COMPETENCES FOR

ACCESS TO THE
CONSERVATION-
RESTORATION
PROFESSION

E.C.C.O.
European Confederation of Conservator-Restorers Organisations
COMPETENCES FOR
ACCESS TO THE
CONSERVATION-
RESTORATION
PROFESSION

E.C.C.O.
European Confederation of Conservator-Restorers Organisations

IMPRESSUM
E.C.C.O. 2011European Confederation of Conservator-Restorers
Organisations A.I.S.B.L. / Confdration Europenne des Organisations de
Conservateurs-Restaurateurs A.I.S.B.L.
Susan Corr, Coordinator (ICHAWI, Ireland)
Jeremy Hutchings, (NKF-N, Norway)
Jaap van der Burg (Restauratoren Nederland, The Netherlands)
David Aguilella Cueco (FFCR, France)
Mechthild Noll Minor (VDR, Germany)
Agns Gall Ortlik, (Grup Tcnic, Spain)
Sebastian Dobrusskin, (SKR-SCR, Switzerland)
2nd Edition
pdf version
ISBN 978-92-990010-7-3
Layout by Sebastian Dobrusskin (SKR-SCR, Switzerland)
TABLE OF CONTENTS
Impressum 2
Acknowledgement 4
Introduction 5
Impact of this work 6
Intended use 6
The Final Report 7
Background 9
Lifelong Learning/Accreditation 11
Directive 2005/36/EC on the Recognition of Qualifications / The EQF 12
Towards an European recommendation for the Conservation-Restora-
tion of Cultural Heritage 13
Conservation-Restoration Descriptors for Level 7 (Masters degree) 14
Profiling the Profession 17
Evaluation of Knowledge Skill and Competence 22
Evaluation of Knowledge 22
Evaluation of Skill 24
EQF Level 7 28
Interpretation of the Concept Map 29
From the Conservation-Restoration Professionals Perspective 29
From the Education Delivery Perspective 33
EQF Level 6 35
Descriptors EQF level 6 38
EQF Level 8 39
Descriptors EQF level 8 44
Concluding Comments 45
References 46
Pictures 48
 ACKNOWLEDGEMENT
In bringing this publication to fruition, E.C.C.O. wishes to acknowledge the
contribution made by past committee members in addressing the issue of a pro-
fessional profile. The work of the European Conservation Practitioners Licence
(ECPL) project was also instructive and thanks are extended to Maura Borelli,
Reviewer, ECPL for her presentation on it at the initial meeting of the working
group.
As the work on developing the professional competences progressed, feedback
and critical comment were received and much appreciated, in particular as of-
fered by participants to the GA in Sofia in 2009 and most notably those made
by Wolgang Baatz, European Network for Conservation-Restoration Education
(ENCoRE), Sigrid Eyb-Green, sterreichischer Restauratorenverband (RV)
and Denis Vokic, Croatia.
Thanks are extended to Ren Larsen, chairman of ENCoRE for his kind hos-
pitality in Copenhagen where members of both organisations met to agree the
descriptor for the European Qualification Framework (EQF) level 7.
4 The logistics of working with colleagues from different countries poses its own
challenges and E.C.C.O. is very grateful to the Fdration Franaise des Con-
servateurs-Restaurateurs (FFCR), who through their delegate David Aguilella
Cueco, made available their premises where, blinds drawn, the working group
met over many sunny Parisian weekends. Also, thanks to Jaap van der Burg at
Helicon Conservation in the Netherlands for hosting the final meeting.
Lastly, thanks are due to the entire E.C.C.O. committee for the intellectual free-
dom and vigour which was so generously and voluntarily made available to this
project. It is hoped this work serves as a useful reference point in the constantly
evolving field of Conservation-Restoration.
INTRODUCTION
This booklet presents the work conducted by E.C.C.O. on defining the compe-
tences required to enter the profession of Conservation-Restoration. It is based
on existing definitions of Conservation-Restoration (E.C.C.O. 2009) and the
recognition that the Conservator-Restorer has a public responsibility to contrib-
ute to the preservation of cultural property and dissemination of related knowl-
edge for the benefit of present and future generations.
The final report, printed in full, was ratified by the General Assembly, in Brus-
sels, June 2010. It combines the concept mapping technique with the language
5
of the European Qualifications Framework (EQF) to create a framework that
describes the areas of competence required for access to the Conservation-Res-
toration profession and legitimate use of the title. This is expressed through
the rubric of knowledge and skills. Competence is defined as the combination
of knowledge and skill together with experience that allows the professional
Conservator-Restorer to deliver work consistently and responsibly. E.C.C.O.
proposes that it is exactly this combination exercised in the discrete areas of
activity described in the framework representing EQF level 7 (equivalent to a
Masters degree) that defines the level required to become a Conservator-Re-
storer. As such this represents the point at which an individual starts to develop
as a professional.
 Impact of this work THE FINAL REPORT
The advantage of the approach adopted by E.C.C.O. lies in the broad applicability
of its results. Regardless of specialism, a Conservator-Restorer will be able to rec-
ognise the level and scope of professional competence required in each area of the The E.C.C.O. committee was mandated
framework. This provides the opportunity for comparison between the requisites by delegates at the General Assembly
for professional competences as they are mapped by E.C.C.O. and as they may be held in March 2008, to propose entry-
applied in reality. Comparisons can be made on an individual basis, in the deliv- level competences and proficiency of a
ery of educational programmes or as a guide for the membership of a professional person qualifying to use the title of Con-
organisation. The real value in mapping and evaluating the activities of the Con- servator-Restorer. In accordance with
servator-Restorer, however, is in the identification of the special skill, knowledge E.C.C.O./ENCoRE guidelines (E.C.C.O.
and experience that gives this person the authority to act directly on the cultural 2004) this corresponds to the descrip-
heritage. tor given in the European Qualifications
Framework (EQF) level 7, which equates to a postgraduate academic Masters
degree. The work supports the delivery of the professional Conservator-Restor-
er qualification through an academic route but it is acknowledged that there are
Intended use other routes into the profession that provide a similar level of skills, knowledge
A great deal of interest has already been expressed towards the work presented in and competence.
this document from a broad spectrum of interested parties, including: the practis-
ing Conservator-Restorer, professional bodies and educational institutions. While In addition to the central piece of work that is reported here, the proposed com-
this work is relevant to a great many people and institutions operating in the cul- petences for access to the Conservation-Restoration profession, the proficiency
tural heritage section, it is primarily intended for E.C.C.O. member organisations. levels at Bachelors degree and PhD are also suggested. This completes the typi-
6 It is hoped that this work will promote an active debate about the competences
required to enter this constantly evolving field. For this reason the E.C.C.O. com-
cal range of academic qualifications encountered within the field of Conserva-
tion-Restoration and are equivalent to European Qualification Framework lev-
7
mittee proposes to review this work after a period of five years during which time els 6 and 8. They represent the intermediate goals of an education programme
responses from its membership and further afield will be welcomed. and the extended goals of lifelong learning that a professional should aspire to.

In order to fulfil its mandate, the working group agreed the following principles:

Proficiency required for undertaking Conservation-Restoration work is in-

formed by current professional practice.

Access to the profession begins at level 7, and the Conservator-Restorer title

is reserved for this level or above.
 Individuals work in the field of Conservation-Restoration but do not have the
right to use the title Conservator-Restorer. In defining the competences of
the Conservator-Restorer other practitioners in the field of cultural heritage
may share some of the competences and be able to locate themselves relative
to this profession for example: Conservation Scientist and Technical Art
Historians.
E.C.C.O. sees ENCoRE, together with education providers, as responsible
for learning outcomes. It is E.C.C.O.s role to articulate the professional
profile and to set the standard of competence for entry into the profession.
Competence in this context is the ability to achieve and deliver work of a
consistently high standard within ones specialist field.
E.C.C.O. sees the Conservator-Restorer as a specialist in the cultural her-
itage sector which includes many different participants and stakeholders.
Each professional group will have specific roles within the field of cultural
heritage.
The work presented here builds on these principles. The results are presented in
such a way as to have the potential to be used as a professional assessment tool,
either by individuals or organisations. Level 7 is fixed in terms of entry into
8 the profession and is accompanied by the specific Conservation-Restoration de-
scriptor as ratified by the E.C.C.O. GA in Sofia 2009, descriptors for levels 6
and 8 are also proposed.
BACKGROUND
The Bologna Agreement, resulting from a meeting of
the Ministers of Education of EU member states in June
1999, led to the establishment of a common European
Higher Education Area (EHEA). Its aim is to improve
the efficiency and effectiveness of higher education in
Europe. What is now referred to as the Bologna process
unifies the European higher education structure and de-
mands that each education programme is described in
terms of the qualification it provides and its organisa-
tion. The aim is to calibrate and make transparent the different levels and types
of qualifications available in all third level educational institutions throughout
Europe by 2012. It is therefore necessary for European bodies, such as E.C.C.O.,
to define the access requirements for their individual professions from which
the levels and types of qualifications can be developed.
By 2012 all educational programmes must articulate their goals in terms of
learning outcomes. This ref lects a shift in the delivery and appraisal of educa-
tion from a teacher-centred approach to a student-based one that expresses the
outcome of a course of study in terms of what the student is expected to know,
understand and be able to demonstrate after completion of a process of learning
9
(European Commission 2009:13)
The general descriptors for levels 6, 7 and 8 as expressed in the European Com-
mission document Towards a European Qualifications Framework for Lifelong
Learning, were interpreted from a professional standpoint.
Each of the reference levels in an EQF requires a description of what is distinc-
tive about qualifications that are classified at that level (SEC 2005:16). These
are known as descriptors and are interpreted through the rubric of knowledge,
skills and competence across the eight levels of the EQF.

