ACCU Training Course on Cultural Heritage Protectionin the Asia-Pacific Region 2019

Cultural Heritage Protection Cooperation Office,Asia-Pacific Cultural Centre for UNESCO (ACCU)
Agency for Cultural Affairs, Japan
National Institutes for Cultural Heritage
Tokyo National Research Institute for Cultural Properties,
Nara National Research Institute for Cultural Properties
International Center for the Study of the Preservation
and Restoration of Cultural Property (ICCROM)

ACCU Training Course on Cultural Heritage Protectionin the Asia-Paciﬁc Region 2019

Cultural Heritage Protection Cooperation Oﬃce,
Asia-Paciﬁc Cultural Centre for UNESCO (ACCU)
Agency for Cultural Aﬀairs, Japan
National Institute for Cultural Heritage
Tokyo National Research Institute for Cultural Properties,
Nara National Research Institute for Cultural Properties
International Centre for the Study of the Preservation
and Restoration of Cultural Property (ICCROM)

Edited and Published by
Cultural Heritage Protectio Cooperation Office,Asia-Pacific Cultural Centre for UNESCO (ACCU)
757 Horen-cho, Nara 630-8113 Japan
Tel: +81(0) 742-20-5001
Fax: +81(0) 742-20-5701
e-mail: nara@accu.or.jp
URL: http://www.nara.accu.or.jp
Printed by Meishin-syaⒸ Cultural Heritage Protection Cooperation Office,Asia - Pacific Cultural Centre for UNESCO (ACCU) 2020

Preface
The Cultural Heritage Protection Cooperation Office, Asia-Pacific Cultural Centre for UNESCO (ACCU Nara) wasestablished in 1999 to promote the protection of cultural heritage. Since then, we have engaged in the international
cooperation in the field of cultural heritage protection through activities: three types of training course for humanresource development, international workshop and the gathering and dissemination of information. We have hosted a
total of 598 participants from 37 countries of the Asia-Pacific region in our training programmes as of 2019.
Since we launched the programmes, we have coordinated them in close cooperation with international organisations
such as UNESCO and ICCROM and research institutes and museums under the Japan’s National Institutes for
Cultural Heritage. We also have received plenty of supports from regional organisations to conduct the training
courses.
In recent years, it has been recognised that the protection of cultural heritage is not only for specialists, but also forthe role of the community where the cultural heritage is located. From this perspective, a two-year international
conference was held to share knowledge and experience on the planning and implementation of cultural heritage
protection initiatives incorporating residents’ organisations. I believe that participants could learn Japanese examplesof living with cultural heritage without over-reliance on tourism.
According to the opinions and recommendations from participants and lecturers, ACCU Nara has still improving thetraining programmes.
Group Training Course-

Target participants: young professionals with 5-10 years experiences-

Training period: about one month-

Theme: “Archaeology” and “Conservation of Wooden Structure” (every two years)-

Number of participants: about 16 from 16 countries-

Venue: Nara, Japan-

Curriculum: lecture, practical training, on-site study, discussion and presentation

Thematic Training Course-

Target participants: mid-career professionals with 10-15 experiences-

Training period: about 2 weeks-

Theme: based on the requests from the participants-

Number of participants: 3-6 from 1-3 countries (up to 3 per nation)-

Venue: Nara, Japan-

Curriculum: practical training, lecture, on-site study, discussion and presentation

Regional Workshop-

Target participants: young professionals (depending on the situation of the host country)-

Training period: about one week-

Theme: based on the needs of the host country-

Number of participants: 15-20-

Venue: one of the target countries of the Asia-Pacific region-

Curriculum: lecture and practical training

International Workshop-

Target participants: senior professionals/ decision makers-

Training period: about one week-

Theme: Management of cultural heritage and community involvement-

Number of participants: about 10 from 10 countries-

Curriculum: discussion, presentation and on-site study

I believe that the participants could acquire the technical knowledge and practical skills as well as broaden theirexperience throughout the course. It was our pleasure to see the participants sharing knowledge and challenges intheir own countries during the course period. Plenty of lively discussions among them and the established friendship
could also be valuable for their future career in the field of cultural heritage protection.
And it is our pleasure that the 13rd Regional Workshop has held in Cambodia as the second time where we had thefirst one in 2007. This year, we have issued an annual report including overview of all ACCU activities. I hope it will
be beneficial for all participants, researchers, institutions and organisations engaged in cultural heritage protection in
Asia-Pacific region.
Finally, I would like to express my profound appreciation to the distinguished lecturers who kindly shared theirexpertise and to the organisations that provided generous supports. I also thank all participants for their active
participation and mutual cooperation in a friendly atmosphere to acquire the latest knowledge and techniques in thisfar foreign country, Japan.

MORIMOTO Susumu
Director
The Cultural Heritage Protection Cooperation Office,Asia/Pacific Cultural Centre for UNESCO (ACCU)Contents
		PrefaceI.

Thematic Training Course
1. General Information…………………………………………………… 9
2. Summary……………………………………………………………… 13
3. Evaluation…………………………………………………………… 27

II.

Group Training Course
1. General Information………………………………………………… 33
2. Summary……………………………………………………………… 38
3. Evaluation…………………………………………………………… 59

III.

Regional Workshop
1. General Information………………………………………………… 69
2. Summary……………………………………………………………… 72
3. Evaluation…………………………………………………………… 82

IV.

International Workshop
1. General Information………………………………………………… 87
2. Summary……………………………………………………………… 91
3. Evaluation…………………………………………………………… 98

V.

Appendix
1. Thematic Training Course…………………………………………… 104
2. Group Training Course……………………………………………… 105
3. Regional Workshop… ……………………………………………… 108
4. International Workshop……………………………………………… 111
5. Staff Members, ACCU Nara………………………………………… 113

Thematic Training Course

I. Thematic Training Course
1. General Information
2. Summary
3. Evaluation

Thematic Training Course for Mid-Career Professionals on Cultural Heritage Protectionin the Asia-Pacific Region 2019
‘Documentation, Conservation, and Utilisation of Museum Objects’

Thematic Training Course

1. General Information

1. Background
Since its establishment in 1999, the Cultural Heritage Protection Cooperation Office, Asia-Pacific Cultural Centre
for UNESCO (ACCU Nara), has annually organised Individual Training and Thematic Training Courses forheritage practitioners in countries of the Asia-Pacific region. Under the Thematic Training Course, a small numberof specialists from a few countries participate in the programme, with an original curriculum specifically designed
to meet their particular needs and instruction in their own language (via interpretation) if they wish. This course
accepted 86 participants from 25 countries.
Over the first ten years, most of the needs from Asia-Pacific countries were for training programmes inarchaeology, conservation science, and conservation of wooden architecture. In recent years, however, we havereceived more and more requests for organising programmes on museology. According to information on cultural
heritage protection in that region as assessed by the Nara National Research Institute and JCIC-Heritage (Japan
Consortium for International Cooperation in Cultural Heritage), human resource development for museums is anurgent issue due to multiple projects involving the establishment and renovation of museums.
In response to these current needs, ACCU Nara has organised a training course under the theme of museology
since 2015 with specific contents for experts working for museums in the countries of South Asia, Southeast Asia,
the Pacific, and West Asia. The theme of museology is also a matter of great interest as indicated by communications
we have received from experts in Central Asian countries. The need for capacity building in the conservationand management of museum objects, and in particular, practical training in the restoration/repair work for suchobjects, has been expressed due to the limited opportunities to obtain knowledge and techniques in this field. In
addition, training in documentation for making an inventory and in the latest exhibition methods are also required inconjunction with the establishment of new museum facilities in those countries.
Based on these requests, ACCU Nara has decided to invite specialists working at museums in Kyrgyz, Tajikistan,and Uzbekistan to this training course on the theme of ‘Documentation, Conservation, and Utilisation of Museum
Objects’.
2. Organisation
Organisers-

Agency for Cultural Affairs, Japan (Bunkacho); Financial support of the course
Asia-Pacific Cultural Centre for UNESCO (ACCU); Overall course planning and administration
National Institutes for Cultural Heritage, Nara National Research Institute for Cultural Properties (NNRICP):
Dispatch lecturers to the course and provide professional advices/support

Support-Japanese National Committee for the International Council of Museums (ICOM Japan)

3. Date and Venue
Dates: 24 July (Wed) – 7 August (Wed) 2019
Venues: ACCU Nara Office, Nara National Research Institute for Cultural Properties and museums of cooperatingorganisations

9

Thematic Training Course

4. Objectives
This training course aimed at providing participants with broad knowledge and practical techniques concerning
the conservation and repair of museum objects. After the participants were decided, ACCU Nara conducted aquestionnaire survey to confirm their work content and what they wanted to learn during the training course.
Afterwards, the training curriculum has set the following four themes based on participants’ requests.
Exhibition methods
Conservation techniques
Photographic documentation
Museum education activities
5. Training Curriculum
Thematic Training Course 2019 'Documentation, Conservation, and Utilisation of Museum Objects'
Thematic Training Course 2019 ‛Documentation, Conservation, and Utilisation of Museum Objects’

Mon.Date
7

8

09：30～12：30

24 （Wed）

Venue

Lecturer

Opening ceremony
Orientation

ACCU Nara

ACCU Nara【Lecture】 Observation of the Facilities at
NNRICP

NNRICP

SATO Yuni/URA Yoko/
KUWATA Kuniya/OSAWA
Syogo/MATSUDA
Kazutaka (NNRICP)NNRICP/Nara Palace
Site guidance centre

SUGIYAMA Hiroshi(NNRICP)

National Museum of
Ethnology

HIDAKA Shingo
KAWAMURA Yukako
HASHIMOTO Sachi
NISHIZAWA Masaki(National Museum of Ethnology)
WADAKA Tomomi(Bunka Sozo Kogei, LLC)

25

(Thu）

【Presentation】
Country Report by Participants

26

（Fri）

【Work Session】 Exhibition of Museum Collection (Archaeological Artefact)

27

（Sat）

28

（Sun）

【On-site Study】 Case Example ofMuseum I (Exhibition Environment andTechnique)【On-site Study】
Observation of the Facilities and Storage
Room at the Museum
Day off

29 （Mon）【Work Session】 Conservation and Restoration of Museum Collection I (Reassemblyand Filling of Metal Artefact)

30【Work Session】 Conservation and Restoration of Museum Collection II(Reassembly and Filling of Earthenware)（Tue）

Gangoji Institute for
Research of Cultural
Property

UEDA Naomi/AMAKO
Namie/ENO Tomoko (Gangoji
Institute for Research of Culturalproperty)

31 （Wed）【Work Session】 Photographic Documentation of Museum Collection I (3D
Modelling by SfM and Photograph)

1

（Thu）

【Work Session】 Photographic Documentation of Museum Collection II(Photography for Catalogue)

2

(Fri）

【Work Session】 Photographic Documentation of Museum Collection III(Photography for Inventory and Report)

3

（Sat）

Day off

4（Sun）【On-site Study】 Educational Activities of Museum I – Public Archaeology

The Museum of Kyoto

MURANO Masakage(The Museum of Kyoto)

5

（Mon）

【On-site Study】 Educational Activities of Museum II -Exhibition Technique

Nara National Museum

NAKAGAWA Aya(Nara National Museum)

6

（Tue）

Writing a Final Report

7

（Wed）

【Presentation/Discussion】
Final Presentation
Exhibition of Museum Collection
Conservation and Restoration of Museum
Collection
Photographic Documentation of Museum
Collection
Educational Activities of Museum10

13：30～16：30

YAMAGUCHI Hiroshi (NNRICP)NNRICP
NAKAMURA Ichiro (NNRICP)ACCU Nara
Closing Ceremony

ACCU Nara

ACCU

The National History Museum of the Kyrgyz, the National Museum of Antiquities of Tajikistan, and the State
Museum of History of Uzbekistan have each recommended two candidates suitable for the programme. After close
examination of their respective applications, ACCU Nara has determined to invite these six museum experts asparticipants.

Thematic Training Course

6. Participants〈Kyrgyz Republic 〉
Khairullo Ibaidullaev
Deputy Director for Science
Historical Division, Science Department,“Sulaiman-Too” National Historical and Archaeological Museum Complex
Nurizat Omorova
Restorer Assistant
Art Group, The National History Museum of the Kyrgyz Republic〈Republic of Tajikistan 〉
Bobomullo Bobomulloev
Junior Researcher
Department of Archaeology, National Museum of Antiquities of Tajikistan
Manuchekhr Rakhmonov
Junior Researcher
Department of Conservation, National Museum of Antiquities of Tajikistan〈Republic of Uzbekistan 〉
Bakhtiyor Khodjaev
Curator of the Numismatic Collection
Department of Numismatic, State Museum of History of Uzbekistan
Dilafruz Karimova
Junior Researcher
Department of Registration and Recording of the Museum Collections,
State Museum of History of Uzbekistan
7. Certificate
A certificate of completion was awarded to all participants. They satisfactorily completed the course programme andmade a final presentation and a final report.
8. Working Language
Russian (with consecutive interpretation from Japanese)
9. Funding
ACCU Nara covered the expenses incurred for the training course as follows;(1) Travel Expenses
Each participant was provided with economy-class air tickets between the nearest international airport to theparticipant’s residence and Kansai International Airport, and limousine bus tickets between Kansai Airport and Nara
city.

11

Thematic Training Course(2) Living Expenses
ACCU Nara covered the basic living expenses in Nara, from 23 July (Tue) to 8 August (Thu) 2019, according to ACCU
Nara’s regulations. Arrangements for accommodation (a room for single occupancy) during the training period wasmade by ACCU Nara. In case accommodation on the way to and/or from Japan for any unavoidable reason (such asvisa application or limited flight connections) was needed, the organiser made an arrangement and cover the expense.
(3) Others
Participants was responsible for their visa application fees and domestic travel costs.
10. Secretariat
Cultural Heritage Protection Cooperation Office
Asia-Pacific Cultural Centre for UNESCO (ACCU Nara)
757 Horen-cho, Nara 630-8113 JAPAN
Tel: +81-742-20-5001 Fax: +81-742-20-5701
e-mail: nara@accu.or.jp

12

24 July
Opening Ceremony, Orientation
The opening ceremony was held at ACCU Nara Office for six participants from Kyrgyz Republic, Republic of
Tajikistan and Republic of Uzbekistan. In the opening address, Mr Morimoto, Director of ACCU Nara, introduced
the overview of ACCU activities and shared the contents of recent thematic training courses focusing on museology.
Followingly, the participants introduced themselves, describing their current duties and expectations for this training.
They said that they would like to learn and experience various things and share them with their colleagues backhome as mid-career officials.
In the orientation session, the purpose of each program content was explained, while confirming the participants’knowledge and experience concerned.

Thematic Training Course

2. Summary

Welcome address by Mr Morimoto, ACCU Director (left) and self-introduction by participantsParticipants and ACCU staff

13

Thematic Training Course

25 JulyCountry Report Presentation, Observation of the Facilities at Nara National Research Institute for Cultural Property
SATO Yuni, URA Yoko, KUWATA Kuniya, OSAWA Syogo, MATSUDA Kazutaka (NNRICP)In the morning, the participants made country report presentations on their duties and challenges at the museum
work including exhibition, storage, conservation, research investigation and educational programme. The challenges
they mentioned were insufficient capacity of storage system and conservation treatment compared to the number of
items, difficulties in introducing the latest exhibition method and conservation technique, temperature and humidity
control of exhibition area and storage, etc. After listening to their presentations, researchers of NNRICP asked
various questions, such as the details of unique cultural properties presented, conservation treatment method for theircollections, cooperation activities with foreign countries including Japan.
In the afternoon, Ms Sato Yuni of International Cooperation Section guided the participants around thefacilities of NNRICP. Upon observing X-ray CT apparatus in the basement of the institute, the participants showed
great interest and asked questions including the applicable type of artefacts and their excavated conditions. The
guided observation covered analytical instruments such as XRF and XRD in Conservation Science Section, andArchaeology Sections for wooden, earthen and metal artefacts. In response to the participants’ questions on themethod to reassemble earthenware or the computer data management system for the artefact, important points forreassembly (colour tone used for complement, parts to be consolidated) and the artefact management system of
special storage room were explained.

Left: Country report presentation at NNRICP

Right: With Japanese experts at NNRICP

Courtesy visit to the International Cooperation Section at NNRICP

14

Right: With Dr Shoda, Head of the section (centre)

Thematic Training Course

Observation of X-ray CT for cultural properties

Observation of the conservation laboratory at NNRICP(Left: PEG tank for wooden conservation Right: Explanation by Mr Kuwata (right) at the laboratory for wrriten artefacts)

Top: Ms Ura showing how to care of fragile artefacts

Bottom: Mr Osawa explaining the research laboratory of earthenwares

15

Thematic Training Course

26 July
Exhibition of Museum Collection (Archaeological Artefact)
SUGIYAMA Hiroshi (NNRICP)
Practical training on the exhibition of archaeological artefacts at NNRICP and Nara Palace Site Museum. The
practice started from the preparation of large panels for exhibition and proceeded to the exhibition practice using
display case, then the way of lighting. The participants also visited “Heijokyu Izanai-kan,” recently opened guidance
centre for Nara Palace Site, to see the exhibition technique used there.
As a hands-on practice, the participants made large panels using photographs of the artefacts of their own
countries. They put up explanatory note on a foaming polystyrene board with adhesive sheet on one side, commonly
known as harepane. They worked smoothly since similar panels were available in their countries.
The participants asked many questions when they had the exhibition practice. The lecturer gave following
advice based on the observation of museum exhibition style of respective countries.
Make impressive exhibition with a smaller number of items rather than arranging many things side by side.

Making large panels for exhibition

Practicing ceramic exhibition

16

Thematic Training Course

Mr Sugiyama explaining the concept of the Nara Palace Site Guidance Centre and effective exhibition method

 se pictorial images or mobile applications instead of exhibiting the artefacts when the temperature andUhumidity condition of site museums is not appropriate for the exhibition of artefacts.
Set the explanatory board on a visitors’ eye level, and use larger letters for a caption.
Make effective exhibition by introducing 3D image.
For smaller artefacts, put only number next to each item and provide larger space for captions all in one place.
There were many questions concerning the method to prepare captions peculiar to the situation in the Central Asian
countries. As multilingual nations, they have to write a caption in at least three languages, namely, their native
language, Russian and English in the limited space.
In the end, they learned “experience-based exhibition” in Nara Palace Site guidance centre and discussed withthe lecturer over the effective exhibition method.
-

27 July
Case Example of Museum I (Exhibition Environment and Technique)
HIDAKA Shingo, KAWAMURA Yukako, HASHIMOTO Sachi, NISHIZAWA Masaki (National Museum of Ethnology)
WADAKA Tomomi (Bunka Sozo Kogei, LLC)
Lectures on “temperature and humidity control in exhibition and storage area,” “LED lighting,” “rules of writing
explanatory note at exhibition area,” “exhibition technique” and “storage management” from the experts ofrespective fields. Effect of temperature, humidity and light to museum collections and the mechanism thereof wereexplained, as well as the relevant device and management system of National Museum of Ethnology. The museumsof Central Asian countries seemed less concerned about the temperature humidity control than Japan does due toLecture by Prof. Hidaka at National Museum of Ethnology

17Thematic Training Course

their dry climate. The participants asked questions about the frequency to check the data and appropriate places to
put the measuring instruments.
After receiving the explanation of the storage item arrangement system and the basic principles of exhibition
technique and explanatory note, the participants observed storage and exhibition area of the museum. In the storage,
they showed interest in the cards attached to items to indicate their position on the shelf and the boxes made of acidfree paper.

