Acquiring Key Competences through Heritage Education (original) (raw)
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Quality heritage education to promote lifelong learning
ICOM-CECA ICOM CECA 2011 annual conference quality criteria for museum education, Zagreb (Croacia), 16-21 de septiembre 2011.
Museums are at the service of society and its development (ICOM, 2007). Their educational function must therefore be based on this purpose, which is none other than the purpose of formal education (Ministry of Education, 2007b). However, in order to assure personal and social development (Silverman, 2010), and in our case that of pupils of compulsory secondary education, we must bear in mind certain elements that will raise the quality of heritage education. This paper presents some of the results achieved in the "3c4learning" investigation-action project as part of the Museia research group formed by two museums, a cultural institution and three secondary schools in Catalonia. One of the goals was to define the quality criteria of heritage education by using the Internet, when this takes place as a result of collaboration between the teachers and the cultural managers. The criteria include the planning phase, the performance of the teaching and learning process and the evaluation. The heritage education is limited if collaboration limits are not established because, amongst other things, it has to cover the curricular requirements using the available resources within the socioeconomic context of the school in order to use the full potential of the context, of the resources, of the teachers, and to meet the educational needs of a certain group of pupils. Quality heritage education projects develop the basic skills.
6th International Congress Science and Technology for the Safeguard of Cultural Heritage in the Mediterranean Basin, 22-25 October 2013, Athens, Greece, Vol. III ISBN 978-88-97987-05-5 , 2014
In the present work, a "hands-on" cultural heritage educational approach is presented, developed in the framework of EUROMED Heritage IV project ELAICH "Educational linkage approach in cultural heritage". Its main aim was raising awareness among youth on the importance of built heritage protection. The project aimed to explain the meaning of cultural heritage and the necessity to preserve it through realisation of long and short courses to various countries in the Mediterranean Basin targeted to high-schools students, interconnecting secondary with tertiary level education. Athens Experimental Course, organised by National Technical University of Athens, constituted important testing ground for teaching methods proposed, as well as for the other Courses following, used as an "experiment" towards the development of the educational methodology. Athens Course had 21 high school students as recipients, originating from 3 different Greek public schools. Its main innovations were its interdisciplinary character and the application of a "hands-on cultural heritage" approach, which gave the opportunity to students to experience themselves in instrumental and non-destructive techniques through laboratory exercises performed at tertiary education, industrial and monument level laboratories, as well as scientific visits and in situ field campaigns at selected monuments and archaeological sites. Τhe developed educational approach comprised consideration of structural, materials', architectural-artistic-aesthetic issues along with environmental parameters and perception of cultural heritage, leading to integrated diagnosis, which permits planning of efficient and compatible materials and techniques to tackle decay problems, as well as environmental management performed for the protection of monuments. These are followed by evaluation of effectiveness, compatibility and quality control of conservation and restoration materials, permitting strategic planning for sustainable preservation and scientific support to decision making. According to the evaluation, the Course proved to be a valuable experience for participating students, which shall be further exploited.
Heritage
The preservation of cultural heritage through education and training has always been a relevant issue and, sure enough, can contribute to the accomplishment of the Sustainable Development Goals of Agenda 2030 (e.g., 4: Quality education, 8: Decent work and economic growth, 11: Sustainable cities and communities). The pandemic experience substantially influenced this topic for two key reasons. First, it has revolutionized the approach to teaching and learning activities, involving technological and digital innovations in this area for extreme and urgent necessities. The second aspect is that it has encouraged the rediscovery of minor heritages closer to one’s own territorial identity, strengthening the link with the local community. Understanding the role and importance of cultural heritage begins in the school; therefore, education is an essential and indispensable stage. At all educational levels, beginning with primary school, the necessary training activities for specific profess...
Education and Museum: Cultural Heritage and Learning
2017
The project proposal is connected to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curricula. It also proposed a new way for schools and museums cooperation; Teachers of primary school partners are involved in the project through the learning experience with students of their classes.
The Heritage and Education Research Network: Place Value on Cultural Heritage in Europe
IGI Global Publisher of Timely Knowledge, 2020
Heritage education secures such processes of social empowerment as enabling us to competently preserve a commonly shared past and our own cultural heritage as European citizens. The challenge, therefore, consists in setting up communication channels between key stakeholders involved in heritage management and promoting the engagement of society, since it is the society that constitutes the main recipient and legatee of heritage itself. In order to achieve this objective, the authors suggest generate an interdisciplinary, multi-agent network which focuses on researching the treatment of heritage education in different European countries from the conceptual level to that of practice and implementation, taking account of the treatment it has received in the design of policies and implementation tools. This chapter contains the innovation in tackling the challenge; the relation to existing efforts at a European and/or international level; the expected impact; the potential for innovation versus risk level; and the work plan.
Journal of Integrated Information Management, 2020
Purpose: To contribute to the study of cultural heritage, as well as to explore the possibility of delving deeper into a number of its fields through a single monument. Design/methodology/approach: Applying contemporary informal education approaches to the design of an educational program for cultural monuments taking Hadrian's aqueduct as the starting point. Findings: The rich interdisciplinary approach that emerged from the study of a single monument, its capacity to "narrate" stories as well as the potential of its gainful employment by young people, aiming at their cultural awareness concerning world cultural heritage of monuments. Practical value: understanding and applying learning theories for studying objects, realizing the degree to which discussing objects contributes to and illuminates different aspects of material culture, given that learning is influenced by personal elements, too: one's interests, inclinations, the manner in which one prefers to learn, etc. Originality/value: Examining how a monument of cultural heritage can be perceived through a broader and more interesting feel for its inherent meaning, instead of exclusively through its narrow morphological sense, remains relevant.
Education and Museum: Cultural Heritage and Learning (2017)
2017
The project proposal is connected to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curricula. It also proposed a new way for schools and museums cooperation; Teachers of primary school partners are involved in the project through the learning experience with students of their classes.
Heritage Preservation Education for the General Public – The role of Hands-on Education
Technical Annals
Heritage education for the general public by conservation experts is the key to success in preserving the world cultural heritage. An extended State-of-the-Art Review on educational activities for the general public on conserva-tion of cultural heritage (CCH) was undertaken in 2009, as part of the European Project ELAICH (Educational Linkage Approach In Cultural Heritage). Its re-sults have not yet been published. This article revisits some selected data from the conclusions of the Review, drawn up by the leading partner of the project, with a glimpse into some present aspects of heritage education, concentrating specifically on educating the general public in CCH.