THE EXPERT REPORT:
  CULTURAL HERITAGE AND CONSERVATION WITHIN TURKISH EDUCATION SYSTEM
  IN THE LIGHT OF INTERNATIONAL LEGISLATION: GENERAL REVIEW AND PROPOSALS

  INTRODUCTION:This report is prepared as the Project output of the Project titled “European Union Legislation of Cultural Heritage and Turkey Project” between 2006 – 2007 by Beneficiary of the Project Friends of Cultural Heritage (FOCUH), İstanbul.(*) in cooperation with the Project partner Dokuz Eylül University,  İzmir within the framework of Civil Society Dialogue – Programme of European Information Bridges. It will be published in the Project book of two volumes titled “European Union Legislation of Cultural Heritage and Turkey Project” as well as the web site (http://www.kumid.eu). Besides, the report will be distributed to the decision making institutions and authorities as well as academicians on national and international level and will be followed by the concerning target institutions.

Throughout the preparation process of the report in addition to the laws and practices concerning “Cultural Heritage and Conservation” in Turkish Education System, the European Union (EU) Legislation as well as the legislations published by other international institutions such as UNESCO, COE, ICOM, ICOMOS …etc. considered within the framework of EU acquis communautaire were scrutinized and proposals were offered.

The experts could find the opportunity to read the first translations of the 900 pages legislation completed in accordance with the working Schedule of the Project in August; even a month earlier than the planned time. Later the translations were subject to an overall evaluation in accordance to the Turkish legislations and practices and carried out their studies in order to be able to present the results to the Project team in September, 2007 as it was previously planned. After scrutinizing the 900 pages international legislations as well as Turkish legislations and practices in the limited three month period rather than a detailed and authentic report; a report including an overall evaluation and suggestions was offered.

While drawing up the report, the experts took pains in using a simple language rather than a complex scientific style in order to ease the comprehension of the text by all the members of the society and they stated that they would appreciate all the contributions and criticisms sent to the mail address [email protected].

It is contemplated that the target group including decision making authorities in all the institution in our country on the way of the membership process in EU local authorities, non governmental organizations, conservation experts, students studying at institutions of higher education and vocational schools would find the opportunity to have an access to a source book and friendly user web site (http://www.kumid.eu)

From now on, the target group mentioned above should make detailed and authentic evaluations as a result of the comparative study of he Turkish legislation with international legislations in direct or indirect relationship with its own discipline and should “certainly offer new solutions in accordance with the quantity, quality and significance of our cultural property as well as the settlement and conditions of our country. However; it should be noted that these solutions which should be developed according to our own country should also be in conformity with contemporary approaches and practice principles.(* ) It is inevitable that those who suggest solutions should also follow the developments by the decision making authorities.

Only then, we can justify our position as the leading custodian of world heritage. (*)

  THE GROUP OF EXPERTS:

  Asst. Prof.  A. Sultan KARAOĞLU ŞAHİN, İnönü University, The Faculty of Fine Arts, Head of the
  Department of Traditional Turkish Handcrafts, Malatya ( Member of FOCUH)

  Lecturer Dr. Ali Kazım ÖZ, Dokuz Eylül University, Faculty of Letters and Science, Department of
  Archeology, Izmir (Member of FOCUH )

  Research Assistant,  Banu ÇULHA, Dokuz Eylül University, Buca Faculty of Education, General
  Directorate of Social Sciences (Member of FOCUH )

  (Retired-Chief) Saadet GÜNER, Central Bank of the Republic of Turkey, Head Office Ankara, Foreign
  Relation Department: (Member of FOCUH)

  EVALUATION:
  Prof. Dr. Mehmet Celal ÖZDOĞAN, İstanbul University, Faculty of Letters, Department of Archeology   Department of Prehistory, İstanbul (Member of FOCUH )

  THE COMMON POINTS MARKED BY THE GROUOP OF EXPERTS: EU and other international culture -cultural heritage legislations are determined to periodically emphasize the following approaches in rank of significance. Therefore, the experts took in consideration particularly the concerned approaches while preparing reports for their own disciplines and offering suggestions for various other disciplines.

1. Primary and Secondary Education:“The education on culture -cultural heritage and conservation” should start during kindergarten, primary and secondary education an priority should be given to support the values such as observation, space perception, critical and artistic point of view, creativity and social solidarity as well as awareness regarding the proud of ancient values and respect towards other cultures, their heritage and environment.

2. The Public Training:Giving importance to public training in view of promoting the consciousness among the society regarding culture- cultural heritage and conservation and creating awareness regarding this matter.

