GUIDELINES ON EDUCATION AND TRAINING IN THE
CONSERVATION OF MONUMENTS, ENSEMBLES AND
SITES (1993)
The General Assembly of the International Council on Monuments and Sites, ICOMOS,
meeting in Colombo, Sri Lanka, at its tenth session from July 30 to August 7, 1993;
Considering the breadth of the heritage encompassed within the concept of monuments,
ensembles and sites;
Considering the great variety of actions and treatments required for the conservation of these
heritage resources, and the necessity of a common discipline for their guidance;
Recognizing that many different professions need to collaborate within the common disciplineof conservation in the process and require proper education and training in order to guarantee
good communication and coordinated action in conservation;
Noting the Venice Charter and related ICOMOS doctrine, and the need to provide a reference
for the institutions and bodies involved in developing training programs, and to assist in
defining and building up appropriate standards and criteria suitable to meet the specificcultural and technical requirements in each community or region;
Adopts the following guidelines, and Recommends that they be diffused for the information ofappropriate institutions, organizations and authorities.

AIM OF THE GUIDELINES
1. The aim of this document is to promote the establishment of standards andguidelines for education and training in the conservation of monuments, groups of buildings("ensembles") and sites defined as cultural heritage by the World Heritage Convention of1972. They include historic buildings, historic areas and towns, archaeological sites, and thecontents therein, as well as historic and cultural landscapes. Their conservation is now, andwill continue to be a matter of urgency.

CONSERVATION
2. Conservation of cultural heritage is now recognized as resting within the general fieldof environmental and cultural development. Sustainable management strategies for change
which respect cultural heritage require the integration of conservation attitudes withcontemporary economic and social goals including tourism.
3. The object of conservation is to prolong the life of cultural heritage and, if possible, toclarify the artistic and historical messages therein without the loss of authenticity andmeaning. Conservation is a cultural, artistic, technical and craft activity based on humanistic
and scientific studies and systematic research. Conservation must respect the culturalcontext.

EDUCATIONAL AND TRAINING PROGRAMS AND COURSES
4. There is a need to develop a holistic approach to our heritage on the basis of cultural
pluralism and diversity, respected by professionals, craftspersons and administrators.
Conservation requires the ability to observe, analyze and synthesize. The conservationist
should have a flexible yet pragmatic approach based on cultural consciousness which shouldpenetrate all practical work, proper education and training, sound judgment and a sense of42

proportion with an understanding of the community's needs.
skills are involved in this interdisciplinary activity.

Many professional and craft

5. Conservation works should only be entrusted to persons competent in these specialist
activities.
Education and training for conservation should produce from a range ofprofessionals, conservationists who are able to:a) read a monument, ensemble or site and identify its emotional, cultural and use
significance;b) understand the history and technology of monuments, ensembles or sites inorder to define their identity, plan for their conservation, and interpret the results of thisresearch;c) understand the setting of a monument, ensemble or site, their contents andsurroundings, in relation to other buildings, gardens or landscapes;d) find and absorb all available sources of information relevant to the monument,
ensemble or site being studied;e) understand and analyze the behavior of monuments, ensembles and sites ascomplex systems;f) diagnose intrinsic and extrinsic causes of decay as a basis for appropriateaction;g) inspect and make reports intelligible to non-specialist readers of monuments,
ensembles or sites, illustrated by graphic means such as sketches and photographs;h) know, understand and apply UNESCO conventions and recommendations, andICOMOS and other recognized Charters, regulations and guidelines;i) make balanced judgments based on shared ethical principles, and accept
responsibility for the long-term welfare of cultural heritage;j) recognize when advice must be sought and define the areas of need of study bydifferent specialists, e.g. wall paintings, sculpture and objects of artistic and historical value,
and/or studies of materials and systems;k) give expert advice on maintenance strategies, management policies and thepolicy framework for environmental protection and preservation of monuments and theircontents, and sites;l) document works executed and make same accessible.
m) work in multi-disciplinary groups using sound methods;n) be able to work with inhabitants, administrators and planners to resolve conflicts
and to develop conservation strategies appropriate to local needs, abilities and resources;

AIMS OF COURSES
6. There is a need to impart knowledge of conservation attitudes and approaches to all
those who may have a direct or indirect impact on cultural property.
7. The practice of conservation is interdisciplinary; it therefore follows that courses
should also be multidisciplinary.
Professionals, including academics and specialized
craftspersons, who have already received their normal qualification will need further training
in order to become conservationists; equally those who seek to act competently in historicenvironment.
8. Conservationists should ensure that all artisans and staff working on a monument,
ensemble or site respect its significance.
9. Training in disaster preparedness and in methods of mitigating damage to culturalproperty, by strengthening and improving fire prevention and other security measures, should
be included in courses.

4310. Traditional crafts are a valuable cultural resource. Craftspersons, already with highlevel manual skills, should be further trained for conservation work with instruction in thehistory of their craft, historic details and practices, and the theory of conservation with theneed for documentation. Many historic skills will have to be recorded and revived.

ORGANIZATION OF EDUCATION AND TRAINING
11. Many satisfactory methods of achieving the required education and training arepossible. Variations will depend on traditions and legislation, as well as on administrative andeconomic context of each cultural region. The active exchange of ideas and opinions on new
approaches to education and training between national institutes and at international levels
should be encouraged. Collaborative network of individuals and institutions is essential to thesuccess of this exchange.
12. Education and sensitization for conservation should begin in schools and continue inuniversities and beyond. These institutions have an important role in raising visual andcultural awareness - improving ability to read and understand the elements of our cultural
heritage - and giving the cultural preparation needed by candidates for specialist educationand training. Practical hands-on training in craft work should be encouraged.
13. Courses for continuing professional development can enlarge on the initial educationand training of professionals. Long-term, part-time courses are a valuable method foradvanced teaching, and useful in major population centers. Short courses can enlarge
attitudes, but cannot teach skills or impart profound understanding of conservation. They canhelp introduce concepts and techniques of conservation in the management of the built andnatural environment and the objects within it.
14. Participants in specialist courses should be of a high caliber normally having had
appropriate education and training and practical working experience. Specialist courses
should be multi-disciplinary with core subjects for all participants, and optional subjects toextend capacities and/or to fill the gaps in previous education and training. To complete theeducation and training of a conservationist an internship is recommended to give practicalexperience.
15. Every country or regional group should be encouraged to develop at least onecomprehensively organized institute giving education and training and specialist courses. It
may take decades to establish a fully competent conservation service. Special short-term
measures may therefore be required, including the grafting of new initiatives onto existing
programs in order to lead to fully developed new programs.
National, regional andinternational exchange of teachers, experts and students should be encouraged. Regular
evaluation of conservation training programs by peers is a necessity.

RESOURCES
16. Resources needed for specialist courses may include e.g.:a) an adequate number of participants of required level ideally in the range of 15 to25;b) a full-time co-ordinator with sufficient administrative support;c) instructors with sound theoretical knowledge and practical experience inconservation and teaching ability;d) fully equipped facilities including lecture space with audio-visual equipment,
video, etc., studios, laboratories, workshops, seminar rooms, and staff offices;e) library and documentation center providing reference collections, facilities for
coordinated research, and access to computerized information networks;f) a range of monuments, ensembles and sites within a reasonable radius.
17. Conservation depends upon documentation adequate for understanding ofmonuments, ensembles or sites and their respective settings. Each country should have an44

institute for research and archive for recording its cultural heritage and all conservation works
related thereto. The course should work within the archive responsibilities identified at thenational level.
18. Funding for teaching fees and subsistence may need special arrangements for midcareer participants as they may already have personal responsibilities.

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