Observation of storage area of the museum

Exhibition area

With lecturers

29, 30 July
Conservation and Restoration of Museum Collection I, II (Reassembly and Filling of Metal Artefact/ Reassemblyand Filling of Earthenware)
UEDA Naomi, AMAKO Namie, ENO Tomoko (Gangoji Institute for Research of Cultural Property)
Two-day practical training for conservation and restoration of metal artefact and earthenware at Gangoji Institute for
Research of Cultural Property. After the welcome address from Mr Sagawa, Vice Director of the Institute, Ms Ueda
guided the participants to the restoration sections for colour painting of sliding door, metal artefact, earthenware
and Japanese paper. The participants asked questions on chemicals used for the prevention of colour exfoliationfrom the sliding door, method to complement the faded colour, adhesives for stone artefacts, etc. In the section ofearthenware restoration, irreversible epoxy resin was introduced as a permanent bonding method to make the objects
durable for the exhibition. Two types of resin with different curing time were used for the core and surface ofearthenware. This information was useful for the practical training for earthenware on the following day.
In the afternoon, the participants practiced the restoration of metal artefacts after desalination and surface
consolidation, as follows:18

-The welcome address by Mr Sagawa

Thematic Training Course

Bind the pieces with epoxy resin.
Fill the missing parts with epoxy putty.
Shape with a grinder.
Following procedure of colouring was omitted, since the equivalent work was to be covered in the practice ofearthenware restoration scheduled on the second day.
-The laboratory of the colour paintining of sliding door

Left: Ms Ueda (left) explaining the wood object restoration of filling the gaps with the epoxy resin paste
Right: Ms Eno (right) showing earthnware restoration laboratory

Practicing the restoration of metal artefacts

19

Thematic Training Course

On the second day at Gangoji Institute, the participants experienced the restoration of earthenware following theprocedures used in the institute.
Photograph the sherds of earthenware before starting the restoration process.
Shape the earthenware by filling the gap at joining part of sherds with epoxy.
Cut the unnecessary part of epoxy resin used for filling and cured in advance.
Colour on the cut and shaped epoxy part by acrylic paint.
Reassemble the earthenware pieces by using epoxy as binder.
Photograph the restored and reassembled earthenware
Five of the participants appeared to have no experience in earthenware restoration and found it especiallydifficult to join the pieces with epoxy and make appropriate colour, which should not be too close to the original,
with acrylic paint. A participant from Tajikistan, who works on the reassembly of earthenware as one of his regularduties, asked questions on the types and characteristics of epoxy used. After the hands-on practice, they reviewed

Practicing the restoration of earthenware (filling gaps and cuting unnecessary parts of epoxy resin)

Ms Eno advicing the earthenware restoration techniques

Mr Rakhmonov from Tajikistan presenting the country report

20

With lecturers(Third from the left: Ms Eno, Ms Ueda and Ms Amako)Thematic Training Course

the procedure with slides and visited the earthenware restoration section to see the actual work of the institute.
In the end, Mr Manuchehr Rahmonov, Conservation Expert at National Museum of Antiquities of Tajikistan,
made a case report presentation to around forty staff of the institute on the restoration works he was involved,
such as Buddha images, earthenware and wall paintings. The staff of institute asked technical questions including
deterioration condition of artefacts and chemicals used for the restoration. Other training participants joined active
discussion as well.
31 July
Photographic Documentation of Museum Collection I (3D Modelling by SfM and Photograph)
YAMAGUCHI Hiroshi (NNRICP)
Lecture and practice of three-dimensional modelling at NNRICP. After receiving the explanation of 3D modellingand SfM-MVS outline, participants tried SfM-MVS image processing by using a software “Agisoft Metashape.”
The participants struggled with the software which was new to them, and developed 3D model from digital photo
images by referring to the workflow one by one.
Then, the general instructions to take photographs for SfM-MVS were given. A task assigned to each participant
was to select an object, take its photographs and process them into 3D model. Some participants successfullycompleted the 3D models, others ended up with inaccurate models due to the insufficient photographs. All theparticipants mentioned that single day was not sufficient at all to learn the technique, while showing great interest incontinuing the practice in their country with trial license of software. A participant from Tajikistan, who would liketo investigate the wall paintings by developing the 3D images of them, asked the lecturer about the procedures andimportant points to digitize the negatives of photographs and make 3D models from the data.

Lecture by Mr Yamaguchi (centre)

Image processing by using a software “Agisoft Metashape”

Mr Yamaguchi instructing how to take photos for making 3D models

21Thematic Training Course

1 August
Photographic Documentation of Museum Collection II (Photography for Catalogue)
NAKAMURA Ichiro (NNRICP)
Lecture and practice on cultural property photograph at NNRICP. Museums of participants’ country do not haveany photography experts. In the lecture, significance of cultural property photograph was explained. Observationof details, capturing a moment of motion and recording of status are enabled by taking photographs of culturallandscape, folk-cultural properties, performing art and buried cultural properties. Participants practiced photography
for a catalogue. They learned the way to take better photographs for documentation by changing the setup according
to the shape or colour of object and adjusting the aperture or shutter speed of camera. The participants especially
focused on taking photographs of the objects related to their field of expertise.
2 August
Photographic Documentation of Museum Collection III (Photography for Inventory and Report)
NAKAMURA Ichiro (NNRICP)
Lecture and practice on photography for inventory and report making. Important points for the improvement ofpicture quality were explained, such as low setting of ISO sensitivity, use of tripod for blur prevention, auto whitebalance considering colour temperature. In the practice of advanced photography, the participants prepared whitebackground with a role of paper to learn the auto white balance setting. They also experienced the finishing processof photograph by adjusting the setting of output data.

Lecture at the photo studio in NNRICP

Practical training for shooting

22

Lecture by Mr Nakamura of output data

Discussion with Mr Murano

Observation of collaboration activities with local community

Thematic Training Course

4 August
Educational Activities of Museum I – Public Archaeology
MURANO Masakage (The Museum of Kyoto)
Lecture on the educational activities of museum at the Museum of Kyoto. After the introduction of the museum
overview, the activities specific to the Museum of Kyoto were explained, such as “unique venue” activity ofthe museum annex and the system of Educational Cooperation Office jointly operated by Art Curation Division
and General Affairs Division. The participants discussed the educational activities of museum with the lecturer,
introducing their museum activities. It was found that the museums of all the participants’ countries also engaged in
the activities such as receiving school group excursions and holding some holiday events.
Educational activities of the Museum of Kyoto are classified into three types, namely, receiving, outreach andinteractive type. Detailed explanation was given on the outreach and interactive type of educational activity that are
new to the participants’ museums. In the outreach type of activity, museum staff visits a school to give a lecture on
the culture and history. By using archaeological artefacts or folk cultural materials from the school for explanation,
it turns into “interactive” (lecturers from the museum and materials from the place of visit) type of activity. As an
example of interactive type activity, introduced was “School Museum,” where the excavated artefacts were exhibited
not in the museum but in the school located in the district of excavation site. According to the participants, someschools in Uzbekistan and Tajikistan also have many cultural properties, therefore, these participants showed greatinterest. Concerning the difficulty to get the understanding of community mentioned by a participant, Mr Murano
suggested to approach from various perspectives which might attract the attention of more people. For instance,archaeological artefacts can be introduced as a kind of “art,” not only focusing on “archaeology.” In the end, theimportance of cooperation among museum, local community and school was emphasised, although it may take longtime. Collaboration with community people was one important feature of the Museum of Kyoto, and the participantslearned various museum activities closely related to the community.

Museum of Kyoto

Explanation by local resident (left)

23

Thematic Training Course
24

5 August
Educational Activities of Museum II - Exhibition Technique
NAKAGAWA Aya (Nara National Museum)In the beginning, Mr Matsumoto, Director of Nara National Museum, introduced the history of Nara National Museum
and its exhibition specializing in Buddhist art. He also suggested the participants to enjoy the museum facility suchas a restaurant or a museum shop in addition to the exhibition itself. Ms Nakagawa explained the features and rolesof four national museums of Japan, and the facility of Nara National Museum as well as its special exhibition inautumn, “Exhibition of Shosoin Treasures.” The participants asked the reason of short term for Shosoin Treasures
Exhibition in spite of numerous visitors, and questions about the national treasures and important cultural properties
designation system. It was explained that the term of exhibiting each designated item in a year is regulated from theperspective of conservation, and the designation and relevant subsidy systems for national treasures and important
cultural properties were introduced as well. According to the participants, they do not have such designation system
for movable cultural properties in Tajikistan and Uzbekistan. They mentioned that the designation system forartefacts would be a good way to attract visitors to the local museums with such artefacts.
In the observation of exhibition area, they received the explanation on the latest lighting system or display case,and moved to the themed exhibition planned by Ms Nakagawa for children in their summer vacation titled “Zooin the World of Prayer.” A participant from Uzbekistan mentioned that she was really impressed with the ideas ofthe exhibition to draw attention of children and lead them toward closer observation by giving a quiz, captions withpicture, providing a space to sketch the exhibit items, etc. Other participants also got various insight, for instance,
museum volunteers supporting the themed exhibition to be applied as an educational approach for the community
people back home.

Welcome address by Mr Matsumoto, Director of the museum

Lecture by Ms Nakagawa at the exhibition room

Observing the themed exhibition for children

A space to sketch the exhibition items

Thematic Training Course

7 August
Final Presentation
On the final day of training programme, each participant made their action plan presentation to share their learningin two-week training and how they utilise the outcome after returning to their countries. To visit Japanese museums
and compare them with their museums seemed to make their challenges clearer. The participants presented a wide
variety of plans based on their situations. Some were readily feasible plans with smaller budget including a seminarto share the training outcome with colleagues, preparation of effective panels, introduction of storage system withboxes, hands-on exhibition for children and review of captions. Others were rather long-term plans including
collaboration with neighbouring community, photographic documentation and compilation of catalogue, andintroduction of the cutting-edge technology such as 3D documentation.
Ms Kageyama Etsuko, NNRICP researcher, who attended at the presentation, expressed her expectations for thedevelopment of the participants’ museums by utilising the result of training program while maintaining the positive
characteristics of each country.
Closing Ceremony
Closing ceremony was held after the final presentation, and each participant received the certificate. In the closing
address, Director of ACCU Nara appreciated the extensive and in-depth learning of participants in the short term of
two weeks, which was more than the intended purpose of ACCU, and expressed his expectation for their contribution
in respective countries.

Final presentation at ACCU Nara Office25

Thematic Training Course
Closing address by ACCU Director

Awarding certificates of completion

Remarks by participants

At ACCU Director’s room26

Training
Coursein General
1.1.
Training
Coursein General
Satisfaction with the Training
CourseTraining Programme Range

Thematic Training Course

3.3.Evaluation
Evaluation

Too broad, 1

Satisfied, 1
不満
Dissatisfied

狭すぎる
Too
narrow

普通
Fair

Appropriate
適当満足
Satisfied

Very satisfied, 5

Relevancy with Your Work andthe Training Course

Training Programme Depth

全く関連していない
Not
at all relevant

Tooshallow
浅すぎる

Relevant, 2Appropriate
適当

Appropriate, 6

Too
deep
深すぎる

Very relevant, 4

Not
at all applicable
全く応用できないNotapplicable
応用できない

Fair
普通
Good
良い

Applicable, 6

すばらしい
Very
good

•

•
••

Relevant
関連

Application of the Lessons fromthe Training Course

Poor
悪い

Good, 4Not
relevant
関連していない

大いに関連
Very
relevant

Time Allocation for the Lectures,
Work Session, and On-site Study

Very good, 2

広すぎる
Too
broad

Appropriate, 5

とても満足
Very
satisfied

Applicable
応用できる

大いに応用できる
Very
applicable

The training course has met my purpose. Some programmes were better than expected.

The training course has met my purpose. Some programmes were better than expected.
Allthetheprogrammes,
programmes,whose
whose curriculums
curriculums were
were designed
designed inAllin considerationconsideration of
ofrequests
requestsfrom
fromtrainees,
trainees, were
were
beneficial.
beneficial.
Sincethere
therearearedifferences
differencesininthetheenvironment
environment
andtechnology,
technology,
I cannotthat
I willabletotouse
useallallthe• • SinceandI cannotsaysaythat
I willbebeablethe experiences
and knowledge
that acquired
I have acquired
this
but Ithat
believecan ofusethem.
80% of them.
experiences
and knowledge
that I havethis time,
buttime,
I believe
I canthatuse I80%
I hopethat
that
had
much
more
time
lecturesfor practicums.
• • I hope
wewe
had
much
more
time
for for
lecturesthanthanfor work
sessions.

127

Thematic Training Course

Lectures2.2.Lectures
Lecture Method
Fair, 1
Very good, 2Lecture Understanding Level
悪い
Pool

Too
difficult
難しすぎる

普通
Fair

90-100% , 3

良い
Good

Good, 3

すばらしい
Very
good

••

70-80%

Discussion with Japanese Experts
Good, 1

Pool
悪い

••
••

50-60%
90-100%Interpretation

Very good, 670-80%, 3

Pool
悪い

Fair
普通

Fair
普通

良い
Good

良い
Good

Very good, 5

すばらしい
Very
good

Very
good
すばらしい

moreinteractive
interactive
style
would
better.
AAmore
style
would
be be
better.
readthethe textbooks
textbooks inin advanceadvance toto understandunderstand thethe overview
overview ofof thethe lectures,
IIreadlectures, making
making thethe lectures
lectures even
even more
more
useful.
useful.
Atthe
the lectures, II engaged
thethelecturers
andandother
trainees,
helpingme deepen
my myAtengagedinindiscussions
discussionswith
withlecturers
othertrainees,
helpingme deepenknowledge.
knowledge.

<Most*Multiple
answers
allowed<MostBeneficial
BeneficialProgramme>
Programme>*Multiple
answers
allowedWork
sessionononexhibitions
exhibitions(Nara(NaraNational
National Research
Research Institute
Practicum
Institutefor
forCultural
CulturalProperties)
Properties), conservation ofConservationof
metal
artefacts(GangojiInstitute)metallic relics (Gangoji Temple), jointing of earthenware pieces (Gangoji Temple), lecture on temperature
Jointingof earthenware
pieces (Gangoji
Institute)and humidity
control (National
Museumof Ethnology), rules for writing commentaries displayed at
Lectureontemperatureandhumidity
control(National Museumof Ethnology)
exhibition venues (National Museum of Ethnology),
photography
for cultural properties[three respondents]
Rules
formeasurement
writing commentaries
displayed forat exhibition
venues(National Museumof Ethnology)
and 3D[two respondents
each of all
the programmes,
excludingphotography for cultural
Photographyfor
culturalproperties[three
respondents]
properties]
3D measurement [two respondents for each of all the programmes, excluding photography for cultural properties]

2

28

Purpose
Clear, 1

Relevancy to Your Work
不明確
Unclear
Fair
普通
Clear
明確

Not
relevant
関連していない
Relevant
関連

Very
clear
とても明確

Very clear, 5

Not
at all relevant
全く関連していない

Very relevant,2
Relevant, 4Very good, 1

難しすぎる
Too
difficultBad, 1
Pool
悪い

Difficult
難しい

Fair
普通

Appropriate
適当

•
•
•
•
••

Very
relevant
大いに関連Time Allocation

Level

Appropriate, 6

Thematic Training Course

Practicums
3.3.Work
Session

良い
Good

簡単
Easy

Good, 4

すばらしい
Very
good

The practicums were easy to understand and appropriate for my level.
The work session were easy to understand and appropriate for my level.
All the practicums were relevant to my own work.
All the work session were relevant to my own work.
Theexplanations
explanations
practicums
wereconcise
conciseandandeasyeasy
understand.
The
at at
thethework
session were
toto
understand.

Fieldwork
4.4.On-site
Study
Usefulness of the On-site Study for
Deepening Your Understanding

On-site Study Purpose

Clear, 2

不明確
UnclearUseful, 2

Fair
普通
Clear
明確

Very clear, 4

Very useful, 4

Very clear, 4

大いに役立ったVery
usefulTour Time

On-site Explanation

Clear, 1

Fair
普通

役立った
Useful

Very
clear
とても明確

Fair, 1

役立たなかったNotuseful不明確
UnclearInsufficient, 2

Fair
普通

Sufficient, 3

Clear
明確
Very
clear
とても明確

不十分
Insufficient
普通Fair

Fair, 1

十分
Sufficient329

Thematic Training CourseThefieldwork
andskills.
skills.
• • TheOn-siteStudyenabled
enabledme
metotoobtainobtain new
new knowledge
knowledge and
The
tour
time
was
sufficient.
• • The
tour
time
was
notnotsufficient.
<Most
Impressive
Museum><Most Impressive Museum>
Nara
Palace
SiteMuseum/Izanai
Guidance CentrePavilion(three respondents)
Heijo
Palace(three respondents), Museum of Kyoto (one respondent) andMuseum of Kyoto (one respondent)
National Museum of Ethnology (one respondent)
National Museum of Ethnology (one respondent)

Presentation/Discussion
5.5.
Presentation/Discussion
Country Report Presentation
Time

Exchange of Opinions withJapanese Experts

Too short, 1

Good, 1
Too
short
短すぎる

Fair
普通

Appropriate
適当

Appropriate, 5

Bad
悪い

Too
long
長すぎる

Very good, 5

良い
Good
Very
good
すばらしい

• • Since
thethepresentationtime
waswastoo tooshort,
I needed
to omitsomesomepointspoints
and speakin a hurry.
Since
presentation
time
short,
I needed
to omitand speakin a hurry.
• • Theexpertsgave
usrelatedquestionsandusefuladvice.
The experts gave us related questions and useful advice.
•
It would be much better if we shared comments with one another on how to apply the knowledge that they•
It would be much better if we had the final presentation before trainees shared comments with one
acquired through the training course after the final presentation.

another on how to apply the knowledge that they acquired through the training course.

6. What Do You Want to Learn If a Local Workshop Is Held in Your Country?
6. What Do You Want to Learn If a Local Workshop Is Held in Your Country?
Kyrgyz• Kyrgyz
Digital recording of museum collections: In many countries, digital recording and management of museum• collections
Digital recordingof museumcollections:
In many countries, digital recording and management ofare the trend
but are notso in Kyrgyz.
•
Conservation
and restoration
relics:butThere
are not
museum collections
are theoftrend
are not
so insufficient
Kyrgyz.restorers.
• • Exhibition:
Of the57restoration
museums inofKyrgyz,
only two
exhibitionsrestorers.
of the international standard.
Conservation
andrelics: There
arehavenot sufficient• • Photographyfor
culturalproperties
Exhibition: Of the 57 museums in Kyrgyz, only two have exhibitions of the international standard.
• • 3DPhotographymeasurementfor
using
SfM properties.
cultural•

3D measurement using SfM.

•

3D measurement

Tajikistan•
Conservation and restoration of wooden objects
Tadzhikistan•
3D measurement•
Conservation
restoration of wooden articles•
Photography
for andrecording•
Photography for recording
Uzbekistan•
3D measurement• Uzbekistan
Photography for exhibits• • Lecture
on temperature & humidity control (We live in a dry area, so a lecture tailored to the local climate is
3D measurement
desired.)•Photography for exhibits•

Lecture on temperature & humidity control (We live in a dry area, so a lecture tailored to the local
climate is desired.)

430

II. Group Training Course
2. Summary
3. Evaluation

Group Training Course

1. General Information

1. General Information
Group Training Course for Young Professionals
on Cultural Heritage Protection in the Asia-Pacific Region 2019
‘Conservation and Management of Wooden Structures’1. Background

Group Training Course

The 20th ACCU Group Training Course on Conservation and Management of Wooden Structures was held in Nara 4
September to 3 October 2019. In the Asia and Pacific region there are various forms of cultural heritage which are ofgreat value from a global point of view. In order to safeguard this important cultural heritage for future generations,
it is necessary to train heritage professionals for proper investigation, analysis and preservation. ACCU Nara,in partnership with ICCROM and Bunkacho has been organising training courses since 2000 on specific themeswith a view to building the capacity of professionals involved with cultural heritage protection in the region. The
curriculum of the 20th group training course was designed for young professionals and comprised comprehensive
basic knowledge and techniques in the fields of investigation, preservation and management of wooden structures.
2. Organisers- Agency for Cultural Affairs, Japan (Bunkacho): Financial support of the course- Asia-Pacific Cultural Centre for UNESCO (ACCU): Overall course planning and administration- International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM): Dispatch
2 lectures to the course including their airfare to/from Japan, selection of participants and professional andpractical contribution and support- National Research Institute for Cultural Properties [Tokyo and Nara]: Professional contribution and advices ofoverall course planning
Support- Ministry of Foreign Affairs of Japan- Japanese National Commission for UNESCO- The Japanese Association for Conservation of Architectural Monuments (JACAM)- Japan Consortium for International Cooperation in Cultural Heritage (JCIC-Heritage)- Nara Prefectural Government- Nara City Government
3. Dates and Venue
Dates: 4 September (Wed) – 3 October (Thu), 2019
Venue: ACCU Nara Office (Nara Pref. Nara General Office, 757 Horen-cho, Nara, Japan) and related research
institutions, etc.
4. Objectives
The objectives of this course are to provide participants with:- knowledge of skills-based techniques for the documentation and analysis of wooden structures;- knowledge of skills-based techniques for the repair/restoration of wooden structures;- knowledge of principles and methodologies for the conservation of wooden structures;- knowledge of disaster risk management for cultural heritage;- opportunities to share their knowledge and experience of heritage protection and to build networks among
heritage practitioners in the region.