3. Vocational Education / Vocational Secondary Schools of Higher Education:Training technical personal well educated on “Cultural Heritage and Conservation” and giving importance and offering support to the contemporary production and conservation methods as well as traditional production and conservation methods.

4. Education at Universities:Establishing a common ground concerning the education on the related discipline as well as other disciplines in direct or indirect relation to “integrated conservation”, and “management of cultural heritage”.
   
   
5. The Education on Specializing After University:In addition to the education required by specializing discipline for specializing after university, the experts should also be offered an advanced level of education in order to take place in the development of theories related to “integrated conservation” and “management of cultural heritage landscape”, “risk management” and contemporary technology and practices (IC, GPRS, Data Processing Archeology…etc.)
   
   
6. Refresher Training:Opportunities for “refresher training “ should be offered to the decision making authorities working at local and administrative institutions, employees and independent individuals and refresher training should be organized by a dynamic team that is constant contact with international experts. 

  THE EXPERT REPORTS:

  I. CULTURAL HERITAGE AND CONSERVATION EDUCATION “ON THE LEVEL OF PRIMARY EDUCATION”

  Prepared by: Researcher Banu ÇULHA, Dokuz Eylül University, Buca Faculty of Education,
  Department of Social Sciences, İzmir (Member of FOCUH )

The Legislation of EU particularly involves explanations regarding the conformity of the Council Conclusions on “Culture and Children” with the national legislations and practices. In his respect it is particularly emphasized to teach the basic values regarding cultural heritage to the students during the process starting from primary education and while doing this it is noted to focus on both being local and European. Therefore it is marked that culture is available in the education systems of all European countries from kindergarten to university in some ways and with different alternatives and his reflects the cultural variety which is one of the basic qualities specific to Europe in addition to the specific qualities of the concerned systems.

In our country, the education cultural heritage is offered during the class of social studies as a part of learning culture and heritage. This pat particularly involves activities to transfer the Turkish cultural heritage to the students. The skills to be taught to the students within the framework of primary school social studies program are as follows:

The students will find the opportunity to find out the components of the Turkish culture and their historical roots. Besides, they will gain susceptibility towards the conservation of cultural heritage and its development by comprehending the cultural features and their development process that occupy a remarkable place in creating the national consciousness

Students at primary school have a tendency to compare the past and the present by perceiving the cultural and esthetical values. They comprehend that culture changes according to time and place. They particularly learn the basic values of the Turkish culture. Besides, they also realize that the culture we own today is a result of a long past.

During this learning phase, basic concepts of history, geography, and archeology, history of art, anthropology, ethnology and economics will be used.

In our country, the education on cultural heritage is shaped particularly on the basis of teacher centered activities. It is estimated to be the result of the fact that there is neither any education offered on museums in our country nor developed museum pedagogy.

  Proposals:

  I: For the teachers:  

• Improving the education on “Cultural Heritage and Conservation” and “Education Museums and its Pedagogy” in cooperation with the experts in the field of conservation and museum in the education process of the teachers employed at primary schools.
• In order to achieve consciousness on cultural heritage and conservation among the society, the candidates of teachers should be offered an education that would mark the role and the responsibility of “Teacher as a Conservation Leader” who would transfer this to the society through his/her students and their families in cooperation with the experts in the field of conservation. 
• Creating possibilities for those, who are not yet trained, to receive the “refreshing training ” primarily by Ministry of Culture and Tourism of the Republic of Turkey or as well as the given Ministry working in cooperation with the Ministry of Education of the Republic of Turkey and by non-governmental organizations.
• Creating possibilities to encourage the teachers to learn the international approaches and practices in refresher training on condition that a common study between EU education institutions and experts is carried out thanks to the projects to be prepared and implemented for EU grants.
• In view of this; offering an education on “Preparing EU Projects” to the teachers.

  II. Concerning the content of the course, its practice and the materials to be used:

• Making the content of the class more comprehensive in a way to include the other cultures and cultural heritage in the world as well as the Turkish culture in view of enabling the students to get familiar with the other cultures and civilizations at a younger age and to learn to respect them. Therefore; enabling a primary school graduate to know about and respect the historical properties such as Colloesium (Italy), Acropolis (Greece) and Tach Mahal (India) around the world as well as Divriği Ulu Mosque, Metropolis Archeological Site, Sümela Monastery hosted by its own country.  
• Under the supervision of the conservation experts, developing materials for visual education such as videos, CDs, cartoons as well as publishing more printed education documents in a simple language and with many photographs and caricatures.
• Offering an education to the students to adopt the role of “Student as Conservation Leader ”, to fulfill its responsibilities and to transfer it to the society through its friends working in cooperation with the teachers and conservation experts in view of increasing the consciousness of the society on “Cultural Heritage and Conservation”. 
• Carrying out necessary regulations to encourage the students to visit the archeological excavations primarily in their vicinity and to participate in these excavations even for a short time.
• Afterwards; encouraging and aiding the organization of activities that will enable the students to learn about our cultural heritage in close cities and throughout the country. 

