.
Corr, Susan; Marçal, Elis; Roche, Nessa
Fostering innovation in heritage professions: the effect of the EYCH Journal Article
In: vol. 9, no. 1, 2019, ISSN: 22394303.
Abstract | Links | BibTeX | Tags: Analysis and Research, CLASSIFICATION: studies/analysis, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training, Innovation, Professions / Occupations
@article{corr_fostering_2019,
title = {Fostering innovation in heritage professions: the effect of the EYCH},
author = {Susan Corr and Elis Marçal and Nessa Roche},
url = {https://doi.org/10.2423/i22394303v9n1p49},
doi = {10/gjvt8j},
issn = {22394303},
year = {2019},
date = {2019-07-26},
urldate = {2021-05-05},
volume = {9},
number = {1},
abstract = {The European Year of Cultural Heritage in 2018 highlighted and celebrated the values of cultural heritage and its role as a driver of social cohesion and economic development, which requires an integrated approach in olicy making. The consultation process to help develop these policies reflected the right of all in society to participate in cultural heritage. This paper describes the work that took place in identifying traditional and emerging professions in the field of cultural heritage and specifically issues around the transfer of skills and knowledge. Dialogues initiated by the European Commission were facilitated by the mechanisms of the Open Method of Coordination and the Voices of Culture under the Work Plan for Culture.},
keywords = {Analysis and Research, CLASSIFICATION: studies/analysis, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training, Innovation, Professions / Occupations},
pubstate = {published},
tppubtype = {article}
}
The European Year of Cultural Heritage in 2018 highlighted and celebrated the values of cultural heritage and its role as a driver of social cohesion and economic development, which requires an integrated approach in olicy making. The consultation process to help develop these policies reflected the right of all in society to participate in cultural heritage. This paper describes the work that took place in identifying traditional and emerging professions in the field of cultural heritage and specifically issues around the transfer of skills and knowledge. Dialogues initiated by the European Commission were facilitated by the mechanisms of the Open Method of Coordination and the Voices of Culture under the Work Plan for Culture.
Durinck, Eveline; Voldere, Isabelle De; Tack, Jurgen; Dupeux, Delphine; Maret, Lucie; Orban, Marie; Marchadier, Anne
Publications Office of the European Union, 2019, ISBN: 978-92-76-02424-8, (Corporate author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) , European Historic Houses Association , European Landowners’ Organization , IDEA Consult , Knowledge & Data Mining International).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:engagement&use, 6FUNCTIONS:recognition, 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.), CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, CLASSIFICATION:casestudies, Cultural Heritage
@book{durinck_heritage_2019,
title = {Heritage Houses for Europe - The first Pan-European study on family-owned heritage houses: assessing their added value for Europe as well as identifying innovative business models},
author = {Eveline Durinck and Isabelle De Voldere and Jurgen Tack and Delphine Dupeux and Lucie Maret and Marie Orban and Anne Marchadier},
url = {https://data.europa.eu/doi/10.2766/005907},
isbn = {978-92-76-02424-8},
year = {2019},
date = {2019-01-01},
publisher = {Publications Office of the European Union},
abstract = {Cultural heritage plays a great role in Europe and in the everyday-life of its citizens, and so do family-owned heritage houses, either by participating to Europe’s cultural identity, or by contributing to its vivid economic and social life; and the sector is also deeply intertwined with EU’s cultural policies. Family-owned heritage houses represent the hidden face of EU cultural heritage. Indeed, their contributions have never been valued properly at EU scale with a comprehensive analysis of their economic, social, cultural and environmental outputs. The causes are multiple and reside essentially in the difficulty to reach the target audience, especially in countries where heritage houses owners are not involved with supporting associations. Historic buildings in general and family-owned heritage houses are also very fragile. The disappearance of many exceptional houses is a reality, here, in the EU. Many of the monuments are falling into ruins and even greater numbers are financially unsustainable for their owners. This study aims to contribute to support better the keeping of those exceptional monuments and identify barriers and new opportunities for their maintenance and development.},
note = {Corporate author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) , European Historic Houses Association , European Landowners’ Organization , IDEA Consult , Knowledge & Data Mining International},
keywords = {6FUNCTIONS:engagement&use, 6FUNCTIONS:recognition, 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.), CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, CLASSIFICATION:casestudies, Cultural Heritage},
pubstate = {published},
tppubtype = {book}
}
Cultural heritage plays a great role in Europe and in the everyday-life of its citizens, and so do family-owned heritage houses, either by participating to Europe’s cultural identity, or by contributing to its vivid economic and social life; and the sector is also deeply intertwined with EU’s cultural policies. Family-owned heritage houses represent the hidden face of EU cultural heritage. Indeed, their contributions have never been valued properly at EU scale with a comprehensive analysis of their economic, social, cultural and environmental outputs. The causes are multiple and reside essentially in the difficulty to reach the target audience, especially in countries where heritage houses owners are not involved with supporting associations. Historic buildings in general and family-owned heritage houses are also very fragile. The disappearance of many exceptional houses is a reality, here, in the EU. Many of the monuments are falling into ruins and even greater numbers are financially unsustainable for their owners. This study aims to contribute to support better the keeping of those exceptional monuments and identify barriers and new opportunities for their maintenance and development.
Federation, European Construction Industry
Key Figures 2019 - Construction Activity in Europe Edition 2020 Online
2019, visited: 07.04.2022.
Abstract | Links | BibTeX | Tags: Blueprints, CLASSIFICATION:statistics/repository, Education & Training, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations
@online{european_construction_industry_federation_key_2019,
title = {Key Figures 2019 - Construction Activity in Europe Edition 2020},
author = {European Construction Industry Federation},
url = {https://www.fiec.eu/library/publications/key-figures},
year = {2019},
date = {2019-01-01},
urldate = {2022-04-07},
abstract = {FIEC’s Key Figures are derived from FIEC’s Statistical Report and present construction data in a nutshell, by covering:
• Main activities
• Total investment in construction
• Jobs in construction
• Total number of construction enterprises},
keywords = {Blueprints, CLASSIFICATION:statistics/repository, Education & Training, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations},
pubstate = {published},
tppubtype = {online}
}
FIEC’s Key Figures are derived from FIEC’s Statistical Report and present construction data in a nutshell, by covering:
• Main activities
• Total investment in construction
• Jobs in construction
• Total number of construction enterprises
• Main activities
• Total investment in construction
• Jobs in construction
• Total number of construction enterprises
Lykogianni, Elissavet; Mobilio, Luca; Procee, Richard; Airaghi, Elisabetta; Kern, Philippe; Gall, Arthur Le; Krohn, Christin; Vanhoutte, Christine
2019.