This rubric is distinguished across these levels through a differentiation in scale
of cognition or learning, level of skills and competences.
The first five EQF levels correspond to school education, the last three corre-
spond to what is commonly understood to be a 3-year undergraduate Bachelor
degree education programme (level 6), a 2-year postgraduate Masters degree
programme (level 7) and a 3 year doctorate research programme (level 8). As yet
post doctorate development is not included in this scale and there is no mecha-
10 nism for recognising lifelong learning on this scale.
LIFELONG LEARNING/ACCREDITATION
The EQF is interpreted at national level through re-
spective National Qualifications Authorities where it is
stressed that recognition of levels 7 and 8 can only be
verified/certified through nationally accredited educa-
tional institutions. The granting body for the validation
of level 7 must therefore be a university or other official
higher education establishments.
The Recommendation on the establishment of the EQF
for Lifelong Learning was formally adopted by the
Council of Europe and European Parliament in April
2008. Under this recommendation member states are
encouraged to promote the validation of Lifelong Learning. It is only when
member states have accepted to validate such informal learning that classifica-
tion in one of the EQF levels will be possible. While the benchmark for access
to the profession using the title Conservator-Restorer is set at Masters degree
(EQF level 7), informal learning as a route to the profession has been histori-
cally recognised by most of the European countries. E.C.C.O. has articulated
its Guidelines considering that To maintain the standards of the profession, the
Conservator-Restorers professional education and training shall be at the level
11
of a university Masters degree (or recognised equivalent) in Conservation-Res-
toration. The training is further detailed in E.C.C.O. Professional Guidelines
III (E.C.C.O. 2004). To date, in some EU countries, this equivalency has been
mediated through the accrediting function of individual professional Conserva-
tion-Restoration bodies. Accreditation is recognised as a system of professional
self-regulation in its articulation and measurement of standards in professional
practice. However where accreditation systems are in operation, they are not
calibrated with the EQF levels. This document represents a starting point from
which this work might be done.
 DIRECTIVE 2005/36/EC
ON THE RECOGNITION OF
QUALIFICATIONS / THE EQF
It is noted for the purposes of this docu-
ment that the Directive 2005/36/EC (Eu-
ropean Parliament 2005) is a legally bind-
ing instrument and takes precedence over
the EQF. This Directive affects regulated
and non-regulated liberal professions in
its recommendations on the mutual recognition of these same professions. Ar-
ticle 12 of the Directive makes recommendations on the recognition of Lifelong
Learning once a Member State has accepted its validation.
The Directive uses five levels in which to classify qualifications in contrast
to the EQF which has eight levels. The quinary stratification of the Directive
has the effect of creating a much broader range between the levels into which
qualifications fall. It is not, therefore, as precise a tool as the EQF in calibrat-
ing qualifications. Its purpose is to allow for the easier transit of the migrant
12 worker within his/her professions across European borders, by directing for
these equivalencies/comparisons of qualification to fall into wider categories.
The Directive addresses professional compensatory measures that are allowable
in the host country and takes into consideration the regulatory effect of profes-
sional bodies.
TOWARDS AN EUROPEAN RECOMMENDATION FOR
THE CONSERVATION-RESTORATION OF CULTURAL
HERITAGE
E.C.C.O., with the support of ICCROM, has prepared a draft for a Recommenda-
tion on the Conservation-Restoration of Cultural Heritage in Europe. The work
was carried out with the participation of ENCoRE and includes an annexed
charter, which defines the terms used in Conservation-Restoration.
This draft comes within the scope of the regulatory framework developed by
the Council of Europe in relation to the conservation and preservation of cultur-
al heritage (E.C.C.O. 2009:6). It could create a framework capable of promot-
ing a dynamic process for implementing [Conservation-Restoration] principles
guiding the recognition and protection of cultural heritage in Europe (E.C.C.O.
2009:7). The draft text links into other resolutions and conventions adopted by
the Council of Europe such as the Convention for the Safeguard of the Architec-
tural Heritage of Europe, adopted in 1985 (CoE 1985), the European Convention
for the Protection of the Archaeological Heritage (revised), adopted in 1992
(CoE 1992) and the Framework-Convention on the Value of Cultural Heritage,
adopted in 2005 (CoE 2005). 13
This text details the nature of Conservation-Restoration in the safeguarding of
cultural heritage and identifies Conservation-Restoration as one of the essen-
tial factors in ensuring its (cultural heritage) transmission to future generations
(E.C.C.O. 2009:9). The document stresses that high quality interventions on
cultural heritage can only be ensured through systems of professional qualifica-
tion including continuous professional development as the basis for recognition
of the people, firms and organisations in charge of Conservation-Restoration
(E.C.C.O. 2009:9). E.C.C.O. considered this as the guiding principle for its in-
volvement in defining the EQF descriptors and articulating the competences
for the profession. By interpreting the generic descriptors given in the EQF,
E.C.C.O. is working to guarantee that conditions of access to and exercise of the
profession are calibrated at the correct level.
 CONSERVATION-RESTORATION DESCRIPTORS FOR
LEVEL 7 (MASTERS DEGREE)
As stated earlier it was unanimously agreed at the E.C.C.O. General Assembly
2007 that entry point to the profession, as defined by this organisations Pro-
fessional Guidelines (E.C.C.O. 2004), corresponded to EQF level 7. The first
challenge for the working group was to examine each of the three generic EQF
descriptors at this level and then to interpret them in terms of access to the
profession. The immediate result would ideally have articulated the knowledge,
skills and competences in the generic language of the descriptor at that level.
This however proved to be difficult.
The potential problem of a direct approach to defining the descriptors for educa-
tion and access to the profession became immediately apparent. A single state-
ment would be too general to be meaningful and would run the risk of becoming
at once both prescriptive and outmoded from the outset. Furthermore, there is
a distinct danger that simple statements of knowledge, skills and competences
might lead to the access level becoming too rigid, and thus possibly becoming
an impediment to the creation of new knowledge, hindering the development of
14 the profession.
These concerns led to a more fundamental examination of both the EQF and the
professional role of a Conservator-Restorer. It brought to the forefront the hier-
archical structure of the EQF, namely increased knowledge, skills and compe-
tence as learning proceeds, which presents the process of learning as an ascent
through the levels. An examination of this process, exemplified by the increas-
ing complexity of the generic descriptors, allowed the paradigm of expanding
knowledge, skills and competence as it correlates to the appropriate access
points for the profession to be explored. As a result the area and boundaries of
knowledge, skills and competences in absolute terms required by the individual
within a particular set of circumstances is not defined within this framework.
Rather, the eligibility of someone entering the profession is expressed as: pos-
sessing the appropriate level of knowledge, skill and competence necessary to
accept responsibility for Conservation-Restoration within a certain specialism
or discipline and within the professions ethical norms.
The meeting held on 20th February 2009 between delegates of E.C.C.O. and
ENCoRE discussed how the EQF generic descriptor for level 7 could be in-
terpreted for the Conservation-Restoration profession. This formalised the ap-
proach of the two different organisations in that it was agreed that E.C.C.O.s
mandate is to approach the descriptor in terms of entry to the profession whilst
ENCoREs is to approach it in terms of the education needed to meet that entry
requirement. For the purpose of this document each generic descriptor category
for level 7 is quoted, followed by an interpretation that was jointly agreed by
E.C.C.O. and ENCoRE.
At Level 7, the EQF requires:
Knowledge: Highly specialised knowledge, some of which is at the forefront of
knowledge in a field of work or study, as the basis for original thinking and /
or research. Critical awareness of knowledge issues in a field and at the in-
terface between different fields. (European Communities, 2008:12)
Both E.C.C.O. and ENCoRE interpret highly specialised knowledge as the
knowledge in an area of Conservation-Restoration that is only attained follow-
ing an education that is an appropriate balance of integrated theoretical and
practical teaching. (ENCoRE 1997, clause 6). We interpret critical aware-
15
ness of knowledge issues in a field as the ability to acquire knowledge, evaluate
its validity and reliability, and apply it, in order to justify all decisions sub-
ject to the Conservator-Restorers own area of specialisation, and if required
to carry out or manage actions stemming from these decisions. This translates
into a highly specialised knowledge of the principles, theories and practices
of Conservation-Restoration within ones specialism/field, an advanced knowl-
edge within the fields that are adjacent to ones specialism and a comprehensive
knowledge of the cultural heritage sector in general.
Skills: Specialised problem-solving skills required in research and/or inno-
vation in order to develop new knowledge and procedures and to integrate
knowledge from different fields. (European Communities, 2008:13)
 Both E.C.C.O. and ENCoRE interpret specialised problem-solving skills to
mean a level of ability to practice Conservation-Restoration informed by highly
specialised knowledge and governed by ethics. This is required to find, adapt or
create new knowledge and procedures within the boundaries of the profession.
It includes an ability to observe, collect and critically analyse relevant informa-
tion in order to reach appropriate conclusions and carry out a course of actions;
the ability to continuously analyse and evaluate the situation and the process in
order to adjust where needed; the ability to integrate knowledge from different
fields, and the ability to create new knowledge and procedures where they arise;
the ability to communicate knowledge.
A proficient level of manual dexterity and sensitivity must be demonstrated in
the field of specialisation which may also be transferable or shared between
other specialisations within relevant fields. This equates with a cognitive abil-
ity to carry out familiar processes within a given specialisation, which enables
unfamiliar processes to be attempted. It includes a high level of familiarity with
methods, materials, tools and instruments within the given specialisation and
the ability to adapt and develop new tools and methods.
Competence: Manage and transform work or study contexts that are complex,
16 unpredictable and require new strategic approaches. Take responsibility for
contributing to professional knowledge and practice and/or for reviewing the
strategic performance of teams. (European Communities, 2008:13)
Both E.C.C.O. and ENCoRE consider the Conservator-Restorer to be competent
when he/she has gained the necessary skills, knowledge and experience to oper-
ate within his/her specialist field and in accordance with the ethical and practi-
cal boundaries of the profession. This represents the ability to work consistently
and responsibly, with appropriate caution within ones field as a whole, and in-
volves the application of knowledge and skills as represented earlier. It includes
the ability to use existing Conservation-Restoration concepts, create new stra-
tegic approaches and apply their principles and ethics in a variety of situations.
PROFILING THE PROFESSION
This section systematically develops a description of
the level of knowledge, skills and competence required
for anyone entering the Conservation-Restoration pro-
fession. It represents the point at which a person can
legitimately use the title of Conservator-Restorer. It
also represents, typically but not exclusively, the end of
a postgraduate academic Masters degree and the start
of a professional career. Although E.C.C.O. recognises
that people graduating from a recognised education
programme at Masters level may wish to and will be
qualified to take on different roles within the cultural
heritage sector, for example collections management,
this document focuses specifically on the Conserva-
tion-Restoration professional.
Through the profiling of actions that determine the nature of our work a concep-
tual map is proposed. This examines Conservation-Restoration in terms of a de-
cision making process which seeks to secure the transfer of maximum signifi-
cance from past to future for the benefit of all people everywhere and involves
managing change [....] through negotiation (Staniforth 2002) with stakehold-
17
ers and other professionals in the cultural heritage sector. It firmly identifies
Conservation-Restoration as an integrated part of the management of cultural
heritage which informs how it is preserved. The competences that are required
are therefore located against this background and the framework constructed
to ref lect this situation. It explicitly acknowledges the need for research and
documentation at every stage of the decision making process (see also E.C.C.O.
2001), which are some of the guiding principles of professional Conservation-
Restoration and which gives it its academic status. Manual dexterity in the
practical application of diagnostic techniques and the execution of conservation
and restoration treatments, as an essential requisite of professional practice,
is measured in terms of skill. Almost everything a Conservator-Restorer does
contains an element of skill.
 The Conservation-Restoration process (marked in blue re-
quires the following steps (marked in red):
A colour coded scale of skill has been proposed by E.C.C.O. which has been
used to evaluate all actions, across the framework.
The framework describes the Conservation-Restoration process as it evolves
through examination and diagnosis leading up to direct intervention or preven-
tive action if required, after which post-intervention processes are considered.
They are presented diagrammatically as a central spine representing analytical
progression which follows accepted ethical principles and from which the vari-
ous activities emerge.
18 Each stage is considered to be governed by professional ethics and the impera-
tive to document which may lead to the dissemination of new knowledge which
as activities in their own right, are also evaluated. The sub activities can be
added to the spinal steps, shown in the expanded conceptual model below (see
Figure 2)
Figure 1: The spinal steps
Conservation-Restoration Process
requires
The first step characterising the start of the process in-
Examination and Diagnosis
volves examination and diagnosis. It involves assessment
of the nature of the object, the causes of alteration and the
risks that the cultural heritage faces in its current situation.
leading to
This leads to the second step requiring an assessment of
needs which includes current use and planned future use.
Assessment of Needs
The third step involves the selection of Conservation-Res-
toration activities and the planning and organisation of ac- enabling
tions/treatments. It includes consideration of, for example
the desired results, level of intervention required, evalua- Assessment of C-R Actions
tion of alternatives, constraints on actions, stakeholder de-
mands, risks and options for future use which requires
All of which requires planning and organisation including
Planning and Organisation of Actions
consideration of health and safety, legislation, insurance,
project planning, finance and equipment and facilities
The fifth and central step is the carrying out of a chosen
course of action or treatment. This step encompasses Pre-
in order to
execute / implement
ventive measures, Remedial measures, Restoration proc-
esses and management processes.
C-R Actions
The outcome of which is the Conservation-Restoration re-
sult. This includes evaluation of the change in risk, success
to achieve
of treatment or activity and communication of the results.
It also includes identification of future actions required to
sustain the cultural heritage. Result
The seventh step is the aftercare advice which is informed
by the future actions that have been identified in the previ-
followed by
ous step. This may include a schedule of future works and
guidelines for care and maintenance.
After Advice
 Conservation-Restoration Process origin

history which may intention

requires immaterial aspects examination of
include association
context
material and technique
by significance
Examination and Diagnosis assessment causes of alteration examination of current environment which
of requires measurements
current risk constituent components
technology visual examination
which may
leading to include
physical condition non-destructive analysis
alteration history which sample taking destructive analysis
documentation
requires current use requires
Assessment of Needs evaluation evidence collection
of planned future use
considered
enabling desired result presentation
in terms of
level of intervention interpretation
considered
which includes alternatives for treatment in terms of
requiring Assessment of C-R Actions ethical norms
consideration of
constraints on actions
health & safety type
which requires governed
stakeholders demands
legislation by degree
risk due to actions
insurance technical possibilities
research
Planning and Organisation of Actions which options for future use
considers project schedule financial resources
finance ethical rules
time
equipment & facilities
in order to which involves materials
execute / implement the management
of people
facilities
leading to
indirect action which is preventive conservation
C-R Actions to fulfill
direct action which are remedial conservation
requiring
monitoring restoration
to achieve
to improve may lead to

new knowledge may lead to Result adjustment

after which
assessment of change of risk
assess success of outcome
dissemination followed by
communicate outcome
identify future actions

After Advice
which informs
which
oral presentation
provides Figure 2: Expanded conceptual model

which may
publication become guidelines schedule of future work
part of
 Evaluation of Knowledge Skill and Competence 5. Evaluating to apply knowledge

This section examines the rubric of knowledge, skills and competence as a hi- in order to measure a situation in

erarchy of learning. The EQF system gives separate descriptors for these three terms of its broader context and

aspects of learning. After detailed analysis E.C.C.O. chose to focus on knowl- in relation to determining future

edge and skill because they may be evaluated in their own right. Whereas com- outcomes. This allows results

petence is interpreted as the combination of knowledge and skill together with to be weighed up in terms of

experience that allows the professional Conservator-Restorer to deliver work decision-making and a broader

consistently and responsibly. The scales used for knowledge and skills are de- managerial context. Evaluation

scribed below. comes from experience.

6. Creating a broad width of

knowledge and experience which
allows one to extend the boundaries of knowledge. This requires highly de-
veloped foresight and meta-cognitive understanding.