  III. For the contributions of the institutions to the education: 

• Preparing and handing out printed brochures written in a simple language and with many photographs and even with caricatures for the students studying at primary schools and visiting the museums and sites.
• Preparing, publishing and purchasing materials for the private and public institutions regarding “cultural heritage and conservation education” and providing material aid and spiritual support for the museum and site visits of the teachers. 

  II: CULTURAL HERITAGE AND CONSERVATION EDUCATION “ON THE LEVEL OF SECONDARY EDUCATION”
The group of experts stated that it is required to prepare a comprehensive report on this topic by the experts of the disciplines and the institution directly or indirectly related to the given topic within the light of EU and other international legislations published on “Cultural Heritage and Conservation Education”      

  4. THE REPORT ON CULTURAL HERITAGE AND CONSERVATION EDUCATION “ON THE LEVEL OF LIFE LONG LEARNING EDUCATION”.

  The group of experts ;
 1. The group of experts stated that it is required to prepare a comprehensive report on this topic by the experts of the disciplines and the institution directly or indirectly related to the given topic within the light of EU and other international legislations published on “Cultural Heritage and Conservation Education”

 2. It is suggested that “Public Education Centers” (HEM) should be assigned with responsibilities to develop the consciousness for Culture-Cultural Heritage and Conservation among the public and create awareness towards it working in cooperation with the conservation experts. It is also suggested that one way to do it is to have tourism tours arranged for the local residents free of charge or at reasonable prices by Public Education Centers in cooperation with Culture and Tourism Directorates of the Cities.

 3. It is thought that the works of Public Education Centers (HEM) in view of teaching and vitalization of our cultural heritage (Turkish embroidery, waving of carpets and rugs, filigree…etc.) contribute to the conservation of our cultural heritage and create awareness. It is also suggested that they cooperate with the departments of Traditional Turkish Handcrafts at universities as well as the other experts during the course of the training and that they teach the trainees the concepts regarding “Cultural Heritage and Conservation”.

 4. They expressed that it would be appropriate for the Public Education Centers (HEM) to cooperate with the universities in order to find the elderly craftsman and experts the know the traditional production and conservation methods of all kinds of cultural value in order to transfer these values to today in addition to the fact that both Public Education Centers and Vocational Education Centers offer courses to train new  craftsmen.

 5. They draw attention to the significance of offering “refresher training“ to the teachers and executives at HEM  particularly to those experts and institutions that would be responsible for the documentation of both tangible and intangible cultural properties  in a way to guide them. The refresher training should offer them the opportunity to get familiar with the local people, historical monuments, customs and traditions…etc.
      
  5: CULTURAL HERITAGE AND CONSERVATION EDUCATION “ON THE LEVEL OF VOCATIONAL EDUATION”

  The group of experts;

 1.  The group of experts stated that it is required to prepare a comprehensive report on this topic by the experts of the disciplines and the institution directly or indirectly related to the given topic within the light of EU and other international legislations published on “Cultural Heritage and Conservation Education”

 2. Suggested that technical staff well educated on “Cultural Heritage and Conservation” should be raised during vocational training and in the course of this training importance should also be given on the support of traditional production and conservation methods as well as contemporary production, methods. (For instance; as well as Auto Cad Program drawing by hand should also be taught and developed) 

  6: THE REPORT ON CULTURAL HERITAGE AND CONSERVATION EDUCATION “ON THE LEVEL OF HIGHER EDUCATION”

  Prepared by: Asst. Prof. A. Sultan KARAOĞLU ŞAHİN, İnönü Universiy Faculty of Fine Arts, Head of the
  Department Traditional Handcrafts, Malatya (Member of FOCUH)

  An Overview and Further Suggestions towards the Conservation Education In Turkey:

It is observed that in the 19th century when the idea of the conservation of the ancient works first sparked on scientific levels, the education on this subject changed from a craftsman-apprentice kind of education into an academic education training experts on scientific level. When the education on conservation on academic level in Turkey is considered it can be concluded that this education does not trace back to the very ancient times. On the other hand; this deficiency occurs as a result of the bureaucratic approaches and attitudes on national level. It is a fact that the conservation education develops parallel to the bureaucratic settlement and legal regulations in Turkey.

