Chair: Saadet GUNER, Turkey

(This session should include in the implementations in kindergarten schools, in vocational training educational system, and in university level together with technology)

Legislations:

  1. ICOMOS- “Guidelines For Education And Training In The Conservation Of Monuments, Ensembles And Sites” Colombo, Sri Lanka, July 30 to August 7, 1993;
  2. 31994Y0823(02) Council Conclusions of 17 June 1994 “Concerning Children and Culture”
  3. Other related conventions, guidelines…etc published by INGOs‘

Reasons:In this session
As representatives of candidate countries to EU, we can have the opportunity to know educational system and the implementations about this title in EU’s member countries Participants can find out the different or inefficient applications in their countries and they can present some suggestions to their decision/policy makers to modify them.

A Sample:
In Turkey Conservation and restoration of all tangible and intangible Turkish ceramics, mosaics, mineral, glass and wooden hand-works are carried out by unskilled workers instead of qualified specialists. The higher level education in Turkey is briefly as follows:

  • As we point out that there are no specialized restorators on different branches like as Turkish ceramics, mosaics, mineral, glass and wooden hand-works and the academic education is no more satisfactory. This causes graduates to be less in number, low in qualification and poor in background.
  • There are several high schools, 4 semesters period where technician-restorators graduate and there are no advance courses and different branches yet.
  • There is an 8 semesters-period, department for restoration of intangible tangible heritages in Istanbul University where there is no advance courses and different branches yet.
  • There are some advance courses on architectural conservation-restoration at a master degree in Architecture Department of several universities.
  • There are few lessons on the teaching restoration of illumination, carpets and Turkish ceramics at an introductory level in the Turkish Traditional Handworks Departments of the Fine Arts Faculties of 4 universities.
  • Except Department of Architecture of the Middle East Technical University and Koc University there are no lessons on the cultural heritage management and risk management in universities.
  • There are insufficient lessons on technology (GIS, GPRS, 3 DD…etc) on archeology conservation department in the universities.

In order to express the absence of the well skilled technician-restorators and restorators in Turkey, it can be said that a Project in Kula District is started to implement on the “training restorator to conserve the Kula Anatolian Houses ” with in the frame work EC-Grant that is allocated to Turkey in 2004. Furthermore an EC Project in Istanbul was organized to educate the restorator of architectural building.
Finally, it can be wrong to say that the level of the higher education on restoration and conservation of the cultural heritage in Turkiye is not the same level of the high education in EU countries. So we need to know the implementations in EU Countries.

Sub-Topics:

1.. Cultural Heritage Risk Management 2.. Public Archaeology 3.. “Public Training Awareness On Archaeology And Conservation” FOCUH’s PROPOSAL: Considering that there is a growing controversy between scientific archaeology, conservation and public interests, initiating a session on public training will hopefully contribute in developing new trajectories for public awareness, both on misusage of the past and also on mistreatment of cultural heritage. Archaeology, as a discipline is concerned in extrapolating knowledge and data on the development of culture by using scientific methods. Until recent, details of archaeology were beyond public reach; only a conspectus of archaeological research was reflected to general public as knowledge. On the other hand, conservation and restoration constituted the contact zone between archaeological science and general public. However, by the second half of the last century, unlike many other scientific disciplines, archaeology and in particular field archaeology became fully exposed to general public; considering all sorts of cultural heritage, including archaeology as economic and/or touristic assets, though stimulating research, also became a threat. The threat on heritage is not only due to hasty conservation and restoration, but more specifically, developing a selective approach to the remains of the past, that is taking the means to develop sites of touristic potential and disregarding others, regardless of their scientific importance.