Evaluation of Knowledge
Having identified the activities of the Conservator-Restorer, each needs to be
evaluated or interpreted in terms of knowledge content, i.e., the amount of
knowledge and the type of knowledge that the working group understands as
integral to professional requirements.
The Type of Knowledge is classified as follows:
A. Factual of or relating to a piece of information presented as having objec-
tive reality

B. Conceptual of or relating to, or consisting of abstract or generic idea gen-

The taxonomy developed by Anderson and Krathwohl (2001), based on the orig-
22 inal work by Benjamin Bloom (1956), has been used for this purpose. It contains
the following knowledge (cognition) scale:
eralised from particular instances
23
C. Procedural of or relating to a particular way of accomplishing something
or of acting
1. Remembering to know something exists and where to find it.
D. Meta-cognitive transcending (more comprehensive than) conscious intel-
2. Understanding to be able to comprehend something in its context and
lectual activity typically exhibited by an experienced practitioner.
make associations between things

3. Applying to be able to use knowledge in an appropriate context in order to Each level is a development in learning behaviour arising directly from the pre-

achieve a desired result in a predictable way.
4. Analysing to be able to apply knowledge in a critical way using a level of
awareness that allows one to explain the results, i.e. to reconstruct how the
result was achieved. Decision making comes out of analysis, which although
coming from the application of an analytical approach lacks experience.
ceding level. Using the above classification systems, each activity box shown
in figure 2 has been given a set of coordinates relating to the level and type of
knowledge required. In applying the knowledge scale and category it became
apparent that level 7 must be determined relative to levels 6 and 8, not only
within the scope of formal academic education but also acknowledging the ex-
pertise that may be acquired following years of work and continuous profes-
sional development (CPD).
 Evaluation of Skill
The level of skill required to carry out each activity has
been assessed in the same manner. Skill is generally
defined as: the proficiency, facility, or dexterity that is
acquired or developed through training or experience.
It suggests a special ability or expertise enabling one to
perform an activity with ease and precision in order to
obtain the desired result.
4. Expert Skill is when a person possesses a comprehen-
levels of skill key
sive ability to carry out tasks and undertake processes
within their field of expertise. They are able to also carry knowlege only
out tasks and undertake processes proficiently in associ- basic
ated fields. They will be able to apply knowledge and the
intermediate
understanding of processes in a new and innovative way
proficient
and will be able adapt and create new methods within the
field of Conservation-Restoration. expert

1. Basic Skill is when a person possesses only the
ability to carry out basic tasks in a complex Conserva-
tion-Restoration process. They are unlikely to possess
an in-depth knowledge of any subject area required to
carry out the task unsupervised and may not be aware
of many of the ethical rules that apply. They operate
well within the boundaries that are laid down by the
profession.
Each level has been colour coded on the strategic map.
Starting with EQF level 7, which is entry level into the Conservation-Restora-
tion profession, the level and type of knowledge together with the level of skill
was identified for each of the sub-activity boxes. The resulting map is presented
below.

2. Intermediate Skill is when a person possesses a

higher level of skill both in terms of its breadth and
depth. They are expected to possess basic skills across the whole field of
24 expertise, be able to place different concepts within that field, and to have
knowledge of the rules. They are able to carry out basic Conservation-Res-
25
toration tasks unsupervised and work within a team on complex problems.

3. Proficient Skill is when a person is expected to possess adequate skill

to carry out Conservation-Restoration processes autonomously and under-
stands the spirit of the rules that govern that field. They are capable of carry-
ing out tasks and processes to a level that is acceptable within the profession,
but may not work as effectively as an experienced Conservator-Restorer and
may not possess adequate skill to carry out the most difficult tasks.
 Conservation-Restoration Process origin (a 3)

history (a 4) which may intention (a 3)

requires immaterial aspects (a/b 4) examination of
include association (a 3)
context (a 4)
material and technique (a/b 4)
by significance (a 3)
Examination and Diagnosis assessment causes of alteration (a/b 4) examination of current environment (a 4) which
of requires measurements (a/c 3)
current risk (a/b/c 4) constituent components (a 4)
technology (a 4) visual examination (a/c 3)
which may
leading to include
physical condition (a 4) non-destructive analysis (a/c 3)
alteration history (a 4) which sample taking destructive analysis (a/c 3)
documentation (a/c 3)
requires current use (a/b 4) requires
Assessment of Needs evaluation evidence collection (a/c 3)
of planned future use (a/b 4)
considered
enabling desired result (b 4) presentation (b 2)
in terms of
level of intervention (b 4) interpretation (b 2)
considered
which includes alternatives for treatment (b/c 4) in terms of
requiring Assessment of C-R Actions ethical norms (b 3)
consideration of
constraints on actions (b 4)
health & safety (a 3) type (a/b/c 4)
which requires governed
stakeholders demands (a 2)
legislation (a 2) by degree (a/b/c 4)
risk due to actions (b 4)
insurance (a 2) technical possibilities (a 3)
research (a/b/c 4) which
Planning and Organisation of Actions options for future use (b 4)
considers project schedule (c 3) financial resources (a 3)
finance (a 3) ethical rules (a 3)
time (c 3)
equipment & facilities (a 3)
in order to which involves materials (a 3)
execute / implement the management
of people (b 3)
facilities (a 3)
leading to
indirect action (a/b/c 4) which is preventive conservation (a/b/c 4)
C-R Actions to fulfill
direct action (a/b/c 4) which are remedial conservation (a/b/c 4)
requiring
monitoring (a/b 5) restoration (a/b/c 4)
to achieve
to improve may lead to

new knowledge may lead to Result adjustment (c 4) Figure 3: Level 7 knowledge and skills map
after which
assessment of change of risk (b 4) types of knowledge levels of knowledge levels of skill key
assess success of outcome (a 4) a: Factual 1: Remembering knowledge only
dissemination followed by b: Conceptual 2: Understanding
communicate outcome (a 3) c: Procedural 3: Applying basic
d: Metacognitive 4: Analysing
identify future actions (b 4) intermediate
5: Evaluating
6: Creating proficient
After Advice
which informs expert

which
oral presentation
provides

which may
publication become guidelines (c 4) schedule of future work (b 3)
part of
 EQF LEVEL 7 INTERPRETATION OF
THE CONCEPT MAP
The map (figure 3)
shows that the type of
knowledge at this level Concept mapping creates a particu-
is mostly conceptual lar picture of reality representing a
(B) and procedural (C) situation or phenomenon, thereby
and that this level of identifying the key concepts togeth-
knowledge allows the er with their relevant interconnec-
practitioner to apply tivity. It externalises propositions,
their knowledge (3) and which facilitates the understanding
analyse results (4). EQF level 7 is therefore interpreted as working within the of a situation, allowing informational exploration that leads to the uncovering of
range of Conservation-Restoration processes that are well established and fa- relational structure. Within the map, shown in figures 2 and 3, each concept is
miliar, they are only beginning to examine the processes themselves. Someone represented by a node, which is identified by a short name. The links have been
entering the profession rarely creates new ways of addressing Conservation- given a descriptive verb. The combination of nodes and descriptive links form a
Restoration problems. The practitioner is not yet an expert in their field as their proposition, which represent a semantic unit. In this case these are meaningful
work is yet to become meta-cognitive. Whilst they possess sufficient critical statements about different areas of competence. The links are directional and
awareness to change and adjust a process, they may only be able to analyse the are labeled with a simple explanation of the relationship, thereby creating a hier-
results without evaluating the process itself. archical structure which moves from the more general central spine to the more
detailed extremities. The map can be interpreted in a number of ways:
28 Someone with an EQF level 7 qualification entering the profession possesses a
range of skill between intermediate and proficient/cognitive, the greatest level
29
of skill is where the Conservator-Restorer interfaces directly with the cultural
heritage. The colour coding on the map illustrates this very clearly, the denser From the Conservation-Restoration Professionals Perspective
areas of yellow correspond directly to the analysis and treatment of the cultural The map makes explicit the processes of Conservation-Restoration, the outcome
heritage. of which demonstrates the role of the professional Conservator-Restorer as key
contributor in the management of change. It identifies the level and type of
The organisation and planning related to Conservation-Restoration work re- competences that are specific to this process and which are required to ensure
quires an intermediate level of skill for professional good practice, while a basic that cultural significance and physical integrity are revealed and preserved in
level of skill in health and safety, legislative issues, insurance and finance is a measured and qualitative way. For ease of interpretation the map represents
sufficient. It is recognised that management skills are not exclusive to this field these competences as a process in which preventive and remedial conservation
but that basic skills are required. and restoration are embedded, presenting professional duty within ethical codes
of conduct which demands restraint.
 An essential part of the process is
the evaluation against professional
norms of the quality of both the de-
cisions and actions taken. Although
all parts are equally represented
within the map, in reality, depend-
ing on a given set of circumstances,
each area will receive varying lev-
els of consideration. For example
if remedial conservation is not re-
quired for a particular cultural her-
itage entity only preventive meas-
ures need be considered. In some circumstances it may not be necessary to carry
out detailed scientific investigation of an object or situation where sufficient
information is already known. This does not however negate the need for all
aspects of Conservation-Restoration to be represented as all must be considered
before a course of action is selected. Furthermore, it is expected that all areas
will be exercised at one point or another during the course of a typical range of
professional duties. If an area is not exercised over a prolonged period of time
it may be necessary for an individual to undertake an education programme in
order to regain the full set of competences.
30 One possible use of the map is within an accreditation system. If adopted for this
use, the Conservator-Restorer would have to demonstrate that he/she can fulfil
the criteria in each discrete area of activity in order to use the title. This would
obviously have to be carried out via a formal assessment process. Alternatively,
the map can be used by the professional practitioner as a self-assessment tool
in order to identify where further professional development is required. Its po-
tential use for the development and evaluation of educational programmes is
discussed in the next section.
Within the professional context the concept maps can be interpreted as a narra-
tive sequence demonstrating discrete areas of activity that qualify any interven-
tion, negotiate its purpose and measure its effectiveness or usefulness. In this
case it can be read as a linear set of linked areas of expertise as follows:
Examination and Diagnosis
Analysis of the materials and techniques, causes of alteration and current risk
requires factual, conceptual and procedural knowledge executed with an inter-
mediate to a proficient level of skill.
The diagram expands these categories to describe the information and methods
of analysis that are available, again seeking procedural knowledge to facilitate
implementation and the ability to analyse outcomes. Work to be executed with
a proficient level of skill.
Assessment of need
Analysis of current and future use of the object/collection is based on factual
and conceptual knowledge.
Selection of Conservation-Restoration Actions
An informed choice on a course of action is governed by analysis of:
The desired outcome, expressed in terms of presentation and interpretation,
which requires conceptual knowledge;
31
The efficacy of alternate treatments, which requires conceptual and proce-
dural knowledge;
The constraints to proposed actions, which requires conceptual knowledge;
understanding the stakeholders demands requires factual knowledge;
The risks due to proposed actions, which requires conceptual and proce-
dural knowledge of treatments;
The options for future use, which requires conceptual knowledge.
 The diagram expands on these cat- Furthermore in order to operate as a
egories to cover the ethical rules professional one must be capable of
and norms, technical possibilities continuously monitoring procedures
and financial resources requiring and outcomes thereby enabling ad-
factual, conceptual and procedural justments to be made when necessary.
knowledge. These are considered This requires analysis allied to proce-
to be areas and levels of knowledge dural knowledge.
with regard to decision making that
do not require specialist skill that
is above and beyond general trans-
ferable skills. Having reached this Results
point it can be argued whether in- Analysis of outcomes is a requirement
tervention is necessary. of any professional practice. It should include an assessment of the change of
risk to the object, the level of success achieved and the identification of any
future actions. This requires procedural knowledge.
Planning and Organisation of Actions
Considers the application of business and organisational skills necessary to op-
erate as a Conservator-Restorer. This typically requires factual and conceptual
knowledge in areas of insurance, health and safety, project scheduling and ac- Aftercare Advice
cessing equipment and facilities. Intermediate skill is a level required for those An important part of the Conservation-Restoration process is the analysis of
entering the profession. future actions. This includes preventive care and the delivery of relevant guide-
32 lines for care and use. It requires procedural knowledge. Such work may con-
tribute to ongoing research and future publications.
33
Conservation-Restoration Actions
Management skills to an intermediate level with regard to time, materials, peo-
ple and facilities are a necessity for anyone entering the profession. This re- From the Education Delivery Perspective
quires factual and conceptual knowledge. The map offers a powerful tool for the development of Conservation-Restoration
education across Europe. In an established education programme the current
A person entering the profession must be able to apply and analyse the processes curriculum can be examined in terms of the contribution that it makes towards
associated with Conservation-Restoration treatments, which include preventive increasing the level of skill and knowledge in a particular area. A picture of the
and remedial measures and restoration. This requires factual, conceptual and effectiveness of individual parts of a course can thus be built up through the
procedural knowledge to a proficient level of skill. construction of a map that mirrors the map presented in figure 3, which presents
the contribution of each element. In the first instance this can be done via the
mapping of learning outcomes.
 Such an exercise promotes a cyclic process of evaluation that compares course EQF LEVEL 6
content and structure with access requirements, identifies areas that are lack-
ing, adds or makes revisions and then revisits the map in order to measure their
impact. Level 6 (figure 4) requires a level of
knowledge which provides an understand-
One issue with this approach already raised by educators is the lack of speci- ing of the processes of Conservation-Res-
fication of the actual knowledge and skills considered necessary to carry out a toration and seeks an intermediate skill
particular task. This has been avoided by E.C.C.O. as it is seen to be overly pre- base in their application. The emphasis
scriptive; therefore one thing that the map does not provide is a description of on intermediate skill recognises the need
the curriculum. Such a specification is dependent on the national situation and for manual dexterity as a significant fac-
the particular professional specialism that the course aims to supply. tor in Conservation-Restoration work.