There are 93 universities in total in Turkey 63 of which are State universities whereas the remaining 30 belong to foundations. *  Kapodokya Vocational School of Higher Education was recently established. In addition to these; there are also academies with a special status or military and police academies. “The education on restoration first started in the Faculty of Architecture at Middle East Technical University on postgraduate level in 1996. Today, on the other hand at İstanbul Teknik University, Mimar Sinan University, Yıldız Teknik University and Dokuz Eylül University, Gazi University experts are educated in order to be able to carry out the restoration works facultatively. (5) Besides; in Edirne, Çanakkale, Balıkesir and Zonguldak-Safranbolu (4) there are some Vocational Schools of Higher Education offering two year education aimed at training intermediate staff as well as restoration chairs in the process of establishment carrying out studied on department level.”

From now on, it is required to rearrange the conservation education on different levels according to the modern and international criteria in Turkey. One of the most important attempts in view of this is achieved by İstanbul University Faculty of Science and Letters by establishing “the Department of Conservation of the Intangible Cultural Property” in 1993. *   This department offering an education on the conservation and restoration of the cultural properties  such as inorganic works of art like metal, glass, ceramic works, stone works, pictures on the walls and mosaics as well as organic works of art like wood, paper, bone, textile …etc. is the first and for now the only department in Turkey in this field.

Conservation education in Turkey is offered solely at faculties of architecture in a way to include the conservation and restoration of the architectural heritage that are generally immovable cultural properties. It is thought that a detailed report should be prepared by the experts working at the institutions directly or indirectly related to this discipline within the light of EU and other international legislations in order to be able to improve the ongoing education regarding the conservation of architectural heritage.

According to the” Recommendation Council of Europe (COE) Recommendation on The Specialized Training Of Architects, Town Planners Civil Engineers and Landscape Designers (80/16), 15 December 1980” regarding the promotion of the handcraft trade effective on the conservation of architectural heritage; the fact that the importance laid on the policies regarding the restoration and functioning of the architectural heritage in contemporary Europe gradually increases means that the handcraft trade has once again become a significant factor on the economic and social life. Within this context; it is also stated that handcraft trade and technical skill are also a part of European heritage and the improvement of these special handcrafts bring along many job opportunities and revitalize the economy as a whole and he conservation of the handcrafts will also create other opportunities in terms of the employment of the young generation as well as individual satisfaction. This recommendation suggesting that is required for the member governments to carry out policies based on specific principles regarding conservation of cultural heritage and occupational organization marks the importance of the traditional arts in the field of conservation education as well as creating a future for the people interested in handcrafts by improving the education provided for them and their status within the society. 

It is required to conserve and pursue the local crafts which are facing rapid extinction as well as encouraging the Schools of Higher Education and Universities to train technical staff and academicians interested in the conservation and conservation  of works of art regarded as cultural properties. The craftsmen that know the traditional methods die out with their experience due to the lack of demand. These craftsmen should certainly be supported, opportunities should be created to benefit from their studies and experience regarding the production and restoration of traditional buildings and works and more importantly required conditions to encourage them to train apprentice should be provided.

International legislations mark the inadequacy of the conservation education and consciousness as well as the importance to provide this education for everyone and the requirement for this education to be a permanent one. A form of conservation education that addresses all walks of life should be involved in the education processes on different levels. Recent discussions and developments on national and international level all move in that way.
One of the most important documents on international level that evaluate the conservation education in terms of all dimensions is “Guidelines for Education and Training in the Conservation of Monuments, Ensembles and Sites, 30– August, 7 1993. in Colombo, Sri Lanka  (ICOMOS) The basic purpose of this document is to identify the fundamental principles and criteria regarding the education and training on conservation of all kinds of architectural  works defines as cultural heritage. Apart from the mentioned document, as it can be deduced from the legislations translated into Turkish as a result of the “Legislation of European Union Cultural Heritage and Turkey Project” the topic of conservation education  was included in the articles of many other international legislations.

The fact that the education on conservation in Turkey should be rearranged according to the international criteria is discussed on various national and international symposiums. For instance; between October 3-5, 1996 in the Ist Symposium on the National Restoration Education organized by Zonguldak Karaelmas University Safranbolu Vocational School of Higher Education Restoration Program the problems and the status of the education on conservation on associate, undergraduate and post graduate level were discussed. The consequences of this symposium include offering a particular education on conservation depending on the qualities of the work to be conserved. It was also stated that in the faculties of fine arts departments concerning the education on conservation should urgently be established.