Abstract | Links | BibTeX | Tags: CH & Creative Industries Economic Impact, CLASSIFICATION:statistics/repository, Cultural Heritage, EU institutions & Bodies, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations
@report{lykogianni_material_2019,
title = {Material cultural heritage as a Strategic territorial development resource: Mapping impacts through a set of common European socio-economic indicators},
author = {Elissavet Lykogianni and Luca Mobilio and Richard Procee and Elisabetta Airaghi and Philippe Kern and Arthur Le Gall and Christin Krohn and Christine Vanhoutte},
url = {https://www.espon.eu/sites/default/files/attachments/HERITAGE_Main%20Report.pdf},
year = {2019},
date = {2019-01-01},
pages = {87},
institution = {European Observation Network for Territorial Development and Cohesion},
abstract = {The purpose of this study is to provide empirical evidence on the impact of material cultural
heritage (MCH) on the economy in 11 European countries/regions and to suggest a set of
indicators as a basis for a monitoring system on the economic impact of MCH in Europe.},
keywords = {CH & Creative Industries Economic Impact, CLASSIFICATION:statistics/repository, Cultural Heritage, EU institutions & Bodies, 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 = {report}
}
The purpose of this study is to provide empirical evidence on the impact of material cultural
heritage (MCH) on the economy in 11 European countries/regions and to suggest a set of
indicators as a basis for a monitoring system on the economic impact of MCH in Europe.
heritage (MCH) on the economy in 11 European countries/regions and to suggest a set of
indicators as a basis for a monitoring system on the economic impact of MCH in Europe.
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.
Commission, Eurostat European
Guide to Eurostat culture statistics : 2018 edition Book
Publications Office of the European Union, 2018, LU, 2018, ISBN: 978-92-79-97216-4 (PDF), (EU).
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), Labour Market, Professions / Occupations
@book{european_commission_eurostat_guide_2018,
title = {Guide to Eurostat culture statistics : 2018 edition},
author = {Eurostat European Commission},
url = {https://data.europa.eu/doi/10.2785/345471},
isbn = {978-92-79-97216-4 (PDF)},
year = {2018},
date = {2018-01-01},
urldate = {2022-04-06},
publisher = {Publications Office of the European Union, 2018},
address = {LU},
abstract = {This publication provides an overview of the methodology used in the different areas of Eurostat culture statistics available from harmonised EU data collections. These statistics cover areas such as cultural employment, enterprises in cultural sectors, international trade in cultural goods and services, cultural participation, households’ cultural expenditure, etc. The definitions and methods presented here refer primarily to the general methodology used for the various EU surveys, but some (e.g. lists of ‘cultural codes’ in different classifications, a matrix used for cultural employment and cultural aggregates compiled in several data collections) are specific to culture statistics.},
note = {EU},
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), Labour Market, Professions / Occupations},
pubstate = {published},
tppubtype = {book}
}
This publication provides an overview of the methodology used in the different areas of Eurostat culture statistics available from harmonised EU data collections. These statistics cover areas such as cultural employment, enterprises in cultural sectors, international trade in cultural goods and services, cultural participation, households’ cultural expenditure, etc. The definitions and methods presented here refer primarily to the general methodology used for the various EU surveys, but some (e.g. lists of ‘cultural codes’ in different classifications, a matrix used for cultural employment and cultural aggregates compiled in several data collections) are specific to culture statistics.
Vaida, Eugen; Burnichioiu, Ileana
Heritage Protection Measures and Propositions through the ”Ambulance for Monuments”. The Case of the Medieval Church of Strei (Hunedoara County) Journal Article
In: no. 2, pp. 150–160, 2018, ISSN: 2601-2200.
Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Non formal education
@article{vaida_heritage_2018,
title = {Heritage Protection Measures and Propositions through the ”Ambulance for Monuments”. The Case of the Medieval Church of Strei (Hunedoara County)},
author = {Eugen Vaida and Ileana Burnichioiu},
url = {https://www.ceeol.com/search/viewpdf?id=781883},
issn = {2601-2200},
year = {2018},
date = {2018-01-01},
number = {2},
pages = {150--160},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training, Non formal education},
pubstate = {published},
tppubtype = {article}
}
2017
Alliance, Mu. SA: Museum Sector
Emerging job profiles for the museum professionals Technical Report
2017.
Abstract | Links | BibTeX | Tags: Competences, Cultural Heritage, Curricula, Knowledge, Museums and galleries, Professions / Occupations, Skills
@techreport{nokey,
title = {Emerging job profiles for the museum professionals},
author = {Mu.SA: Museum Sector Alliance},
url = {http://www.project-musa.eu/wp-content/uploads/2020/10/R2.2-Emerging-Job-Profile-for-museum-professionals.pdf},
year = {2017},
date = {2017-09-05},
urldate = {2017-09-05},
abstract = {This report Emerging Job Profiles for museum professionals focuses on the detailed description of four emerging job role-profiles selected as the most important ones for the museum sector according the research findings in the museum sector in Greece, Italy and Portugal that are directly related to ICT (Information Communication Technology)},
keywords = {Competences, Cultural Heritage, Curricula, Knowledge, Museums and galleries, Professions / Occupations, Skills},
pubstate = {published},
tppubtype = {techreport}
}
This report Emerging Job Profiles for museum professionals focuses on the detailed description of four emerging job role-profiles selected as the most important ones for the museum sector according the research findings in the museum sector in Greece, Italy and Portugal that are directly related to ICT (Information Communication Technology)
Tajtáková, Mária
Inventory and analysis of the main tools currently available to cultural sites and authorities with regard to sustainable cultural tourism on a transnational level (EU / Council of Europe / UN) Book
EENCA, 2017.
Abstract | BibTeX | Tags: 6FUNCTIONS:management, Blueprints, CH & Creative Industries Economic Impact, Cultural Heritage, Green & Blue development, Social Development, Tourism
@book{maria_tajtakova_inventory_2017,
title = {Inventory and analysis of the main tools currently available to cultural sites and authorities with regard to sustainable cultural tourism on a transnational level (EU / Council of Europe / UN)},
author = {Mária Tajtáková},
year = {2017},
date = {2017-01-01},
publisher = {EENCA},
abstract = {Cultural tourism has been recognised as the factor playing a major role in preserving and
realising the value of cultural heritage. Cultural heritage generates substantial earnings for the
tourism industry, while, on the other hand, tourism is good for culture, encouraging the
display and conservation of cultural assets and generating revenue needed for their
preservation. However, when not appropriately managed the rapport between cultural
heritage and tourism activities may involve several risks threatening cultural heritage
preservation and its sustainability, or may fail to fully realise the mutual benefits. Therefore,
‘embracing the sustainability agenda’ has been defined as one of the three key priorities of
UNWTO for the further tourism development.},
keywords = {6FUNCTIONS:management, Blueprints, CH & Creative Industries Economic Impact, Cultural Heritage, Green & Blue development, Social Development, Tourism},
pubstate = {published},
tppubtype = {book}
}
Cultural tourism has been recognised as the factor playing a major role in preserving and
realising the value of cultural heritage. Cultural heritage generates substantial earnings for the
tourism industry, while, on the other hand, tourism is good for culture, encouraging the
display and conservation of cultural assets and generating revenue needed for their
preservation. However, when not appropriately managed the rapport between cultural
heritage and tourism activities may involve several risks threatening cultural heritage
preservation and its sustainability, or may fail to fully realise the mutual benefits. Therefore,
‘embracing the sustainability agenda’ has been defined as one of the three key priorities of
UNWTO for the further tourism development.
realising the value of cultural heritage. Cultural heritage generates substantial earnings for the
tourism industry, while, on the other hand, tourism is good for culture, encouraging the
display and conservation of cultural assets and generating revenue needed for their
preservation. However, when not appropriately managed the rapport between cultural
heritage and tourism activities may involve several risks threatening cultural heritage
preservation and its sustainability, or may fail to fully realise the mutual benefits. Therefore,
‘embracing the sustainability agenda’ has been defined as one of the three key priorities of
UNWTO for the further tourism development.