33

Course ProgrammeDate4

09：30～12：30

13：30～16：30

Opening Ceremony/ Orientation

Wed

Venue

Lecturer

Hotel Fujita Nara

ACCU Nara

ACCU Nara OfficeGamini WIJESURIYA

Unit 1: Current Issues and Global Perspectives on Conservation of Wooden Structures
5

Thu Presentations and Discussions Country Report Presentations by Participants

6

Fri

Presentations and Discussions
Country Report Presentations by Participants

7

Sat

LectureCurrent Situation and Issues of Architectural
Conservation in the Asia-Pacific Region

8

Sun

ACCU Nara OfficeGroup Work
Based on country reports

ACCU Nara Office

Unit 2: Protection Systems for Wooden Structures in Japan

Group Training Course

9Mon

LectureIntroduction to Wooden Structures in Japan(ICCROM)

LectureProtection Systems for Cultural Heritage in Japan/
International Charters(University of Tsukuba )Gamini WIJESURIYA(ICCROM)

Day off

LectureConservation Practice for Wooden Structures inJapan

ACCU Nara Office

TAKEUCHI Masakazu
TANAKA Sadahiko(Agency for Cultural
Affairs)

Unit 3: Documentation of Wooden Structures
10

Tue

LectureStructure of Japanese Wooden Architecture

LectureStructural Survey and Documentation Methods

HAYASHI Yoshihiko
Tanaka Family Residence(Nara city)

11 Wed Work Session Measured Drawing of the Floor Plan
12

Thu Work Session Measured drawing of the Sectional Plan

13

Fri

14

Sat

LectureOverall Process of Repairs

ACCU Nara Office
KONDO Mitsuo(JACAM)

HAYASHI Yoshihiko

Tue Work Session Damage Investigation and Developing the Conservation Strategy / Restoration Plan II

Work Session Damage Investigation andOn-site Study Restoration of Wooden Structures I
Developing the Conservation Strategy / Restoration
Plan III
Group Work Damage Investigation and
19 Thu Developing the Conservation Strategy / Restoration On-site Study Restoration of Wooden Structures II
Plans IV
Unit 5: Management of Wooden Structures (Risk Management)
LectureGroup Work
20 Fri Risk Management for Cultural Heritage in the AsiaRisk Assessment
Pacific Region I
LectureGroup Presentation
21 SatRisk Management for Cultural Heritage in the AsiaRisk Assessment
Pacific Region II
22 SunDay off
Unit 5: Management of Wooden Structures (Succession of Conservation Techniques)
18 Wed23 Mon On-site Study Preservation and Succession of Conservation Techniques I (Carpentry Tools)
24

Tenman Shrine
Toshodai-ji Temple
Yakushi-ji Temple(Nara city)

ACCU Nara Office/Tenman Shrine(Nara Prefecture)

Rohit JIGYASU(ICCROM)

ACCU Nara OfficeTakenaka Carpentry Tools Museum(Kobe city)

NISHIYAMA MarceloOn-site Study
Preservation and Succession of Conservation Techniques II (Traditional Craftsmanship)

Nara Palace Site

MIYAI Tatsuya (*1)
TANI Toshimitsu(Shimizu Corporation )Unit 5: Management of Wooden Structures (Community-centred Management of Historic Towns)

10(NNRICP)HONDA Yuichiro
TAKAMIYA Kunihiro

Day off

Tue

25 Wed(Nara City)(Saidaiji Photo Studio)

Day off

16 Mon Work Session Damage Investigation and Developing the Conservation Strategy / Restoration Plan I
17(NNRICP)YAMAGUCHI Isamu

SUGIMOTO Kazuki

Work Session Photography

Unit 4: Restoration of Wooden Structures
Lecture15 Sun Restoration Systems and Project Planning forWooden Structures

LectureCommunity-centred Preservation and Management of Historic Towns I (The Case of Japan)

ACCU Nara Office

WATANABE Yasushi(Shiojiri City)NISHI Kazuhiko

26

Thu

27

LectureCommunity-centred Preservation and ManagementFriof Historic Towns II (Community Engagement and
its Global Trend)

28

Sat

On-site Study Community-centred Preservation and Management of Historic Towns III(Disaster Prevention)

Takayama city, Gifu

MATSUMOTO
Mitsuo(Takayama City)

29

Sun

On-site Study Community-centred Preservation and Management of Historic Towns IV(World Heritage Management)

Shirakawa village, Gifu

MATSUMOTO
Keita/KONDO Hisayoshi(Shirakawa Village)

30 MonOn-site Study Community-centred Preservation and Management of Historic Towns V(Groups of Traditional Buildings)

Narai, Shiojiri city, Nagano

1TueOn-site Study Community-centred Preservation and Management of Historic Towns VI(Town Preservation and Traditional Industry)Kiso-Hirasawa, Shiojiri city, Nagano

2

Wed

3

Presentations and Discussions
Thu
Final Presentation

LectureCommunity-centred Preservation and Managementof Historic Towns III (The Case of George Town
World Heritage Site)

Preparation for Final Report
Presentations and Discussions
Final Presentation
Closing Ceremony

ICCROM: International Centre for the Study of the Preservation and Restoration of Cultural Property
JACAM: The Japanese Association for Conservation of Architectural Monuments
NNRICP: Nara National Research Institute for Cultural Properties
TNRICP: Tokyo National Research Institute for Cultural Properties*1 : Heijo Branch Office, Asuka Historical National Government Park Office34

INABA Nobuko(TNRICP)

ACCU Nara OfficeHotel Fujita NaraNISHI Kazuhiko
ANG Ming Chee(George Town World
Heritage Inc.)WATANABE
Yasushi/SHIOHARA
Masaki/MINAMIZAWA
Tsuyoshi (Shiojiri City)NISHI Kazuhiko(TNRICP)5. Course Curriculum
The course curriculum was designed so that participants are able to learn an overview of the processes ofinvestigation, restoration and conservation of wooden structures in Japan. The experts from ICCROM delivere thelecture on international principles and methodologies for heritage conservation. The course of this year was divided
into five interconnected units following the procedures of conservation practice. It included classroom lectures, work
sessions, on-site studies and presentations and discussions. (Please refer to the course schedule)
Units:

Contents:
Classroom Lectures- Current situation and issues of architectural conservation in the Asia-Pacific region- Disaster risk management for cultural heritage- Protection systems for cultural heritage in Japan- Case studies of conservation and restoration of wooden structures in Japan

Group Training Course

1. Current Issues and Global Perspectives on Conservation of Wooden Structures
2. Protection Systems for Cultural Heritage in Japan
3. Documentation of Wooden Structures
4. Restoration of Wooden Structures
5. Management of Wooden Structures

Work Sessions- Documentation of wooden structures (measured drawing, photography)- Damage/deterioration investigation of wooden structures
On-site Studies- Restoration sites of wooden structures- Case studies of conservation of historic towns
Presentations and Discussions- Country report presentations by participants- Community-centred management of historic towns (discussions with local people)- Plenary discussions
6. ParticipantsAnnouncement and Response
The training course was offered to participants from the following 42 signatory countries to the UNESCO World
Heritage Convention from Asia and the Pacific:
Afghanistan, Australia, Bangladesh, Bhutan, Brunei Darussalam, Cambodia, China, Cook Islands, Fiji, India,
Indonesia, Iran, Kazakhstan, Kiribati, Kyrgyz Republic, Lao P.D.R., Malaysia, Maldives, Marshall Islands,
Micronesia, Mongolia, Myanmar, Nepal, New Zealand, Niue, Pakistan, Palau, Papua New Guinea, the Philippines,
Republic of Korea, Samoa, Singapore, Solomon Islands, Sri Lanka, Tajikistan, Thailand, Timor-Leste, Tonga,
Turkmenistan, Uzbekistan, Vanuatu and Viet Nam.
The course announcement was published on the ICCROM and ACCU Nara Office web sites in April 2019. By theclosing date for applications 14 June 2019, we received 58 applicants from 22 different countries.

35

Selection of ParticipantsGroup Training Course

It is desirable that participants are:(1) young heritage professionals who are expected to have 5-7 years of experience in the field of conservationand management of wooden structures, to be currently involved in the conservation practice at heritage
sites, and to be able to make effective use of the outcome of the training after returning to their respective
countries;(2) those who have a good command of English (each participant is asked to deliver presentations and write
reports in English);(3) those who are in good enough health to attend the entire training programme;(4) those who will continue to interact and exchange information with ACCU after returning to their homecountries;(5) those who have not participated in the ACCU group training course under the theme ‘Preservation and
Restoration of Wooden Structures’ before.
The documents necessary for application were as follows:(1) Application Form
(2) Report relating to the applicant’s achievements/involvement in conservation of wooden structures.
This report should comprise:- the reason for applying;- a brief summary of the applicant’s work related to the architectural heritage preservation;- a future plan to utilise and develop the outcome of the training course in the applicant’s country
This report should be no longer than 5 pages on A4 sized paper.
(3) Letter of Recommendation from NATCOM(4) Letter of Recommendation from the head of the organisation to which the applicant belongs(5) Document Indicating English Proficiency if applicants have such a documents as a reference for the screening
Screening Results
ACCU Nara Office shared all of the applications with ICCROM. ACCU screened and made a preliminary selectionof candidates and then shared/consulted them with ICCROM. After ICCROM announced the information ofevaluated applicants, we worked together to select 16 people from 15 different countries and 3 people on waiting
list. ACCU conducted not only screening of documents but also confirmation of English proficiency by telephone.
ACCU informed successful candidates and each NATCOM of the result in early July.
The final group of participants consisted of:- 16 participants from 15 different countries: East Asia 1, Southeast Asia 7, South Asia 4, West Asia 2, Central
Asia 1 and the Pacific 1 (refer to Appendix).
- 9 participants had background as architecture and worked in restoration site. 2 had one as Archaeology and5 had one as city planning, management and others.
- 14 of the participants worked for governmental organisation and 2 are from university and institution.
- The youngest participant was 26 years old, the oldest 40. The average age was 33.1.
- There were 9 male and 7 female participants.
Certificate of Completion
All participants made a final presentation and submitted a final report/evaluation form by the end of training
programme and were awarded a certificate upon completion of the course.
7. The role of the participants during the course
English is the working language throughout the course and participants need English proficiency to play an activerole in the programme. During the course period, each participant is required to make a 20-minutes presentation
regarding their own work and challenges. They are also encouraged to share each other’s knowledge and experiences
through active discussion.

36

8. Funding
ACCU Nara covered expenses during the training course as follows:(1) Travel expenses:
Participants (except those from Australia, Brunei, New Zealand, Republic of Korea and Singapore) ware
provided with economy class return air tickets from the international airport nearest their residence to KansaiInternational Airport, and transportation fees between Kansai International Airport and their hotel in Nara.

(3) Others:
Participants were responsible for visa application fees and domestic travel expenses in their respective countries.
9. Secretariat
ACCU Nara Office
NAKAI Isao, Department Director of Programme Operation Department and WAKIYA Kayoko, Division Directorof International Cooperation Division were responsible for the overall course planning and arrangement. SUZUKI
Sonoko, Chief of International Cooperation Division, was responsible for disseminating the course information andmaking the training materials. The Planning Coordination Division was assisted for financial work of the course.

Group Training Course(2) Living expenses:
Participants was provided the basic living expenses incurred during the training course, i.e., from 3 September(Tue) to 4 October (Fri) 2019, according to ACCU Nara’s regulations. Arrangements for accommodation (aroom for single occupancy) during the training course was made by ACCU Nara. ACCU Nara also covered theaccommodation expenses on the way to and/or from Japan.

ICCROM
Joseph King, Unit Director, and ICHIHARA Fujio, Projector Manager assisted ACCU with selection of participants.
Additionally, Gamini Wijesuriya, ICCROM Special Adviser, kindly attended the opening ceremony and gave
lectures for three days at the beginning of the course. Rohit Jigyasu, Project Manager at ICCROM, provided twodays lecture on Risk Management in the latter part of the course.

37

2. Summary
4 September■ Opening Ceremony, Orientation

Group Training Course

Venue: Hotel Fujita Nara
The opening ceremony was held with the attendance of sixteen training participants from fifteen countries andthe representatives of co-organizers. Mr Morimoto Susumu, Director of ACCU Nara, and Ms Moriyama Hiroko
from Agency for Cultural Affairs made speeches describing the background of ACCU group training. As the coorganisers, Dr Gamini Wijesuriya from ICCROM, Mr Nishi Kazuhiko from Tokyo National Research Institute forCultural Properties (TNRICP) and Mr Kato Shinji from Nara National Research Institute for Cultural Properties(NNRICP) delivered addresses in the perspectives of researchers engaging in the cultural properties protection,emphasizing the significant points to be learned and experienced during this one-month training. Each participant
introduced themselves and shared their expectation to the training. The ceremony was closed with a commemorative
group photography.
After a short break, there was a training orientation concerning course outline and curriculum. Whileconfirming the participants’ knowledge and experience, theme and objectives set for each week and tasks for theparticipants were explained.

Opening address by ACCU Director

Ms Moriyama
from Agency for Cultural Affairs

Mr Nishi from TNRICP

Self-introduction by participants38

Welcome address by Dr Wijesuriya

Mr Kato from NNRICP

Group Training CourseGroup photo at the opening ceremony<Unit 1: Current Issues and Global Perspectives on Conservation of Wooden Structures>
5 - 6 September■ Country Report Presentations by ParticipantsProtection Systems for Cultural Heritage in Japan/ International Charters
Gamini WIJESURIYA (ICCROM), INABA Nobuko (University of Tsukuba)
Venue: ACCU NaraOn the first two days of training program, the participants made presentations of their country report to share thesituation and issues of cultural heritage protection in respective countries. In the question and answer session after
the presentations, they had an active discussion as the experts who face common challenges. Discussion over some
topics such as measures against termite damages did not come to a conclusion, and Dr Wijesuriya, a facilitator,
advised the participants to continue their discussion for one month and deepen their understanding.

Presentation by participants and discussion with Dr Wijesuriya and Prof. Inaba

39

Group Training Course
Discussion with lecturers and participants

After the participants’ presentation, Prof Inaba from University of Tsukuba gave a lecture. The lecture coveredi) classification of Japanese cultural heritage, ii) introduction of Japan Heritage scheme and iii) restoration andconservation of Japanese wooden structures. The participants asked questions for the details of Japanese culturalproperty protection system including the difference between national treasures and important cultural properties,
designation system by national and prefectural government, restoration by dismantling the structure and the
traditional conservation technique. Upon a participant’s question on the issue of authenticity, its concept and history
were also lectured while discussing with the participants.
7 September■Current Situation and Issues of Architectural Conservation in the Asia-Pacific Region
Gamini WIJESURIYA (ICCROM)
Venue: ACCU NaraIn the first half of the session, Dr Wijesuriya delivered a lecture on the evolution of key conservation and heritage
concepts, explained the areas of activity of ICCROM, its missions and role in achieving sustainable development
goals. The lecturer also outlined the visions of Advisory Bodies (ICOMOS, IUCN) and opportunities to engage in
the activities and courses. The second part of the lecture was dedicated to the current status of heritage conservation
globally, the trendsetters and sources, the development of the theory and practice of conservation. He explained
in detail how and why the approaches towards heritage conservation have been changing from conventional andmaterial-based to more people-centered and values-led focuses.
The second part of the day was dedicated to group work. The participants of the training course worked in fourgroups to prepare a presentation that would outline the fundamental values, stakeholders, attributes and affecting
factors (both negative and positive) of the monument or site chosen by each participant. The presentations were
followed by the lecturer’s comments and recommendations on how to clearly define the values of the given site/monument and related communities and what has to be taken into account in the decision-making process related tothe conservation.

40

Group Training Course

Lecture by Dr Wijesuriya<Unit2: Protection Systems for Wooden Structures in Japan>
9 September■Introduction to Wooden Structures in Japan/ Conservation Practice for Wooden Structures in Japan
TAKEUCHI Masakazu, TANAKA Sadahiko (Agency for Cultural Affairs, Japan)
The topic of this session addressed the current systems and trends in the protection of wooden cultural property
buildings in Japan and the basic principles and practices utilized in conservation. Two lecturers of the Agency for
Cultural Affairs reviewed various topics from the breaking down the types of buildings, registration and designation
system of the properties, to the importance of wood culture on Japan’s architectural heritage and fundamental
principles for the preservation of historic timber structures. They also reviewed the system of designatingconservation architects and their responsibilities in the projects.
The participants learned about the types of damage and decay and the treatment by repair applying partial or
total dismantlement. Some of the participants were also interested in repainting and re-coating and the lecturers
explained about the protection of techniques for the conservation of painting on wooden buildings by presenting thecase studies.

Lecture by Mr Takeuchi

Lecture by Mr Tanaka

41

<Unit 3: Documentation of Wooden Structures>
10-13 September■Structure of Japanese Wooden Architecture/ Structural Survey and Documentation Methods
HAYASHI Yoshihiko (NNRICP), YAMAGUCHI Isamu (Nara City Board of Education)

Group Training Course

Venue: Tanaka Family Residence
A new unit of the training program started. It involved lectures and practical training on the evaluation,
investigation, and documentation of wooden heritage building.
The participants learned the types of wooden buildings in Japan and the basic principles of survey anddocumentation including the purposes and methods. There was also an orientation for the practical training, namely
drawing of the floor plan and sectional plan, as well as measurements.
■Measured Drawing of the Floor Plan
The first day of practical training on documentation of wooden structure at the old farmhouse of Tanaka Family.
The participants learned how to make drawings of the floor plan, which details to pay considerable attention whenmeasuring, how to differentiate the old and new timber and the species of the wood. Apart from the individual workof sketching the floor plan, participants worked in the groups for measuring the structural components. The threeday practical training at Tanaka Family Residence aimed to further develop the participants’ skills in observing,
evaluating, and documenting the wooden heritage building.

Training venue: Tanaka Family Residence42

■Measured Drawing of the Sectional Plan
Practical training on survey and documentation for the drawing continued. The participants practised making thedrawing of the sectional plan. They sketched on section paper from the ground level, marked the position of pillars,
the height of the floor, lintel, ceiling, and beams. The second half of the session was dedicated to the group work ofmeasuring the vertical members and exchanging the opinions about gained skills and knowledge during this practicalsession.
■Photography
SUGIMOTO Kazuki (Saidaiji Photo Studio)

Measurement of roof area

Group Training Course

The lecture and practical training session on recording the wooden buildings by photographic documentation. The
participants learned the theoretical part on the basics of camera functions; setting the aperture, shutter speed, ISOsensitivity, etc.; adjusting the colors; image saving formats; types of lens. In the second half of the session, theparticipants practiced shooting outside and inside Tanaka Family Residence and trained in setting up the tripods andusing the strobes. In the end, the lecturer evaluated the participants’ works and gave feedbacks.

Evaluation by Mr Yamaguchi and Mr Hayashi (second and third from the left)

Practical work of photography at Tanaka Family Residence (top left: Mr Sugimoto)43

<Unit4: Restoration of Wooden Structures>
15-19 September■Restoration Systems and Project Planning for Wooden Structures/ Overall Process of Repairs
KONDO Mitsuo (JACAM), HAYASHI Yoshihiko (NNRICP)

Group Training Course

Venue: ACCU Nara
The unit of Restoration Systems and Project Planning for Wooden Structures started with the lecture of Mr Kondo,
a conservation architect. In the first half of the session, the participants learned the administrative framework of
the conservation projects: how the conservation architect is assigned to the project, the subsidies and funding,relationship between the project consignees and contractors. The second part of the lecture focused on the casestudies and described the practical steps undertaken in the conservation and repair of wooden buildings, such as
damage investigation and countermeasures.
In the end, the lecturer explained the participants about the practical training and basics of damage investigation thatthey would perform by themselves at Tenman Shrine from the following day.
■Damage Investigation and Developing the Conservation Strategy/ Restoration Plan I-IV
Venue: Tenman Shrine
The participants spent the day working at Tenman Shrine. They sketched foundation stones, ground sill, pillars,horizontal members, and wallboards, individually. The task also included identifying the damage, distinguishing
the original and later added members, and developing a clear idea about the alterations the Shrine had gone throughcenturies. Two Japanese conservation experts instructed them and commented on their works during the process.
These procedures are necessary in order to create a restoration policy and explain the methods they employ in theirconservation strategy.

Mr Kondo

Tenman Shrine

Damage survey and distinguishing the original and later added members

44

The second day of practical training at Tenman Shrine involved the continuation of drawing of the structuralmembers: beams and purlins, bracket arms, roof truss, rafters, and gables. During the working process, the lecturers
drew the participants’ attention to the details which would eventually help them in identifying the age, transitional
periods, traces of paintings, and damage treatment methods back in earlier centuries. By the end of the day, theparticipants were expected to finish drawing and damage evaluation, develop the conservation strategy, and decide
the treatment method. On the following day, the participants worked on drafting their restoration plans, including theresults of the damage survey and measures to be taken. They also discussed in their groups about the presentation ofrestoration plan.

Group Training Course

Mr Kondo advicing how to identify the age of pillars

Mr Hayashi advising the transitional periods of members

At the gate of Tenman Shrine with lecturers

Survey of traces of paintings

45

Group Training Course
Preparing the presentation of the damage survey and restoration plan by groups

On the final day of this practical training session, the participants presented the results of the damage survey atTenman Shrine and explained their preferred approach towards the restoration in detail. Some participants proposed
the partial dismantlement and repair, while others suggested total dismantlement of the building according to theirfindings. However, what all the presentations had in common were the highlighted living heritage values of theshrine and the community-based conservation policy. Comments from the lecturers followed the presentations. In
the end, Mr Kondo also shared his conservation strategy and restoration plan with the participants.

Making presentation and exchanging opinions between particiapnts and lecturers

46

■On-site Study: Restoration of Wooden Structures I-II
HONDA Yuichiro, TAKAMIYA Kunihiro (Nara Prefectural Government)
Venue: Yakushiji Yasumigaoka Hachiman Shrine, Ichijo-in Shinden of Toshodaiji Temple
During the practical training at Tenman Shrine, the participants visited two restoration sites, Yakushiji Yasumigaoka
Hachiman Shrine and Ichijoin Shinden of Toshodaiji Temple. Yakushiji Yasumigaoka Hachiman Shrine had its
paintings and the roof under the restoration. The participants received on-site lecture about the ongoing restoration
works and learned the principles of repairing the roof and paintings of the Important Cultural Property.