However, in Turkey “conservation” practices were carried out particularly according to the buildings of works of art, The conservation of the cultural heritage in all terms and therefore other developments in this field particularly management of contemporary cultural heritage could only recently be reflected to both our system of  thought and to the academic and bureaucratic environments. Within this context, the education on “the management of cultural heritage” on post graduate level is offered only at Koç University and a single course on the given subject is offered at İstanbul University Department of Prehistory on post graduate and doctoral level. In order to overcome this deficiency in 2001 Turkey Academy of Sciences (TUBA) started the Turkey Culture Sector Program whose purpose can be regarded as to prepare a road map for our country with the participation of the experts from other countries. Therefore, it would also be beneficial to popularize programs regarding management of cultural heritage as well as approaches dominantly focusing on repair.

  Overview  to Conservation Education in The Faculties of Fine Arts in Turkey:

Turkey has many products of cultural heritage pertaining to the rich origin lived in Anatolia. The comments on these works of art in artistic, historical, documentary and esthetic terms as well as their artistic production are evaluated within the faculty of Fine Arts. (GSF)

However, whereas artistic education is offered in the departments of plastic arts such as paintings, statues, textile and ceramics the education on the conservation of these branches of art is offered solely in the department of Traditional Turkish Handcrafts. (GTES) The purpose of the education in the departments of Traditional Turkish Handicrafts is to offer an education on arts regarding the production of traditional works of art which have become a cultural heritage today as well as enabling the transfer of these to future generations through works of conservation and restoration.

Today GTES reached only 8 in the faculties of fine arts whose number today is 42.*  in Turkey. When it is considered that the classes on conservation and restoration are included only in the curriculum of the departments of GTES it can be observed that is urgently required immediately to establish a “Conservation Center” or “Department of Conservation and Restoration of Works of Art ” which will include the departments of painting, statue, textile and ceramics in the faculties of fine arts.

It should also be noted that the main reason that speeds up the process of extinction of the products of cultural heritage is the misleading conservation and restoration policies and implementations. This also results in significant amount of damage in terms of both economical and social development due to loss of time and work force. Yet since there is no department as “conservation and restoration of works of art” in even one of the faculties of fine arts at our universities and it cannot be achieved to offer branches in this field (restoration and conservation of paintings, woods, metal, mosaics, ceramics and glass) there are misleading conservation and restoration policies and implementations. In addition to the fact that these misleading policies and implementations are not being corrected, the true policies and procedures to conserve these works of art are not known and implemented.

When the examples abroad are considered, it can be observed that in many of the countries where consciousness for conservation has developed education on conservation is offered on various levels and fields. It is observed that in the faculties of fine arts at many universities in Italy, France, England, Germany, Australia and America education on conservation is offered on various levels such as undergraduate and post graduate level. Particularly, in Germany, England and America there are departments and centers on conservation and restoration affiliated to Fine Arts Faculties and Institutions.

Examples:
Europe:
1. Italy
  1.1 Stituto per rArte e il Restauro 'Pl/azzo Spinelli' Florence -  conservation and restoration education of art works such as picture, ceramic, wood and metal at master level and within the context of different summer schools.
  1.2 Accademia de Belle Arti di Venezia, Dipartimento Tecniche e Restauro Reni Artistici Moderni e Contemporanei (Acadenty of Fine Arts of Veniea) – special programs in fields of arts economy and conservation chemistry, and picture restoration diploma is given at university level.
  1.3 Studio Art Centers International, Rorence (SACI) - It’s known that diploma is given in art conservation university program.

2. France
  2.1 Université de Paris I Panthéon – Sorbonne – Art works Conservation Technique and Sciences university program
  2.2 Ecole de Condé, - Art works conservation and restoration university program.

3. Austria
  3.1 Academy of Fine Arts, (Vienna), restoration and conservation courses in fine arts (picture, wood, paper)

4.Germany
  4.1 Fachhochschule Köln -Fachbereich Restaurierung und Konservierung – Conservation university program of picture, sculpture, stone, wall-picture, textile and etc. products
  4.2 Staatliche Akademie der Bildenden Künste – Colored sculpture and picture conservation university program

5.Poland
  5.1 Academy of Fine Arts – University program of restoration of picture, sculpture and paper
  5.2 Academy of Fine Arts - Cracow Faculty Conservation & Restoration – Course of Conservation of Art Works

6. England:
  6.1 City and Guilds of London Art School – University program of Stone and Terracotta Conservation
  6.2 Camberwell College of Arts - London Institute – University and master program of art Works Conservation

United States of America

1. Master education on restoration and conservation of art works at University of Northumbria MA Conservation of Rne Art and master diploma in the field of especially conservation of picture at Hamilton Kerr Institute,University of Cambridge (Certificate/Diploma in the Conservation of Easel Paintings).