Petcu, Cristian-Vasile
Managerial aspects regarding the national cultural heritage Journal Article
In: vol. 13, no. 1, pp. 96–100, 2017, ISSN: 2066-026X.
Abstract | Links | BibTeX | Tags: Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Digitalisation, Minorities/diversity/inclusion/accessibility
@article{petcu_managerial_2017,
title = {Managerial aspects regarding the national cultural heritage},
author = {Cristian-Vasile Petcu},
url = {https://www.ceeol.com/search/viewpdf?id=546518},
issn = {2066-026X},
year = {2017},
date = {2017-01-01},
volume = {13},
number = {1},
pages = {96--100},
abstract = {In the last decades of the last century, the complex issues of economic development and globalization, the danger of marginalization until extinction with which faced some communities, but also the gradual erosion of traditional beliefs and convictions have created foundations needed at European level to reconsider the place and role of cultural heritage in the future of societies and of European integration. The past is a part of us, as the future will be. It is important to keep our identity, to evolve, to know more about our ancestors, their way of thinking, their ways to express their values, feelings and convictions. In our days, we are willing to learn from the past and to build our future together with other countries, making a unity from all our diversities, getting to know better each other, keeping our treasures and building strong relations, based on common values and mutual respect. But still, as time goes by, there are many patrimony objects, buildings and areas endangered by the lack of interest of some authorities, of some social categories, or by the insufficient financial and human resources. One of our main goals is to grow up the awareness of those issues which could endanger the valuable cultural and natural heritage of the humanity. Also, there is a great need of responsibility and involvement from everybody, from the institutions and ending to the common people. An important managerial aspect in relation with the institutions of national culture is their participation in the preservation of national and European cultural heritage.},
keywords = {Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Digitalisation, Minorities/diversity/inclusion/accessibility},
pubstate = {published},
tppubtype = {article}
}
In the last decades of the last century, the complex issues of economic development and globalization, the danger of marginalization until extinction with which faced some communities, but also the gradual erosion of traditional beliefs and convictions have created foundations needed at European level to reconsider the place and role of cultural heritage in the future of societies and of European integration. The past is a part of us, as the future will be. It is important to keep our identity, to evolve, to know more about our ancestors, their way of thinking, their ways to express their values, feelings and convictions. In our days, we are willing to learn from the past and to build our future together with other countries, making a unity from all our diversities, getting to know better each other, keeping our treasures and building strong relations, based on common values and mutual respect. But still, as time goes by, there are many patrimony objects, buildings and areas endangered by the lack of interest of some authorities, of some social categories, or by the insufficient financial and human resources. One of our main goals is to grow up the awareness of those issues which could endanger the valuable cultural and natural heritage of the humanity. Also, there is a great need of responsibility and involvement from everybody, from the institutions and ending to the common people. An important managerial aspect in relation with the institutions of national culture is their participation in the preservation of national and European cultural heritage.
Voldere, Isabelle De; Romainville, Jean-François; Knotter, Steven; Durinck, Eveline; Engin, Evrim; Gall, Arthur Le; Kern, Philippe; Airaghi, Elisabetta; Pletosu, Teodora; Ranaivoson, Heritiana; Hoelck, Katharina
Mapping the creative value chains report
2017, (Publications Office of the European Union).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, Analysis and Research, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Social Development
@report{de_voldere_mapping_2017,
title = {Mapping the creative value chains},
author = {Isabelle De Voldere and Jean-François Romainville and Steven Knotter and Eveline Durinck and Evrim Engin and Arthur Le Gall and Philippe Kern and Elisabetta Airaghi and Teodora Pletosu and Heritiana Ranaivoson and Katharina Hoelck},
url = {https://data.europa.eu/doi/10.2766/868748},
year = {2017},
date = {2017-01-01},
pages = {335},
institution = {Directorate-General for Education and Culture Directorate D – Culture and Creativity Unit D.1 – Cultural Policy},
abstract = {Cultural and creative sectors (CCS) have become well established in both an economic and policy context as important assets in strengthening Europe’s economic structure and maintaining its competitiveness in the global economy.
This study maps the different value chains for visual arts, performing arts, cultural heritage, artistic crafts, book publishing, music, film, TV and broadcasting as well as multimedia.},
note = {Publications Office of the European Union},
keywords = {6FUNCTIONS:management, Analysis and Research, CH & Creative Industries Economic Impact, CLASSIFICATION: studies/analysis, CLASSIFICATION:policy, Cultural Heritage, EU institutions & Bodies, Social Development},
pubstate = {published},
tppubtype = {report}
}
Cultural and creative sectors (CCS) have become well established in both an economic and policy context as important assets in strengthening Europe’s economic structure and maintaining its competitiveness in the global economy.
This study maps the different value chains for visual arts, performing arts, cultural heritage, artistic crafts, book publishing, music, film, TV and broadcasting as well as multimedia.
This study maps the different value chains for visual arts, performing arts, cultural heritage, artistic crafts, book publishing, music, film, TV and broadcasting as well as multimedia.
2015
OECD,
2015, ISBN: 24132764.
Abstract | Links | BibTeX | Tags: Analysis and Research, International Organisations
@book{oecd_frascati_2015,
title = {Frascati Manual 2015 Guidelines for Collecting and Reporting Data on Research and Experimental Development},
author = {OECD},
url = {https://www.oecd-ilibrary.org/science-and-technology/frascati-manual-2015_9789264239012-en},
isbn = {24132764},
year = {2015},
date = {2015-01-01},
abstract = {The internationally recognised methodology for collecting and using R&D statistics, the OECD's Frascati Manual is an essential tool for statisticians and science and innovation policy makers worldwide. It includes definitions of basic concepts, data collection guidelines, and classifications for compiling R&D statistics. This updated edition contains improved guidelines reflecting recent changes in the way R&D takes place and is funded and the wider use of R&D statistics and definitions. It provides new chapters dedicated to the pratical aspects of collecting R&D data in different sectors, as well as new guidance on capturing different aspects of public support for R&D such as tax incentives.},
keywords = {Analysis and Research, International Organisations},
pubstate = {published},
tppubtype = {book}
}
The internationally recognised methodology for collecting and using R&D statistics, the OECD's Frascati Manual is an essential tool for statisticians and science and innovation policy makers worldwide. It includes definitions of basic concepts, data collection guidelines, and classifications for compiling R&D statistics. This updated edition contains improved guidelines reflecting recent changes in the way R&D takes place and is funded and the wider use of R&D statistics and definitions. It provides new chapters dedicated to the pratical aspects of collecting R&D data in different sectors, as well as new guidance on capturing different aspects of public support for R&D such as tax incentives.