It is up to the individual education establishments, in consultation with their Critical understanding of the concepts and procedures leading to an assessment
countrys professional bodies, to define the precise content in terms of the type of needs and selection of Conservation-Restoration actions is under develop-
of professional Conservator-Restorer that is required. The map assists in this ment but has not reached a sufficient level for autonomous decision making.
specification by defining the different areas of competence against which the
curriculum can be set and from which the pedagogical means of delivery can
be developed.

Whilst the map is an important tool for identifying the level and scope of a
particular subject and the sequence in which it is taught, it can also be used
34 to evaluate the education programme as a whole. In simple terms this can be
summarised as: when the start point and end point are known it is possible to
35
develop an efficient route between these two points. This increases the value of
this tool by enabling the subject matter with an education programme to be dis-
tributed in a logical and steadily progressive way, thereby improving knowledge
uptake and the development of adequate skills. The application of this model
to different education programmes across Europe will be the subject of future
research.

Having presented the construction and interpretation of the EQF level 7 map
for Conservation-Restoration the next section will examine the levels below and
above.
 Conservation-Restoration Process origin (a 2)

history (a 2) which may intention (a 2)

requires immaterial aspects (a 2) examination of
include association (a 2)
context (a 2)
material and technique (a/b 3)
by significance (a 2)
Examination and Diagnosis assessment causes of alteration (a/b 3) examination of current environment (a 3) which
of requires measurements (a/c 2)
current risk (a/b/c 2) constituent components (a 3)
technology (a 3) visual examination (a/c 2)
which may
leading to include
physical condition (a 3) non-destructive analysis (a/c 2)
alteration history (a 2) which sample taking destructive analysis (a/c 2)
documentation (a/c 3)
requires current use (a/b 2) requires
Assessment of Needs evaluation evidence collection (a/c 2)
of planned future use (a/b 2)
considered
desired result (b 4) presentation (b 2)
in terms of
level of intervention (b 4) interpretation (b 2)
considered
which includes alternatives for treatment (b/c 4) in terms of
requiring Assessment of C-R Actions ethical norms (b 3)
consideration of
constraints on actions (b 4)
health & safety (a 2) type (a/b/c 4)
which requires governed
stakeholders demands (a 2)
legislation (a 1) by degree (a/b/c 4)
risk due to actions (b 4)
insurance (a 1) technical possibilities (a 3)
research which
Planning and Organisation of Actions options for future use (b 4)
considers project schedule (c 2) financial resources (a 3)
finance (a 2) ethical rules (a 3)
time (c 2)
equipment & facilities (a 2)
in order to which involves materials (a 2)
execute / implement the management
of people (b 2)
facilities (a 2)
leading to
indirect action (a/c 3) which is preventive conservation (a/c 3)
C-R Actions to fulfill
direct action (a/c 3) which are remedial conservation (a/c 3)
requiring
monitoring (a/b 2) restoration (a/c 3)
to achieve
to improve may lead to

new knowledge may lead to Result Figure 4: Level 6 knowledge and skills map
adjustment (c 2)
after which types of knowledge levels of knowledge levels of skill key
assessment of change of risk (b 2)
assess success of outcome (a 2) a: Factual 1: Remembering knowledge only
dissemination followed by b: Conceptual 2: Understanding
communicate outcome (a 2) c: Procedural 3: Applying basic
d: Metacognitive 4: Analysing
identify future actions (b 2) 5: Evaluating intermediate
6: Creating proficient
After Advice
expert
which informs
which
oral presentation
provides

which may
publication become guidelines (c 2) schedule of future work (b 2)
part of
 Descriptors EQF level 6
As a result of the work on the framework E.C.C.O. proposes the following inter-
pretation for descriptor level 6:
Knowledge: advanced knowledge of a field of work or study, involving a
critical understanding of theories and principles. (European Communities,
2008:12)
E.C.C.O. specifies this as: The knowledge that is attained following a period
of education equivalent to a Bachelors Degree in Conservation-Restoration. A
critical understanding of theories and principles allows an individual to work
within Conservation-Restoration in a particular restricted area under supervi-
sion of a professional Conservator-Restorer.
Skills: advanced skills, demonstrating mastery and innovation, required to
solve complex and unpredictable problems in a specialised field of work or
study. (European Communities, 2008:13)
E.C.C.O. specifies this as: Having a level of manual dexterity and problem solv-
ing skills sufficient to master technical tasks within Conservation-Restoration.
As the work is carried out on unique cultural heritage individuals at this level
38 will not be able to operate autonomously.
Competences: manage complex technical or professional activities or projects,
taking responsibility for decision making in unpredictable work or study con-
texts take responsibility for managing professional development of individu-
als and groups (European Communities, 2008:13)
E.C.C.O. specifies this as: The ability to manage complex technical processes
within well-defined areas of Conservation-Restoration and to take responsibil-
ity in unpredictable work contexts for non-complex technical tasks. Whilst able
to manage technical facilities and undertake general managerial duties such
persons are not qualified to oversee the Conservation-Restoration process. The
person possessing this level of competence is able to manage individual techni-
cal staff.
EQF LEVEL 8
Level 8 represents the high-
est level of the learning
scale which allows its full
spectrum to be understood.
A considerable difference
between evaluation and
analysis is recognised be-
tween level 7 and 8. Evalua-
tion presupposes experience
and the ability to assess the validity and reliability of the analysis itself. If the
level 7 map is considered, which is entry into the profession, as the Conserva-
tor-Restorer becomes experienced they will increase their skill and knowledge.
This can be illustrated on the map as a higher level code and colour in individual
boxes. As progress is made more boxes will show a higher level 8 competence.
In some cases however the competence may actually fall below the level speci-
fied for use to the title if areas of skill and knowledge are not maintained.
Whilst the entry level to the profession, represented by the level 7 map, is fixed,
the development of skill and knowledge past this point is specific to each Con-
servator-Restorer, depending on their circumstances. Therefore, though the map
39
remains the same the coding will vary from person to person. Two examples
are given in figure 5 and 6: the experienced practitioner and the PhD graduate:
The skill of an experienced practitioner who has maintained and increases their
expertise to level 8 through a process of continuous professional development
within their specialist field (including expanding or branching into other fields)
is described in terms of reaching the highest expert/meta-cognitive level. This
is clearly illustrated by the colour coding on the map in figure 5, which illus-
trates how knowledge and skills may develop after some years as a professional.
Their competence in examination and diagnosis has increased and they have
become experts in carrying out and evaluating Conservation-Restoration proc-
esses. They have also increased their competence in planning and organising
and in assessing the results.
 Conservation-Restoration Process origin (a 3)

history (a 4) which may intention (a 3)

requires immaterial aspects (a/b 4) examination of
include association (a 3)
context (a 4)
material and technique (a/b 5)
by significance (a 3)
Examination and Diagnosis assessment causes of alteration (a/b 5) examination of current environment (a 5) which
of requires measurements (a/c 4)
current risk (a/b/c/d 4) constituent components (a 5)
technology (a 5) visual examination (a/c 4)
which may
leading to include
physical condition (a 5) non-destructive analysis (a/c 4)
alteration history (a 5) which sample taking destructive analysis (a/c 4)
documentation (a/c 3)
requires current use (a/b 5) requires
Assessment of Needs evaluation evidence collection (a/c 4)
of planned future use (a/b 5)
considered
enabling desired result (b 4) presentation (b 2)
in terms of
level of intervention (b 4) interpretation (b 2)
considered
which includes alternatives for treatment (b/c 4) in terms of
requiring Assessment of C-R Actions ethical norms (b 4)
consideration of
constraints on actions (b 4)
health & safety (a 3) type (a/b/c 4)
which requires governed
stakeholders demands (a 2)
legislation (a 2) by degree (a/b/c 4)
risk due to actions (b 4)
insurance (a 2) technical possibilities (a 5)
research (a/b/c 6) which
Planning and Organisation of Actions options for future use (b 4)
considers project schedule (c 3) financial resources (a 3)
finance (a 3) ethical rules (a 3)
time (c 3)
equipment & facilities (a 3)
in order to which involves materials (a 3)
execute / implement the management
of people (b 3)
facilities (a 3)
leading to
indirect action (a/b/c 4) which is preventive conservation (a/b/c/d 4)
C-R Actions to fulfill
direct action (a/b/c 4) which are remedial conservation (a/b/c/d 4)
requiring
monitoring (a/b 5) restoration (a/b/c/d 4)
to achieve
to improve may lead to
Figure 5: Example of level 8 knowledge and skills map for an
new knowledge may lead to Result adjustment (c 4) experienced Conservator-Restorer
after which
assessment of change of risk (b 4) types of knowledge levels of knowledge levels of skill key
assess success of outcome (a 4) a: Factual 1: Remembering knowledge only
dissemination followed by b: Conceptual 2: Understanding
communicate outcome (a 3) c: Procedural 3: Applying basic
d: Metacognitive 4: Analysing
identify future actions (b 4) intermediate
5: Evaluating
6: Creating proficient
After Advice
which informs expert

which
oral presentation
provides

which may
publication become guidelines (c 5) schedule of future work (b 3)
part of
some of the other boxes Conservation-Restoration Process origin (a 3)
will also be pink and
history (a 4) which may intention (a 3)
reflect a higher level but immaterial aspects (a/b 4) examination of
this will depend on the requires include
context (a 4) association (a 3)
topic of the research material and technique (a/b 4)
by significance (a 3)
Examination and Diagnosis assessment causes of alteration (a/b 4) examination of current environment (a 4) which
of requires measurements (a/c 3)
current risk (a/b/c 4) constituent components (a 4)
technology (a 4) visual examination (a/c 3)
which may
leading to include
physical condition (a 4) non-destructive analysis (a/c 3)
alteration history (a 4) which sample taking destructive analysis (a/c 3)
documentation (a/c 3)
requires current use (a/b 4) requires
Assessment of Needs evaluation evidence collection (a/c 3)
of planned future use (a/b 4)
considered
enabling desired result (b 4) presentation (b 2)
in terms of
level of intervention (b 4) interpretation (b 2)
considered
which includes alternatives for treatment (b/c 4) in terms of
requiring Assessment of C-R Actions ethical norms (b 4)
consideration of
constraints on actions (b 4)
health & safety (a 3) type (a/b/c 4)
which requires governed
stakeholders demands (a 2)
legislation (a 2) by degree (a/b/c 4)
risk due to actions (b 4)
insurance (a 2) technical possibilities (a 3)
research (a/b/c 6) which
Planning and Organisation of Actions options for future use (b 4)
considers project schedule (c 3) financial resources (a 3)
finance (a 3) ethical rules (a 3)
time (c 3)
equipment & facilities (a 3)
in order to which involves materials (a 3)
execute / implement the management
of people (b 3)
facilities (a 3)
leading to
indirect action (a/b/c 4) which is preventive conservation (a/b/c 4)
C-R Actions to fulfill
direct action (a/b/c 4) which are remedial conservation (a/b/c 4)
requiring
monitoring (a/b 5) restoration (a/b/c 4)
to achieve
to improve may lead to
Figure 6: Example of level 8 knowledge and skills map for a
new knowledge may lead to Result adjustment (c 4) Conservation-Restoration researcher
after which
assessment of change of risk (b 4) types of knowledge levels of knowledge levels of skill key
assess success of outcome (a 4) a: Factual 1: Remembering knowledge only
dissemination followed by
b: Conceptual 2: Understanding
communicate outcome (a 3) c: Procedural 3: Applying basic
identify future actions (b 4) d: Metacognitive 4: Analysing
5: Evaluating intermediate
6: Creating proficient
After Advice
which informs expert
which
oral presentation
provides