Group Training Course

East pagoda of Yakushiji Temple has just finishedthe total dismantlement restoration

Mr Hayashi guided at Yakushiji Temple,
the UNESCO World Heritage site

Roof restoration site at Yakushiji Yasumigaoka Hachiman Shrine(roof material: cypress bark)

Mr Honda (centre) explaining the concept of paintings
restoration

Explanation of the investigation of building foundation

Mr Takamiya (right) explaining the roof material for restoration(roof material: copperplate)47

<Unit 5: Management of Wooden Structures>
20-21 September■Session1: Risk Management
Rohit JIGYASU (ICCROM)

Group Training Course

Venue: ACCU Nara, Tenman Shrine
A completely new topic regarding the disaster risk management was introduced by Dr Jigyasu, an expert from
ICCROM. In the first half of the session, lecture was delivered on key principles of risk management of cultural
heritage, types and meaning of risks, interdependence of hazards, vulnerabilities and exposure and the basics ofthe risk assessment. In the afternoon, the participants and the lecturer moved to Tenman Shrine for the practicaltraining. The shrine was selected for the participants to perform the risk assessment by analysing all the hazards
and vulnerabilities based on the observations. Also, for their second task, the participants were asked to develop adisaster scenario.
The second day of the session included the group work and presentations as well as the lecture. In the first halfof the day, participants presented the three different risk scenarios developed for Tenman Shrine, including therisk mitigation strategies. Supposing that they had to seek financial support from the local or international donors,
the participants were also asked to develop their project proposals. After the group work and presentations, DrJigyasu closed his session by introducing the nine principles of disaster risk management of cultural heritage. The
participants also learned about the basic risk mitigation strategies and measures for different types of vulnerabilities
and the methods of adaptation in case the mitigation is not applicable.

Dr Rohit Jigyasu

Group work and presentation on the risk management plan for Tenman Shrine

4823, 25 September■ Session2: Succession of Conservation Techniques (Carpentry Tools/ Traditional Crafstmanship)■Carpentry Tools
NISHIYAMA Marcelo (Takenaka Carpentry Tools Museum)

Lecture by Mr Nishiyama at the entrance hall in the museum

Group Training Course

Venue: Takenaka Carpentry Tools Museum
The participants visited Takenaka Carpentry Tools Museum, where traditional carpentry tools are exhibited, andreceived explanation on Japanese carpentry tools and philosophy of Japanese master carpenters and craftsmen. This
museum provides visitors of wide generations with various types of learning experiences through the presentationsuch as hands-on exhibition, videos and workshop to experience carpentry, aiming at drawing attention of such
visitors to the fact that succession of traditional tools and techniques is indispensable for the conservation of cultural
heritage buildings. The participants were amazed with the precision of Japanese carpentry tools, and obtained
various ideas for the conservation of their traditional tools. Several participants showed greater interest in the video
library of the museum, where traditional tool making techniques were recorded, referring to the importance of suchkind of video documentation of disappearing techniques in their own countries. The visit to this museum was one ofthe programmes with the highest appreciation in the participants’ questionnaire at the end of the training.

The video library of the museum

The workshop room for experience carpentry (left: Yari-ganna, a spear plane right: Japanese saw)

■Traditional Craftmanship
MIYAI Tatsuya (Heijo Branch Office, Asuka Historical National Government Park Office)
TANI Toshimitsu (Shimizu Corporation)
Venue: Nara Place Site, Todaiji Temple
On 25th September after a day off, the programme was held at two world heritage sites, namely, Nara Palace Site in
the morning and Todaiji Temple in the afternoon. It started with a lecture on the outline of Nara Palace Site and its
reconstruction project at Nara Palace Information Centre for Reconstruction Project. Then, the group moved to theSouth Gate reconstruction site for the observation. It was explained that traditional technique is used in combination
with the latest technology, and the participation of carpenters skilled in the restoration of cultural heritage buildings49

would help the succession of traditional technique. In the discussion with master carpenters, the participants focusedon carpentry works and skills, such as measures to cope with cracks in wooden members during seasoning and ways
to control those materials. After the visit, the participants moved to Suzaku Gate and received an explanation on the
total development plan of Nara Palace Site from ACCU.
In the afternoon, they moved to Todaiji Temple after looking around “Heijokyu Izanai-kan” (guidance centre for
Nara Palace Site) freely. At the South Main Gate and Great Buddha Hall of Todaiji Temple, explanation was givenon their historical transitions and management of wooden cultural heritage.

Group Training Course
The theatre of Nara Palace Information Centre

Mr Tani giving an explanation about traditional carpentry tools

The South Gate reconstruction site with lecturers (Mr Tani: third from the left, Mr Miyai: right)

50

26 September-1 October■ Session3: Community-centred Management of Historic Towns■The Case of JapanWATANABE Yasushi (Shiojiri City Board of Education)■Community Engagement and its Global Trend

Group Training Course

Venue: ACCU Nara
Previous session was concerning practical works for the conservation and restoration of individual buildings, and thissession was designed to cover the preservation of “group of buildings,” especially “the preservation of townscape”
which had been developed with people’s daily life. Japan has more than forty years experiences in the field oftownscape preservation with plenty of examples such as national preservation system (designation of Preservation
Districts for Groups of Traditional Buildings) and establishment of community associations for the preservation
guided by the local government. The session started with a lecture on Narai post town as a case example, where theparticipants were scheduled to visit in their on-site study. The outline of the town, its past circumstances concerning
the designation as a preservation district and concept of landscaping project were explained, and the participants
asked many questions about the system of Preservation Districts for the Groups of Traditional Buildings including
subsidy system and the way to reflect opinions of community people.

NISHI Kazuhiko (TNRICP)In response to the participants’ questions, Mr Nishi gave general information on Japanese system of Preservation
Districts for Groups of Traditional Buildings in his afternoon lecture. Based on the contents of lecture in themorning, the lecture covered historical background of Japanese cultural property protection system started from theprotection of temples or shrines and expanded to the protection of townscapes, as well as responsibility of different
parties concerned such as community, government and experts. The lecturer placed emphasis on the importance ofconsideration for the role of experts in performing their duties of heritage protection.

Lecture by Mr Watanabe

Lecture by Mr Nishi

In the morning of the following day, Mr Nishi discussed cases of Takayama and Shirakawa, which were also theplaces for on-site study, on the value to be protected in each heritage and community involvement. In addition,
it was pointed out that the role of experts would be a future agenda due to diversifying relations among heritage,community and experts in the scope of international conventions.
■The Case of George Town World Heritage Site
Ang Ming Chee (George Town World Heritage Incorporated)
Dr Ang Ming Chee of George Town World Heritage Incorporated, a state heritage agency for the managementof George Town, introduced a case of townscape preservation in Southeast Asia. Difficulties in community
involvement coming from multi-religious and multi-ethnic makeup of George Town were explained, and challenges
of multi-ethnic nation were focused as a common issue in Asia although such situation was rarely found in Japaneseexample. In addition to the lecture, the participants worked in groups to develop restoration plans of traditionalbuildings, which was to be implemented in George Town, and exchanged ideas with the lecturer. The points to be

51

Group Training Course

Left: Participants developing restoration plans with instruction by Dr Ang Ming Chee
Right: Presenting the restoration plan by groups

considered in developing their plans were presented, such as the issue of procuring traditional materials, perspectivesof various stakeholders and the view of heritage owners. The participants asked many questions on the measures
actually taken in George Town against these challenges. This session was a good opportunity for each participant toexamine the reality of “role of experts advocated in international charters” in the light of “practice and challenge” atheritage site.
■Disaster Prevention
MATSUMOTO Mitsuo (Takayama City Board of Education)
Venue: Takayama City
In the programme at Takayama city, the participants learned its disaster prevention system managed under the
initiative of community people. At first, a lecture was given on the history of city, townscape, and activities
maintained by the community such as traditional festivals and disaster prevention scheme. Then, the participants
observed the townscape of Takayama, a designated Important Preservation District for Groups of Traditional
Buildings. Since the representatives of community accompanied the group to guide and explain their activities
including the demonstration of some disaster prevention equipment, the participants had sufficient understandingof the role of community there. They also visited Yoshijima Family Residence designated as Important Cultural
Property in the preservation district, and received the explanation from the owner of the house about management
and utilization of cultural property.

With Mr Matsumoto Mitsuo (centre) at Yoshijima Family Residence

52

The representative of community (right) demonstrating ofdisaster prevention equipment

■World Heritage Management
MATSUMOTO Keita, KONDO Hisayoshi (Shirakawa Village Board of Education)

Group Training Course

Venue: Shirakawa Village
The participants learned “Management of World Heritage” at Shirakawa village. At first, they had a panoramicview of world heritage settlement from the observatory and receiving the introductory information on Ogi-machi
settlement and Gassho-style house structure from Mr Kondo Hisayoshi, Deputy Superintendent of Education in
Shirakawa Village. Then, Mr Matsumoto delivered a lecture at the village government office on the “yui” system,
which was village tradition for mutual cooperation among community members, and measures taken by the local
government against over-tourism after being inscribed as a world heritage, for instance, the regulation of car
entry into the preservation district or construction of new parking areas. The lecturer guided the participants into
the settlement for the observation of fire prevention system managed by the community people and Wada House
designated as Important Cultural Property to deepen their understanding about the townscape and structure ofGassho-style. Many of the participants, who were architects, showed interest in structural members of the house andasked many questions on Gassho-style structure.

Mr Matsumoto Keita explaining a fire extinguisher (left) and structure of Gassho-style house

With Mr Kondo (the third from the left in the front row) at Shirakawa Village

53

■Groups of Traditional Buildings
WATANABE Yasushi, SHIOHARA Masaki, MINAMIZAWA Tsuyoshi (Shiojiri City Board of Education)

Group Training Course

Venue: Narai, Shiojiri City
On-site study for two days in Shiojiri city was held in two different areas of Preservation Districts for Groupsof Traditional Buildings. One was Narai, the town with more than forty years history of community activities
for townscape preservation pertaining to its designation, another was Kiso-Hirasawa where the townscape waspreserved based on its traditional lacquerware industry. In Narai, after observing the townscape with the explanationof outline, the participants received a lecture mainly focused on the activities of local government. Mr Minamisawa
Tsuyoshi, an architectural engineer of Shiojiri City Board of Education, introduced the principle of repair andlandscaping project as well as applicable subsidy system. From Mr Shiohara Masaki, Unit Chief of the board ofeducation, community organization and initiatives for the townscape preservation were explained. They shared
recent difficulty in sustaining the community organization at a time of generational change and challenges inextending administrative support. Following the lecture, the participants moved to observe a traditional house under
the repair work in the preservation district as a practical example. They had an opportunity to meet the new ownerof the house, who decided to move from other place to Narai, and asked about the attractiveness of preservation
district and the impression of support from the local government.
On the day, the group stayed at a remodelled traditional house in the preservation district and had a chance toexperience a way of cultural property utilization.

Observation of the preservation district in Narai

Mr Watanabe explaining a traditional house under the repair work

With lecturers at the front of Tezuka House54

■Town Preservation and Traditional Industry
WATANABE Yasushi, SHIOHARA Masaki, MINAMIZAWA Tsuyoshi (Shiojiri City Board of Education)

Mr Watanabe guided Kiso-Hirasawa area

Observation of traditional Urushi lacquerware industry at the privatehouse in the preservation district

Visiting lacquerware shop in the private house

Review meetingGroup Training Course

Venue: Kiso-Hirasawa, Shiojiri City
Kiso-Hirasawa, the venue for the second day of on-site study in Shiojiri city, is the designated preservation district
developed with its traditional lacquerware industry. Many of the residents make their living in traditional industry,
and the structure of the buildings for their living space is designed for the lacquerware industry. In the morning,
the participants received the explanation on the features of lacquerware industrial town and observed the townscapeincluding a lacquerware coating house to learn about the relation between the lacquerware production and theelements constituting the townscape.
The main feature of Kiso-Hirasawa was found in the situation that the community continued to have traditional
industry as the basis of livelihood, and they did not have to rely on the tourism for the financial source to preserve
the townscape. This is a rare example where traditional livelihood and settlement continue to exist, and different
in nature from Narai which has lost its function as a post town. These two examples illustrated the history ofcollaboration between a local government and community organizations seeking for the way to preserve the heritage
based on the different features of respective settlements, and the approach for the sustainable heritage protection ina tailored manner for each heritage was established jointly by the administration and community. The participantslearned about the role of cultural heritage experts and various means of administrative support for the residents
through the two-day programme.
In the afternoon, they had a discussion over the on-site study at Narai and Kiso-Hirasawa to review theadministrative support for the preservation of townscape. The participants asked questions on the influx and outflow
of population in the preservation districts, the way to deal with aging community, tourism promotion and others,
mainly from the perspectives of regional vitalization with “cultural heritage resources” as a “resource for tourism.”55

3 October■Final Presentation and Discussion
NISHI Kazuhiko (TNRICP)

Group Training Course

Venue: Hotel Fujita NaraOn the final day of training programme, the participants made final presentations on their newly obtained knowledge,
the contents of utmost benefit, how they would utilise their one-month learning and experience in their countries,
and proposed their action plans both in short and long term. In the short-term action plan, they mentioned thereview of documentation, photographic documentation, disaster prevention drills involving community people, etc.
In the long-term plan, some participants referred to revise the system of their country as a result of comparison of
their systems with Japanese ones in terms of cultural property protection in general, Preservation Districts of Groupsof Traditional Buildings, and subsidies. Others shared ideas to introduce some newly learned systems in future, suchas vernacular house conservation system, establishment of regulation concerning repair and landscaping, a system
to protect the traditional technique for restoration and repair. In the final discussion, Mr Nishi, the facilitator, posed
issues on cultural heritage protection in the Asia Pacific region, and exchanged opinions with the participants forthe future prospects and problem solutions. There were comments of expectation and request for coming ACCU
trainings as well.

Discussion between Mr Nishi and participants

Final presentation by participantsClosing Ceremony
Followingly, the closing ceremony was held. Director of ACCU Nara appreciated the participants’ hard work during
a month of training and awarded a certificate to each participant. On behalf of the participants, Ms Shivangi Shukla
from India and Mr Yeshi Samdrup from Bhutan made speeches to express their gratitude to the lecturers and people
concerned as well as the appreciation to the fellow participants for the encouragement and stimulating discussions
among themselves.
After the ceremony, the participants paid a courtesy call to Vice Governor Murata at Nara Prefectural
Government, which supports this training, to report the completion of the training course. Although the time waslimited, they had a pleasant talk about a life in Nara, impression of training course and Japan.

56

Group Training Course

Closing remarks by ACCU Director

Closing speeches by participant representatives (left: Ms Shivangi Shukla, right: Mr Yeshi Samdrup)

The Group Training Course 2019 participants at the closing ceremony

57

Group Training Course
Courtesy visit to Nara Prefectural Government to meet Mr Murata Takashi, the Vice Governor

58Evaluation
3.3.Evaluation
3. Evaluation

1. Application (58 applicants from 22 countries)

1. 1.
Application(58 applicantsfrom 22 fromcountries)
Application(58 applicants
22 countries)<Gender><Gender>

Oceania, 2,
East Asia, 8,
3%
East14%
Asia, 8,14%
Southeast Asia,
16, 28%Southeast
Asia,
Central Asia, 9,
16, 28%16%
CentralAsia, 9,16%
South Asia, 14,West Asia, 9,South24%
Asia, 14,
West15%Asia, 9,24%
15%

Men, 34,
59%34,
Men,
59%<Source of the Information on
the Training
Course> on<Sourceof the Information
the Training Course>Your friend
Your6%
friend6%

NATCOM
26%
NATCOM
26%

Your
ACCU
organization
Your
10%
ACCU
47%
organization
ICCROM
10%
47%
11%
ICCROM
11%*ACCU/ICCROM: Websites*ACCU/ICCROM: Websites

2. Training Participant (16 participants from 15 countries)

2. Training Participation (16 participants from 15 countries)
2. Training Participation (16 participants from 15 countries)<Region><Region>East Asia, 1,<Gender><Gender>
Women, 7,
44% 7,
Women,
44%

Group Training Course

Women, 24,
41% 24,
Women,
41%<Region>
Oceania, 2,<Region> 3%

Oceania, 1,
6% 1,
Oceania,6%

East 6%
Asia, 1,
6%
Central Asia, 1,
Central6%
Asia, 1,
6%West Asia, 2,Southeast Asia, 7,
West13%Asia, 2,
44%Asia, 7,Southeast
13%
44%
South Asia, 4,South25%
Asia, 4,25%

Men, 9,
56%9,
Men,
56%

<Major at University (Graduate School)><Major at University (Graduate School)><Affiliation><Affiliation>University/research

institute, 2
University/research
institute, 2

Other, 5,
31% 5,
Other,
31%

Governmental
agency, 14
Governmental
agency, 14

Archaeology, 2,
13%Archaeology,
2,13%Architecture, 9,
56% 9,
Architecture,
56%

1
1

59

Evaluation
ofOverall
the Overall
Training
Curricula
3.3.Evaluationof theTraining
Curriculum
Satisfaction Level

Training Programme Range
Too narrow, 1

Satisfied, 6,
37%

Too broad, 4,
25%

Dissatisfied
不満
Fair
普通

Appropriate
適当

Satisfied
満足

Very satisfied, 10,
63%

Very
satisfied
とても満足Group Training Course

Composition and Contents of each unit

Too deep, 2,
13%
Very good, 8,
50%

Too
deep
深すぎる

Appropriate, 13,
81%

•
•

•
•

••
••
••
••
•
••
••

•
•
•

•
•

Appropriate
適当
Tooshallow
浅すぎるGood, 8,
50%

Poor
悪い
Fair
普通
Good
良い
Very
good
すばらしい

The training course was better than expected and helped me to expand my perspective on my

The training course was better than expected and helped me to expand my perspective on my operations for
operations for conserving heritage.
conserving heritage.
The depth of the training curricula was appropriate to learn comprehensively about all the necessary
The depth of the training curriculum was appropriate to learn comprehensively about all the necessary aspects
aspects in 1 month.
in one month.
Consideringthatthat
was
a 1monththan enoughConsidering
it it
was
a one
monthcourse,
course,IIfeel
feelthat
thatthetheprogramme
programme forfor eacheach lesson
lesson was
was moremore thanenoughand wastodesigned
providepractical usefulknowledgeandwas designed
provide topractical
knowledge
for myusefulwork.for my work.
Allthethelessons
lessons
wererelatedto oneanother,enabling
melearnto learncomprehensively.
All
wererelatedto oneanother,enabling
me tocomprehensively.
Eachlesson’s
lesson’s
purposeclear
beneficial.
Eachpurposewaswasclear
andandbeneficial.
I hopethethecoursewill
cover
topicsrelating
to damageto constructional
materials
and their
I hopethat
thatcourseto constructional
materials
andrestoration.
their
will
cover
topicsrelating
to damage
I wishthat we had had a theoretical lecture specialising on authenticity.
restoration.
I hopewillainclude
somelectureelements
related to architectural
engineering.
I wishthat
thatthewecourse
had hadtheoreticalspecialisingon authenticity.
Manyofthatthe thelecturesdiscussed
architectural
engineering
fortoconservation
restoration. I wanted to learn
I hopecoursewill include
some elements
relatedarchitecturalandengineering.
about
how
communities
andexperts
other
than
those
of
architectural
engineering
involved inI wanted
the process
Many of the lectures discussed architectural engineering for conservation andare
restoration.
to ofconservation.
learn about how communities and experts other than those of architectural engineering are involved inSome lectures overlapped with one another in terms of their contents.
the process of conservation.
The training course began with principles and theories and then proceeded to hands-on work session and finallySome lectures overlapped with one another in terms of their contents.
to the establishment of policies. I think that this flow was good.

The training course began with principles and theories and then proceeded to hands-on practicums andfinally to the establishment of policies. I think that this flow was good.

2

60

Too
narrow
狭すぎる

Appropriate, 11,69%

Training Programme Depth

Too shallow, 1,
6%

Too
broad
広すぎる

Application of the Lessons fromthe Training Course

Relevancy between the Training
Programmes and Your Work

Very relevant, 9,56%

Relevant,
7, 44%

Not applicable, 1,
6%Not
at all relevant
全く関連していない

Very applicable, 8,50%

関連していないNot
relevant
Relevant
関連

応用できないNot
at all applicable

Applicable, 7,
44%

Very
relevant
大いに関連

Days off during the Training
PeriodSufficient, 2,
13%

Not
at all relevant
悪いInsufficient不十分

Appropriate, 4,
25%

Fair
普通

Good, 7,
44%

••

•

•

•

•

•
••

•

•
••

Good
良い
Very
good
すばらしい

Insufficient, 10,62%

Appropriate
適当Group Training Course

Passable,4, 25%

Applicable
応用できる
Very
applicable
大いに応用できる

Time Allocation for the Lectures,
Work Session and On-site Study
Very good, 5,31%

応用は難しいNotapplicable

十分
Sufficient

Not
NotallallJapaneseJapaneseapproaches
approachestotopreservation
preservationand
andmanagement
managementofofheritage
heritagecan
canbebeapplied
appliedininmy
mycountry,
country,butwhat
I haveI learned
throughthe on-site
study, lectures
and work
sessions will
serve
as an
importantelement for
but what
have learned
through
the fieldwork,
lecturesand practicums
will
serve
as an
importantreviewing and improving my country’s approaches.
element for reviewing and improving my country’s approaches.
Some themes (e.g. material types, reconstruction and value) are based on different ideas from those of mySome themes (e.g. material types, reconstruction and value) are based on different ideas from those ofcountry, so I would like to make some changes to what I have learned to tailor to the needs of my country. (Twomy country, so I would like to make some changes to what I have learned to tailor to the needs of myrespondents)
country. (Two respondents)
The training course was good in general, but we should have spent much more time in risk management
The training course was good in general, but we should have spent much more time in risk
assessment and some other lessons.
management
assessment
and some
otherlessons.
For
the on-site study,
we should
have hadmuchmore free time on the tours.
Forthefieldwork,
weshould
have
had
much
more2freethe 2tours.
Though not necessary every week, we should havedaystime
off onevery
weeks. If not, we should have fewer
Though not necessary every week, we should have 2 holidays every 2 weeks. If not, we should haveassignments.
becausewe haveshortholiday
period.
Itfewerwouldassignments,
be better if we
had 2 days
off inathe
middleof thetraining period.
IfItwestrivebetobetter
learn sufficiently
2 months,
onetraining
day off period.
per week is appropriate.
would
if we had ain2 thedaylimited
holidayperiod
in theofmiddleof the•If we strive to learn sufficiently in the limited period of 2 months, one holiday per week is appropriate.
Most
Beneficial Programme◇International
trends regarding
conservation of cultural heritage (6) Most Beneficial
ProgrammeJapanese systems for conserving cultural properties (5)International trends regarding conservation of cultural heritage (6), Japanese systems for conserving
Risk management (4)cultural properties (5), risk management (4), damage inspection and recording (3), Takenaka Carpentry
Damage inspection and recording (3)Tools Museum (3), measurement (3), photography (2), lectures on traditional structures and the case study
Takenaka Carpentry Tools Museum (3)of George Town
Measured drawing (3)Photography (2)Lectures on traditional structures
The case study of George Town

361◇ Less Beneficial Programme•
Preservation and restoration of wooden structures in Japan (The time was insufficient to learn about the theme
comprehensively.)•
Risk management (In my country, we have already made preparation and systems for handling disasters andrisks.)•
Lecture in Narai (The on-site lecture overlapped with the lecture in Nara in terms of contents. Though useful, it
has been too detailed.)•
Measured drawing (I guess many of the participants already know the method.)Group Training Course◇ Opinions on the Curriculum and Elements to Be Added•
For risk management, if only a single type of disasters is selected, it would help participants gain even clearer
understanding.
•Documentation using software•
Value of heritage conservation and communities•
Lecture on authenticity•
Painting restoration (2)•Structural analysis of wooden buildings•
Preservation of forests to conserve cultural heritage. Fieldwork in a forest, if necessary•
Cutting-edge technology used for conserving wooden structures
4. Lectures•
Some explanations, especially those of issues distinctive of Japan, were repeated many times.
•
Consecutive interpretation was very easy to understand.
•It would be a good balance if a daily schedule consists of lectures in the morning and a work session or on-site
study in the afternoon.
•
When a lecture was prolonged, I found it difficult to concentrate.
•
I feel that paper texts should be replaced with PDF files.
•
The texts were very useful, and the backup materials helped deepen understanding.