Commission, European; Research, Directorate-General; Innovation,
Publications Office, LU, 2015, ISBN: 978-92-79-46046-3, (OCLC: 921168891).
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:guidelines, CLASSIFICATION:policy, Cultural Heritage
@book{european_commission_getting_2015,
title = {Getting cultural heritage to work for Europe: report of the Horizon 2020 expert group on cultural heritage.},
author = {European Commission and Directorate-General Research and Innovation},
url = {http://dx.publications.europa.eu/10.2777/745666},
isbn = {978-92-79-46046-3},
year = {2015},
date = {2015-01-01},
urldate = {2022-01-25},
publisher = {Publications Office},
address = {LU},
abstract = {“Cultural heritage is a significant force for 21st century Europe. Not only is it at the heart of what it means to be European, it is being discovered by both governments and citizens as a means of improving economic performance, people’s lives and living environments.” “Evidence demonstrates that relatively modest investment in cultural heritage can pay substantial dividends. These can be taken economically but also in terms of improving environmental sustainability and social cohesion.” The above statements are part of the findings of the Expert Group on Cultural Heritage established under the Horizon 2020 Work Programme 2014 for the Societal Challenge ‘Climate action, environment, resource efficiency and raw materials’. The group, chaired by Dr Philippe Busquin, former Commissioner for Research, Science and Technology and former Member of the European Parliament, aimed at contributing to further investigating and providing input for fully developing the potential that cultural heritage holds for Europe. Further to the chair, the group comprised nine renowned experts from the private and public sector, including Professor Simon Thurley, CEO of English Heritage, who acted as rapporteur. This report, presenting the conclusions of the Expert Group, provides the rationale for setting a renewed European Research & Innovation policy agenda on cultural heritage. It outlines the general framework about cultural heritage in Europe and the contribution it can make towards smarter, more inclusive and more sustainable development. The report further delineates three priority objectives along the economic, social and environmental side and describes recommendable actions, drawing upon successful cases where cultural heritage has been a positive driver for sustainable development.},
note = {OCLC: 921168891},
keywords = {6FUNCTIONS:management, 6FUNCTIONS:safeguarding&preservation, CLASSIFICATION:guidelines, CLASSIFICATION:policy, Cultural Heritage},
pubstate = {published},
tppubtype = {book}
}
“Cultural heritage is a significant force for 21st century Europe. Not only is it at the heart of what it means to be European, it is being discovered by both governments and citizens as a means of improving economic performance, people’s lives and living environments.” “Evidence demonstrates that relatively modest investment in cultural heritage can pay substantial dividends. These can be taken economically but also in terms of improving environmental sustainability and social cohesion.” The above statements are part of the findings of the Expert Group on Cultural Heritage established under the Horizon 2020 Work Programme 2014 for the Societal Challenge ‘Climate action, environment, resource efficiency and raw materials’. The group, chaired by Dr Philippe Busquin, former Commissioner for Research, Science and Technology and former Member of the European Parliament, aimed at contributing to further investigating and providing input for fully developing the potential that cultural heritage holds for Europe. Further to the chair, the group comprised nine renowned experts from the private and public sector, including Professor Simon Thurley, CEO of English Heritage, who acted as rapporteur. This report, presenting the conclusions of the Expert Group, provides the rationale for setting a renewed European Research & Innovation policy agenda on cultural heritage. It outlines the general framework about cultural heritage in Europe and the contribution it can make towards smarter, more inclusive and more sustainable development. The report further delineates three priority objectives along the economic, social and environmental side and describes recommendable actions, drawing upon successful cases where cultural heritage has been a positive driver for sustainable development.
Musso, Stefano Francesco
Information Communication Technologies for the conservation and valorization of Cultural Heritage Proceedings Article
In: Gambaro, Paola; Vannicola, Carlo; UNIGE, (Ed.): Design and Open Source for Cultural Heritage, pp. 13–17, Alina Editrice, 2015, ISBN: 978-88-6055-840-4, (National:IT).
BibTeX | Tags: 6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Digitalisation, Museums and galleries
@inproceedings{musso_information_2015,
title = {Information Communication Technologies for the conservation and valorization of Cultural Heritage},
author = {Stefano Francesco Musso},
editor = {Paola Gambaro and Carlo Vannicola and UNIGE},
isbn = {978-88-6055-840-4},
year = {2015},
date = {2015-01-01},
booktitle = {Design and Open Source for Cultural Heritage},
pages = {13--17},
publisher = {Alina Editrice},
note = {National:IT},
keywords = {6FUNCTIONS:recognition, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Digitalisation, Museums and galleries},
pubstate = {published},
tppubtype = {inproceedings}
}
2012
BÍNA, Vladimír; CHANTEPIE, Philippe; DEROIN, Valérie; FRANK, Guy; KOMMEL, Kutt; KOTÝNEK, Josef; ROBIN, Philippe
European Statistical System Network on Culture report
2012, (EUROSTAT Grant Agreement n°10401.2008.002-2009.35).
Abstract | Links | BibTeX | Tags: CH & Creative Industries Economic Impact, Cultural Heritage, EU institutions & Bodies, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Professions / Occupations
@report{bina_european_2012,
title = {European Statistical System Network on Culture},
author = {Vladimír BÍNA and Philippe CHANTEPIE and Valérie DEROIN and Guy FRANK and Kutt KOMMEL and Josef KOTÝNEK and Philippe ROBIN},
url = {https://ec.europa.eu/assets/eac/culture/library/reports/ess-net-report_en.pdf},
year = {2012},
date = {2012-01-01},
pages = {556},
address = {Luxemburg},
institution = {ESSnet-Culture Project coordinator, European Commission, Eurostat (ESTAT)},
abstract = {Emerged in the 70s, the statistical comparability among states in the cultural domain is an old concern. Hovewer, the culture is still very late in developing EU statistics in comparison with the economic, social, and environmental domains because, until recent period, the European officials policy considered that it was not the vocation of the European Union to concern itself with culture. Today, States Member are the main actors of the development of the cultural statistics in Europe which has for consequence that organization, methods and contents are very different from one country to another because the statistical developpement at the national level answers mainly concerns of national
cultural policies and evaluations of these.},
note = {EUROSTAT Grant Agreement n°10401.2008.002-2009.35},
keywords = {CH & Creative Industries Economic Impact, Cultural Heritage, EU institutions & Bodies, 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 = {report}
}
Emerged in the 70s, the statistical comparability among states in the cultural domain is an old concern. Hovewer, the culture is still very late in developing EU statistics in comparison with the economic, social, and environmental domains because, until recent period, the European officials policy considered that it was not the vocation of the European Union to concern itself with culture. Today, States Member are the main actors of the development of the cultural statistics in Europe which has for consequence that organization, methods and contents are very different from one country to another because the statistical developpement at the national level answers mainly concerns of national
cultural policies and evaluations of these.
cultural policies and evaluations of these.