which may
publication become guidelines (c 5) schedule of future work (b 3)
part of
 It must however be recognised that the practitioner may have specialised fur-
ther, becoming the leading expert in a particular area but not increasing their
expertise in other areas. This argument suggests that levels of knowledge and
skill do not necessarily increase evenly across their original field of expertise.
Some of their knowledge and skill will remain at level 7.
When EQF level 8 is achieved through a PhD research programme it can also
have the effect of narrowing the field of specialism. Whilst the broad knowl-
edge remains similar or expands across a wider area at the same competence as
level 7, the level of competence in the research field will, by definition, increase
markedly making the person more specialised. This is demonstrated in the
example of a Conservator-Restorer carrying out research, figure 6, where the
knowledge and skill in the area of examination and diagnosis increases whilst
the other areas remain similar to level 7.
Descriptors EQF level 8
E.C.C.O. proposes the following interpretation for descriptor level 8:
Knowledge at the most advanced frontier of a field of work or study and at the
44 interface between fields. (European Communities, 2008:12)
E.C.C.O. specifies this as: Knowledge at the most advanced frontier of Conser-
vation-Restoration and at its interface with other fields.
The most advanced and specialised skills and techniques, including synthesis
and evaluation, required to solve critical problems in research and/or innova-
tion and to extend and redefine existing knowledge or professional practice.
(European Communities, 2008:13)
E.C.C.O. specifies this as: The most advanced and specialised skills and tech-
niques within the field of Conservation-Restoration, including synthesis and
evaluation, required to solve critical problems in research and/or innovation and
to extend and redefine existing knowledge or professional practice.
Demonstrate substantial authority, innovation, autonomy, scholarly and pro-
fessional integrity and sustained commitment to the development of new ideas
or processes at the forefront of work or study contexts including research.
(European Communities, 2008:13)
E.C.C.O. specifies this as: Demonstrate substantial authority, innovation, au-
tonomy, scholarly and professional integrity within the field of Conservation-
Restoration, including sustained commitment to the development of new ideas
or processes at the forefront of work or study contexts including research.
CONCLUDING COMMENTS
In conclusion, the competences and knowledge expressed at EQF levels 7 and 8
represent the specialism of the Conservator-Restorer only, not the broad field of
Conservation-Restoration. It is recognised that people graduating from Conser-
vation-Restoration education at Masters level may choose to go on to Doctor-
ate research specialising in pure research within the Conservation-Restoration
field. Whether they can use the title of Conservator-Restorer will depend on
their position with respect to the level 7 framework. They will need to define
45
themselves in relation to it.
The E.C.C.O. working group recognises that the level of skill and knowledge
required by a Conservator-Restorer may vary for different aspects of their role.
There are many factors which combine to signify expertise and indeed the maps
may prove a useful tool for the Conservator-Restorer to assess his/her strengths
and where further professional development may be beneficial. The working
group proposes, however, that it is the combination of all these areas of compe-
tence, practiced at the correct level, which defines the nature of our work and
confers its professional status. We feel that the articulation of these competenc-
es may assist in identifying the allied skills of other professions as they relate
to Conservation-Restoration. We hope they aid in the delivery of educational
outcomes and that they help to further strengthen the development of educa-
tional routes available.
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Bloom, B. S.; Krathwohl, D. R. (1956): Taxonomy of educational objectives: en.pdf
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examiners. Handbook 1: Cognitive domain. New York: Longmans European Commission (2009):
ECTS Users Guide. Brussels.
CoE (1985): Convention for the Protection of the Architectural Heritage of Eu- ISBN: 978-92-79-09728-7
rope. Granada. http://conventions.coe.int/treaty/en/treaties/html/121.htm http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

CoE (1992): European Convention for the Protection of the Archaeological Her- European Parliament (2005): Directive 2005/36/EC On the recognition of
itage (revised). Valetta. professional qualifications. Official Journal of the European Union L255 Vol. 43,
http://conventions.coe.int/treaty/en/treaties/html/143.htm p. 22-142. http://ec.europa.eu/internal_market/qualifications/future_en.htm#dir

CoE (2005): Council fo Europe Framework Convention on the Value of Cultural
Heritage for Society. Faro.
http://conventions.coe.int/Treaty/EN/Treaties/Html/199.htm
46 E.C.C.O. (2001): APEL Acteurs du Patrimoine Europen et Legislation. Sur-
vey of the legal and professional responsibilities of the Conservator-Restorer
as regards the other parties involved in the preservation and conservation of
cultural heritage. Rome: Rocografia
E.C.C.O. (2004): Professional Guidelines
http://www.ecco-eu.org/about-e.c.c.o./professional-guidelines.html
E.C.C.O. (2009): European Recommendation for the Conservation-Restoration
of Cultural Heritage. http://www.coe.int/t/dg4/cultureheritage/heritage/Source/
CDPATEP/Plenary_Session/CDPATEP_2009_17_EN.pdf
Novak, J. D.; Gowin, D. B. (1984): Learning how to learn. New York: Cam-
bridge University Press.
Novak, J. D.; Caas, A. J. (2008): The Theory Underlying Concept Maps and
How to Construct and Use Them. Technical Report IHMC Cmap Tools
47
SEC (2005): Commission Staff Working Document Towards a European
Qualification Framework for Lifelong Learning. Commission of the European
Communities SEC (2005) 957 http://www.lex.unict.it/eurolabor/en/documenta-
tion/com/2005/sec(2005)-957en.pdf
Staniforth, S. (2002): Conservation: Significance, Relevance and Sustainabili-
ty. The Forbes Prize Lecture delivered on Tuesday 10 th September, IIC Congress
in Melbourne

ENCoRE (1997): The Document of Pavia.

http://www.encore-edu.org/encore/DesktopDefault.aspx?tabindex=1&tabid=188
 PICTURES

The pictures in this booklet were chosen just as an example to illustrate what
Conservator-Restorers do. Therefore only the page number, the photographer
and the site where the photograph was taken are listed.

2 Sebastian Dobrusskin: Helicon CS, Alphen a/d Rijn (NL)

5 Sebastian Dobrusskin: museum franz gertsch, Burgdorf (CH)

7 Sebastian Dobrusskin: Bern University of the Arts (CH)

9 Sebastian Dobrusskin: Bern University of the Arts (CH)

10 Sebastian Dobrusskin: Bern University of the Arts (CH)

11 Lea Dauwalder: remains of the City Archive, Cologne (D)

12 Mogens S. Koch: State Archive Dresden (D)

17 Christel Meyer-Wilmes: working site at the grave yard Friesenberg (CH)

18 Sebastian Dobrusskin: museum franz gertsch, Burgdorf (CH)

48 23 Elke Mentzel: Bern University of the Arts (CH)

24 Ueli Fritz: rue Pommier, Neuchtel (CH)

28 Sebastian Dobrusskin: Bern University of the Arts (CH)

29 Andreas Buder: Bern University of the Arts (CH)

30 Andreas Buder: Bern University of the Arts (CH)

32 Owen Stephenson: Conservation-Restoration Studio Corr, Galway (IRL)

33 Sebastian Dobrusskin: Bern University of the Arts (CH)

35 Sebastian Dobrusskin: Bern University of the Arts (CH)

39 Sebastian Dobrusskin: Bern University of the Arts (CH)

47 Sebastian Dobrusskin: Bern University of the Arts (CH)

E.C.C.O.
European Confederation of Conservator-Restorers Organisations
A.I.S.B.L. / Confdration Europenne des Organisations de
Conservateurs-Restaurateurs A.I.S.B.L.

rue Coudenberg, 70
BE-1000 Brussels
Belgium / Belgique

http://www.ecco-eu.org

ISBN: 978-92-990010-7-3
COMPTENCES
REQUISES POUR L'ACCS
LA PROFESSION
DE CONSERVATEUR-
RESTAURATEUR

E.C.C.O.
Confdration Europenne des Organisations de Conservateurs-Restaurateurs
COMPTENCES
REQUISES POUR L'ACCS
LA PROFESSION
DE CONSERVATEUR-
RESTAURATEUR

E.C.C.O.
Confdration Europenne des Organisations de Conservateurs-Restaurateurs

IMPRESSUM
E.C.C.O. 2013European Confederation of Conservator-Restorers'
Organisations A.I.S.B.L. / Confdration Europenne des Organisations de
Conservateurs-Restaurateurs A.I.S.B.L.
Susan Corr, Coordinator (ICHAWI, Irlande)
Jeremy Hutchings (NKF-N, Norvge)
Jaap van der Burg (Restauratoren Nederland, Pay-Bas)
David Aguilella Cueco (FFCR, France)
Mechthild Noll Minor (VDR, Allemagne)
Agns Gall Ortlik (Grup Tcnic, Espagne)
Sebastian Dobrusskin (SKR-SCR, Suisse)
2 dition
e
Traduction par David Aguilella-Cueco et Franoise Joseph, Paris
relecture Anne lizabeth Rounault avec le soutien de
Camille Frdrique Blind de la FFCR
version pdf
ISBN 978-92-990010-8-0
Maquette e mise en page par Sebastian Dobrusskin (SKR-SCR, Suisse)
TABLE DES MATIRES
Impressum 2
Remerciements 4
Introduction 5
Intrt de ce travail 6
Utilisation projete 6
Le document final 7
Contexte 9
Apprentissage tout au long de la vie et accrditation 11
Directive 2005/36/ec sur la reconnaissance mutuelle des qualifications /
le CEC 12
Vers un projet europen de recommandation pour la conservation-
restauration du patrimoine culturel 13
Descripteurs du niveau 7 (diplme de master) pour la conservation-
restauration 14
Portrait dune profession 17
valuation des savoirs, aptitudes et comptences 22
valuation du savoir 22
valuation des aptitudes 24
Niveau 7 du CEC 28
Interprtation de la carte conceptuelle 29
Du point de vue du professionnel de la conservation-restauration 29
Du point de vue de la formation dlivrer 33
Niveau 6 du CEC 35
Descripteur du CEC pour le niveau 6 38
Niveau 8 du CEC 39
Descripteurs du niveau 8 45
Conclusion 46
Rfrences 47
Illustrations 49
 REMERCIEMENTS
En menant terme cette publication, lE.C.C.O. aimerait remercier pour leur
contribution les membres du comit en leur ddiant cette concrtisation du profil
professionnel. Le projet de travail de Label du Praticien de la Conservation en
Europe (ECPL) a galement t constructif et les remerciements stendent Maura
Borelli, rviseur de lECPL pour sa prsentation lors de la premire rencontre du
groupe.
En mme temps que le travail sur le dveloppement des comptences profession-
nelles progressait, des retours et commentaires critiques trs apprcis ont t
reus, en particulier ceux prodigus par les participants lassemble gnrale de
Sofia en 2009, notamment ceux faits par Wolfgang Baatz, pour le Rseau Europen
des enseignements de la conservation-restauration (ENCoRE), Sigrid Eyb-Green,
de lsterreischischer Restauratoren Verband (RV) et Denis Vokic, de Croatie.
Les remerciements vont aussi Ren Larsen, prsident de lENCoRE pour son
hospitalit attentive Copenhague o les membres des deux organisations se sont
rencontrs pour saccorder sur les descripteurs pour le Cadre Europen de Certifi-
cations (CEC) de niveau 7.
4 La logistique ncessaire au travail de confrres de diffrents pays a impos ses
propres dfis, et lE.C.C.O. est trs reconnaissante la Fdration Franaise des
Conservateurs-Restaurateurs (FFCR) travers son dlgu David Aguilella
Cueco, qui a permis la mise disposition de locaux ciel ouvert, o le groupe
de travail a partag de nombreux week-ends parisiens ensoleills. Merci galement
Jaap van der Burg pour avoir heberg la dernire rencontre dans ses locaux de
lHelicon Conservation aux Pays-Bas.
Enfin, des remerciements sont adresss lensemble du comit de lE.C.C.O. pour
sa libert intellectuelle et son nergie si gnreuse et volontaire qui a rendu ce
projet possible. Il reste esprer que ce travail devienne une rfrence utile dans le
champ en constante volution de la conservation-restauration.
INTRODUCTION
Ce fascicule prsente le travail entrepris par lE.C.C.O. pour dfinir les compten-
ces requises pour entrer dans la profession de conservateur-restaurateur. Il sappuie
sur les dfinitions existantes de la conservation-restauration (E.C.C.O. 2009) et la
prise en compte de la responsabilit publique du conservateur-restaurateur dans
la prservation et la diffusion des connaissances qui y sont associes au profit des
gnrations prsentes et futures.
Lintgralit de ce rapport final a t ratifie par lassemble gnrale de lE.C.C.O.,
Bruxelles, en juin 2010. Il combine une technique de cartographie conceptuelle
5
avec lutilisation du langage de la directive europenne (CEC/EQF) relative au
cadre europen des certifications, pour crer un dispositif (diagramme) qui dcrit
les champs des comptences requises pour accder la profession de conservateur-
restaurateur, en lgitimant lutilisation de ce titre. Ces descriptions recourent aux
registres du savoir et de laptitude. La comptence y est dfinie comme la combi-
naison du savoir et de laptitude, enrichis par lexprience qui permet au conser-
vateur-restaurateur professionnel dexercer son activit de manire cohrente et
responsable. LE.C.C.O. propose que cette mme combinaison, exerce dans les
diffrents domaines de lactivit dcrite dans le schma reprsentant le niveau 7 du
CEC (quivalent un niveau de master), dfinisse le niveau requis pour devenir un
conservateur-restaurateur. Ainsi, il reprsente le point partir duquel un individu
entame son dveloppement professionnel.
 Intrt de ce travail
Lavantage de cette approche adopte par lE.C.C.O. rside dans le potentiel dappli
cation de ses rsultats. Si lon excepte le champ de spcialit, un conservateur-
restaurateur sera capable de reconnatre le niveau et le domaine dapplication
des comptences professionnelles requises dans chaque partie du schma. Cette
dmar
che lui procure lopportunit de comparer les prrequis de comptence
professionnelle tels quils sont cartographis par lE.C.C.O. avec ce quils sont
dans sa propre ralit. Des comparaisons peuvent tre tablies pour une valuation
individuelle, pour la dlivrance de programmes denseignements ou encore
comme ligne directrice pour valuer les conditions dadhsion une organisation
professionnelle. Quoi quil en soit, limportance relle de cette cartographie et
de lchelle dvaluation des activits de conservateur-restaurateur rside dans
lidentification des aptitudes, des connaissances et de lexprience particulire
qui procurent au professionnel lautorit pour agir directement sur le patrimoine
culturel.
Utilisation projete
Le travail dvelopp dans le prsent document a suscit de nombreuses marques
dintrt provenant dune large frange dinterlocuteurs concerns, notamment :
6 des conservateur-restaurateurs praticiens, des corps reprsentatifs professionnels
et des institutions denseignement. Mme si ce travail semble pertinent pour de
nombreuses personnes et dinstitutions oprant dans le champ du patrimoine
culturel, il est initialement destin aux organisations membres de lE.C.C.O. Il
est espr que ce travail encouragera le dbat sur les comptences requises pour
laccs ce domaine en constante volution. Cest pour cette raison que le conseil
dadministration de lE.C.C.O. propose de le soumettre rvision aprs une priode
de cinq ans pendant laquelle les ractions de ses membres et des autres personnes
du domaine seront accueillies avec intrt.
LE DOCUMENT FINAL
Le conseil dadministration de lE.C.C.O. a
t mandat par son assemble gnrale de
juin 2008 pour formuler les niveaux mini-
mum de comptences et de matrise requis
pour une personne prtendant lutilisa-
tion du titre de conservateur-restaurateur.
En accord avec les lignes directrices de
lE.C.C.O. (guidelines E.C.C.O. 2004), ce
document correspond aux descrip
t eurs
indiq us dans le Cadre Europen des Certifications (CEC) au niveau 7, qui quivaut
au niveau acadmique de master. Ce travail encourage la dlivrance de qualifica-
tions professionnelles au travers dun cursus acadmique, mais il est entendu quil
existe dautres parcours lintrieur de la profession, qui permettent datteindre
des niveaux similaires en termes daptitude, de connaissance et de comptences.
En complment du travail principal expos ici, les comptences indiques pour
laccs la conservation-restauration, les niveaux de capacit procurs par des
diplmes de licence et de doctorat ont t suggrs. Ceci complte la gamme
gnralem ent rencontre des qualifications acadmiques existant dans le champ de
la conservation-restauration. Ces niveaux sont quivalents aux niveaux 6 et 8 du
7
CEC. Lun reprsente une vise intermdiaire pour un programme denseignement,
tandis que lautre figure un possible objectif dans le cadre de la formation tout au
long de la vie, vers lequel tout professionnel devrait tendre.
Afin daccomplir son mandat, le groupe de travail a dtermin les principes
suivants :
Lexpertise requise pour entreprendre des travaux de conservation-restauration
est enrichie par la pratique professionnelle rgulire.
Laccs la profession dbute au niveau 7 et le titre de conservateur-restaura-
teur est rserv ce niveau ou au niveau suprieur.
 Certaines personnes travaillent dans le champ de la conservation-restauration,
mais elles nont pas le droit dutiliser le titre de conservateur-restaurateur. En
recourant ce schma de dfinition des comptences des conservateur-restau-
rateurs, dautres praticiens dans le mme champ peuvent tre amens partager
certaines de nos comptences, devenant ainsi capables de se localiser leur tour
par rapport notre profession par exemple le scientifique en conservation-
restauration et lhistorien des techniques en histoire de lArt.
LE.C.C.O. considre lENCoRE et les prestataires de services denseignement
responsables des acquis de formation. Le rle de lE.C.C.O. consiste articuler
le profil professionnel et dfinir le standard des comptences pour lentre
dans la profession.
LE.C.C.O. considre le conservateur-restaurateur comme un spcialiste du
secteur du patrimoine culturel, lequel englobe beaucoup dautres participants
et parties prenantes. Chaque groupe professionnel pourra assurer des missions
spcifiques dans le domaine du patrimoine culturel.
Le rapport prsent ici repose sur ces principes. Les rsultats sont prsents de
manire fournir un outil dvaluation professionnelle, tant pour les personnes que
pour les organisations. Le niveau 7 est dfini comme niveau daccs la profes
8 sion et assorti des descripteurs spcifiques de la conservation-restauration, tels
que ratifis par lassemble gnral de lE.C.C.O. Sofia en 2009. Les descripteurs
pour les niveaux 6 et 8 sont aussi proposs.
CONTEXTE
En 1999, lissue de la runion des ministres des Etats
membres de lUnion europen, la dclaration de Bologne
a conduit la mise en place dun espace europen
de lenseignement suprieur (EHEA pour European
Higher Education Area). Son objectif est dtablir et
damliorer lefficacit de cet enseignement en Europe.
Ce qui est aujourdhui connu comme le processus
de Bologne, unifie sa structure et exige que chaque
programme denseignement suprieur soit dcrit suivant
les qualifications quil dlivre et son organisation. Lobjectif est de calibrer et de
rendre transparents les diffrents niveaux et types de qualifications disponibles
dans lensemble des institutions ducatives de lenseignement suprieur travers
toute lEurope ds 2012. Par consquent, il est ncessaire pour les organismes
professionnels europens tels que lE.C.C.O., de dfinir les prrequis daccs leur
profession, partir desquels on dveloppera les niveaux et les types de qualification.
Dici 2012, tous les programmes denseignement doivent formuler leurs objectifs
en termes dacquis de formation. Ceci reprsente un tournant pour la transmission
de lenseignement et son valuation, qui remplace une approche centre sur
lenseignant par une approche centre sur ltudiant. Laccent est mis sur ce que
9
ltudiant a acquis durant ses tudes, ce quil doit savoir, comprendre, et/ou tre
capable de dmontrer aprs avoir achev un processus dapprentissage (European
Commission 2009:13).
Les descripteurs gnraux pour les niveaux 6, 7 et 8 tels quils sont dfinis dans
le document de la Commission europenne Vers un cadre europen des certifi-
cations pour lapprentissage tout au long de la vie ont t interprts du point de
vue du professionnel.
Chacun des niveaux de rfrence du CEC exige une description de ce qui
distingue les qualifications classes ce niveau (SEC 2005:16). cette fin, des
descripteurs sont interprts pour les 8 niveaux du cadre europen du CEC, selon
une rpartition en catgories de savoir, aptitudes, comptence.