62

5. Practicums

5. Work Sessions

Level

PurposeEasy, 4,25%

不明確
UnclearVery clear, 7,
44%

Fair
普通

Clear, 9,
56%

Clear
明確

Appropriate, 8,
50%

Very
clear
とても明確

Difficult
難しい
Appropriate
適当
Easy
簡単

Fair, 4,25%

全く関連していない
Not at all relevant

悪い
Poor
Fair
普通

Not relevant
関連していない

Good, 10,62%

関連
Relevant

Group Training Course

Very good, 2,
13%

Not relevant, 1, 6%

Very relevant, 7,
44%

難しすぎる
Too
difficultTime Allocation

Relevancy between the Work Sessions
and Your Work

Relevant, 8,50%

Difficult, 4,
25%

良い
Good
すばらしい
Very
good

大いに関連
Very relevant•

Our hands-on experience at the practicums has helped us deepen our understanding about the lectures.

The
time allocation
foratindividual
work waswhereasthe ourtimeunderstanding
for group work
was
short
• • Ourhands-onexperience
the work sessions
hasgood,
helpedus deepen
about
thetoolectures.
(especiallyfor riskformanagement).
•
The
time allocationindividual work was good, whereas the time for group work was too short (especially• forThe
fieldworkinsummerwas sometimes physically demanding, making me feel sick. It would berisk management).
betterto supply
water andmuch more
rest time.
•The
fieldworkin summer
washavesometimes
physicallydemanding, making me feel sick. It would be better toand havemuchEnglish
more resttime.
• supplyThosewater
without
sufficientproficiency
had no opportunities to give a presentation. I feel that•
Those
without
sufficient
Englishproficiency had no opportunities to give a presentation. I feel that smaller
smallergroupswould bemore beneficial.
would
be morebeneficial.
• groupsGroup
membersshouldbe changed for every assignment to avoid overlapping of members.
• • Group
membersshouldbechangedfor beevery
assignment
to avoidSome
overlappingof members.
The purpose of group work should
definedmore clearly.
members
tended to concentrate on•
The purpose of group work should be defined more clearly. Some members tended to concentrate on preparing
preparing good-looking PowerPoint slides, depriving us of significant time for discussion.
good-looking PowerPoint slides, depriving us of significant time for discussion.
• Trainees should be divided into groups, taking their expertise into consideration. For example, it might•Participants should be divided into groups, taking their expertise into consideration. For example, it might be
be good to separate trainees into a group of those with the experience of measurement vs a group of
good to separate participants into a group of those with the experience of measurement vs a group of those
those without such an experience, so that trainees of the same level can participate in group work.
without such an experience, so that participants of the same level can participate in group work.

5636. Fieldwork

6. On-sie Study

PurposeClear, 5,31%

Explanation

Unclear
不明確
Fair
普通

とても明確
Very
clear

Group Training Course

Relevancy between the on-site study
and Your Work

Relevant,
7, 44%

•

•

•

•
•

•
•
•
•

•
•
•

Kiso-Hirasawa,
3, 21%

Not
at all relevant
全く関連していない
関連していないNot
relevant

Narai, 2,
14%

Relevant
関連

Very
clear
とても明確

Takayama
City, 4, 29%

Takayama
高山市 City
Shirakawa
白川村 Village

Shirakawa
Village, 5, 36%

奈良井
Narai
Kiso-Hirasawa
木曽平沢

We should have much more free time on the tours. (Two respondents).

We should have much more free time on the tours. (Two respondents).
In the fieldwork, it might be better to collect notes (taken by trainees) during a tour to clarify what they
It might be better to collect notes (taken by participants) during a tour to clarify what they have learned.
have
Not
halflearned.
a day but a full-day on-site study would be better.
Not
half
a day buta full-day
fieldwork
be better.
The reconstruction
workof the South
Gate wouldof the former
Heijo Palace was interesting and enabled me to obtain
The reconstruction
workof about
the South
Gate of the former
Heijo Palace was interesting and enabled metechnical
knowledge andlearn
the reconstruction
approach.
to obtainI felt
technical
knowledge
and learnreconstruction
approach.
Althoughthat thereconstructionof theabout
SouththeGate
was not so closely
related to the training theme, thetour
to the sitewasthatinteresting.
AlthoughI feltthe reconstruction of the South Gate was not so closely related to the training
Intheme,Shirakawa
Village,I waslearn about the outline of the residents’ preservation society, the relationshipthe tourto thesiteable
wastointeresting.
betweenthe
local
government
andassociation
andoutline
many othertopics related association,
to conservation
In Shirakawa Village, I was able theto learnabout theof theinteresting
residents’ conservation
efforts.
the relationship between the local government and the association and many other interesting topics
Inrelated
Takayama,
I was able efforts.
to learn a lot about disaster damage prevention and local communities, and thisto conservation
experience was beneficial.
In Takayama, I was able to learn a lot about disaster damage prevention and local communities, andIn Narai, it was interesting to see the balance between heritage conservation, tourism and long-term community
this experience was beneficial.
development.
In Narai, it was interesting to see the balance between heritage conservation, tourism and long-term
In Kiso-Hirasawa, I was able to listen to detailed explanations of landscape preservation and community
community development.
cooperation.

In Kiso-Hirasawa, I was able to listen to detailed explanations of landscape preservation andcommunity cooperation.

6

64

Clear
明確

Most Beneficial
Destination

大いに関連
Very
relevant

•
•
•
•
• •

Fair
普通

Clear, 10,
62%

明確
Clear

Very clear, 11,
69%

Very relevant, 9,56%

不明確
UnclearVery clear, 6,38%

7. 7.
Presentation,
Discussion
and Group
Presentation,
Discussion
andWork
Group WorkTime
Allocation
Time
Allocation

Group Work

Discussion
Fair, 1,
6%
Very good, 6,
38%

Very good, 4,
25%

Poor
悪い

普通
Fair
Good
良い

Good, 7,
44%

Very
good
すばらしい

良い
Good
Very
good
すばらしい

• • Some
countryreports
werenotnot
in in
line
Some
countryreports
werelinewith
withthethetheme.
theme.Some
Someguidelines
guidelinesororsamples
samplesshould
shouldbebedistributed inadvance,and thesecretariatandshouldcheck country
reports
in advance.
(Two respondents)
distributed
in advance,
the secretariat
shouldcheck
country reports
in advance. (Two respondents)•
Country report presentations should be given in public.
•
Country report presentations should be given in public.
•
The time for group work was too short. I hope that lectures would include much more time for group work.
•
The time for group work was too short. I hope that lectures would include much more time for group•
On-site study tours according to group might be effective. I think that it would be good if group members could
work.
share what they have observed and felt during such tours and exchange their opinions.
•Fieldwork tours according to group might be effective. I think that it would be good if group members•
The group was too large, making it difficult for me to understand all the members’ opinions. A smaller group
could share what they have observed and felt during such tours and exchange their opinions.
would be better.
•
The group was too large, making it difficult for me to understand all the members’ opinions. A smaller

Group Training Course

Good, 9,56%

Poor, 1,
6%
Fair
Fair, 4,
Poor
悪い
25%
普通
Fair

group
would
be to
better.
8. WhatDo YouWant
Learn If a Local Workshop Is Held in Your Country?
•
Community cooperation and community-centred heritage conservation (China, Indonesia, New Zealand, the8. Philippines
What Do andYou
Want to Learn If a Local Workshop Is Held in Your Country?
Uzbekistan)• • Skills
for conserving
woodenandstructures(Cambodia, India
and Viet
Nam)
Community
cooperation
community-centred
heritageconservation(China, Indonesia, New•
Conservation
traditional structuresand historical landscape and risk management (Cambodia and India)
Zealand, theofPhilippinesand Uzbekistan)• • Riskmanagement(Indonesia
and structures
the Philippines)
Skillsfor conserving
wooden(Cambodia, India and Vietnam)• • Disasterdamage ofprevention
andstructures
reductionandfor historicalcultural heritage(NepalNam)Conservation
traditionallandscapeandandriskVietmanagement(Cambodia and•Managementofculturalheritage(Afghanistan
andThailand)India)•
Documentation using software (Afghanistan)•
Risk management (Indonesia and the Philippines)•
Rehabilitation process in light of value of cultural heritage (Bhutan)•
Disaster damage prevention and reduction for cultural heritage (Nepal and Vietnam)•
Carpenter skills (China)•
Management of cultural heritage (Afghanistan and Thailand)•
Earthquake-resistant structures for wooden buildings (India)•
Documentation using software (Afghanistan)•Conservation of earth, brick and stone structures in historical cities (Iran)
Rehabilitation
process inlightof valueof cultural heritage (Bhutan)• • Training
for conservation
skills(New
Zealand)
Carpenter skills(China)• • Conservationof brick
structures (Thailand)
Earthquake-resistant
structures(Uzbekistan)for wooden buildings (India)• • Restorationof wooden structures•

Conservation of earth, brick and stone structures in historical cities (Iran)•

Training for conservation skills (New Zealand)•Conservation of brick structures (Thailand)•

Restoration of wooden structures (Uzbekistan)

7

65

III. Regional Workshop
1. General Information
2. Summary
3. Evaluation

Regional Workshop
67

1．General Information
Workshop for Cultural Heritage Protectionin Phnom Penh, Cambodia
1. Background
ACCU Nara started implementing this training course on cultural heritage protection in the Asia-Pacific region in
2000, and has invited participants from Cambodia almost every year since then. The total number of Cambodian
participants through 2018 is twenty-eight, the largest group for all participating countries. The majority, however,
have been heritage practitioners engaged in the conservation of the Angkor UNESCO World Heritage Site, partly
because Cambodia has been encouraging its conservation as a significant national policy, so that support fromvarious other countries including Japan has concentrated at that site. Consequently, attention to the National Museumin Phnom Penh and other regional museums has not been adequate, and these institutes are facing challenges inproviding appropriate management of important cultural properties.
Under such circumstances, ACCU Nara has gathered information and exchanged opinions with officialsof the Ministry of Culture and Fine Arts, with former ACCU participants, and with Japanese experts who havelong contributed to cultural heritage protection in Cambodia, about beneficial training opportunities for a wider
range of heritage practitioners. In order to respond to one of the requests received, we have decided to co-organise
this workshop on the theme of “Photographic Techniques for Cultural Properties” with the General Department ofCultural Heritage, Ministry of Culture and Fine Arts, at the National Museum of Cambodia in Phnom Penh.

3. Dates and Venue
Dates: 18 November (Mon) – 23 November (Sat) 2019
Venue: Ceremonies; Angkor Hall at the Ministry of Culture and Fine Arts
Training; Preah Vihear Hall at Ministry of Culture and Fine Arts and National Museum of Cambodia

Regional Workshop

2. OrganisersThis course was jointly organised by the Agency for Cultural Affairs, Japan (Bunkacho); the Asia-Pacific Cultural
Centre for UNESCO (ACCU); the Ministry of Culture and Fine Arts, Kingdom of Cambodia.

4. Theme
Photographic Techniques for Cultural Properties
5. Curriculum
The course consisted of four-day practical work sessions, one day and half lectures and half-day of the opening/closing ceremonies. The curriculum included the following topics;
Lectures・Basic knowledge of cultural property photography
・Storage and management of photo data
Practical Training
・Photographic techniques for cultural properties
・Set up of a temporary photography platform
   ・Appropriate setting of a single-lens reflex camera
   ・Lighting methods (how to set up main and supporting lights)
・Shooting techniques for cultural properties (overhead shooting, front shooting)・Measuring exposure
・Focal length and lens diffraction

69

ACCU Workshop 2019 for the Cultural Heritage Protectionin Phnom Penh, Cambodia
Date

Morning (08:30-12:00)
9:00-10:00

Afternoon (13:30-16:30)
13:30~16:30【Opening Ceremony】(Venue: Angkor Hall, MCFA)

Lecture II
Appropriate setting of a single-lens reflex camera

10:30-11:00

Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki(Venue: Preah Vihear Hall, MCFA)【Orientation for the Workshop】
18

Mon(Venue: Preah Vihear Hall, MCFA)

11:00-12:30
Lecture I
Basic knowledge of cultural property photography
Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki(VenuSe: Preah Vihear Hall, MCFA)

Lecture III

19

Practical Training I

Photographic Techniques for Cultural Properties I"Set up of temporary photography platforms for overhead &The front
shooting"

Photographic Techniques for Cultural Properties II"Setting background and lighting for shooting"Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki(Venue: National Museum of Cambodia)

Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki(Venue: National Museum of Cambodia)

20

Wed

Nov

Practical Training II

Practical Training III

Photographic Techniques for Cultural Properties III"Overhead shooting of earthenware & wooden object"

Photographic Techniques for Cultural Properties IV"Overhead shooting of stone object & textile"

Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki, SATO Yuni

Instructor: NAKAMURA Ichiro, SUGIMOTO Kazuki, SATO Yuni

(Venue: National Museum of Cambodia)(Venue: National Museum of Cambodia)

Regional Workshop【Practical Training】
21

Thu【Practical Training】

Photographic Techniques for Cultural Properties V"Front shooting of metal object"
Instructor: SUGIMOTO Kazuki, SATO Yuni

Instructor: SUGIMOTO Kazuki, SATO Yuni

(Venue: National Museum of Cambodia)(Venue: National Museum of Cambodia)【Practical Training】
22

Fri【Practical Training】

Photographic Technique for Cultural Property VII"Shooting of unmovable stone statue"Sat

Photographic Technique for Cultural Property VIII
"Shooting of unmovable wooden carving & tapestry"

Instructor: SUGIMOTO Kazuki, SATO Yuni

Instructor: SUGIMOTO Kazuki, SATO Yuni

(Venue: National Museum of Cambodia)(Venue: National Museum of Cambodia)【Practical Training】

23

Photographic Techniques for Cultural Properties VI"Front shooting of wooden object & ceramic"

14:00-15:30

Photographic Technique for Cultural Property IV【Lecture】"Shooting of wooden building and stone statue"

Management and Utilisation of Photo Data I"Storage and utilisation of JPEG/RAW data"

Instructor: SUGIMOTO Kazuki, SATO Yuni

(Venue: Preah Vihear Hall, MCFA) 【Evaluation by Instructor】

Instructor: SUGIMOTO Kazuki(Venue: Preah Vihear Hall, MCFA)

16:30【Closing Ceremony】(Venue: Angkor Hall, MCFA)*MCFA=Ministry of Culture and Fine Arts

6. Participants
The Ministry of Culture and Fine Arts, Cambodia, nominated 18 professionals who are involved in documentationof museum objects at museums or Department of Archaeology in Cambodia. The group of participants consisted of:- 18 participants; 10 from Phnom Penh and 8 from regional provinces- There are 12 male and 6 female participants- All participants work at the Ministry of Culture and Fine Arts
- The youngest participant was 26 years old, the oldest was 52. The average age was 34.3.

70

7. Language
Khmer language with consecutive interpretation from Japanese
8. Instructors
NAKAMURA Ichiro, Official Research Photographer
Photography Section, Department of Planning and Coordination, Nara National Research Institute for Cultural Properties
SATO Yuni, Expert
International Cooperation Section, Department of Planning and Coordination, Nara National Research Institute forCultural Properties
SUGIMOTO Kazuki, Cultural Property Photographer, Saidaiji Photo Studio
9. Interpreter
TOET Ravuth (18-21 Nov.)
CHHUM Menghong (22-23 Nov.)
SO Sokuntheary (20-23 Nov.)
10. ACCU Nara Office Personnel
MORIMOTO Susumu, Director
NAKAI Isao, Department Director, Programme Operation Department
WAKIYA Kayoko, Division Director, International Cooperation Division

Regional Workshop

SUZUKI Sonoko, Chief, International Cooperation Division71

2. Summary
15 November
ACCU staff departed from Kansai International Airport and arrived at Phnom Penh in the evening.
16 November
In the morning, ACCU Nara staff met Ms Khom Sreymom and Ms Khun Sathal of the National Museum of
Cambodia to have a meeting for the preparation of workshop together with Mr Muong Chanraksmey. The
workshop materials had been already carried into the training venue, a special exhibition room of the museum. The
preparation finished with the confirmation of the guests attending the ceremony and the schedule of the final day.
Mr Sugimoto, an instructor, and Mr Morimoto, Director of ACCU Nara, arrived at Phnom Penh in the evening,then had a briefing with the advance party. Mr Nakamura, another instructor, and ACCU staff also arrived at Phnom
Penh at night to join the group.

Regional Workshop

17 November
In the morning, a meeting at Angkor Hall of Ministry of Culture and Fine Arts, the venue for opening ceremony,with Ms Sreymom and Ms Sathal of National Museum and Mr Sok Channa of Ministry of Culture and Fine Arts.
At Preah Vihear Hall, the lecture room for the workshop, the operation of projector connected to the instructor’s
PC was checked. In the afternoon, moved to the museum for checking the photography equipment and setting thevenue for practical training. Since it was the first time for Mr Sugimoto to come to the museum, he observed theobjects for photography, larger objects especially, and discussed with Mr Nakamura about the contents of practicaltraining.
18 November
Opening Ceremony
The opening ceremony was held at Angkor Hall of Ministry of Culture and Fine Arts. The ceremony was attended
by eighteen training participants; Mr Prak Sonnara, Secretary of State for Ministry of Culture and Fine Arts; guests
from Cambodian government; Ms Tanabe Kaori, the First Secretary of the Embassy of Japan in Cambodia, andothers.
In the beginning, Mr Kong Vireak, Director of Department of Museum, made a speech to show his expectation
for the workshop and encourage the participants. Followingly, Mr Morimoto, Director of ACCU Nara, introduced

The opening ceremony and welcome address by Mr Ouk Sokha, Director General of Heritage72

Mr Morimoto Susumu,
Director of ACCU Nara

Ms Tanabe Kaori, First Secretary of
the Embassy of Japan

Regional Workshop

Mr Prak Sonnara,
Secretary of State

Signing MoU between Ministry of Culture and Fine Arts and ACCU73

the activities of ACCU Nara and general information on the workshop. As a guest speech, Ms Tanabe, the First
Secretary of the Embassy of Japan, conveyed a message of high expectation on the workshop and its future
utilization as well as wish for the friendship between Japan and Cambodia. In the end, Mr Sonnara, Secretaryof State, made a speech on the background for organising this workshop and the importance of photographic
documentation, touching upon his experience as one of the first generation ACCU training participants in Nara, andalso expressed the appreciation to ACCU and the Embassy of Japan for the support to Cambodia.
In the end, the signing ceremony of MOU was held, and the opening of the workshop was declared.
Basic Knowledge of Cultural Property Photograph (Instructors: NAKAMURA Ichiro, SUGIMOTO Kazuki)
Started with the self-introduction of Mr Nakamura and Mr Sugimoto. Participants also introduced themselves andshared their job responsibility, current challenges and points they would like to learn in this training.
Many of the participants are in charge of documentation of cultural property in general, not limited to museum
artefacts but others including archaeological excavation sites, folk cultural materials, traditional events, andhistorical buildings. Their major challenges are as follows:
Photography method of intangible heritage (traditional event) at night
Appropriate lighting and colour reproduction method
Setting of in-door photography platform
Photography of glossy artefacts (object with mother-of-pearl inlay, metal object, textile threaded with gold)
Documentation of letters on objects such as ancient document or stone monument
Effective photography method in dark and narrow space, such as photography of Buddha image in a temple
Photography method of large outdoor object such as historical buildings, big Buddha images, statues

Regional Workshop

In response to their challenges presented, Mr Nakamura lectured on the difference between the cultural property
photograph and common photograph, and necessary equipment for the specific purpose. Although most of theparticipants use single lens reflex cameras, which are sufficient for the documentation of cultural property, they
have not made full use of the function of cameras. The instructors recognized the fact that the participants have
only used “auto” mode of their cameras, and started with the explanation of single lens reflex camera functions. To
the questions from the participants about the type of lens and camera, it was explained that the camera with larger
sensor, which is usually large in camera body itself as well, is suitable for the cultural property photography byshowing some examples.
Since the introductory session revealed that many participants took photograph of buildings, the instructors
proposed to allocate more time for the practical training on “photographic techniques for large objects” to meet theparticipants’ needs, and the programme was rearranged accordingly.