Office, International Labour
ISCO - International Standard Classification of Occupations Online
2012, visited: 24.03.2022.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:statistics/repository, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations
@online{international_labour_office_isco_2012,
title = {ISCO - International Standard Classification of Occupations},
author = {International Labour Office},
url = {https://www.ilo.org/public/english/bureau/stat/isco/},
year = {2012},
date = {2012-01-01},
urldate = {2022-03-24},
abstract = {The International Standard Classification of Occupations is a tool for organising jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. It is intended both for statistical users and for client oriented users.},
keywords = {CLASSIFICATION:statistics/repository, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations},
pubstate = {published},
tppubtype = {online}
}
The International Standard Classification of Occupations is a tool for organising jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. It is intended both for statistical users and for client oriented users.
2011
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.
Musso, Stefano Francesco
INFORMATION COMMUNICATION TECHNOLOGIES AND CONSERVATION OF CULTURAL AND ARCHITECTURAL HERITAGE Proceedings Article
In: The Safeguard of Cultural Heritage : A Challenge From the Past for the Europe of Tomorrow, pp. 217–225, Firenze University Press,, Firenze, 2011, ISBN: ISBN 978-88-6655-062-4.
BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Digitalisation
@inproceedings{musso_information_2011,
title = {INFORMATION COMMUNICATION TECHNOLOGIES AND CONSERVATION OF CULTURAL AND ARCHITECTURAL HERITAGE},
author = {Stefano Francesco Musso},
isbn = {ISBN 978-88-6655-062-4},
year = {2011},
date = {2011-01-01},
booktitle = {The Safeguard of Cultural Heritage : A Challenge From the Past for the Europe of Tomorrow},
pages = {217--225},
publisher = {Firenze University Press,},
address = {Firenze},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Digitalisation},
pubstate = {published},
tppubtype = {inproceedings}
}
2007
CEDEFOP,
Fundamentals of a common quality assurance framework (CQAF) for VET in Europe Book
2007, ISBN: ISBN 978-92-896-0499-4.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:guidelines, E&T Quality Assurance, VET
@book{cedefop_fundamentals_2007,
title = {Fundamentals of a common quality assurance framework (CQAF) for VET in Europe},
author = {CEDEFOP},
url = {https://www.cedefop.europa.eu/files/5168_3a.pdf},
isbn = {ISBN 978-92-896-0499-4},
year = {2007},
date = {2007-01-01},
urldate = {2021-11-01},
abstract = {The report is based on the work of the European forum on quality in VET (2001-02), further developed and finalised by the technical working group on quality in VET (TWG). The TWG focused on developing a single framework for quality assurance aimed at promoting common trust, transparency and recognition of competences and qualifications, to increase mobility and ease access to lifelong learning, the overarching aim of EU activities in education and VET since 2000.
This single framework is known as a common quality assurance framework (CQAF).},
keywords = {CLASSIFICATION:guidelines, E&T Quality Assurance, VET},
pubstate = {published},
tppubtype = {book}
}
The report is based on the work of the European forum on quality in VET (2001-02), further developed and finalised by the technical working group on quality in VET (TWG). The TWG focused on developing a single framework for quality assurance aimed at promoting common trust, transparency and recognition of competences and qualifications, to increase mobility and ease access to lifelong learning, the overarching aim of EU activities in education and VET since 2000.
This single framework is known as a common quality assurance framework (CQAF).
This single framework is known as a common quality assurance framework (CQAF).
Reis, Fernanda Oliveira; Training, European Centre Vocational (Ed.)
Grundlagen eines "Gemeinsamen Bezugsrahmens für die Qualitätssicherung" für die berufliche Bildung in Europa =: Fundamentals of a common quality assurance framework (CQAF) for VET in Europe = Principes fondamentaux d'un cadre commun pour l'assurance de la qualité (CCAQ) dans l'EFP en Europe Collection
Office for Official Publications of the European Communities, Luxembourg, 2007, ISBN: 978-92-896-0499-4, (OCLC: ocn299748330).
Abstract | BibTeX | Tags: CLASSIFICATION:policy, E&T Qualification Framework, Education & Training, EU institutions & Bodies, Professions / Occupations, VET
@collection{reis_grundlagen_2007,
title = {Grundlagen eines "Gemeinsamen Bezugsrahmens für die Qualitätssicherung" für die berufliche Bildung in Europa =: Fundamentals of a common quality assurance framework (CQAF) for VET in Europe = Principes fondamentaux d'un cadre commun pour l'assurance de la qualité (CCAQ) dans l'EFP en Europe},
editor = {Fernanda Oliveira Reis and European Centre Vocational Training},
isbn = {978-92-896-0499-4},
year = {2007},
date = {2007-01-01},
number = {148},
publisher = {Office for Official Publications of the European Communities},
address = {Luxembourg},
series = {Cedefop Panorama series},
abstract = {One of the main merits of the Lisbon agenda of 2000 was to put education and vocational education and training (VET) at the center of Europe's economic growth and employment policies. The education and training 2010 work program was adopted in 2002 to bring forward implementation of agreed objectives which, in VET, came under the Copenhagen process. Quality assurance in VET became one of the three main activities to focus on in full parity of esteem with credit transfer in VET and development of a single framework for the transparency of qualifications and competences. This publication gives a short but comprehensive presentation of the work done on quality assurance in VET, thus fulfilling some relevant objectives of the Copenhagen process.--Publisher's description},
note = {OCLC: ocn299748330},
keywords = {CLASSIFICATION:policy, E&T Qualification Framework, Education & Training, EU institutions & Bodies, Professions / Occupations, VET},
pubstate = {published},
tppubtype = {collection}
}
One of the main merits of the Lisbon agenda of 2000 was to put education and vocational education and training (VET) at the center of Europe's economic growth and employment policies. The education and training 2010 work program was adopted in 2002 to bring forward implementation of agreed objectives which, in VET, came under the Copenhagen process. Quality assurance in VET became one of the three main activities to focus on in full parity of esteem with credit transfer in VET and development of a single framework for the transparency of qualifications and competences. This publication gives a short but comprehensive presentation of the work done on quality assurance in VET, thus fulfilling some relevant objectives of the Copenhagen process.--Publisher's description
Gordon, John C.; Beilby-Orrin, Helen
International Measurement of the Economic and Social Importance of Culture Miscellaneous
2007.
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), International Organisations, Social Development
@misc{gordon_international_2007,
title = {International Measurement of the Economic and Social Importance of Culture},
author = {John C. Gordon and Helen Beilby-Orrin},
url = {https://doi.org/10.1787/5k92znx7sc30-en},
year = {2007},
date = {2007-01-01},
urldate = {2022-04-11},
publisher = {OECD Publishing},
abstract = {This report provides information on an OECD Project examining the feasibility of producing reliable international comparative measures of the culture sector. As part of the project, initial measures were produced for five countries and four cities. A draft version of this paper was circulated in August 2006 and, subsequently, an international workshop of experts was held in Paris in December 2006. Comments and recommendations from the participants at the workshop and from others have been incorporated into the paper. Section XII Next Steps contains a workplan that is designed to enable the production of reliable comparable measures on an ongoing basis.},
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), International Organisations, Social Development},
pubstate = {published},
tppubtype = {misc}
}
This report provides information on an OECD Project examining the feasibility of producing reliable international comparative measures of the culture sector. As part of the project, initial measures were produced for five countries and four cities. A draft version of this paper was circulated in August 2006 and, subsequently, an international workshop of experts was held in Paris in December 2006. Comments and recommendations from the participants at the workshop and from others have been incorporated into the paper. Section XII Next Steps contains a workplan that is designed to enable the production of reliable comparable measures on an ongoing basis.