2. Two-year degree, university and master level education of movable art works repairment at Delaware University Department of Art Conservation, and master education of the same issue at New York University Institutian of Fine Arts Conservation Department.

Education of conservation, which is an interdisciplinary action, should also be interdisciplinary way.. Ideal conservation education and how this education to be applied is defined in the 11 th article of Conservation Education Act published by ICOMOS in 1993, we told before. According to this, “There are very different methods to apply a satisfactory conservation education and training. Differences are also depended on traditions and existing laws as well as administrative and economic conditions of every culture region. New approaches about education at international level and continuously opinion and view exchange between different institutions nationally and internationally should be sustained. For the success of this relationships, common working network is very necessary containing people and institutions.” 7th article of the same act is as follows: “Conservation practice is an interdisciplinary action, so its education should be. Graduates and craftsmen who has a specific professional talent before, will need a second education to be a real conservation expert. This situation is also considered for the people who undertakes interventions to be done on historical environment and the people who would like to have profession in this field.”

  Conclusion:

Approach of European Union (EU) owns the conservation principle for all the differences of cultural groups in the frame of democracy and human rights, provides financial support to conserve these values, and sees them as values to be considered for economic, social and cultural development of a country or a region.
However there are no departments as “Conservation and Restoration of the Works of Art” in the faculty of fine arts in our country. Therefore; the fact that there are no experts on the restoration of Works of art produced by traditional jobs which are included in the movable Works and which face extinction today is causing the danger of extinction of our traditional arts and culture and besides they would not be able to be presented o the multicultural mission of AB. This extinction is certainly a process that would significantly affect the economic, social and cultural development of Turkey

Therefore, conservation education at different levels should be rearranged through modern and international criteria in our country.

In view of supporting this education, it would be an innovation and difference in terms of consciousness of education on conservation that has been offered in Turkey up to today to establish

In order to sustain this education, the opinion to establish immediately a department on “Conservation and Restoration of Works of Art” which is not offered in any of the faculties of Fine Arts in Turkey as well as to establish a restoration laboratory within this framework of this concept will be a new and different idea in terms of conservation education consciousness and accordance of Turkey to EU until now

  IV: CULTURAL HERITAGE AND CONSERVATION EDUCATION “GENERAL RECOMMENDATIONS ON   CONSERVATION AT UNIVERSITY AND OTHER CONSERVATION DISCIPLINES RELATED TO CULTURAL   HERITAGE”:

  Prepared by: Lecturer Dr. Ali Kazım ÖZ, Dokuz Eylül Üniversity Faculty of Science-Liberal arts
  Archeology Department, İzmir (Member of FOCUH)
 
  1. “Conservation-Restoration Technical Personnel” are undoubtedly the most helping personnel of the experts, working on cultural heritage conservation. It is desired that academic staff who will be a part of Vocational High Schools in where technical personnel to be trained should be graduated from “Conservation and Restoration” departments or out fitted-expert on “Cultural Heritage and Conservation”,

  2. That the education at Vocational High Schools to be sustained by traditional production and restoration methods as well as contemporary production and restoration methods, equipment and hardware to be provided

  3. Archeology in our university system aims to train scientists. But, establishing archeological technical schools like in western countries is a must to meet the need of qualified personnel to be used at excavation works. Therefore, “Vocational High School” to be opened which will train “Archeology Technical Personnel ” in order archeologists to be focused on research and publishing, or related programs to be established at the existing vocational high schools first,

  4. There’s a Turkish source from which we can know the contemporary world approaches on Cultural Heritage and Conservation, by “European Union Cultural Heritage Legislation and Turkey Project”. Some of the legislations contained here are considered as domestic law and EU acquis communautaire. So now that we have a Turkish source, it is considered that international legislations have to be taught in conservation and cultural heritage disciplines at higher education. So, within the frame work of Active Educational Method in Dokuz Eylul University, said Turkish international legislations  will be decided to be taught by Associate Prof. Dr. Remzi Yağcı in 11 th module of 4th year in Archeology Department in 2007-2008 Academic Year. This change as multiple effects of the project is desired to be an example for the other departments and universities.