Exchanging information between participants and instructors

74

Mr Nakamura Ichiro from NNRICP

19 November
Practical training started at National Museum of Cambodia. After receiving the lecture on basic function of camera
and its setting, participants tried the setting of white balance, aperture, shutter speed, ISO sensitivity of their own
camera. Some of them were knowledgeable about single lens reflex camera, but even such participants mentionedthat they have used white balance and ISO sensitivity only under the auto mode and have never tried setting by
themselves. Nikon and Cannon employ different way of camera setting; therefore, the participants follow theprocedure of camera setting one by one referring to the text material and explanation provided by the instructors
for the respective types of camera. The participants took rather long time to understand the mechanism of sensor
to determine the colour tone and the principle of photography concerning RAW data which was necessary for thephotographic documentation of cultural property. The instructors gave explanation on these topics and answered
various questions from the participants.
Afternoon session covered demonstration and explanation of photography platform setup. The instructors
assembled a simple photography platform with materials procured in Cambodia, and demonstrated the differencein the information of object appeared in photograph by changing the colour of background paper or the positionof light. Then, the participants assembled two more sets of new photography platforms by themselves referringto the existing platform and started to take photographs. They were impressed with the fact that they could makephotography platforms by themselves without purchasing the expensive ones and the high-quality image ofphotograph taken with them. They took photographs by changing the angle of light and others and asked for thecomments of instructors.

Regional Workshop

Top: Lecture at National Museum (left) and camera setting (right)

Bottom: Setup of photography platform

20 November
Mr Nakamura introduced the photography platform for overhead shot in addition to the platform for front shot usedon the previous day. He explained that the front shot platform was suitable for three-dimensional objects while theoverhead shot platform was for small and flat objects. The participants chose the appropriate objects for each typeof platform and started to take photographs. They tried working on some difficult items such as glossy artefacts or
statues and learned a better way of photography with the advice of instructors. They worked in groups and every
group had difficulties in adjusting the lighting angle, hight of camera, reflector setting and focus, then received

75Regional Workshop

Photography practices

further instruction for the improvement. Lecture on data storage was in the afternoon. A participant raised an issueof data loss due to the breakage of SD card. The instructor introduced a function of camera to initialise SD card, andproposed some methods to prevent the data loss including the preparation of backup.
21 November
In this workshop, white balance was set assuming the photography and storage in JPEG format of image data.
However, white balance setting for RAW format photography (i.e. use of grey card, colour adjustment by using asoftware) was additionally explained.
After a break in the morning session, there was a demonstration of photography method for a large textile andtraditional costume by using a concrete panel. A participant from Textile Conservation Laboratory of National
Museum took the initiative and asked the method to take photographs of the reverse side of a textile or marks ofrepair. Many participants had a keen interest in the tools for photography such as slip stoppers and background
paper. As for all the tools available in Phnom Penh including electric bulbs and stands, the detailed information wasgiven to the participants on the stores dealing with these items and their price.
In the afternoon, the participants continued their practice in groups with newly set photography platforms forfront shot and overhead shot after removing the platform for textile. When the sunlight got milder after a breakin the afternoon, they moved to the exhibition room for the photography of large statue. After listening to the
instruction of important points, the participants took photographs by taking turns in the roles of supporting lights orreflectors and releasing a camera shutter. They continued their practice by changing the angle of camera until 17:00,
the closing time of museum.
22 November
Mr Sugimoto reminded the participants of the way to set the white balance, having observed that some participants
mistakenly placed a white card apart from the camera lens. They seemed to confuse the usage of white card with theone of grey card, which was also explained on the day before.
Followingly, demonstration and explanation were given on the photography of old photographs and fragmentsof stone monument with a platform for overhead shot. The participants asked about the lighting technique for76overhead shot, the usage of diffuser and the way to place a reference scale.
After a break, practical training on the photography of stone monument was held in the exhibition room, since
it was mentioned in a preliminary hearing that the participants found it difficult to photograph a clear image ofengravings on stone monument. With their request to take the photographs of larger stone monuments exhibited
outdoor, the group changed the place of practice. They struggled with the adjustment of lighting against strong
sunlight, and continued by taking turns until they have come to their satisfactory level. They also worked with alarge ship exhibited in a different room.
The afternoon session started with a lecture on the basic information concerning photography of buildings,
since some participants regularly take photographs of buildings according to the hearing on the first day of training.
Then, the participants were divided into four groups to practice indoor front shot, overhead shot and photographyof outdoor large object. Photography of ink rubbing was demonstrated in the room as well, and a participant from
Sculpture of Stone Conservation Workshop Division of National Museum, who referred to the problems in thiswork, eagerly participated in the session.

Taking a photograph of large textile

Photography practice for stone monuments

Photography practice for stone inscription

Regional Workshop

Lecture by Mr Sugimoto

Photography practices (left: stone statue, right: Ink rubbing)77

23 November
Mr Sugimoto explained about maintenance of camera. The participants learned that they can use a camera for along time in good condition and keep the quality of photograph with proper maintenance. Then, they continued totake photographs freely in groups as they did on the day before. Several participants requested for the technique ofbuilding photography, and the explanation and demonstration were given in a courtyard, while the other groups took
the photographs of statues and stone monuments in exhibition area.
Question and answer session for photography in general was held after a break. Questions asked were whether
it was possible to use cloth instead of background paper due to its limited availability, important points for taking
photograph of the rim of earthenware, proper direction of the sun and the way to place a reference scale in thephotography of building, types of lighting equipment, etc. In the end of the session, Mr Sugimoto emphasized thatphotography is not the documentation method to cover everything.
In the afternoon, they moved to the Ministry of Culture and Fine Arts to review the photographs taken during
the workshop. The instructor gave advise and comment on focusing, white balance, lighting condition and others byusing image processing software.

Regional Workshop

Photography practice for building

Question and answer time

Photography practice for stone statues

Evaluation by Instructors (Ms Sato and Mr Sugimoto)78

Closing Ceremony
Closing Ceremony was held at Angkor Hall. At first, Mr Sugimoto made a general comment on the training, andshared the concept of three important elements for cultural property photography repeatedly mentioned in thelecture. It was followed by the speech of Ms Khat Somorn and Mr Von Noeun on behalf of the participants. Bothexpressed their willingness to utilize the obtained knowledge in their work and share the knowledge and techniquewith their colleagues who were not able to participate in this workshop. Then, the organisers, Mr Morimoto,Director of ACCU Nara, and Mr Prak Sonnara, Secretary of State for Ministry of Culture and Fine Arts, gave theclosing address. Mr Prak emphasized the importance of cultural property photography in terms of three points,
namely, conservation, investigation and documentation, as he mentioned in the opening ceremony. Mr Prak also
expressed his expectation for the future contribution of the participants to conserve and utilize Cambodian cultural
heritage by making use of their experience in this training, as well as his deep appreciation to ACCU, Nara National
Research Institute for Cultural Property and Japan for their long lasting support and cooperation. In the end, Mr
Morimoto and Mr Prak awarded the certificate to each participant, and the commemorative group photograph wastaken.
During the workshop, some former ACCU training participants came to the training venue and had a chance totalk about their training days in Nara as well as their present work. All the staff of ACCU Nara would like to express
the gratitude to the former participants for coming all the way despite their busy schedule.

Regional Workshop

The closing ceremony at Ministry of Culture and Fine Arts

General comment from Mr Sugimoto

Ms Khat Somorn

Mr Von Noeun

79

Closing remarks by ACCU Director

Closing address by Mr Prak Sonnara

Regional Workshop
Certificate of completion

80Memorandum of Understanding

Regional Workshop

81

3. Evaluation
3. Evaluation
Evaluation
3.
GenderGender
Women, 6,
33% 6,
Women,
33%

Men, 12,
67%12,
Men,
67%

Years of Experience
Years of Experience
More than10
years,5,
More
than
28%
10 years,5,
28%

男
Men

5–10 years, 3,
5–1017%
years, 3,
17%

男
Men
女
Women
女
Women

Less than
5
years,
Less
than10,55%
5 years, 10,
55%

Less
than 5 years
5年未満
Less
than
5年未満
5–10
years5 years
5~10年
5–10
years
5~10年
More
than 10 years
10年以上
More
than 10 years
10年以上• Training Course in General
・Training Course in General• Training Course in General
Long, 1,
5% 1,
Long,
5%

Duration
Duration

Regional Workshop

Appropriate, 7,
39% 7,
Appropriate,39%

Short, 10,
56%10,
Short,
56%

Applicable, 6,
32% 6,
Applicable,
32%
短い
Short

Useful
役立つ

短い
Short
Appropriate
適当
適当
Appropriate
Long
長い

Useful, 13,
68% 13,Useful,
68%

Long
長い

Very satisfied, 13,
72%
Very satisfied,
13,
72%

•
•
•

Applicable
応用できる
Not
applicable
応用は難しいNotapplicable
応用は難しいVery applicable, 4,
22%Very applicable,
4,
22%

Dissatisfied
不満

Dissatisfied
不満
Fair
普通
Fair
普通
満足
Satisfied

満足
SatisfiedVerysatisfied
とても満足

Applicable, 14,
78% 14,
Applicable,
78%

Very
satisfied
とても満足

応用できないNot
at all applicable
応用できないNot
at all applicableNot
applicable
応用は難しいNotapplicable
応用は難しい応用できる
Applicable

応用できる
Applicable•The The
duration
the training
wasfortoo
for meto thegrasp
all photographyof the main photography
durationof theofworkshop
wascourse
too shortmeshortto grasp
all ofmain
points.
•The
durationofthetraining
course
was
too
short
for
me
to
grasp
all
of the main photography
points.
It was a bit difficult to understand photography, but by exchanging opinions with other participants andpoints.
•instructors,
It was aI bit
to understandphotography, but by exchanging opinions with other trainees
wasdifficult
able to improvemy skills.
•The Itwasabit
difficulttounderstandphotography,
by exchanging
opinions with other trainees
group
practicalI thaining
helped me
deepenunderstandingof photography.
andlecturers,
was ablehas
to improvemyskills.mybut••

and
I was able
improveskills.
The lecturers,
group practicum
hasto
helpedme mydeepenmy understanding of photography.
The group practicum has helped me deepen my understanding of photography.

1
1

82

Useful役立つ
Applicable
応用できる

Application of the Lessons from
theof
Workshop
Application
the Lessons fromthe Workshop

Satisfaction Level
Satisfaction Level
Satisfied, 5,
28% 5,
Satisfied,
28%

Theme
Theme

• Understanding Level

Understanding
Level
• •1.
Understanding
Level
Could not understand,
2. Understood to some degree, 3. Understood, 4. Understood very well
Could
not
understand,
2. Understoodto degree,some degree,
3. Understood,
4. Understoodvery well
1.1.Could
notunderstand,
2. Understoodto some3. Understood,
4. Understood1
2 very well
3
4
1
2
3
1
20
3
4
3
13
24
Single-lens reflex camera’s functions
313 (72%)132 (11%)
2
30
(17%)
Single-lensreflexcamera’s
camera’sfunctionsSingle-lens reflex
functions
0(17%) (17%)(72%) (72%)(11%) (11%)
01
134Exposure (diaphragm, shutter speed and ISO)
113 (72%)134 (22%)4
10(6%)
Exposure(aparture,
shutter
speed
and
ISO)
0
Exposure (diaphragm, shutter speed and ISO)
(6%)(72%) (72%)(22%) (22%)
(6%)
410
104
4
40
Colour(whitebalance)balance)04
104Colour temperaturetemperature (white
0
(22%)
(56%)
(22%)
(22%)
(56%)
(22%)
Colour temperature (white balance)
(22%)
(56%)
(22%)
213
133
3
20
Lighting
0Lighting
02133(11%) (11%)(72%) (72%)(17%) (17%)
Lighting(11%) (72%) (17%)
10
114
143
3
Photographic technique0
Photography
0
1
14
3
(5%)
(78%)
(17%) (17%)(5%) (78%)
Photography

(5%)

(78%)

(17%)

• Which Topic Was the Most Beneficial?

• Which Topic Was the Most Beneficial?
• Which Topic Was the Most Beneficial?
Photographic techniquePhotographic
technique(practical training),
7,(practical16%
training), 7,
16%

Camera functions, 8,
Camera functions,
8,
19%
19%

Exposure setting, 12,
Exposure28%
setting, 12,
28%

Lighting, 9,Lighting,
21% 9,
21%

Regional Workshop

Colour temperature
Colour(white temperaturebalance), 7,(white balance),
7,
16%
16%

Which
Item
Was
Most
Beneficial
for Learning
about Photography?
• •WhichItem
Was
the theMost
Beneficial
for Learning
about Photography?
• Which Item Was the Most Beneficial for Learning about Photography?
Ink rubbing andInkphotograph,rubbing and6,
old
old photograph,
6,
13%
13%

Large object
Largeandobject(stone statueship), 14,(stone statue31%
and ship), 14,
31%

Wooden object, 7,
Woodenobject, 7,
16%
16%

Textile, 5,
Textile,11% 5,
11%

Metal object, 7,
Metal16%
object, 7,
16%
2
2

Earthenware andEarthenware
andceramics, 6,
ceramics,
6,
13%
13%

83

IV. International Workshop
1. General Information
2. Summary
3. Evaluation

International Workshop
Participants of International Workshop

1．General Information
International Workshop for Senior Professionals 2019
“Community-centred Approaches to Management of Cultural Heritage”

2. OrganisersThis conference was jointly organised by the Agency for Cultural Affairs, Japan (Bunkacho) and the Asia-Pacific
Cultural Centre for UNESCO (ACCU Nara), in cooperation with the Tokyo National Research Institute for Cultural
Properties, Nara National Research Institute for Cultural Properties, Nara Prefectural Government, Nara City
Government, and Japan Consortium for International Cooperation in Cultural Heritage.
- Agency for Cultural Affairs, Japan (Bunkacho)：Financial support of the programme- Asia-Pacific Cultural Centre for UNESCO (ACCU Nara): Overall programme planning and administration
Support- Tokyo National Research Institute for Cultural Properties- Nara National Research Institute for Cultural Properties- Nara Prefectural Government- Nara City Government- Japan Consortium for International Cooperation in Cultural Heritage

International Workshop

1. Background and Objective
ACCU Nara held international conferences in 2016 and 2017 inviting previous participants in ACCU training
programmes who are in leadership roles in the field of cultural heritage protection in their respective countries.
We discussed issues in human resource development for cultural heritage protection as well as the future outlookof international training courses to improve the current situation and meet the challenges, with suggestions fromJapanese experts. One of the opinions provided by the majority of participants through the discussions was the needfor organising a workshop or conference to revisit heritage conservation and relationships with local communities.
In order to conserve cultural heritage through the generations, not only is cooperation with local communities
vital, but their initiative and leadership are critical as well. In some countries of the Asia-Pacific region, however,experience and case studies in this field are as yet limited, and community-centred approaches to the conservationand management of cultural heritage are still being explored. Accordingly, ACCU Nara implemented a programme
last year under the theme ‘preservation of historic towns and local communities’ to examine efforts made at engaging
communities toward these goals. The participants in last year were able to expand and deepen their insights throughdiscussions with other participants and Japanese experts, and through on-site study at historic towns in Japan.
The International Workshop 2019 focused on more diverse types of cultural heritage closely related to local
communities, and its objective was to revisit ‘sustainable conservation’ for them, which can be one of the challenges
that countries of the Asia-Pacific region including Japan are facing in recent years after UNESCO World Heritagesite designations. There is no doubt that tourism is an important factor in the utilisation of cultural heritage.
However, we have already learned that it can have a negative impact on heritage sites, such as the excessive
promotion of tourism without taking into account the balance of tourism and conservation. Japanese case studies
of community-centred heritage conservation/management presented during the workshop will make a meaningful
contribution to participants’ understandings of these issues in the future.
We invited ten senior professionals who play active roles in the conservation/management practices of cultural
heritage in the Asia-Pacific region and provided them the opportunity to share their experiences as well as to learn
different approaches through discussions with Japanese experts, local managers and residents. An additional goal ofthis International Workshop was to build networks between heritage practitioners and institutions at the international,
national, regional, and local levels.

87

3. Dates and Venue
Dates: 26 – 31 October 2019
Venue: Hotel Ligare Kasugano and Hotel Fujita Nara (Nara city, Nara prefecture, JAPAN)
Iwami Ginzan Silver Mine Site (Ohda city, Shimane prefecture, JAPAN)
4. Objectives and Schedule
The objectives of the workshop were:
To provide participants with;knowledge of the preservation framework of cultural heritage in Japanknowledge of community-centred case studies in management of cultural heritage in Japan
opportunities to share case studies with their own practices in the field of community-centred managementof cultural heritage
opportunities to build heritage protection networks
International Workshop for Senior Professionals 2019
“Community-centred Approaches to the Conservation of Cultural Heritage”
Date

26

Sat

Schedule

10:00-17:15【Open Forum Ⅰ】
Keynote Speeches"Community-centred Approaches to the Conservation of Cultural Heritage:
The Case of Japan"
NISHI Kazuhiko (Tokyo National Research Institute for Cultural Properties)
SHIMIZU Shigeatsu (Kyoto Institute of Technology)
Case Study Report"The Case of Iwami Ginzan Silver Mine and its Cultural Landscape"
OKADO Katsunori (Ohda City Board of Education)

Venue

Hotel Ligare
Kasugano(Nara city)

Commentator: UENO Kunikazu (Nara Women's University)

27

Oct

28

Sun

Mon

【Open Forum Ⅱ】
Case Study Reports by Participants
09:30-17:00"Community-centred Approaches to Management of Cultural Heritage:
Present Situations and Challenges in Asia"【Excursion】
Community-centred Conservation and Management of the Cultural Heritage:
13:00-17:00
The Case of Iwami Ginzan Silver Mine

Ohda city(Shimane pref.)International Workshop

Lecturer: OKADO Katsunori, NAKADA Ken-ichi (Ohda City Board of Education)

29

Tue

【Excursion】
Community-centred Conservation and Management of the Cultural Heritage:
09:30-15:00
The Case of Iwami Ginzan Silver Mine

Ohda city(Shimane pref.)Lecturer: OKADO Katsunori, NAKADA Ken-ichi (Ohda City Board of Education)

30【Self-study】

Wed(Nara City)【Presentation and Discussion】
Final Report Presentation (Participants)
31

Thu

09:30-16:30

Facilitator: SHIMIZU Shigeatsu (Kyoto Institute of Technology)
Commentator: UENO Kunikazu (Nara Women's University)
Closing Ceremony

88

Hotel Ligare
Kasugano(Nara city)

Hotel Fujita Nara
(Nara City)

Schedule for Open Forum
26 October (Sat)

Venue: Hotel Ligare Kasugano
Keynote Speech"Community-centred Approaches to Management of Cultural Heritage: The Case of Japan"

10:00-10:10

Opening Address

10:10-11:40"Conservation of Cultural Heritage and Local Community: International Charters and Global Trends"
NISHI Kazuhiko (Tokyo National Research Institute for Cultural Properties)

11:40-13:00

Lunch Break

13:00-14:30"Community and the Preservation of Cultural Heritage: Cases with Distinctive Features in Japan"
SHIMIZU Shigeatsu (Kyoto Institute of Technology)

14:30-14:45

Break

14:45-15:45"Community-centred Management of UNESCO World Heritage Site: The Case of Iwami Ginzan Silver
Mine and its Cultural Landscape"
OKADO Katsunori (Ohda City Board of Education)

15:45-17:00

Q&A/ Plenary Discussion

27 October (Sun)
Case Study Report"Community-centred Approaches to Management of Cultural Heritage: Present Situations and Challenges in Asia"
Facilitator: SHIMIZU Shigeatsu
Commentator: OKADO Katsunori, UENO Kunikazu"Conservation and Management of a Historic Village as an Important Cultural Site:
Buli Village as a Case Study"
Pema (Bhutan)

09:50-10:10"Community and Conservation Work of Cultural Heritage in Sambor Prei Kuk Archaeological Site"
SO Sokuntheary (Cambodia)

10:10-10:30"Art Awakes the Village: Heritage Protection Practice in Jiulong Village"
LIU Zhen (China)

10:30-11:00

Q&A

11:00-11:15

Break

11:15-11:35"Ombilin Coal Mining Heritage of Sawahlunto"
Jonny WONGSO (Indonesia)

11:35-11:55"Silk Roads: the Routes Network of Chang'an-Tianshan Corridor"
Dmitriy VOYAKIN (Kazakhstan)

11:55-12:15

Q&A

12:15-13:15

Lunch Break

13:15-13:35"Sri Ksetra World Heritage Site"
Kyaw Myo Win (Myanmar)

13:35-13:55"Community Participation in Lumbini Area of Nepal"
Pashupati NYAUPANE (Nepal)

13:55-14:15"Community Participation in Heritage Conservation: The Case of Paoay Church"
Carminda AREVALO (Philippines)

14:15-14:45

Q&A

14:45-15:00

Break

15:00-15:20"Conservation of Nawagala Stupa"
Prasanna B. RATNAYAKE (Sri Lanka)

15:20-15:40"Recent Archaeological Studies at Oc Eo-Ba The, Southern Vietnam, and Related Heritage Conservation
Issues"NGUYEN Khanh Trung Kien (Viet Nam)

15:40-17:00

Q&A/ Plenary Discussion

17:00

Closing Remarks

17:15-

Orientation to the study tour (closed)

International Workshop

09:30-09:50

89

5. Participants
ACCU requested the cultural heritage sector of Asia and the Pacific countries to nominate suitable experts for theworkshop. Taking into their academic background and current work, we selected 10 participants from 10 different
countries (refer to Appendix).
The final group of participants consisted of;- 10 participants from 10 different countries: East Asia 1, Southeast Asia 5, South Asia 3 and Central Asia 1.
- 4 participants had background as architecture. 3 participants had one as archaeology and work inarchaeological site, and 3 were other background and work as heritage manager.
- 6 participants work for governmental organization, 2 from the university and 2 from international institute/organisation.
- The youngest participant was 35 years old, the oldest 57. The average age was 45.2.
- There were 6 male and 4 female participants.
6. Working Language
English was the working language. Consecutive/simultaneous interpretation between English and Japanese wasprovided.
7. The role of the participants during the course
Participants need English language proficiency to play an active role in the programme conducted in English.
During the course period, each participant was required to make a 20-minute presentation in the beginning andend of the course. In the first presentation, they presented efforts and challenges in their own work, and theirlearning experiences through the workshop were shared identifying the problems and comparing their homecountries on the last day of the course. The participants were also encouraged to share opinions and deepen theirknowledge in the plenary discussions.