2006
Shacklock, Vincent
Facing up to Challenges in Architectural Conservation Journal Article
In: vol. 12, no. 3, pp. 5–12, 2006, (EU).
Links | BibTeX | Tags: 6FUNCTIONS:safeguarding&preservation, Cultural Heritage
@article{shacklock_facing_2006,
title = {Facing up to Challenges in Architectural Conservation},
author = {Vincent Shacklock},
url = {http://dx.doi.org/10.1080/13556207.2006.10784974},
doi = {10.1080/13556207.2006.10784974},
year = {2006},
date = {2006-01-01},
volume = {12},
number = {3},
pages = {5--12},
note = {EU},
keywords = {6FUNCTIONS:safeguarding&preservation, Cultural Heritage},
pubstate = {published},
tppubtype = {article}
}
2002
CASSAR, May
Education and training needs for the conservation and protection of cultural heritage: Is it a case of ‘one size fits all’? Proceedings
Cracow, 2002, (EU).
Abstract | BibTeX | Tags: 6FUNCTIONS:crafts&traditionalknowledge, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training
@proceedings{cassar_education_2002,
title = {Education and training needs for the conservation and protection of cultural heritage: Is it a case of ‘one size fits all’?},
author = {May CASSAR},
year = {2002},
date = {2002-01-01},
urldate = {2002-01-01},
address = {Cracow},
abstract = {This keynote presentation in Workshop 2 ‘Education
and training needs for the conservation and protection
of cultural heritage’ in the 5th EC Conference, Cultural
Heritage Research: a Pan-European Challenge, held in
Cracow in May 2002, argues that the complexity and
diversity of world cultures gives us a global perspective that accepts that total control is impossible. It therefore argues that transparent and consistent methodologies and procedures might serve us better than prescriptive standards that simplify reality, and that while thinking globally, we must act locally with sensitivity towards local traditions, craft skills and language. The paper comes
to the conclusion that education and training needs
cannot be satisfied with a ‘one size fits all’ approach. Finally, it uses 2 case-studies to suggests way in which
the results of scientific research can be integrated into
conservation education courses.},
note = {EU},
keywords = {6FUNCTIONS:crafts&traditionalknowledge, 6FUNCTIONS:safeguarding&preservation, Cultural Heritage, Education & Training},
pubstate = {published},
tppubtype = {proceedings}
}
This keynote presentation in Workshop 2 ‘Education
and training needs for the conservation and protection
of cultural heritage’ in the 5th EC Conference, Cultural
Heritage Research: a Pan-European Challenge, held in
Cracow in May 2002, argues that the complexity and
diversity of world cultures gives us a global perspective that accepts that total control is impossible. It therefore argues that transparent and consistent methodologies and procedures might serve us better than prescriptive standards that simplify reality, and that while thinking globally, we must act locally with sensitivity towards local traditions, craft skills and language. The paper comes
to the conclusion that education and training needs
cannot be satisfied with a ‘one size fits all’ approach. Finally, it uses 2 case-studies to suggests way in which
the results of scientific research can be integrated into
conservation education courses.
and training needs for the conservation and protection
of cultural heritage’ in the 5th EC Conference, Cultural
Heritage Research: a Pan-European Challenge, held in
Cracow in May 2002, argues that the complexity and
diversity of world cultures gives us a global perspective that accepts that total control is impossible. It therefore argues that transparent and consistent methodologies and procedures might serve us better than prescriptive standards that simplify reality, and that while thinking globally, we must act locally with sensitivity towards local traditions, craft skills and language. The paper comes
to the conclusion that education and training needs
cannot be satisfied with a ‘one size fits all’ approach. Finally, it uses 2 case-studies to suggests way in which
the results of scientific research can be integrated into
conservation education courses.
zakonodajo, Služba
Exercising of the Public Interest in Culture Act Miscellaneous
2002.
Abstract | Links | BibTeX | Tags: 6FUNCTIONS:governance&policymaking, CLASSIFICATION:guidelines, CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage
@misc{sluzba_vlade_za_zakonodajo_exercising_2002,
title = {Exercising of the Public Interest in Culture Act},
author = {Služba zakonodajo},
url = {http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO3370},
year = {2002},
date = {2002-01-01},
publisher = {Uradni list RS},
abstract = {This law defines the public interest in culture in Republic of Slovenia, the authorities that are competent and responsible for it, and the mechanisms for its implementation.},
keywords = {6FUNCTIONS:governance&policymaking, CLASSIFICATION:guidelines, CLASSIFICATION:policy, CLASSIFICATION:regulation, Cultural Heritage},
pubstate = {published},
tppubtype = {misc}
}
This law defines the public interest in culture in Republic of Slovenia, the authorities that are competent and responsible for it, and the mechanisms for its implementation.
1997
UNESCO,
International Standard Classification of Education 1997 (ISCED 97) Online
1997, visited: 25.01.2022.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:statistics/repository, E&T Qualification Framework, International Organisations
@online{unesco_international_1997,
title = {International Standard Classification of Education 1997 (ISCED 97)},
author = {UNESCO},
url = {https://ec.europa.eu/eurostat/cache/metadata/Annexes/educ_uoe_h_esms_an2.htm},
year = {1997},
date = {1997-01-01},
urldate = {2022-01-25},
abstract = {The International Standard Classification of Education (ISCED) was designed by UNESCO in the early 1970’s to serve ‘as an instrument suitable for assembling, compiling and presenting statistics of education both within individual countries and internationally’. The present classification, now known as ISCED 1997, was approved by the UNESCO General Conference at its 29th session in November 1997. It was prepared by a Task Force established by the Director-General to that effect and is the result of extensive consultations of worldwide representation. ISCED 1997 covers primarily two cross-classification variables: levels and fields of education.},
keywords = {CLASSIFICATION:statistics/repository, E&T Qualification Framework, International Organisations},
pubstate = {published},
tppubtype = {online}
}
The International Standard Classification of Education (ISCED) was designed by UNESCO in the early 1970’s to serve ‘as an instrument suitable for assembling, compiling and presenting statistics of education both within individual countries and internationally’. The present classification, now known as ISCED 1997, was approved by the UNESCO General Conference at its 29th session in November 1997. It was prepared by a Task Force established by the Director-General to that effect and is the result of extensive consultations of worldwide representation. ISCED 1997 covers primarily two cross-classification variables: levels and fields of education.
0000
Conxa, Rodà
Digital profiles/skills in Museums today Unpublished
0000.
BibTeX | Tags: Competences, Digitalisation, Knowledge, Museums and galleries, Professions / Occupations, Skills
@unpublished{nokey,
title = {Digital profiles/skills in Museums today},
author = {Rodà Conxa},
keywords = {Competences, Digitalisation, Knowledge, Museums and galleries, Professions / Occupations, Skills},
pubstate = {published},
tppubtype = {unpublished}
}
Bianco, Alessia
Education in Architectural Conservation: New Models and Strategies Miscellaneous
0000.