Les 5 premiers niveaux de lEQF correspondent au niveau de lenseignement
scolaire. Sur cette chelle de 1 8, les trois derniers niveaux du CEC correspondent
aux niveaux dtudes suivants : cursus de trois ans de niveau licence (niveau 6),
cursus de 2 ans de niveau master (niveau 7) et un cursus de recherche de 3 ans,
doctorat (niveau 8). Au-del du doctorat et pour les formations continues, il ny a
pas de mcanisme prvu dans cette chelle.
10
APPRENTISSAGE TOUT AU LONG DE
LA VIE ET ACCRDITATION
Dans chaque pays dEurope, le CEC est interprt par les
autorits nationales de certification. Laccent est mis sur
le fait que la reconnaissance des niveaux 7 et 8 ne peut
tre vrifie/certifie que par des institutions ducatives
agres nationalement. En consquence, les organismes
chargs de la validation du niveau 7 doivent tre les
universits ou dautres tablissements de lenseignement
suprieur.
La recommandation concernant la mise en place du
CEC pour un apprentissage tout au long de la vie a t formellement adopte
par le Conseil de lEurope et par le Parlement europen en avril 2008. Cette
recommandation encourage les tats membres promouvoir la validation de
lapprentissage tout au long de la vie. Ce nest qu partir du moment o les tats
membres ont accept de valider un apprentissage informel que la classification
dans lun des niveaux du CEC devient possible. Bien que la rfrence pour
accder la profession avec le titre de conservateur-restaurateur soit fixe au
diplme de master (CEC niveau 7), lapprentissage informel permettant daccder
11
la profession a toujours t reconnu par la plupart des pays europens. LE.C.C.O.
a labor ses lignes directives considrant que pour maintenir les exigences de la
profession, lducation et la formation du conservateur-restaurateur professionnel
devraient se situer au niveau du master (ou diplme quivalent reconnu) en
matire de conservation-restauration. La formation est dtaille dans les Rgles
professionnelles de lE.C.C.O. III (E.C.C.O. 2004). Jusqu prsent, dans certains
pays de lUnion europen, les quivalences taient obtenues via la fonction
daccrditation dorganismes de professionnels de la conservation-restauration.
Laccrditation est reconnue comme un systme dautorgulation professionnelle :
il claire et mesure les exigences de la pratique professionnelle. Cependant, l o
les systmes daccrditation sont en place, ils ne sont pas quivalant aux niveaux
du CEC. Le prsent document reprsente le point partir duquel doit tre fait ce
travail.
 DIRECTIVE 2005/36/EC
SUR LA RECONNAISSANCE
MUTUELLE DES
QUALIFICATIONS / LE CEC
Il convient de signaler pour les besoins de
ce rapport, que la directive 2005/36/EC est
un instrument lgalement contraignant qui
a primaut sur le CEC. La Directive vise
les professions librales rglementes et non rglementes en ce qui concerne culturel (E.C.C.O. 2009:6). Cette initiative est propice la cration dun cadre
les recommandations de reconnaissance mutuelle de ces mmes professions.
Larticle 12 de la Directive met des recommandations sur la reconnaissance de
lapprentissage tout au long de la vie aprs que ltat membre la valid. du patrimoine culturel en europe (E.C.C.O. 2009:7). Ce projet se rattache
La Directive considre 5 niveaux dans lesquels classer les qualifications alors
que le CEC en utilise 8. Il en rsulte un cart plus important entre les niveaux.
Il ne sagit donc pas dun outil aussi prcis que celui du CEC pour valuer les
qualifications. Son objectif est de faciliter la mobilit des travailleurs migrants
12 dun pays lautre de lUnion europen, grce des quivalences/correspondances
de qualifications dans des catgories plus larges. La Directive admet le principe des
mesures compens atoires autorises dans le pays daccueil et prend en considration
les effets rgulateurs produits par les organisations professionnelles.
VERS UN PROJET EUROPEN DE RECOMMANDATION
POUR LA CONSERVATION-RESTAURATION DU
PATRIMOINE CULTUREL
Avec le soutien de lICCROM, lE.C.C.O. a prpar la premire version dune
recommandation pour la conservation-restauration du patrimoine culturel en
Europe. Ce travail a t accompli grce la participation de lENCoRE et il comprend
une charte annexe, qui dfinit les principaux termes relevant de la conservation-
restauration. Ce projet sinsre dans le champ du cadre de rgulation dvelopp
par le Conseil de lEurope li la conservation et la prservation du patrimoine
de travail capable de promouvoir un processus dynamique pour intgrer les prin-
cipes de la conservation-restauration qui guident la reconnaissance et la protection
dautres rsolutions et conventions adoptes par le Conseil de lEurope, telles que
la Convention pour la sauvegarde du patrimoine architectural en Europe, adopte
en 1985 (CoE 1985), la Convention europenne pour la protection du patrimoine
archologique (rvise), adopte en 1992 (CoE 1992) et la Convention cadre sur la
valeur du patrimoine culturel, adopte en 2005 (CoE 2005).
Ce texte dcrit en dtail la nature de la conservation-restauration pour la
13
sauvegarde du patrimoine culturel, en identifiant la conservation-restauration
du patrimoine culturel comme lun des facteurs essentiels permettant dassurer
sa transmission aux gnrations futures (E.C.C.O. 2009:9). Le document insiste
sur le fait que les interventions de haute qualit sur le patrimoine culturel ne
peuvent tre garanties que grce un systme de qualification professionnelle,
incluant un dveloppement professionnel continu comme base de la reconnaissance
des individus, des entreprises et des organisations en charge de la conservation-
restauration (E.C.C.O. 2009:9). LE.C.C.O. a considr ceci comme le principe
directeur pour son engagement dans la dfinition des descripteurs du CEC et
larticulation des comptences ncessaires lexercice de la profession. Par
linterprtation des descripteurs gnriques du CEC, lE.C.C.O. travaille garantir
que les conditions daccs ainsi que dexercice de la profession de conservateur-
restaurateur soient calibres au niveau adquat.
 DESCRIPTEURS DU NIVEAU 7 (DIPLME DE MASTER)
POUR LA CONSERVATION-RESTAURATION
Ainsi quil a t dit prcdemment lassemble gnrale de lE.C.C.O. de 2007 a diffrences dapproche des deux organisations: le mandat de lE.C.C.O. est de
vot lunanimit, que le point dentre dans la profession tel quil est dfini par
les rgles de conduite professionnelle (ECCO 2004), correspondait au niveau7
du CEC.
Pour le groupe de travail, le premier enjeu consistait examiner chacun des trois
descripteurs gnriques du CEC pour ce niveau, puis les interprter en termes
daccs la profession. Le rsultat immdiat aurait idalement articul le savoir,
les aptitudes et les comptences dans le langage gnrique des descripteurs de ce
niveau. Cela sest avr plus complexe.
Les problmes dune approche directe pour dfinir la fois les descripteurs pour
lenseignement et ceux pour laccs la profession, sont immdiatement apparus.
Un simple nonc aurait t trop gnral pour tre significatif et aurait couru le
risque de devenir la fois prescriptif et dpass. De plus, dclarer simplement
savoir, aptitudes et comptence, comme niveau daccs la profession, aurait
14 pu devenir trop rigide et constituer ainsi un obstacle la cration de nouvelles
connaissances, en entravant le dveloppement de la profession.
Ces proccupations nous ont conduit un examen plus approfondi autant du CEC
que des missions professionnelles du conservateur-restaurateur. Le rsultat a t de
ramener au premier plan la structure hirarchique du CEC, cest dire savoir, apti
tud es et comptence comme des consquences de lapprentissage pour lesquels
le processus dacquisition est une progression travers les niveaux. Un examen
attentif de ce processus, illustr dexemples de la complexit croissante des descrip
teurs gnriques, a induit le paradigme des savoirs en expansion, des aptitudes et
comptences corrles aux points daccs la profession qui sont explorer. Il
en rsulte que les limites et frontires des savoirs, aptitudes et comptences
requises par un individu dans des conditions particulires, ne sont pas dfinies
ici dans un cadre dchelons nuancs par des indices. La capacit de quelquun
entrer dans la profession est plutt exprime en tant quil possde un niveau
appropri de savoirs, aptitudes et comptences, ncessaire pour assumer la
responsabilit de conserver-restaurer, dans les limites dune spcialit particulire
de la discipline et des normes thiques de la profession. Lors de la runion du 20
fvrier 2009, les dlgus de lE.C.C.O et de lENCoRE ont dbattu de la manire
dont les descripteurs gnriques du CEC pour le niveau 7 pouvaient tre interprts
pour la profession de conservateur-restaurateur. Cela a permis de formaliser les
cerner les descripteurs en termes dentre dans la profession tandis que lENCoRE
les tablit en termes denseignement ncessaire pour satisfaire ce niveau dentre.
Pour les besoins de ce document, chaque descripteur gnrique du CEC pour le
niveau 7 est cit, suivi de linterprtation qui en a t faite conjointement par
lE.C.C.O. et par lENCoRE.
Au niveau 7, le CEC requiert:
Savoir: Savoirs hautement spcialiss, dont certains sont lavant-garde du
savoir dans un domaine de travail ou dtude, comme bases dune pense origi-
nale et/ou de la recherche. Conscience critique des savoirs dans un domaine et
linterface de plusieurs domaines. (European Communities, 2008:12)
LE.C.C.O., comme lENCoRE, interprte savoirs hautement spcialiss dans le
domaine de la conservation-restauration, comme un savoir qui ne peut tre atteint
quen suivant un enseignement qui maintient un juste quilibre entre lenseigne
ment intgr de la thorie et de la pratique... (ENCoRE, 1997, clause 6). Nous
interprtons la conscience critique des savoirs dans un domaine comme la capacit
15
acqurir les connaissances, valuer leur validit et leur fiabilit, et les appliquer
de manire justifier toutes les dcisions soumises au conservateur-restaurateur
dans son propre champ de spcialit, et si ncessaire entreprendre ou diriger
les actions dcoulant de ces dcisions. Cela traduit ce qui tait considr comme
un niveau avanc de savoir dans les domaines qui sont adjacents aux spcialits, et
une connaissance globale du domaine du patrimoine culturel, en savoirs hautement
spcialiss des principes thoriques et pratiques de la conservation-restauration
dans les limites dun champ de spcialit.
Aptitudes: Aptitudes spcialises pour rsoudre des problmes en matire de
recherche et/ou dinnovation, pour dvelopper de nouveaux savoirs et de nou-
velles procdures et intgrer les savoirs de diffrents domaines. (European Com-
munities, 2008:13)
 LE.C.C.O., comme lENCoRE, interprte aptitudes spcialises pour rsoudre des
problmes comme une certaine capacit pratiquer la conservation-restauration
enrichie par le savoir hautement spcialis et encadr par lthique. Ces conditions
sont ncessaires pour trouver, adapter ou crer de nouveaux savoirs et procdures
dans le cadre de la profession.
Cette notion comprend : la capacit observer, collecter et analyser de manire
critique des informations qui permettent de parvenir aux conclusions pertinentes
et de mettre en uvre une srie dactions; la capacit analyser et valuer sans
cesse la situation et le droulement du processus, de manire lajuster quand cela
est ncessaire; la capacit intgrer les savoirs dautres domaines et crer de
nouveaux savoirs et procdures au moment opportun; la capacit transmettre le
savoir.
Un niveau accompli de dextrit et de sensibilit doit tre dmontr dans le domaine
de spcialisation, mais celui-ci peut tre aussi tendu ou partag avec dautres
domaines. Il sagit dune aptitude cognitive entreprendre des procds familiers
dans le cadre dune spcialit donne, tout en permettant de souvrir des procds
non familiers. Cela comprend un haut niveau de familiarit avec les mthodes, les
matriaux, les outils et les instruments dans une spcialit donne et la capacit
adapter et dvelopper de nouveaux outils et mthodes.
16 Comptences: Grer et transformer des contextes professionnels ou dtudes
complexes, imprvisibles et qui ncessitent des approches stratgiques nouvelles.
Prendre des responsabilits pour contribuer aux savoirs et aux pratiques
professionnelles et/ou pour rviser la performance stratgique des quipes.
(European Communities, 2008:13)
LE.C.C.O., comme lENCoRE, considre que le conservateur-restaurateur est
comptent ds quil a acquis les aptitudes ncessaires, le savoir et lexprience pour
oprer dans son domaine de spcialisation, dans les limites thiques et pratiques
de la profession. Cela signifie la capacit travailler de manire cohrente et
responsable, en portant une attention particulire ce qui relve de sa propre
spcialit et qui implique lapplication de savoirs et daptitudes tels que dcrits
plus haut. Cette notion comprend la capacit utiliser des concepts existant en
conservation-restauration, crer de nouvelles approches stratgiques et en
appliquer les principes et lthique dans des situations trs diverses.
PORTRAIT DUNE PROFESSION
Cette section dcrit de manire systmatique les niveaux
de savoir, aptitudes et comptence requis pour quiconque
accde la profession de conservateur-restaurateur.
Cela constitue le point partir duquel une personne
peut lgitimement utiliser le titre de conservateur-
restaurateur. Cela reprsente aussi le plus souvent, mais
pas exclusivement, le diplme de master la fin du
deuxime cycle universitaire et le dbut dune carrire
professionnelle. Toutefois, lE.C.C.O. reconnat que des
personnes diplmes dun programme denseignement
reconnu au niveau master peuvent souhaiter et tre
qualifies pour entreprendre dautres missions dans
le secteur du patrimoine culturel comme la gestion de
collections. Cependant, ce document est consacr au
professionnel de la conservation-restauration.
Une cartographie conceptuelle a t dresse travers la dfinition des actions
qui forment les aspects concrets de notre travail. Elle dcrit la conservation-
restauration en termes de processus de prises de dcisions qui cherchent garantir
la transmission du maximum de signification patrimoniale du pass au futur, au
17
bnfice de tous les publics et en tout lieu et impliquer la gestion du changement
[...] par la ngociation (Staniforth 2002) avec les parties prenantes et les autres
professionnels du domaine du patrimoine culturel. Ainsi la conservation-restauration
est-elle fortement identifie comme une part intgre de la gestion du patrimoine
culturel, qui sattache dfinir la manire dont il est prserv. Les comptences
requises sont clairement situes par rapport ce contexte et le schma a t construit
pour ref lter cette situation. Ainsi sont explicitement reconnus les besoins en
recherche et en documentation tous les niveaux du processus de prise de dcisions
(cf. E.C.C.O. 2001). Ces besoins constituent certains des principes directeurs de
la conservation-restauration et lui confrent son statut acadmique. La dextrit
manuelle, considre comme prrequis essentiel de la pratique professionnelle,
est mesure en tant quaptitude aussi bien pour la mise en oeuvre pratique des
techniques de diagnostic, que pour la ralisation des traitements de conservation et
de restauration. Presque toutes les actions menes par le conservateur-restaurateur,
 ncessitent une part
dhabilet. Une chelle
colore, codifie en
fonction des niveaux
daptitude est propose
par lE.C.C.O et utilise
dans le schma pour va
luer toutes les activits.
Le schma dcrit la
conservation-restauration
comme un processus qui
volue, depuis lexamen et le diagnostic jusquaux interventions directes ou aux
actions de prvention lorsquelles sont ncessaires, avec des considrations sur les
actions conscutives aux traitements. Ce processus est prsent sous la forme dune
colonne vertbrale figurant une progression analytique qui respecte les principes
thiques reconnus partir desquels les diffrentes activits sordonnent.
Chacune de ces tapes est considre comme encadre par lthique professionnelle
et limpratif de documentation, qui permettra la diffusion de nouvelles
connaissances. Ces deux principes sont leur tour valus comme des actions part
18 entire. Les activits associes sont dveloppes partir de la colonne vertbrale
ainsi quil est montr dans le modle conceptuel suivant. (figure 2)
Le processus de conservation-restauration (signal en bleu) ncessite les tapes
suivantes (signales en rouge):
La premire tape du processus comprend lexamen et le diagnostic. Elle inclut
une apprciation de la nature dun bien, des causes de ses modifications ainsi
que des risques encourus par le patrimoine culturel dans une situation donne.
Ce qui nous conduit la seconde tape, exigeant une apprciation des besoins
au regard de son usage actuel et futur.
La troisime tape intgre la slection dactions de
conservation-restauration, ainsi que la programmation et Processus de conservation-restauration
lorganisation dinterventions et traitements. Elle inclut la ncessite
prise en compte de divers paramtres comme les rsultats
escompts, le niveau dintervention ncessaire, lvaluation Examen et diagnostic
des solutions alternatives, les limites de laction, les
demandes des parties prenantes, les risques et les options entranant
pour un usage futur.
Tout cela requiert une programmation et une organisation Dfinition des besoins
prenant en compte la sant et la scurit, la lgislation,
permettant
lassurance, le phasage du projet, le financement, les
quipements et les installations.
Choix des
interventions/actions de C-R
La cinquime tape est essentielle. Cest la mise en uvre
dun processus dinterventions ou de traitements. Elle qui ncessite
comprend les mesures prventives, les mesures curatives,
Programmation et organisation des
les procds de restauration et les procdures de contrle. interventions/actions
Le bnfice en est le rsultat de la conservation-restauration
pour entreprendre
elle-mme. Ceci comprend lvaluation du changement du ou raliser
risque, le succs du traitement ou de lintervention et la
communication des rsultats, tout comme lidentification
des interventions futures ncessaires lentretien du Actions de C-R
patrimoine culturel.
pour obtenir
La septime tape comprend les conseils aprs traitements,
fonds sur des actions venir identifies lors des tapes
prcdentes. Cela peut aller jusqu inclure un calendrier Rsultat
des travaux projets et des lignes directrices pour les soins
et lentretien.
suivi de
Recommandations de suivi
aprs intervention
Figure 1 : Colonne vertbrale des tapes de la
conservation-restauration
 Processus de conservation-restauration origine