  5.Development of different archeological branches such as archeology as well as periodic archeology in higher education, generally with traditional point of view of archeology department class programs is focused on a limited section and region of civilization history. Most of our universities having an archeology department are limited with Protohistoria and Classic archeology - prehistoric archeology forming the most important cultural wealth of our country- is only taking place in two universities (İstanbul University and Ankara University) as a different field. Besides, because of traditional approach, Middle and Close Ages are met by art history department and this causes the view of Middle and Close Ages to be a negative conclusion like art weighted, not archeological. In this regard, fields such as Middle Age archeology, Industry Age archeology should be joined to our university archeology education. This approach partially has been reflected to the university program started by Koç University in 2007. Also “settling archeology” continued by Middle East Technical University, make contributions to the solution of this problem with a different point of view. Beside these, the other fields that are the must for cultural heritage and archeology are not taking place in our academic system or they are very limited. For example, museum education is in Yıldız Technical University, Archeometry education is in METU as master education. Environmental Archeology is only in İstanbul University at graduate level. Geoarcheology field which was only a graduate class in İstanbul University until this year is announced to get started Çanakkale 18 Mart University and Kadir Has University by next year. But these fields should absolutely be expanded. 

  6. Working with different disciplines such as Computer Engineering, Geographical Information Systems, and Information Technologies in order to learn contemporary techniques of archeology and to use equipment and computer programmes effectively. Besides, it is recommended that cooperation to be done with foreign experts, new computer programs, to be developed suitable for our country development, conditions and number, quality and importance of our cultural assets, and technologic hardware tried to be produced.

  V: CULTURAL HERITAGE and CONSERVATION EDUCATION “GENERAL RECOMMENDATIONS FOR THE OTHER UNIVERSITY EDUCATION DISCIPLINES”:

  Prepared by: Saadet GÜNER, (Retired-Chief) Central Bank of the Republic of Turkey, Head Office Anka,
  Foreign Relation Department: (Member of FOCUH),

  Conservation of Cultural Heritage and Sustainable Development Relation:
  1.In the early 1990s, with the project applied by World Bank and UNESCO in the city Fas, the approach that “Cultural Heritage Conservation” activities to be used as an “investment tool ” in sustainable development of the region arose. With the success of this project and this approach, similar projects were applied in the other developing countries such as Jordan, Georgia and the positive contributions of these projects to the sustainable development of the regions were seen. By the year 1996, EU adopted the said approach and began supporting projects prepared considering “conservation of cultural heritage-sustainable development relationship”. Today this approach is adopted in the World and many projects are being continued in the frame of this approach. It’s seen that the said approach has been reflected to the essence of international legislations published on Cultural Heritage Conservation after 1990.

  2. Share of tourism incomes in gross national product (GNP) of Turkey increased from 3.3% to 6%. Although the budget of Ministry of Culture and Tourism of the Republic of Turkey from 2005 year budget increased 18,5% against the previous year, yearly share of the said Ministry in 2005 remained at 0,41%. When generally considering that the budget of the country to be dedicated for conservation of cultural heritage and culture by UNESCO was 1%, it’s seen that the budget of said Ministry was  too little.

  3. For economic, social, cultural and environmental development, shortly for sustainable development, cultural tourism is used as “an investment tool” also in our country parallel to the approach in the world. Against this, it won’t be wrong to assert that “cultural heritage-conservation” concepts doesn’t take enough place in tourism education and  training programs.   

  4. Training programs held by General Directorate of the Research and Education of the  Ministry of Culture and Tourism of the Republic of Turkey for tourism managements can be evaluated as examples for “Life Long Learning Training Programs ” in the sector and people.

  As a conclusion of the aforesaid;

  1.1 With “Economy of Turkey” classes at Economics, Business Administration and Public Administration Departments of Schools of Economics and Administrative Sciences, it is recommended that subjects containing some important international legislations as Rio Declaration, cultural heritages of our country, conservation concepts, relation of heritage-sustainable development to be added to “Engineering Economy” classes at Civil Engineering Departments of engineering faculties.

  2.1 It is recommended the share of Ministry of Culture and Tourism of the Republic of Turkey in the total budget of our country to be increased and a share to be dedicated for researches and buying technical equipments, establishing laboratories in conservation programs of the universities and as well as for organizing “refresher training programs” and also developing the infrastructure of the said Ministry.

  3.1 It is recommended that a training programme by experts of the subject on “culture-cultural heritage-conservation” and basic national, international legislations should be provided for the trainers of Hotel Management and Tourism Vocational High Schools at the education level,

  3.2. Classes about published national and international legislations on this subject as well as “culture-cultural heritage-conservation” which will be given by the experts of subject who at least graduated from university to be added to the training programs of secondary vocational schools vocational high schools and department of the universities on Tourism,

  3.3 “Refreshing trainings” about “culture-cultural heritage-conservation” national and international legislations for tourism workers and other related target people (including tourist guides) who hadn’t have the said training,

  4.1 Arrangements toward trainings on tourism and importance of cultural heritage conservation held by tourism managements by General Directorate of the Research and Education of the Ministry of Culture and Tourism of the Republic of Turkey to be provided not on demand of managements, but only before management certification or before the activity of management, to the owner and managers of management as a must, 

  4.2. Basic information on national and international legislation published on this subject and “culture-cultural heritage-conservation” concept by experts only, to the participants at not only lifelong learning courses but also the trainings for tourism managements by the said directorate should be given.