Abstract | Links | BibTeX | Tags: CLASSIFICATION: studies/analysis, Cultural Heritage, Minorities/diversity/inclusion/accessibility, Professions / Occupations
@misc{bianco_education_nodate,
title = {Education in Architectural Conservation: New Models and Strategies},
author = {Alessia Bianco},
url = {https://conference.pixel-online.net/FOE/acceptedabstracts_scheda.php?id_abs=1111&id_edition=19&mat=ACA&wpage=ped},
abstract = {Presence of women in technical professions had over the last three decades a remarkable development however its incidence, especially in terms of ability to access to decision-making roles, still remains low. If you look then the range of niche expertise, you can note that within several specialist qualifications, women are still given a role relating to creativity and education, but less to technical-operative or strategic decision-making professions. The profession of architect and engineer, as well as that one of the skilled technician, are a good example; not a little part of woman architects prefers teaching, often she is not manager-referent of professional or technical office, if not in collaboration with men; finally her presence in highly specialized technical and operative roles, such as diagnostic investigations or infrastructural building sector is still today very poor and indeed. In fact on the total number of graduates in Architecture in Italy, women were 25.6% in 1992, 28.9% in 1999, 40.6% in 2010 they could become the absolute majority in 2027. National Council of Architects, 2011. In the university field in the 2003/04 academic year, women placed in the role of Italian professor at the Faculty of Architecture are 17% (on a percentage of the graduates 40.6%), 6% in engineering (on a percentage of the graduates 24.7%), while are 42.4% in English Language and Literature Foreign or 39.0% in Psychology. And again: on eighteen of Public Research Institutes (which see women on average a total estimated at 38.4%), only one is in 2006 chaired by a woman. Ministry of Labour, 2006. In this sense, compared to no more than a decade ago, this process seems to suffer an involution, that could be more difficult to be recovered than its primordial conquest. It is therefore a both horizontal occupational segregation, because it puts women's employment in a limited number of sectors and technical decision-making professions, and vertical, as it sees a particular concentration of women at the lower levels of hierarchy of technical roles, especially practical-operative ones; however, why are the restorer or interior decorator more widespread than woman-mason or woman- upholsterer? These operative and artisan professions in the construction field are very similar each others. It would appear a certain intellectualization of manual professions, when they are inflected in the feminine world; the feeling, to be better investigated, is that the dense policy statement of formal and substantive equality in training and professionalization, also in terms of compensation, has produced new kinds of gender segregation, adapting these professions to supposed female attitudes, with an impoverishment of their technical and practical content. Nevertheless, there are some good experiences, not surprisingly first of all in agriculture (social micro-housing, sustainable construction, restoration), where it was attempted a conversion of this trend through gender mainstreaming policies (in terms of integration and equity, not of facilitation) and capacity building (defined as participation in the building of human capital), proposing for instance micro-financing and woman cooperative credit tools, aimed at entrepreneurship, but even more at women technical and operative training.},
keywords = {CLASSIFICATION: studies/analysis, Cultural Heritage, Minorities/diversity/inclusion/accessibility, Professions / Occupations},
pubstate = {published},
tppubtype = {misc}
}
Presence of women in technical professions had over the last three decades a remarkable development however its incidence, especially in terms of ability to access to decision-making roles, still remains low. If you look then the range of niche expertise, you can note that within several specialist qualifications, women are still given a role relating to creativity and education, but less to technical-operative or strategic decision-making professions. The profession of architect and engineer, as well as that one of the skilled technician, are a good example; not a little part of woman architects prefers teaching, often she is not manager-referent of professional or technical office, if not in collaboration with men; finally her presence in highly specialized technical and operative roles, such as diagnostic investigations or infrastructural building sector is still today very poor and indeed. In fact on the total number of graduates in Architecture in Italy, women were 25.6% in 1992, 28.9% in 1999, 40.6% in 2010 they could become the absolute majority in 2027. National Council of Architects, 2011. In the university field in the 2003/04 academic year, women placed in the role of Italian professor at the Faculty of Architecture are 17% (on a percentage of the graduates 40.6%), 6% in engineering (on a percentage of the graduates 24.7%), while are 42.4% in English Language and Literature Foreign or 39.0% in Psychology. And again: on eighteen of Public Research Institutes (which see women on average a total estimated at 38.4%), only one is in 2006 chaired by a woman. Ministry of Labour, 2006. In this sense, compared to no more than a decade ago, this process seems to suffer an involution, that could be more difficult to be recovered than its primordial conquest. It is therefore a both horizontal occupational segregation, because it puts women's employment in a limited number of sectors and technical decision-making professions, and vertical, as it sees a particular concentration of women at the lower levels of hierarchy of technical roles, especially practical-operative ones; however, why are the restorer or interior decorator more widespread than woman-mason or woman- upholsterer? These operative and artisan professions in the construction field are very similar each others. It would appear a certain intellectualization of manual professions, when they are inflected in the feminine world; the feeling, to be better investigated, is that the dense policy statement of formal and substantive equality in training and professionalization, also in terms of compensation, has produced new kinds of gender segregation, adapting these professions to supposed female attitudes, with an impoverishment of their technical and practical content. Nevertheless, there are some good experiences, not surprisingly first of all in agriculture (social micro-housing, sustainable construction, restoration), where it was attempted a conversion of this trend through gender mainstreaming policies (in terms of integration and equity, not of facilitation) and capacity building (defined as participation in the building of human capital), proposing for instance micro-financing and woman cooperative credit tools, aimed at entrepreneurship, but even more at women technical and operative training.
Commission, European
ESCO (n.d.a) Escopedia – Occupations and jobs Online
0000.
Abstract | Links | BibTeX | Tags: CLASSIFICATION:guidelines, CLASSIFICATION:regulation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, EU institutions & Bodies, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations
@online{european_commission_esco_nodate,
title = {ESCO (n.d.a) Escopedia – Occupations and jobs},
author = {European Commission},
url = {https://esco.ec.europa.eu/select-language?destination=/node/1},
abstract = {ESCO (European Skills, Competences, Qualifications and Occupations) is the European multilingual classification of Skills, Competences and Occupations.
ESCO works as a dictionary, describing, identifying and classifying professional occupations and skills relevant for the EU labour market and education and training. Those concepts and the relationships between them can be understood by electronic systems, which allows different online platforms to use ESCO for services like matching jobseekers to jobs on the basis of their skills, suggesting trainings to people who want to reskill or upskill etc.},
keywords = {CLASSIFICATION:guidelines, CLASSIFICATION:regulation, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, EU institutions & Bodies, Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Indicators and classifications (ESCO, ISCO, NACE, etc), Labour Market, Professions / Occupations},
pubstate = {published},
tppubtype = {online}
}
ESCO (European Skills, Competences, Qualifications and Occupations) is the European multilingual classification of Skills, Competences and Occupations.
ESCO works as a dictionary, describing, identifying and classifying professional occupations and skills relevant for the EU labour market and education and training. Those concepts and the relationships between them can be understood by electronic systems, which allows different online platforms to use ESCO for services like matching jobseekers to jobs on the basis of their skills, suggesting trainings to people who want to reskill or upskill etc.