International Workshop

8. Funding
ACCU Nara covered expenses incurred for the workshop as follows:(1) Travel expenses:
Participants were provided with economy class return air tickets from the international airport nearest theirresidence to Kansai International Airport, and transportation fees between Kansai International Airport and theirhotel in Nara.
(2) Living expenses:
Participants were provided the basic living expenses during the training course, i.e., from 25 October to 1
November 2019, according to ACCU Nara’s regulations. Arrangements for accommodation (a room forsingle occupancy) during the training course was made by the organiser. In case that accommodation on theway to and/or from Japan was needed for any unavoidable reason (such as visa application or limited flightconnections), ACCU Nara covered the accommodation expenses.
(3) Others:
Participants were responsible for visa application fees and domestic travel expenses in their respective countries.
9. Secretariat
ACCU Nara Office
Nakai Isao, Department Director of Programme Operation Department, and Wakiya Kayoko, Division Directorof International Cooperation Division were responsible for the overall course planning and arrangement. Suzuki
Sonoko, Chief of International Cooperation Division was in charge of disseminating the course information andmaking the training materials. The Planning Coordination Division contributed by assisting the work related toaccountant and finance.

90

2. Summary
26 OctoberOpen Forum I
Keynote speeches and a presentation of case study by Japanese experts. Mr Nishi from Tokyo National ResearchInstitute for Cultural Properties made a presentation on the international transformation in the role of community
concerning the cultural heritage protection referring to the international charters, and posed a question on the
future framework of cultural heritage protection. As another keynote speech, Prof Shimizu of Kyoto Institute ofTechnology introduced the characteristics of historical townscape and cultural landscape preservation in Japan
from “community-centred” or “community-based” perspectives. In the end, Mr Okado from Ohda City Board of
Education in Shimane Prefecture presented a Japanese case study of conservation and management of Iwami Ginzan
Silver Mine, a World Heritage site. After these three presentations, question and answer session was developed
into a discussion involving all the participants present over the issues such as the framework of cultural heritage
protection, community coexisting with heritage, and tourism.

Mr Nishi KazuhikoInternational Workshop

Prof Shimizu Shigeatsu

Mr Okado Katsunori91

27 OctoberOpen Forum II
Presentations of case study by the participants from Asian countries. Each participant picked up a cultural
heritage site of their country and introduced the relationship with community in terms of heritage preservation andmanagement, focusing on the existing framework, collaboration experience, future prospect and current issues. In
the session of general discussion after the presentations, Prof Shimizu, as the facilitator, proposed several topics
based on the contents of the presentation, and led the discussion among the participants.
At the end of the day, Prof Shimizu conveyed some keywords to be focused on during the on-site study at
Iwami Ginzan Silver Mine for two days to deepen their discussion on the questions and challenges mentioned.
The participants were divided into three groups according to the characteristics of heritage in their case study
presentation, and assigned to make group presentations respectively on the final day.

International Workshop
Presentation by participants and discussion between participants

92

International Workshop

28, 29 October
Excursion: Case Study in Japan, Community-centred Approaches to the Conservation and Management ofCultural Heritage
Lecturers: OKADO Katsunori, NAKADA Ken-ichi (Ohda City Board of Education, Shimane Prefecture)
Venue: Iwami Ginzan Silver Mine, Ohda city, Shimane prefecture
On the first day, ten participants departed for Ohda city of Shimane prefecture with the lecturer, Mr Okado. At first,
the group paid a courtesy visit to Mayor of Ohda city at Ohda City Office and received an explanation about theadministrative activities related to Iwami Ginzan Silver Mine management and tourism.
They moved to Iwami Ginzan World Heritage Centre to have the general understanding of the extent of heritage
area and its constituents by observing the three-dimensional models and diorama before visiting the actual site.
The first place of visit was Okubo-mabu mine shaft, one of the largest in Iwami Ginzan. Okubo-mabu imposed alimitation on the number of days and people to visit there, providing a good example of consideration for the balance
between heritage conservation and tourism. During the observation, the participants listened to the explanation
about its history as well as the way of conservation and management. After that, they visited Ryugenji-mabu mine93

A courtesy visit to Mayor of Ohda city (fifth from the right) at Ohda City OfficeObserving Okubo-mabu mine shaft

Mr Nakada (right) explaining the site

Entrance of the Ryugenji-mabu mine shaft

International Workshop
At the Ryugenji-mabu mine shaft with the officers of Ohda City

94

shaft, which was the only mine shaft constantly open to public at Iwami Ginzan. On the way, the participants
reviewed the park-and-ride access system introduced in the presentation at the open forum, and observed theremain of mine shaft while comparing it with Okubo-mabu. At the final place of visit, Shimizudani refinery ruin,
the participants asked questions concerning their half day observation including the history of Omori town in its
prosperity with silver mining, challenges in the tourism of silver mine area and future plans of heritage management.
On the second day, the participants learned about the practice of townscape preservation in Omori town
preservation district. They walked around the Preservation District for Groups of Traditional Buildings at Omori
with the explanation of regulations for the repair and landscaping of buildings, then stopped by a shop at renovatedold vernacular house. The shop was managed by a private company named “Gungendo-Iwami Ginzan seikatsu
bunka kenkyujo (life and culture research institute),” which rooted in Omori town and rehabilitated old vernacularhouses to develop their business. The participants also visited an inn run by the company and the headquarters,
and heard about their activities and passion for the townscape preservation from the founder and a PR person.
Followingly, the group went to House of the Kumagai Family, nationally designated Important Cultural Property.
They received explanations form a representative of the incorporated organization in charge of maintenance andmanagement of the building about its history, major rooms, exhibited items, conservation and management of thehouse, while observing inside the house.

Observation of the shop managed by a private company named ‘Gungendo’ in Omori town preservation district

International Workshop

Explanation by the local residents at the house of the Kumagai Family

Bottom: Representatives ofPreservation Society95

In their free time during a lunch break, the participants observed Iwami Ginzan Museum managed by thecommunity people in a historical building kept in original condition. Then, they had a roundtable talk withthe chairman of Omori Town Cultural Property Preservation Society and the head of Omori Town Community
Association. The participants exchanged opinions with community representatives on various issues such as how
the heritage preservation activities started with residents’ initiative have taken root in the community, current
involvement of the preservation society and the community association in the preservation and maintenance oftownscape, ongoing problem of vacant houses as well as sharing examples and challenges of their own countries
The participants visited another company “Nakamura Brace Co. Ltd.,” which was also committed to therehabilitation of old vernacular houses. Activities of the company, example of renovated buildings and collaborative
relationship with the administration (Ohda city) were introduced. With the final questions and answers together with
officials from Iwami Ginzan Silver Mine Division of Ohda City Board of Education, on-site study for two days wasconcluded.

Lecture by the president of Nakamura Brace Co. Ltd

30 OctoberPreparation of final presentation and observation of Shosoin Treasures Exhibition at Nara National Museum.

International Workshop

31 October
Final Presentation, General Discussion
Lecturers: SHIMIZU Shigeatsu (Kyoto Institute of Technology), UENO Kunikazu (Nara Women’s University)
Final presentation by the participants. Each participant made a presentation on the shape of “cultural heritage
protection and community” reviewed through the other participants presentations and discussion in the earlier open
forum, knowledge gained from Iwami Ginzan on-site study, and comparison with their countries.
Then, they had a group meeting on assigned keywords before the on-site study to share their opinions, and madepresentations about the findings and insights by groups.
In the general discussion, Prof Shimizu presented an issue as a facilitator, referring “when considering therelation between cultural heritage protection and community, it might be appropriate to take different approaches
depending on the nature of heritage, that is, differentiation between archaeological remains and towns and villages asliving heritage,” and the participants exchanged ideas on the topic.
In the end, ACCU secretariat summarize the session and Ms Carminda Arevalo from Philippines commented on
the International Workshop to conclude the programme for one week.

96

Final presentation by participantsGroup discussion / presentation

Group presentation

International Workshop

Comments by Prof. Ueno

97

3. Evaluation
3. Evaluation
3.
1) Evaluation
Participants
1)1.ParticipantsParticipants

RegionRegion Central Asia, 1,

GenderGender
Women, 4,
Women,
40%4,
40%Years of Experience
Years of ExperienceCentral Asia,
10% 1,
10%
East Asia,
East1,Asia,10%
1, 10%

Men, 6,
Men,
6,
60%
60%

Southeast Asia,
Asia,
5, 50%South Asia, 3,Southeast
5,50%
South Asia,
3,
30%
30%

10 to
10years,
to 2,
14
14 years,
20%2,
20 years or
20%
20 years
more,or5,
15 to
more,
5,
50%
15years,
to 3,
19
50%
19 years,
30%3,
30%

2.
of theWorkshops
in General
2.Impression
Impressionof theWorkshops
in General
2. Impression of the Workshops in General

Duration
Duration

Theme
Theme

Short, 1,
Short,
1,
10%
10%

Appropriate, 9,Appropriate,
90% 9,
90%

Short
短い
Short
短い
Appropriate
適当
Appropriate
適当
Long
長い
Long
長い

Number of Participants
Number of Participants

International Workshop
98

Appropriate, 10,
Appropriate,
100%10,
100%
•
••

Large
多い
Large
多い
Appropriate
適当
Appropriate
適当
Small
少ない
Small
少ない

Applicable, 2,Applicable,
18% 2,
18%

Beneficial, 9,Beneficial,
82% 9,
82%

Beneficial
有益
Beneficial
有益Applicable
応用できる
Applicable
応用できる
Not
applicable
応用は難しいNotapplicable
応用は難しいSatisfaction Level
Satisfaction Level

Very satisfied, 10,
Very satisfied,
100% 10,100%

Verysatisfied
とても満足
Very
satisfied
とても満足
Satisfied
満足
Satisfied満足
Dissatisfied
不満
Dissatisfied不満
Very
dissatisfied
大変不満
Very
dissatisfied
大変不満

It would be better to extend the training course duration but do so within 10 days.
It woulditbeis betterto forextendthestay
training
durationbutsodolong,so withindays.
Becausedifficultme toaway course
from myoffice forseven 10days
is appropriate for the training•
It would be better to extend the training course duration but do so within 10 days.
• course
Becauseit is difficult
for me to stay away from my office for so long, seven days is appropriate for thedesignedfor managers.
•
Because it is difficult for me to stay away from my office for so long, seven days is appropriate for thefor anothermanagers.
•
Ittraining
would course
be gooddesigned
if we have
day for excursion so that we can interact with community members bytraining course designed for managers.
of heritage
conservationand visitors.
• listening
It would tobestakeholders
good if we haveanotherday for fieldworkso that we can interact with community•
It would be good if we have another day for fieldwork so that we can interact with community•It
is truly by
beneficial
and ofshare
experiences
and knowledgeof the relatively new approach ofmembers
listeningtotoexchange
stakeholders
heritageconservationand visitors.
members
by listeningmanagement
to stakeholders
of heritage
conservation and visitors.
community-centredof
culturalheritage.
•
It is truly beneficial to exchange and share experiences and knowledge of the relatively new approach
approach• • It The
is truly
beneficial
to exchange has
andashareexperiences
and knowledgeof beneficial
the relatively
discussion
on communities
wide
varietyheritage.
of aspects;
it was a very
and new
interesting
theme.
of community-centred
managementof culturalofcommunity-centred
managementofculturalheritage.
•• Thecoveredheritage managementa broadsense (culture,industry,
tourismand other
The theme
discussion
on communities
has a wideinvarietyof aspects;
it was areligion,very beneficial
andinteresting•The
discussiononcommunities
has
a
wide
varietyof
aspects;
it
was
a
very
beneficial
andinterestingelements), making the symposium’s keynote lectures and case study reports very beneficial.
theme.
• theme.
The interaction with local residents, experts at local governments and staff from private companies broadened
1
my perspective of community-centred conservation
1 of cultural heritage. I learned a lot from Japanese experts
and other participants.

•

The interaction with local residents, experts at local governments and staff from private companies
broadened my perspective of community-centred conservation of cultural heritage. I learned a lot fromJapanese experts and other trainees.

Forum (26and27 October)
3. Open
Symposium(26and27 October)

Discussion Opportunities

Presentations by Japanese Experts

Relatively sufficient, 1,
10%

Beneficial, 3,30%

Insufficient不十分

Sufficient, 9,90%

Not
beneficial
有益でない
Fair
普通

有益
Beneficial

Neithersufficient orどちらでもない
insufficient

Very beneficial, 7,70%

どちらかといえば十分
Relatively
sufficient十分
Sufficient

大変有益
Very
beneficial

Case Study Reports by Participants

Beneficial, 4,
40%

有益でない
Not
beneficial
普通
Fair
有益
Beneficial

Very beneficial, 6,
60%

•
•
•
•
•

•

大変有益
Very
beneficial

The time for the discussion on the conference results was insufficient. It would be better if there was an
The time for the discussion on the conference results was insufficient. It would be better if there wasallocated time for collecting questions.
anallocatedtime for arecollecting
questions. three architectures, one tourism expert, one government manager
If the10 participants
four archaeologists,
If
theone10 expert
trainees
four archaeologists,
three architectures,
one tourism
expert,andofare
training
and heritage promotion,
their presentation
themeswouldonebe government
diversified to cover a
managerandofoneexpertof training
and heritage
wider range
fields,includingthe training
themes.promotion, their presentation themes would bediversified
to coverwider rangeof fields,
includingthemes.
The presentations
byaJapaneseexperts
and theexchangetheoftraining
views withother participants have allowed me tolearnpresentations
about useful casestudies. experts and the exchange of views with other trainees have allowed meTheby Japanese
to learn about useful case studies.

•

Protection of traditional knowledge and skills that are still in local communities but are on the verge ofextinction

International Workshop<Topics that you would like to know much more>•
Specific
to improvethe community-centred<Topics
thatmeasures
you would
like to knowmuch more> approach in Japan
Japanese measures
education to
onimprovecultural heritage
and Japanese measuresto raise
the public awareness•• Specificthe community-centred
approachin Japan•Roles of overseas and domestic experts in the process of heritage evaluation•
Japanese education on cultural heritage and Japanese measures to raise the public awareness•Management of heritage resources•
Roles of overseas and domestic experts in the process of heritage evaluation•
Protection of traditional knowledge and skills that are still in local communities but are on the verge of•Management of heritage resources
extinction

299

4. Fieldwork(28 and 29 October)

4. Excursion (28 and 29 October)

Destination

Excursion Purpose

Fit for the theme, 1,
10%
テーマと合致していな
Unfit for the theme
いどちらでもない
Neither fit nor unfit

Very fit for the theme, 9,
90%

大いに合致
Very fit for the theme

Useful Excursion

Both, 2,29%

Unclear
不明確

••
•

•
•

•

•
•

International Workshop

•
•

•
•

•
•

Fair
普通

Townscape district, 4,
57%

Clear
明確
Very
clear
とても明確

Heritage district, 1,
14%
Heritage
district
遺産地区
Townscape
町並み地区district
Both
両方

The casecase study
study ofof JapanJapan showed
showedme
methatthatthethelocal
localgovernment
governmentgives
givesmoremoreemphasis
emphasisononlocal
localresidents’
residents’The
betterbetterlife
thanon
economic
benefitstobebrought
by
the
world
heritage.
life than on economic benefits to be brought by the world heritage.
learnedabout
abouthowhowthethelocal
localgovernment
governmentandcommunities
cooperate
in management
the management
the world
II learned
andcommunities
cooperatein theof theofworld
heritage.
heritage.
I felt that the case study provided a typical example of the launch of a heritage conservation activity being
I felt that theprovideda typical
exampleof the launchof afelt
heritageconservation
activity
undertaken
bycaselocalstudy
residents
togetherwith thelocal government.
I alsothat thiswas an example
indicating
that
being
in the World
Heritagelist further
enhancedthelocal
activity.
government. I also felt that this was an
being
undertaken
by localresidents
togetherwith theIexamplewould liketo knowthat
about
how
OdaWorld
City worked
onlistthefurther
interpretationof thethe activity.
universal value of the world
indicating
being
in theHeritageenhanced
heritage.
I would like to know about how Oda City worked on the interpretation of the universal value of theThetime
allocated for the excursion was appropriate.
world
heritage.
We did not have sufficient time to exchange opinions with local residents. It would have been good if we had
The time allocated for the fieldwork was appropriate.
had more opportunities to conduct interviews or exchange opinions.
We did not have sufficient time to exchange opinions with local residents. It would have been good if
We should have an opportunity for an on-site group discussion together with local residents.
we had had more opportunities to conduct interviews or exchange opinions.
It would have been better if we had had an opportunity to talk not only with staff from private companies andWe should have an opportunity for an on-site group discussion together with local residents.
members of the conservation association but also with the general public.
It would have been better if we had had an opportunity to talk not only with staff from privatecompanies and members of the conservation association but also with the general public.

3

100

とても明確
Very
clear

Very clear, 7,
70%

Clear, 1,
10%

••

普通
Fair
明確
Clear

Fit for the theme
テーマと合致On-Site Explanation

Very clear, 9,90%

Unclear
不明確

Clear, 3,
30%

5.
Wrap
Up (October31)
5. Final
Presentation(31 October)Group Work

Final Assignment
Appropriate, 4,40%
Very
appropriate, 6,60%

Beneficial, 3,30%

不適切Inappropriate

普通
Fair

普通
Fair
Very beneficial, 7,70%

適切Appropriate
大変適切
Very
appropriate

•

•

•

•
•

•

Not
beneficial
有益でない

有益
Beneficial
とても有益
Very
beneficial

The group discussion and presentations enabled us to share a wide variety of perspectives and ideas;

The group discussion and presentations enabled us to share a wide variety of perspectives and ideas; they weremore interesting (than individual presentations).
It would be better if the group discussion involves local residents.
It would be better if the group discussion involves local residents.
It would be better if we could have a Q&A session of about 20 minutes after a few trainees give
It would be better if we could have a Q&A session of about 20 minutes after a few participants givepresentations,and thenthen engage
engageininaadiscussion
discussionon
onhow
howtotouse
usewhatwhathashasbeenbeen
learnedthroughpresentations, andlearnedthroughthetheworkshop fortraining
the sake ofeach trainee’s country.
the sake courseof each forparticipant’s
country.

they were more interesting (than individual presentations).

Workshop
6. Future
FutureACCU
ACCU
Training Course<Requests and<Requests
andImprovement
ImprovementPoints>
Points>

••

•
•
•
•

•

•

hope that
thatthethesymposium
Open Forum
includea casepresentation
by a community
representative.
II hopewillwill
includea casestudystudy
presentation
by a community
representative.
As As
preparation for
ofof
governments
butbutalso
of ofcommunities
preparationfor excursion,
fieldwork,knowing
knowingabout
aboutperspectives
perspectivesnot
notonly
onlylocal
local
governments
alsowould be beneficial.
communities
would be beneficial.

Participation by resource persons with even more diverse expertise
On-site discussion with local residents
On-site discussion with local residents
I hope that the members of the “community” that participants can interact with in the excursion will include
I hope that the members of the “community” that trainees can interact with in the fieldwork will
people in a wide variety of positions, such as not only managers of large-scale stores and private companies,
include people in a wide variety of positions, such as not only managers of large-scale stores andbut also owners of designated structures, proprietors of small businesses, and the general public, so that we canprivatecompanies,
alsobeownersof designatedstructures,proprietorsof small casebusinesses,
andplaces
the lessshare theirideas. It but
would
good (forthe participants)
to learnabout a Japanesestudy thatgeneralso that we can share their ideas. It would be good (for the trainees) to learn about aemphasispublic,
on tourism.