histoire qui peut intention

ncessite dimension immatrielle par examen de comprendre association
contexte
matriaux et technique
par importance
Examen et diagnostic valuation causes d'altrations environnement actuel qui
par examen de
du/des ncessite prises de mesures
risques encourus constituants
technologie qui peut examen visuel
documentation entranant comprendre
tat physique analyses non-destructives
historique des changements qui prise d'chantillons/analyses destructives
usage actuel ncessite
ncessite collecte de preuves
Dfinition des besoins
l'valuation
utilisation envisage

permettant rsultat espr en termes de prsentation

qui informe
niveau d'intervention interprtation

Choix des qui prend traitements alternatifs par rfrence normes thiques
ncessitant
interventions/actions de C-R en compte
hygine et scurit contraintes d'interventions type
qui ncessite demandes des parties prenantes dtermines
lgislation degr
par
assurance risques inhrents aux interventions
possibilits techniques
Programmation et organisation des qui prend options d'utilisation future
recherche gestion de projet ressources financires
interventions/actions en compte
financements rgles thiques
quipements et site dure
pour entreprendre matriaux
qui comprend la
ou raliser
gestion/contrle de ressources humaines
entranant
plateau technique
entranant
action indirecte qui reprsente conservation prventive
Actions de C-R pour accomplir
action directe qui reprsente conservation curative
ncessitant
restauration
contrle
pour obtenir
pour amliorer pouvant entraner

nouveau peut rectifications

Rsultat
savoir conduire
pouvant entraner valuation du changement du risque
niveau de russite
dissmination suivi de
communication des rsultats
identification des actions futures

