Teaching Conservation Science Issues in Europe Evangelia A. Varella Aristotle University of Thessaloniki

Defining a Conservation Scientist (Bologna Document, 1999) A conservation scientist today can be defined as a scientist with a degree in one of the natural, physical and/or applied scientific disciplines and with further knowledge in conservation (ethics, history, cultural values, historical technologies, past and present conservation technologies and practice, specific scientific aspects, etc.) which enables him to contribute to the study and conservation of cultural heritage within an interdisciplinary team.

Describing the Role of a Conservation Scientist (Bologna Document, 1999) Study, investigate and monitor cultural heritage and its environment with respect to conservation and preservation Define, develop and evaluate conservation concepts, materials, measures, methods and techniques, and develop standards and guidelines Provide diagnosis before, during and after conservation interventions Conduct research on causes and mechanisms of deterioration and interpret scientific results for the benefit of the conservation of cultural heritage Communicate the scientific principles of conservation and promote scientific research in conservation Co-operate with other disciplines

Studies in Conservation Issues: Vocational Studies in Conservation Bachelor’s in Conservation Bachelor’s in Documentation Master’s in Conservation Bachelor’s in Chemistry and related disciplines followed by Master’s in Conservation Science Ph.D. Studies

Important Trans-National Projects on Conservation Science Distance Learning: CURRIC Leonardo/Socrates IKONOS INCOMED II ECORESTAU Leonardo/Socrates

CURRIC University Postgraduate Curricula for Conservation Scientists Royal Danish Academy of Fine Arts (Denmark) Oviedo University (Spain) Aristotle University of Thessaloniki (Greece) Hungarian National Museum (Hungary) Bologna University (Italy) International Centre for the Study of Preservation and Restoration of Cultural Property (Italy) Central Institute for Restoration (Italy) Opificio delle Pietre Dure (Italy) Netherlands Institute for Cultural Heritage (The Netherlands)

CURRIC The aim of the project is to offer guidelines to educational institutions for designing and implementing university curricula, including training, practice and research for conservation scientists. The curricula are structured into modules carrying European Credit Transfer System credits. Access to training is promoted through teaching certain core course modules by e- learning by means of an appropriate web site.

IKONOS Creating New Cultural Heritage Horizons Through Distance Learning Nodes The Malta Centre for Restoration (Malta) Aristotle University of Thessaloniki (Greece) Netherlands Institute for Cultural Heritage (The Netherlands) Historic Scotland (U.K.) Yarmouk University (Jordan) University of Fez (Morocco) University of Boumerdes (Algeria) National Heritage Institute (Tunesia)

IKONOS The aim of the project is to create a network of institutions which can pool resources to provide practical solutions to overcome the pressing need of conservation experts and specialist teachers, in order to cope with the vast amount of conservation work in many countries around the Mediterranean. The target groups include dozens of conservators and hundreds of students in eight countries, who are being given access to specialised training. Video-conferencing and the Internet are being used to agree conservation criteria, catalogue artefacts (including risk/didactic value criteria), train trainers and teach students.

European Chemistry Thematic Network over one hundred European chemistry departments in thirty countries projects on tuning of chemistry curricula at various levels Working Group on Chemistry and Cultural Heritage

Joint Distance Courses organized by ECTN possible target groups: graduate students in chemistry graduate students in conservation postgraduate students in conservation science postgraduate students in conservation

Joint Distance Courses organized by ECTN operational framework: Socrates Minerva, Leonardo, e-Content Socrates Mundus Tempus III co-operation with further networks

Joint Distance Courses organized by ECTN e-Learning should: focus on chemistry-related issues be highly specialized be structured into modules e-Training should: focus on standard applications integrate new technologies (simulations, virtual experiments)