ANHER Transnational Interim Report 2015 (original) (raw)
MANAGEMENT OF ARCHAEOLOGICAL SITES
The presentation, delivered during the Days on European Heritage Skills Networks, describes in brief the main issues of the AGESA project. In both traditional trades and occupations and new types of activity relating to the information society, skills maintenance and development are essential to the future of heritage. It is a matter of physically conserving assets and preserving sources of creativity. Better use and more effective harnessing of human resources are now European-level issues. Action needs concerting and cooperation must be promoted between a range of sectors whose joint action alone can secure the future of the heritage
As a response to the changing needs of society and as an anticipation for the carriers of tomorrow in archaeology, we involved the staff members beginning with the employers in archaeology and ending with the teachers involved in the higher education of the students, in order to create and develop a new curriculum that is more reliable with the needs of the labour market. This intellectual output represents a preamble of the Manual for the methods of teaching and learning on the archaeological sites. The curriculum has established the goals and the targets of the practice stages on the archaeological sites, the expected results, performance indicators, as well as the way in which the student's work will be evaluated. This curriculum aims to present in detail the knowledge and skills which a student can develop within a practice program in the archaeological field school. This pedagogical materials entitled Curriculum – International education offer in Archaeological field-schools/ Curriculum – Ofertă educaţională internaţională în şantierele arheologice – şcoală, available in bilingual format, it was created in such a way to fit perfectly into the educational programs in each universities with archaeological profile from Europe. It is consist in an introduction, were the programs was described, the general aims of this; the programme and module structure (12 modules: Non-invasive archaeology, Field-walking archaeology, Archaeological situations, Excavation Techniques, Recording the archaeological excavation, Collecting archaeological material, Primary conservation, Field drawing, Drawing archaeological finds Photography at archaeological excavation, Topographic survey and GIS, Epigraphic Databases); Programme Outcomes Linked to Teaching, Learning and the Assessment Methods; Programme Regulations; School Support for Students and Students’ Learning; Admission Criteria; Regulation of Assessment and Academic Standards and the Quality and Standards; and the module description. To be easier to fallow and implement each module has been inserted following the same pattern: module title; module code; duration; short description; the most important aims of the modules; with a special emphasis on the intended learning outcomes, being evaluate the module module specific skills and knowledge, then the discipline specific skills and knowledge, and the personal and key transferable/ employment skills and knowledge; a summary and structure of the syllabus plan; learning activities and teaching method; formative assessment; and finally in was point out the indicative learning resources. This curriculum developed after the two-year of international programme, by the professors and researchers of the five partner institutes, in such way to offer students a solid grounding in a range of fieldwork methods applied in Roman Archaeology and tested within the specific context of the site at Sarmizegetusa, Romania.
The Partnership in Research and Presentation of Archaeological Heritage
This contribution presents a successful research and educational project, which was completed in 2014 at the University of West Bohemia in Plzeň in cooperation with 3 partner institutions. The project aimed at finding innovative ways of collaboration amongst university, museum and culture heritage management sectors through sharing research and educational resources. This goal was achieved by joint research activities, mostly realized as field schools with students’ participation, as well as through discussion of interdisciplinary topics conducted at educational and dissemination events, namely study stays, conferences, seminars and workshops.