ESCO works as a dictionary, describing, identifying and classifying professional occupations and skills relevant for the EU labour market and education and training. Those concepts and the relationships between them can be understood by electronic systems, which allows different online platforms to use ESCO for services like matching jobseekers to jobs on the basis of their skills, suggesting trainings to people who want to reskill or upskill etc.
Jozefien, De Voldere Isabelle; De Smedt Eva; Peters Tille; Ranaivoson Heritiana; Komorowski Marlen; Amann Sylvia; Heinsius Joost; Kuczerawy Aleksandra; Vanherpe
EU culture and creative sectors policy Technical Report
0000.
Links | BibTeX | Tags: Cultural Heritage, EU institutions & Bodies
@techreport{nokey,
title = {EU culture and creative sectors policy},
author = {De Voldere Isabelle; De Smedt Eva; Peters Tille; Ranaivoson Heritiana; Komorowski Marlen; Amann Sylvia; Heinsius Joost; Kuczerawy Aleksandra; Vanherpe Jozefien},
editor = {European Parliament's Committee on Culture and Education},
url = {https://research4committees.blog/2024/08/26/publication-eu-culture-and-creative-sectors-policy-overview-and-future-perspectives/},
keywords = {Cultural Heritage, EU institutions & Bodies},
pubstate = {published},
tppubtype = {techreport}
}
CEDEFOP,
European inventory on validation of non-formal and informal learning Online
0000, visited: 24.03.2022.
Abstract | Links | BibTeX | Tags: Competences, Skills, Knowledge, E&T Qualification Framework, EU institutions & Bodies, Non formal education, VET
@online{cedefop_european_nodate,
title = {European inventory on validation of non-formal and informal learning},
author = {CEDEFOP},
url = {https://www.cedefop.europa.eu/en/country-reports/european-inventory-on-validation},
urldate = {2022-03-24},
abstract = {The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF.
A rich source of information, the inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. It contains the state of play and an overview of developments for 36 countries, illustrated by good practice examples.},
keywords = {Competences, Skills, Knowledge, E&T Qualification Framework, EU institutions & Bodies, Non formal education, VET},
pubstate = {published},
tppubtype = {online}
}
The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF.
A rich source of information, the inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. It contains the state of play and an overview of developments for 36 countries, illustrated by good practice examples.
A rich source of information, the inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. It contains the state of play and an overview of developments for 36 countries, illustrated by good practice examples.
Directorate-General for Education European Commission, Youth; Culture,
Fostering cooperation in the European Union on skills, training and knowledge transfer in cultural heritage professions Technical Report
0000.
Links | BibTeX | Tags: approach and methods, Cultural Heritage, EU institutions & Bodies, Knowledge, taxonomy, Training
@techreport{nokey,
title = {Fostering cooperation in the European Union on skills, training and knowledge transfer in cultural heritage professions},
author = {European Commission, Directorate-General for Education, Youth, Sport and Culture,},
editor = {EU Publications Office},
url = {https://op.europa.eu/en/publication-detail/-/publication/e38e8bb3-867b-11e9-9f05-01aa75ed71a1/},
keywords = {approach and methods, Cultural Heritage, EU institutions & Bodies, Knowledge, taxonomy, Training},
pubstate = {published},
tppubtype = {techreport}
}
Jane, Gibbs Kirsten; Sani Margherita; Thompson
LIFELONG LEARNING IN MUSEUMS A EUROPEAN HANDBOOK Book
0000, ISBN: 978-88-95062-00-6.
Links | BibTeX | Tags: Knowledge, Learning Outcomes, Museums and galleries
@book{nokey,
title = {LIFELONG LEARNING IN MUSEUMS A EUROPEAN HANDBOOK},
author = {Gibbs Kirsten; Sani Margherita; Thompson Jane},
editor = {EDISAI srl},
url = {https://online.ibc.regione.emilia-romagna.it/I/libri/pdf/LifelongLearninginMuseums.pdf},
isbn = {978-88-95062-00-6},
keywords = {Knowledge, Learning Outcomes, Museums and galleries},
pubstate = {published},
tppubtype = {book}
}
DIGITAL, ALL
Manifesto for enhancing digital competences across Europe Presentation
30.11.-0001.
Links | BibTeX | Tags: Competences, Digitalisation, Knowledge, Skills
@misc{nokey,
title = {Manifesto for enhancing digital competences across Europe},
author = {ALL DIGITAL},
url = {https://all-digital.org/wp-content/uploads/2023/08/AD-Manifesto-2022_Final.pdf},
keywords = {Competences, Digitalisation, Knowledge, Skills},
pubstate = {published},
tppubtype = {presentation}
}
Erika, Parry Ross; Eikhof Doris Ruth; Barnes Sally-Anne; Kispeter
Mapping the Museum Digital Skills Ecosystem - Phase One Report Technical Report
0000.
Links | BibTeX | Tags: Competences, Digitalisation, Knowledge, Museums and galleries, Skills
@techreport{nokey,
title = {Mapping the Museum Digital Skills Ecosystem - Phase One Report},
author = {Parry Ross; Eikhof Doris Ruth; Barnes Sally-Anne; Kispeter Erika},
url = {https://figshare.le.ac.uk/articles/report/Mapping_the_Museum_Digital_Skills_Ecosystem_-_Phase_One_Report/10228520},
keywords = {Competences, Digitalisation, Knowledge, Museums and galleries, Skills},
pubstate = {published},
tppubtype = {techreport}
}
Achilles, Polymeropoulou Panagiota; Borotis Spiros; Pierrakeas Christos; Kameas
Methodology for realizing VET curricula Technical Report
0000.
Abstract | Links | BibTeX | Tags: Competences, Cultural Heritage, Curricula, Knowledge, Learning Outcomes, Skills, VET
@techreport{nokey,
title = {Methodology for realizing VET curricula},
author = {Polymeropoulou Panagiota; Borotis Spiros; Pierrakeas Christos; Kameas Achilles},
url = {http://www.project-musa.eu/wp-content/uploads/2020/10/R3.2-Methodology-for-realizing-VET-curricula_%CE%95%CE%9D.pdf},
abstract = {In this document entitled “Methodology for realizing VET curricula” provides the main methodology of the Mu.SA project in order to realize the VET curricula, while at a second level provides the methodology adopted for the content production procedure for all components of the VET curricula (MOOC and Specialization Course). It is part of Task 3.2 – Design of VET Methodology. Special emphasis is given to the
methodology to produce learning outcomes.},
keywords = {Competences, Cultural Heritage, Curricula, Knowledge, Learning Outcomes, Skills, VET},
pubstate = {published},
tppubtype = {techreport}
}
In this document entitled “Methodology for realizing VET curricula” provides the main methodology of the Mu.SA project in order to realize the VET curricula, while at a second level provides the methodology adopted for the content production procedure for all components of the VET curricula (MOOC and Specialization Course). It is part of Task 3.2 – Design of VET Methodology. Special emphasis is given to the
methodology to produce learning outcomes.
methodology to produce learning outcomes.