  Conservation of Cultural Heritage and Relations of Development Plan and Programs:
  1. It can be seen from international legislations which were translated into Turkish that it is recommended archeologists to be employed as well as urban planners in city-region-country plan and development programs of the countries.  When performing the structural accordance reform which will make this employment, it is recommended that classes and modules containing management of cultural heritage, international legislations, development program, planning, economy and technologic innovations to be added to graduate and master education programs of archeology department.

  2.It is recommended that “cultural heritage conservation” classes for technical staff continuing their vocational trainings or experts continuing their high education of the said disciplines should be added in accordance with “Principle Decision of Council of Europe Related to Expert Training for Architectures, Urban Planners, Civil Engineers and Landscape Designers (80/16)”

  3. It should be considered that “workplace security and worker health” class for the workers who work with chemicals under the ground, over the ground and under the water at vocational high schools and university departments giving education on archeology, restoration, conservation, engineering.    

  Conservation of Cultural Heritage and Law Education: 
A part of international legislation of “European Union Cultural Heritage Legislation and Turkey Project” translated into Turkish is considered as domestic law. On the other hand, actions of “cultural heritage conservation” cause law problems at national and international level. Therefore, it is recommended that national and international legislations published in Turkish on cultural heritage and conservation should be added to classes at law faculties,

  Cultural Heritage Conservation and Education of Security Forces:
In preventing illegal trade of cultural heritage at market and on internet and preventing illegal archeological excavations, in conserving cultural heritage on conflicts and natural disasters, security staff and army staff undertakes important missions. So, at police schools-academies, military schools-academies, training the said staff; it is recommended that international legislations translated into Turkish by the Project should be added to classes. Refresher training should be organized by the experts for them.

  COMMON RECOMMENDATIONS OF EXPERTS GROUP
  Common recommendations of experts are as follows:

  1. In EU and other international legislations, the role of written and visual pres in effecting conscious of people toward conservation of cultural heritage is often emphasized. Therefore, it’s thought efforts which make every conservation work and cultural values often to take place in the media in the language people can understand,

  2. It’s thought that presentation of the web page of “European Union Cultural Heritage Legislation and Turkey Project” (http://www.kumid.eu) to be continued after the project which will end, in order to be used by target people effectively,

  3. It’s thought that “Refresher training” should be provided comprehensively and regularly to the decision-makers and staff of institutions carrying studies on conservation of cultural heritage,    

  4. It’s thought emphasized that web page of Ministry of Culture and Tourism of the Republic of Turkey (http://www.kultur.gov.tr) is being renewed every day, and it is asserted that this page will function as a comprehensive visual resource which provide access to national culture legislations and also provide the cultural heritages of Turkey to be known in time. Therefore, it’s recommended that the parts of this page not updated should be updated immediately and presenting videos should take more place,

  5.It’s thought that the “Culture” file of “Culture Child” part on this page would be an important visual education and resource for children about “Cultural Heritage and Conservation”.

  But to the said file,

  5.1.1 “Our Cultural Heritages and Conservation”  title should be added and developed,

  5.1.2. Simple but explaining statements like “don’t write on the old monuments”, “don’t scrape them by spiky things, don’t paint on them” WHY: Because if the outer skin of these monuments get scratched, that part would get sick and maybe die.” Should be used and conservation rules should be taught to children under the said title just like in “Environment” file,

  5.1.3.”Child Plays” file should be added to the said part and presentation of equipments and tools of traditional child plays should be presented (circle, knuckle bone, etc.)

  5.1.4. Different country child songs should take place under “Child Songs”,

  5.1.5. After updates, a strong presentation and informing in order to the said page to be used especially in elementary programs by teachers and children effectively,

  6. As well as official institutions on the web page of Ministry of Culture and Tourism of the Republic of Turkey, web pages of civil society institutions carrying on “culture-cultural heritage-conservation” studies should take place,

Experts Group,
October 2007, İstanbul 

* Insttitutional Member of EUROPA NOSTRA the Netherlands (http://www.europanostra.org)

*http://www.yok.gov.tr/universiteler/uni_web.htm    (Web Page of  Higher Education Assocation of the Republic of Turkey )
* It is started to education  on  graduate level in 1996,-1997  
*http://www.osym.gov.tr/ (Numbers of   GSF and GSF in 2007 Academic Year from Web Page of  Higher Education Assocation of the Republic of Turkey )