Participation by resource persons with even more diverse expertise<Themes Appropriate for a Training Course for Senior Experts><Themes
Appropriate
a Training Course
for Senior•
Theoryand reality offor
community-centred
approachin AsiaExperts>
and the Pacific••Management
and community
cooperation ofapproach
historic cities
Theoryand realityof community-centred
in Asia and the Pacific Area••

Capacity building
educationcooperation
strategy targetingfor community
Management
and andcommunityof historicalcities empowerment•

heritage plan-based)by involvingconservation
diverse stakeholders
withheritage/establishmenta wide variety of characteristics)(Actionof culturalof management plans (to conserve

••
•

•

•
•
•
•
••

•

(Action plan-based)conservation
culturaltargeting
heritage/establishment
management plans (to conserve cultural
Capacitybuilding andeducation ofstrategy
for communityofempowerment

International Workshop

Japanese case study that places less emphasis on tourism.

Roles of overseas and domestic experts in the process of heritage evaluation (from both subjective and objective
perspectives)
Roles of overseas and domestic experts in the process of heritage evaluation (from both subjective andManagement of heritage resources
objective perspectives)
Private companies involving in heritage conservation as social contribution activities
Management of heritage resources
Understanding of traditional skills and knowledge in the management of cultural heritage
Privatecompanies
involvingin heritage
conservation as social contribution activities
Conservationof historiclandscapeand communities

cultural heritage by involving diverse stakeholders with a wide variety of characteristics)

Understanding of traditional skills and knowledge in the management of cultural heritage

4

101

V. Appendix
1. Thematic Training Course
2. Group Training Course
3. Regional Workshop
4. International Workshop
5. Staff Members, ACCU Nara

With Dr Ang Ming Chee at the rooftop of ACCU Office (GTC)

At the closing ceremony (RWS)

At Kumagai House (IWS)

Appendix

At Nara Palace Site (TTC)1. THEMATIC TRAINING COURSE
A. Participants
Kyrgyz Republic
Khairullo Ibaidullaev
Deputy Director for Science, Historical Division, Science Department“Sulaiman-Too” National Historical and Archeological Museum Complex
Tel: (+996) 32 2227123 Email: ibaydullaev@mail.ru

Nurizat Omorova
Restorer Assistant, Art Group, The National History Museum of the Kyrgyz Republic
Tel: (+996) 31 2626096 Email: o.nurizat@gmail.com

Republic of Tajikistan
Bobomullo Bobomulloev
Junior Researcher, Department of Archaeology, National Museum of Antiquities of Tajikistan
Tel: (+992) 37 2271350 Email: bobo_bobomullo@yahoo.com

Manuchehr Rahmonov
Junior Researcher, Department of Conservation, National Museum of Antiquities of Tajikistan
Tel: (+992) 37 2271350 Email: manuchehr_rahmoni@yahoo.com

Republic of Uzbekistan
Bakhtiyor Khodjaev
Curator of the Numismatic Collection, Department of Numismatic, State Museum of History of Uzbekistan
Tel:(+998) 71 2391083 Email: xodzhaev-b@mail.ru

Dilafruz Karimova
Junior Researcher, Department of Registration and Recording of the Museum Collections,
State Museum of History of Uzbekistan
Tel: (+998) 71 2391083 Email: karimovadilafruz_84@mail.ru

B. Lecturers and Resource People■ Nara National Research Institute for Cultural Properties

Department of Palace Site Investigation

2-9-1 Nijo-cho, Nara City, Nara 630-8577 Japan

Kuwata Kuniya, Researcher

Tel: (+81) 742 30 6733 Email: webinfo_nabunken@nich.go.jp

Osawa Shogo, Researcher
Ura Yoko, Associate Fellow

Department of Planning and Coordination

Appendix
104

International Research Section

Centre for Archaeological Operations

Shoda Shinya, Head

Conservation Science Section

Sato Yuni, Specialist

Matsuda Kazutaka, Researcher

Sugiyama Hiroshi, Project Researcher
Archaeology Research Methdology Section
Photograph Section

Nakamura Ichiro, Specialist

Yamaguchi Hiroshi, Researcher

■ Gangoji Institute for Research of Cultural Property■ The Museum of Kyoto

146-1 Minamikainozuka-cho, Nara City, Nara 630-8304 Japan

Agaru Sanjyo Takakuradori Nakagyo-ku Kyoto 604-8183 Japan

centre@gangoji.or.jp

http://www.bunpaku.or.jp

Ueda Naomi, Researcher, Conservation Science Group

Murano Masakage, Curator (Archaeology)

Amako Namie, Conservator, Metalware Conservation Unit,
Conservation Study Group for Cultural Properties■ Nara National Museum

Eno Tomoko, Conservator, Earthenware Restoration Unit,

50 Noborioji-cho Nara City 630-8213 Japan

Conservation Study Group for Cultural Properties

Nakagawa Aya, Curator of Archaeology■ National Museum of Ethnology

C. Interpreter10-1 Senri Expo Park, Suita, Osaka, 565-8511 Japan

Takashima Naoki

Hidaka Shingo, Professor
Nishizawa Masaki, Chief of Information Planning Section
Kawamura Yukako, Project Researcher
Hashimoto Sachi, Project Researcher

D. Acknowledgements for Cooperation
Sagawa Shin-ichi, Deputy Director, Gangoji Institute for
Research of Cultural Property

Matsumoto Nobuyuki, Director of Nara National Museum■ Bunka Sozo Kogei LLC

Murata Taisuke, Researcher, Nara National Research Institute for

Wadaka Tomomi, Coodinator of IPM for Cultural Properties

Cultural Properties

2. GROUP TRAINING COURSE
A. Participants

BhutanYeshi Samdrup, Senior Conservation Architect, Division for Conservation of Heritage Sites, Department of Culture,
Ministry of Home and Culture Affairs
Tel: (+975) 2322001 Email: ysamdrup@mohca.gov.bt, yesharit@gmail.com

Cambodia
Lun Saosovann, Technical Official, Battambang Provincial Department of Culture and Fine Arts, Ministry of
Culture and Fine Arts
Email: saosovann.archi@gmail.com

Sort Sokonthea, Architect, Planning Office, National Museum of Cambodia, Department of Museum, Ministry of
Culture and Fine Arts
Tel:(+855) 23 211 753 Email: arch.sokontheasort@gmail.com

China
Jing Han, Architect, Architecture Division, Cultural Heritage Conservation Center, Architectural Design andResearch Institute, Tsinghua University
Tel: (+86) 13683683750 Email: 79853158@qq.com

Appendix105

IndiaShivangi Shukla, Conservation Architect, Structural Engineering Laboratory, Civil Engineering Department, Indian
Institute of Technology Madras
Tel:(+91) 4422574250 Email: shivangi.shukla04@gmail.com

Indonesia
Dian Eka Puspitasari, Conservator, Maintenance Division, Borobudur Conservation OfficeTel: (+62) 293788175 Email: dee_neptune@yahoo.com, dee.puspitasari@gmail.com

Iran
Rouhollah Darabi, Expert, Administration of Buildings, Urban Fabrics and Historic Sites, Iranian Cultural
Heritage, Handicrafts and Tourism Organization
Tel: (+98) 2161063569

Email: ruhollahdarabi@gmail.com, arckar2005@yahoo.com

Lao PDR
Soulisack Sisana, Engineer, Heritage Planning and Management Division, Luang Prabang World Heritage OfficeTel:(+85) 671212912

Email: sisana98@gmail.com, dpl.lpb.heritage@gmail.com

Nepal
Gopal Bhattarai, Conservation Engineer, Department of Archaeology, Ministry of Culture, Tourism, and Civil
Aviation
Tel: (+977) 01 5107123 Email:bhattdamu@hotmail.com

New ZealandAlex Bell, Property Lead Te Waimate and Hokianga, Heritage New Zealand Pouhere Taonga
Tel: (+64) 94059734 Email: abell@heritage.org.nz

Philippines
Giancarlo B. Aycardo, Architect II, Historic Preservation Division, National Historical Commission of thePhilippines
Tel: (+63) 3351200 Email: aycardo.gib@gmail.com, nhcp.gib@gmail.com

Sri Lanka
Pubudu Rangani Samanthilaka, Assistant Director, Division of Architectural Conservation, Department ofArchaeology
Tel:(+94) 112693216 Email: kpprangani@gmai.com

Thailand
Chayada Suwaratchupan, Archaeologist, Ayutthaya Historical Park, The 3rd Regional Office of Fine Arts
(Ayutthaya), Fine Arts Department

Appendix106

Tel: (+66) 35 242 286 Email: chayada.ont@gmail.com

Uzbekistan
Saida Azimova, Senior Expert on Cultural Heritage, Preservation of Cultural Heritage Division, Culture
Department, National Commission of the Republic of Uzbekistan for UNESCO
Tel: (+998) 712670542 Email:azimova-saida@mail.ru

Viet Nam
Vuong Phuc Tu Tuoc, Conservation Engineer, Department of Relics Restoration, Hoi An Centre for Cultural
Heritage Management and Preservation
Tel: (+84) 2353911210 Email: tutuoc@gmail.com

B. Lecturers and Resource People■ ICCROM, Via di San Michele 13, 00153 Rome, Italy
Gamini Wijesuriya, Special Adviser
Rohit Jigyasu, Project Manager, Programme Unit

■ Japanese Association of Architectural Monuments(JACAM)
2-32-15, Nishi Nippori, Arakawa-ku, Tokyo 116-0013 Japan

Kondo Mitsuo, Councilor

Joseph King, Unit Director, Site Unit

■ Nara Prefectural Government

Ichihara Fujio, Project Manager, Site Unit

Toshodai-ji Temple Branch Office■ University of Tsukuba

13-46 Gojo-cho, Nara City, Nara 630-8032 Japan

1-1-1 Tennodai, Tsukuba, Ibaraki 305-8577 Japan

Takamiya Kunihiro, HeadInaba Nobuko, Professor, Faculty of Art and Design

Yakushi-ji Temple Branch Office

Honda Yuichiro, Chief■ Agency for Cultural Affairs, Japan (Bunkacho)
3-2-2 Kasumigaseki, Chiyoda Ward, Tokyo 100-8959 Japan

Takeuchi Masakazu, Senior Cultural Properties Specialist,
Cultural Resource Utilization Division

Tanaka Sadahiko, Cultural Properties Specialist,
Cultural Resource Utilization Division■ Nara National Research Institute for Cultural
Properties
2-9-1 Nijo-cho, Nara City, Nara 630-8577 Japan

Hayashi Yoshihiko, Visiting Researcher■ Nara City Board of Education
1-1-1 Nijo Oji Minami, Nara City, Nara 630-8580 Japan
Designated Cultural Properties Unit, Cultural Properties Section■ Takenaka Capentry Tools Museum
7-5-1 Kumauchi-cho, Chuo-ku, Kobe, 651-0056 Japan

Nishiyama Marcelo, Associate General Manager■ Asuka Historical National Government Park Office
3-5-1 Nijo-oji Minami, Nara City, Nara 630-8012 Japan
Heijo Branch OfficeMiyai Tatsuya, Deputy Director■ Shimizu Corporation
Saki-cho, Nara City, Nara 636-8003 JapanThe Former Imperial Audience Hall Reconstruction Project Office inNara Palace Site Historical Park

Tani Toshimitsu, Construction Head

Yamaguchi Isamu, Chief■ Shiojiri City Board of Education■ Saidaiji Photo Studio

Sugimoto Kazuki, Photographer

Watanabe Yasushi, Specialist
Shiohara Masaki, Chief
Minamizawa Tsuyoshi, Technical Officer, First-class Architect

Appendix

4-28 Saidaiji Honmachi, Nara City, Nara 631-0816 Japan

7-4-3 Daimon Shiojiri City, Nagano 399-0738 Japan107

■ Tokyo National Research Institute for Cultural Properties

Assistant

13-43 Ueno Park, Taito-ku, Tokyo 110-8713 Japan

Tamar Meladze, PhD Student

https://www.tobunken.go.jp/japanese/recruit.html

World Heritage Studies, University of Tsukuba

Resourse and Systems Research Section,
Japan Centre for International Cooperation in Conservation

Nishi Kazuhiko, Head

Graduate School of Comprehensive Human Sciences,
University of Tsukuba■ George Town World Heritage Incorporated

D. Acknowledgements for Cooperation

116 and 118, Lebuh Acheh, 10200,

Yakushi-ji Temple

George Town, Pulau Pinang, Malaysia

Toshodai-ji Temple

Ang Ming Chee, General Manager

Takahashi Narumi, Nara City Government■ Takayama City Board of Education
2-18 Hanaoka Tawn, Takayama City, Gifu 506-8555

Matsumoto Mitsuo, Chief of Cultural Heritage Section■ Shirakawa Village Board of Education
517 Hatodani, Shirakawa Village, Ono-gun, Gifu 501-5692 Japan

Kondo Hisayoshi, Deputy Director of Education
Matsumoto Keita, Chief of Cultural Property Section

C. Interpreter and Assistants
Interpreter

Hata Chiyako

3. REGIONAL WORKSHOP
A. Participants
Chea Socheat
Vice Chief
Conservation Office, National Museum of Cambodia

Von Noeun
Metal Conservator
Metal Conservation Laboratory, National Museum of Cambodia

Eng Sitha
Ceramic Conservator
Ceramic Conservation Laboratory, National Museum of Cambodia

Appendix
108

Wakizono Daishi, Graduate Student, World Heritage Studies

Kong Kuntheary
Textile Conservator
Textile Conservation Laboratory, National Museum of Cambodia

Nakamura Sakiko, Nara City Government
Irifune Minoru, Representative of Tenman Shrine
Nakabayashi Akira, Representative of Takayama Preservation
Society

Ono Jiro, Representative of Takayama Preservation Society
Yoshijima Tadao, Owner of Yoshijima Family ResidenceSun Linada
Civil Servant
Education Office, National Museum of Cambodia

Khuoy Suosobranith
Government Official
National Museum of Cambodia

Kheng Sokleng
Deputy Head of Bureau
Department of Antiquities, Ministry of Culture and Fine Arts

Hang Chansophea
Technical Officer
Angkor Conservation (Siem Reap Province), Department of Safeguarding Preservation of Monuments, Ministry of
Culture and Fine Arts

Tol Marady
Technical Officer
Heritage Division, Department of Culture and Fine Arts, Kratie Province

Dy KeoTechnical Officer
Heritage Division, Department of Culture and Fine Arts, Battam Bang Province

Khat Somorn
Technical Officer
Heritage Division, Department of Culture and Fine Art, Prey Veng Province

Thun Sopheaktra
Director of Museum
Heritage Division, Department of Culture and Fine Arts, Kampong Thom Province

Chhorn Bunhak
Deputy Head of the Provincial Museum
Heritage Division, Department of Culture and Fine Arts, Takeo Province

Appendix109Cheng Vanna
Deputy Director of Provincial Department, Heritage Division, Department of Culture and Fine Art, Banteay
Meanchey Province

San Chanthoeurn
Technical Officer, Heritage Division, Department of Culture and Fine Arts, Kampong Chhnang Province

Khom Sreymom
Conservator, Sculpture of Stone Conservation Workshop, National Museum of Cambodia

Khun Sathal
Chief, Education Office, National Museum of Cambodia

Muong Chanraksmey
Staff, Inventory and Documentation, National Museum of Cambodia

B. Instructors■ Nara National Research Institute for Cultural Properties

D. Acknowledgements for Cooperation■ Ministry of Culture and Fine Arts

247-1, Saki-cho, Nara-shi, Nara 630-8577 Japan

Prak Sonnara, Secretary of State

Nakamura Ichiro

Ouk Sokha, Director General of Heritage

Official Research Photographer, Photography Section, Department ofKong Vireak, Director of Department of Museum

Planning and Coordination

Thuch Sopheak Vatey, Assistant to the Secretary of State

Sato Yuni
Specialist, International Research Section, Department of Planning and■ Embassy of Japan in Cambodia

Coordination

Tanabe Kaori, First Secretary
Funamura Hiroshi, Researcher/Advisor■ Saidaiji Photo Studio4-28 Saidaiji Honmachi, Nara City, Nara 631-0816 Japan■ JICA Cambodia OfficeSugimoto Kazuki, Photographer

Shinohara Yuji, Representative

C. Interpreters
Toet Ravuth (18-21 Nov.)
Chhum Menghong (22-23 Nov.)
So Sokuntheary (19-23 Nov.)

Appendix110

4. INTERNATIONAL WORKSHOP
A. Participants
BhutanPema
Deputy Chief Architect
Division for Conservation of Heritage Sites, Department of Culture, Ministry of Home and Cultural Affairs
Email: pema_architect@mohca.gov.bt

Cambodia
So Sokuntheary
Deputy Department Director
Department of Land Management, Residential and Demography, National Authority for Sambor Prei KukEmail: thearyso11@gmail.com

China
Liu Zhen
Programme Specialist
Research and Training Department, World Heritage Institute of Training and Research-Asia and Pacific Region under
the auspices of UNESCO (WHITRAP Shanghai)
Email: z.liu@whitr-ap.org

Indonesia
Jonny Wongso
Assistant Professor
Department of Architecture, Postgraduate Program, University of Bung Hatta
Email: jonnywongso@bunghatta.ac.id

Kazakhstan
Dmitriy Voyakin
Director
International Institute for Central Asian Studies
Email: d_voyakin@hotmail.com

Myanmar
Kyaw Myo Win
Deputy Director
Sri Ksetra World Heritage Site Division, Department of Archaeology and National Museum, Ministry of Religious
Affairs and Culture
Email: kyawmyo.win608@gmail.com

Nepal
Lecturer
Central Department of Nepalese History, Culture and Archaeology, Tribhuvan University
Email: pashupatinyau@gmail.com, uru_5930@yahoo.com

Appendix

Pashupati Nyaupane

111

Philippines
Carminda Arevalo
Deputy Executive Director
Administration Executive Office, National Historical Commission of the Philippines
Email: carminda.arevalo@gmail.com

Sri Lanka
Prasanna B. Ratnayake
Director (Architectural conservation)
Division of Architectural Conservation, Department of Archaeology, Ministry of Housing, Construction andCultural Affairs
Email: prasannabratnayake@gmail.com

Viet Nam
Nguyen Khanh Trung Kien
Director
Centre for Archaeology, Southern Institute of Social Sciences
Email: nktk1979@gmail.com

B. Resource People

Lecturer (Excursion)■ Ohda City Board of Education, Shimane Prefecture
Facilitator/Keynote Speaker

Iwami Ginzan Silver Mine Division■ Kyoto Institute of Technology

Nakada Ken-ichi, Assistant Director(Archaeology)

Matsugasaki Sakyo-ku, Kyoto 606-8585 Japan

Ikuta Mitsuharu, Chief

Shimizu Shigeatsu

Shimizu Takuo, Chief

Professor
Faculty of Design and Architecture■ Gungendo-Iwami Ginzan Life and Culture ResearchInstitute

Keynote Speaker

183 Omori-town, Ohda-city, Shimane 649-0305 Japan■ Tokyo National Research Institute for Cultural Properties

Miura Louie, Public Relations/Editor-in-chief

13-43 Ueno Park, Taito-ku, Tokyo 110-8713 Japan
https://www.tobunken.go.jp/japanese/recruit.html

Nishi Kazuhiko, Head
Resource and Systems Research Section,
Japan Centre for International Cooperation in Conservation

Commentator■ Nara Women’s University
Ueno Kunikazu, Emeritus Professor
Case Study Speaker■ Ohda City Board of Education, Shimane Prefecture

Appendix112

Okado Katsunori, Assistant Director
Iwami Ginzan Silver Mine Division■ Nakamura Brace Co. Ltd
132 Omori-town, Ohda-city, Shimane 649-0305 Japan

Nakamura Nobuo, President

C. Interpreters
Simultaneous Interpreter (26-27 Oct.)SIMUL INTERNATIONAL INC.
Consecutive Interpreter (28-29 Oct., 30 Oct.)
Hata Chiyako

D. Acknowledgements for Cooperation
Tatsu Yoshinobu, Omori Town Community Assosiation
Yamashita Yukihiro, Omori Town CP Preservation Society

5. Staff Members, ACCU Nara Office
Cultural Heritage Protection Cooperation Office, Asia-Pacific Cultural Centre for UNESCO (ACCU)
757 Horen-cho, Nara 630-8113
Tel: (+81) 742 20 5001 Fax: (+81) 742 20 5701
nara@accu.or.jp
http://www.nara.accu.or.jp
Morimoto Susumu
Director
Email: morimoto@accu.or.jp

Tamaki Shigeru
Deputy Director
Email: tamaki@accu.or.jp

Nakai Isao
Department Director

Programme Operation Department
Email: nakai@accu.or.jp

Wakiya Kayoko
Division Director

International Cooperation Division
Email: wakiya@accu.or.jp

Suzuki Sonoko
ChiefInternational Cooperation Division
Email: ssuzuki@accu.or.jp

Horikawa Kazuko
Chief

Planning and Coordination Division
Email: horikawa@accu.or.jp

Nishida Michiko
Staff

Planning and Coordination Division
Email: nishida@accu.or.jp

Appendix113