Enhancing Cultural Heritage for Sustainable Development

1. Cultural Heritage and Sustainable Development An Educator’s Handbook MODULE 5 Specialised Issues in Promotion of Cultural Heritage SESSION 3 Skills and Competences in Cultural Heritage and Sustainable Development This presentation is part of the InHeriT project: This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. ERASMUS+ KA2 STRATEGIC PARTNERSHIP ADULT EDUCATION PROJECT NO. 2015-1-EL01-KA204-014085 Prepared by: Marina Papanastasiou, Professor of International BusinessMiddlesex University Business School

2. Locating Cultural Heritage T.1 • Heritage is a fluid, contested and complex term. Its meanings and uses have changed over time. • One must look at the term 'heritage' in its various contexts, as a concept, a process, and a resource. • Own understandings of heritage will come into play in significant ways as we debate the term and its many manifestations. • Look at heritage in historical, global, and community contexts, asking 'what counts as heritage?’, and ‘for whom does heritage exist?’

3. Sustainable Development T.2 • The current global agenda on Sustainable Development emphasizes, for the first time, the relationship between the sustainability of urban areas and cultural heritage. • From 17 Sustainable Development Goals (SDG), Goal 11 aims to “make cities and human settlements inclusive, safe, resilient and sustainable” by “strengthen[ing] efforts to protect and safeguard the world's cultural and natural heritage” with target 11.4 (General Assembly, United Nations, 2015) (Guzmán et al., 2017, 192). • http://uis.unesco.org/en/topic/sustainable-development-goal-11-4 • http://www.un.org/sustainabledevelopment/cities/

4. Sustainable Development T.2 • Linkage between culture and sustainable development :“addresses the social and economic opportunities and requirements to mainstream investments in cultural heritage and the living arts”. (Nurse, 2006, 35) • The social dimension of sustainable development emphasizesthe need to improve the quality of life for all citizens by raising base levels of material income and by increasing social equity, such that all groups have fair access to education, livelihood and resources. • This dimension is most relevant to the need to consider built cultural heritage as part of sustainable development. Of particular relevance to this discussion is the notion of inter-generational equity through which the current generation preserves cultural capital for the benefit of future generations. (Tweed and Sutherland, 2007, 63-64)

5. Cultural Heritage Tripartite A.1

6. Cultural Heritage Tripartite A.1

7. Multi-disciplinarity in Learning: Some Examples T.3 • Branding and digital marketing • Tourism and regional development • Conservation • Visualization and the use of 3D technologies • Environmental relation between cultural heritage and green-consciousness. • In conclusion, the multidisciplinarity adopted suggests a novel approach towards cultural heritage where the new generation of scholars and practitioners will have a holistic approach understanding the impact of cultural heritage on local and international development.

8. Skills and Competencies Acquired T.4 • Critically evaluate the ways cultural heritage is interpreted in education, the media and tourism, and how new technologies are used. • Community engagement in managing sites or artefacts, and consider social inclusion and access to heritage and historic places.    • Interpreting Heritage: skills in interpretation in ways that are relevant to the heritage sector, including interpretive planning, strategy skills and project management skills. • Supporting Heritage. The way that heritage processes, resources, sites, collections, and communities can be supported, managed and sustained. • The role of vision and strategy, conservation and preservation of heritage resources, ethics, staff and volunteers, management, marketing, and fundraising. • Dissaster preparedness • Public archaeology, conservation and international law • Examination of sites in relation to their urban/rural contexts, the local communities and the policies in place.  • Green-consciousness

9. Assessing the Cultural Heritage Tripartite: Learning and Skills T.4 • On hands experience. • Importance of theory and practice. • Subject-specific skills – in research, in data handling, in writing, and in the communication of ideas, using both traditional resources and the full range of contemporary IT resources. • Management of cultural heritage, including strategic planning, financial management, people, collection and site management, disaster preparedness, environmental preservation.

10. Assessing the Cultural Heritage Tripartite: Sustainable Development Factors T.4 • The role of vision and strategy in conservation and preservation of heritage resources, ethics, staff and volunteers, management, marketing, and fundraising. • Explore the social roles of cultural heritage in relation to community, identity and memory and examine the political, legal and economic context in which heritage institutions exist. • Interpretation of cultural heritage: Critically evaluate the ways cultural heritage is interpreted in education, the media and tourism, and how new technologies are used. • Community participation.

11. Europa Nostra 2016 Cases A.2 • Which stakeholders have interest in participating in the project? • How education and learning contribute to the successful implementation of the project? • What kind of challenges could the project meet? • What kind of skills are important in developing this project? • Who is benefiting from the project? • How does the project contribute to sustainable development of the locality? • (http://www.europeanheritageawards.eu/winner_year/2016/)

12. Learning-Skills- Sustainable Development A.3 Discussion and Questions