Establishing A Training Center For Cultural Heritage JEP30070-2002

1. Establishing A Training Center For Cultural HeritageJEP30070-2002 National TEMPUS Day 9th October, 2004 Dr. Khalid Magablih

2. Main Components of the Project 1- A Proposed MA Program in Cultural Heritage Management 2- A Proposed Training Program in Cultural Heritage Conservation and Management 3- A Proposed Training Program in Cultural Heritage Conservation and Management

3. A Proposed MA Program in Cultural Heritage Management

4. Establishing A Training Center For Cultural Heritage

5. Jordan contains one of the highest concentration of cultural heritage sites in the world Jordan’s cultural heritage is being constantly depleted and deteriorated due to a combination of natural and human factors. Why this program is badly needed in Jordan?

6. Why this program is badly needed in Jordan? • There is a shortage of suitably trained heritage management personnel, especially with an understanding of conservation's relationship with tourism. • There is a disturbing lack of awareness among those who research, interpret, and protect the natural and cultural heritage of the country.

7. Why this program is badly needed in Jordan? • The conservation and management of cultural and natural heritage is a global issue that is crucial for societal well-being. • It is also important to the tourism industry that constitutes the nation's fastest growing industries. It has been documented that historical, cultural and natural sites are major attractions for visitors from across the nation and around the world.

8. Basic concept of the MA program in Cultural Heritage Management (CHM) • The proposed program will cover practical and theoretical approaches to the key issues and working practices in the field of cultural resources management. • This course aims to examine the theory and practice of cultural resources identification, interpretation, conservation, planning, development and management. This interdisciplinary program focuses on the preservation and interpretation of historic and archaeological sites and their role in regional development and heritage tourism.

9. Basic concept of the MA program in Cultural HeritageManagement (CHM) • In addition, the program will emphasize the reasons for selecting sites for preservation, and the methods for successful management and conservation of a site's significance. • By the end of the course, students should be able to understand and apply a planning process based on the recognition of a site's values and of its interest groups, or stakeholders. Students will also learn practical methods for the physical conservation of different categories of archaeological sites.

10. A Proposed Training Program in Cultural Heritage Conservation and Management

11. Present Situation • One of the prime problems that faces Jordan in preserving and managing its rich and diverse cultural heritage is the severe lack of well-trained personnel. • Most people that deal with cultural heritage do not have the proper knowledge and skills needed to perform the very challenging job. • Moreover, cultural heritage employees have no chance of upgrading and updating their knowledge and skills due to the lack of structured training programs in the country.

12. Present Situation • Experienced specialists often have limited opportunities to keep abreast of advances in knowledge, new analytical and field techniques, database management, site protection and interpretive strategies, and current research. • This restricts their ability to maintain and upgrade their professional skills, their ability to effectively evaluate the work of contractors and permit holders, and their status as active members of their disciplines.

13. Purpose • This document sets out a comprehensive Cultural Heritage Training program which addresses skill and knowledge needs of people working in the field of cultural heritage conservation and management. This Training Plan identifies alternatives for maintaining the professional skills of cultural heritage staff. These alternatives include courses and modules for future development.

14. Purpose • The purpose of the Training Plan is to guide the development of a Cultural Heritage Training Program that provides Cultural heritage staff with the skills necessary to implement proactive conservation and management of cultural resources.

15. Objective • The proposed Training Plan provides a clear framework on which to construct a coherent, unified intensive training program for Cultural Heritage staff in cultural heritage preservation and management. • This framework will serve as a basis for developing training opportunities that are flexible in terms of offerings, but that meet the larger goals of solidifying the base knowledge required by staff specialists while broadening and enhancing expertise systematically.

16. Structure of the training course • Course topics are organized under two "tracks," with recommended target audiences. Both tracks provide more in-depth training and enhancement of specific skills.

17. Track 1: Cultural Heritage Management Skills

18. Courses/Workshops Course topics could include: • Cultural heritage tourism and recreation planning; • Working with communities and partners to develop projects with shared resources; • Managing site stewards and other volunteers; • Preservation planning using historic contexts; • Managing archaeological data and records; • Managing public outreach and media relations; • Specialized topics relating to the protection of archaeological resources.

19. Target Groups 1) Ministry of Tourism Staff 2)-Ministry of Planning Staff3) Private sector

20. Track 2: Professional Expertise and Field Skills in various areas of cultural heritage interpretation and conservation

21. Purpose • To maintain and upgrade professional skills needed to accomplish fieldwork. • This includes the documentation, evaluation, recordation, analysis, and conservation of cultural heritage sites and materials. • Courses under this track also promote the development of skills needed to evaluate research designs and products, and to maintain high professional standards in work produced by contractors.

22. Courses • Courses can be categorized into three broad topic areas: • Documentation. • Materials analysis and synthesis • Conservation techniques

23. School Curriculum development

24. Present Situation • Cultural heritage is not an independent or integral element or component of Jordan’s school curriculum. • What is included in some of modules is selected information and pictures about selected cities and selected periods of our long history

25. Present Situation • There is a big emphasizes on the modern history of Jordan with almost complete neglect of the very long and extended history.

26. Present Situation • Careful examination of the provided materials demonstrate that the content has not been deeply thought and got changed several times in the past two decades. • Cultural heritage in its wider sense is not covered. Only some parts of history and historical events are briefly mentioned.

27. Present situation • There is a poor definition of cultural heritage as it means only archaeological sites without giving any attention to other forms of cultural heritage especially the intangible heritage. • The association between cultural heritage and Jordanian identity is very poorly defined as there are various political ideologies that push their own understanding and political agendas (Pan Arabism, Islamic movement, Jordanian nationalism).

28. Present Situation • The included element about heritage is very descriptive and does not provoke creative thinking among students • The use of cultural heritage to connect present and future with the past is totally missing and the feeling of continuity is consequently difficult to be realized.

29. Future Perspective • Based on understanding of the existing situation and taking in consideration the particularity of Jordan as a nation, a module about cultural heritage will be formulated • Parallel to that process, contact will be established with the Ministry of Education and other concerned organizations. • UNESCO involvement.

30. Archaeology and Science at the Faculty of Archaeology and Anthropology

31. Our steps in walking with these philosophies • The archaeometry program: courses -Advanced course in applied sciences in archaeology -Modern Methods of Surveying and Dating in Archaeology -Scientific Analysis of Archaeological Materials -Conservation and Preservation -Archaeometallurgy -Modern Scientific Methods of Coins Analysis -Material Science for Archaeologists

32. Other BA courses • Environmental archaeology • Material science in archaeology • Reconstructing ancient technology

33. Our steps in walking with these philosophies • Distance learning in conservation • Malta and other countries • Workshops • Conferences • Good faculty members

34. Our future regional perspective • The Faculty aims at putting itself in the first row in the field of archaeology in the region, knowing that archaeology in most of the neighboring countries is still crawling to stand at the start point of the track we have already walked several years ago. The descent position we are trying to put our Faculty in will have attracted the students and scholars of the region.

35. Our steps in walking with these philosophies • The very-well equipped labs Archaeometry lab GIS lab Internet lab Photography lab Surveying lab: GPS Teaching labs Anthropology labs

36. THANK YOU.. Dr. Montasir Hader