Recommandations de suivi
aprs intervention
qui informe

prsentation orale qui fournit Figure 2 : Carte conceptuelle dveloppe

qui peut
publication Lignes de conduite programme des interventions futures
faire partie
 valuation des savoirs, aptitudes et comptences
Cette section examine les catgories du savoir, des aptitudes et des comptences
comme une hirarchie dapprentissages. Le cadre europen de certification donne
diffrents descripteurs pour ces trois dimensions de la formation. Aprs une analyse
dtaille, lE.C.C.O. a choisi de se concentrer sur les savoirs et les aptitudes parce
quils peuvent tre valus en tant que tels, alors que la comptence est interprte
comme la combinaison des savoirs et des aptitudes associs lexprience, ce qui
permet au conservateur-restaurateur professionnel de produire un travail cohrent
et responsable. Les chelles de valeurs utilises pour les savoirs et les aptitudes
sont dcrites ci-dessous.
valuation du savoir
Les activits du conservateur-restaurateur ayant t identifies, chacune dentre
elles doit tre value ou interprte en terme de contenu de savoir; par exemple, la
quantit et le type de savoir que le groupe de travail reconnait comme constitutifs
des obligations de la profession.
La taxonomie dveloppe par Anderson et Krathwohl (2001), base sur le travail
initial de Benjamin Bloom (1956), a t utilise cet effet. Elle contient lchelle
22 de savoir (connaissance) suivante:
1. La remmoration: savoir que quelque chose existe et o le trouver.
2. La comprhension: tre capable dapprhender quelque chose dans son
contexte et de produire des associations entre ces choses.
3. Lapplication: tre capable dutiliser le savoir dans un contexte appropri de
manire obtenir un rsultat recherch selon un cheminement prvisible.
4. Lanalyse: tre capable dappliquer le savoir de manire critique un niveau de
conscience qui permet dexpliquer les rsultats, cest dire de reconstituer la
manire dont le rsultat a t obtenu. La prise de dcisions dcoule de lanalyse devrait tre dfini par rapport aux niveaux 6 et 8, non seulement dans le cadre des
qui, bien que mene par lapplication dune dmarche analytique, ne requiert
pas dexprience.
5. Lvaluation: appliquer un savoir
de manire estimer une situation
dans un contexte largi et en vue
dtablir son rsultat futur. Ceci
permet au rsultat dtre soupes
en termes de prise de dcisions et
plus largement dans un contexte
de gestion. Lvaluation dcoule
de lexprience.
6. La cration: une grande tendue
de savoir et dexprience qui per-
met quelquun de dpasser les limites du savoir. Ceci requiert une capacit
prdictive hautement dveloppe et une comprhension mta-cognitive.
Les diffrents types de savoirs sont classs comme suit:
A. Factuel: issu de ou se rfrant un lment dinformation considr comme
ayant une ralit objective.
B. Conceptuel: issu de ou se rfrant , ou consistant en tant quabstraction ou
ide gnrique gnralise partir dinstances particulires.
C. Procdural: issu de ou se rfrant un cheminement particulier dans la rali- 23
sation de quelque chose ou dune action.
D. Mta-cognitif: transcendant (plus globalisant que) une activit intellectuelle
consciente cela est caractristique dun professionnel expriment.
Chaque niveau constitue un dveloppement dans le processus individuel dappren
tissage relevant directement du niveau prcdent. Dans le systme de classification
ci-dessus, chaque case dactivit dcrite dans la figure 2 sest vue affecter un
ensemble de coordonnes se rfrant au niveau et au type de savoir requis. En utili
sant lchelle des savoirs et leurs catgories, il est apparu vident que le niveau7
objectifs formels de lenseignement acadmique, mais aussi en prenant en compte
lexpertise qui sacquiert au cours des annes postrieures de travail et au long de
la formation professionnelle continue.
 valuation des aptitudes
Le niveau daptitude requis pour entreprendre chaque
activit a t valu de la mme manire. Laptitude est
gnralement dfinie comme lexcellence, la facilit
ou la dextrit qui sacquiert ou se dveloppe travers
lapprentissage ou lexprience. Cela suggre une capa
cit particulire ou une expertise permettant daccomplir
une activit avec aisance et prcision de manire obtenir
le rsultat recherch.
4. Aptitude experte lorsquune personne possde une
niveaux d'aptitude
capacit intgrative excuter des tches et entreprendre des
processus dintervention dans son champ dexpertise. Elle savoir uniquement
est aussi capable dexcuter des tches ou dentreprendre aptitude basique
des traitements de manire avise dans des domaines
aptitude intermdiaire
associs. Elle sera capable dappliquer les connaissances
aptitude labore
et de comprendre le processus dune manire innovante
et indite, en adaptant et en crant de nouvelles mthodes aptitude experte
dans le champ de la conservation-restauration.

1. Aptitude de base lorsquune personne possde seu-
lement la capacit entreprendre des tches basiques lors
dun processus de conservation-restauration complexe. Il
est peu probable que cette personne possde les connais-
sances en profondeur pour entreprendre cette tche sans
encadrement ni conscience de toutes les rgles thiques
qui pourraient sy appliquer. Elle opre correctement
dans les limites fixes par la profession.
Chaque niveau sest vu attribuer le code color suivant sur la
carte conceptuelle.
A partir du niveau 7 du Cadre Europen des Certifications (CEC), niveau dentre
dans la profession de conservateur-restaurateur, les niveaux (1 6) et les types de
savoir (A D), ainsi que les niveaux daptitude (couleurs) ont t affects chacune
des cases dactivit du diagramme. La carte en rsultant est prsente ci-dessous.

2. Aptitude intermdiaire lorsquune personne

possde un niveau suprieur daptitude la fois en tendue et en profondeur.
24 On attend delle quelle possde les aptitudes basiques dans lintgralit du
domaine dexpertise, quelle soit capable dy utiliser diffrents concepts et
25
de possder la connaissance des rgles. Elle est capable dentreprendre des
tches lmentaires de manire indpendante, et de travailler en quipe sur des
problmes plus complexes.

3. Aptitude avance lorsquune personne est cense possder les aptitudes

particulires pour entreprendre des processus de conservation-restauration de
manire autonome, et comprendre lesprit et les rgles qui rgissent lactivit.
Elle est capable dentreprendre des tches et des traitements un niveau
acceptable dans le cadre de la profession mais ne travaillera pas forcment
de manire aussi efficace quun conservateur-restaurateur expriment, ni ne
possdera les aptitudes ncessaires pour raliser les tches les plus complexes.
 Processus de conservation-restauration origine (a 3)

histoire (a 4) qui peut intention (a 3)

ncessite
Examen et diagnostic
documentation (a/c 3) entranant
Dfinition des besoins
l'valuation
dimension immatrielle (a/b 4) par examen de
comprendre association (a 3)
contexte (a 4)
matriaux et technique (a/b 4)
par importance (a 3)
valuation causes d'altrations (a/b 4) environnement actuel (a 4) qui
par examen de
du/des ncessite prises de mesures (a/c 3)
risques encourus (a/b/c 4) constituants (a 4)
technologie (a 4) qui peut examen visuel (a/c 3)
comprendre
tat physique (a 4) analyses non-destructives (a/c 3)
historique des changements (a 4) qui prise d'chantillons/analyses destructives (a/c 3)
usage actuel (a/b 4) ncessite
ncessite collecte de preuves (a/c 3)
utilisation envisage (a/b 4)

permettant rsultat espr (b 4) en termes de prsentation (b 2)

qui informe
niveau d'intervention (b 4) interprtation (b 2)

Choix des qui prend traitements alternatifs (b/c 4) par rfrence normes thiques (b 3)
ncessitant en compte
interventions/actions de C-R
hygine et scurit (a 3) contraintes d'interventions (b 4) type (a/b/c 4)
qui ncessite demandes des parties prenantes (a 2) dtermines
lgislation (a 2) degr (a/b/c 4)
par
assurance (a 2) risques inhrents aux interventions (b 4)
possibilits techniques (a 3)
Programmation et organisation des qui prend options d'utilisation future (b 4)
recherche (a/b/c 4) gestion de projet (c 3) ressources financires (a 3)
interventions/actions en compte
financements (a 3) rgles thiques (a 3)
quipements et site (a 3) dure (c 3)
pour entreprendre qui comprend la matriaux (a 3)
ou raliser gestion/contrle de ressources humaines (b 3)
entranant
plateau technique (a 3)
entranant
action indirecte (a/b/c 4) qui reprsente conservation prventive (a/b/c 4)
Actions de C-R pour accomplir
action directe (a/b/c 4) qui reprsente conservation curative (a/b/c 4)
ncessitant
restauration (a/b/c 4)
contrle (a/b 5)
pour obtenir
pour amliorer pouvant entraner

nouveau peut Figure 3 : Carte des savoirs et aptitudes pour le niveau 7

Rsultat rectifications (c 4)
savoir conduire
pouvant entraner valuation du changement du risque (b 4)
types de savoirs niveaux de savoirs niveaux d'aptitude
niveau de russite (a 4)
dissmination suivi de a : factuel 1 : remmoration savoir uniquement
communication des rsultats (a 3) b : conceptuel 2 : comprhension
c : procedural 3 : application aptitude basique
identification des actions futures (b 4) d : metacognitif 4 : analyse
5 : valuation aptitude intermdiaire
Recommandations de suivi 6 : cration aptitude labore
aprs intervention
qui informe aptitude experte

prsentation orale qui fournit

qui peut
publication Lignes de conduite (c 4) programme des interventions futures (b 3)
faire partie
 NIVEAU 7 DU
CEC
A ce niveau, la carte
(figure 3) montre que le
type de savoir est essen-
tiellement conceptuel
(B) et procdural (C) et
que son niveau de savoir
permet au praticien de
lappliquer (3) et danalyser les rsultats (4). Le niveau 7 du CEC doit donc sinter-
prter comme oprant dans une gamme de protocoles de conservation-restauration
bien tablie et familire. Il ne sagit que dexaminer des processus eux-mmes. Un
dbutant va rarement inventer de nouvelles solutions aux problmes de conserva-
tion-restauration, le praticien nest pas encore un expert dans son domaine, dans la
mesure o il na pas encore atteint le niveau mta-cognitif dans sa comprhension
du travail. Alors quil possde une conscience critique suffisante pour modifier et
ajuster un traitement, il peut ntre capable que danalyser le rsultat sans valuer
le processus lui-mme.
28 Une personne intgrant la profession au niveau 7 du CEC doit possder une gamme
daptitudes comprise entre les niveaux intermdiaire et avanc- cognitif. Le
niveau daptitude le plus lev tant reprsent par laction directe du conservateur-
restaurateur sur le patrimoine culturel. Le code color utilis sur la carte illustre ce
fait trs clairement, les zones de concentration du jaune correspondent directement
lanalyse et aux traitements du patrimoine culturel.
Lorganisation et la programmation lies au travail de conservation-restauration
requirent un niveau daptitude intermdiaire pour garantir une pratique
professionnelle correcte, tandis quun niveau basique daptitude est suffisant pour
aborder les problmes dhygine et de scurit, les questions de lgislation et les
questions dassurances et dordre financier. Bien entendu, labsence daptitudes de
niveau intermdiaire ou avanc en matire de gestion nest pas disqualifiante dans
ce domaine, mais des aptitudes basiques restent indispensables.
INTERPRTATION DE LA
CARTE CONCEPTUELLE
Cartographier les concepts donne
une image particulire de la ralit,
qui reprsente une situation ou un
phnomne par lidentification des
concepts cls et de leurs intercon-
nexions pertinentes. Cette matria-
lisation des propositions facilite la
comprhension dune situation tout en permettant une exploration factuelle qui
permet la mise en vidence dune structure relationnelle. Au sein de la carte, en
figures 2 et 3, chaque concept est reprsent par un nud qui est identifi par un
nom. Chaque lien a t signifi par un verbe daction. La combinaison des nuds
et des liens descriptifs forme une phrase, qui reprsente une unit smantique.
Ici, ces units smantiques constituent des affirmations signifiantes, relatives aux
diffre ntes zones de comptences. Les liens sont directionnels et tiquets avec
une explication simple de leur relation crant ainsi une structure hirarchique, se
dplaant de la colonne vertbrale la plus gnrale vers les extrmits les plus
dtailles. Cette carte peut tre interprte de diffrentes faons: 29
Du point de vue du professionnel de la conservation-restauration
La carte rend explicites les processus de la conservation-restauration, dmontrant
au passage la mission et le rle dterminant du conservateur-restaurateur dans la
gestion du changement . Il identifie le niveau et le type de comptences spci
fiques de ces processus. Ces niveaux et types sont requis pour garantir que les
significations et limportance culturelle comme lintgrit physique du bien sont
rvles et prserves selon des critres quantitatifs et qualitatifs. Pour faciliter
linterprtation, la carte prsente ses comptences comme un processus dans lequel
la conservation prventive et curative et la restauration sont imbriques, consi-
drant que le devoir professionnel dans le cadre des rgles de conduite du code
dthique, oblige la modration.
 Une partie importante de lactivit
de conservation-restauration revient
valuer les dcisions prises comme
les actions ralises au regard des
standards professionnels. Bien que
toutes les parties soient reprsentes
de manire identique sur la carte, en
ralit, chaque zone est considre
diffr emment en fonction des circon
stances. Par exemple, si aucune
mesure de conservation cura
t ive
nest requise pour un bien cultu
rel particulier, seule lutilit des mesures prventives devra tre considre.
Dans certaines circonstances, il peut ne pas tre ncessaire dentreprendre des
investigations scientifiques dtailles sur un objet ou dans une situation donne,
lorsq ue les informations disponibles sont considres comme suffisantes. Quoi
quil en soit, cette reprsentation intgre la ncessit de faire figurer tous les
aspects de la conservation-restauration, dans la mesure o chacun dentre eux doit
tre envisag avant damorcer le processus dintervention. De plus, il est espr que
toutes les actions dcrites seront mises en pratique un moment ou un autre au
long dun parcours professionnel type. Si lune de ces zones dactivit ntait pas
30 mobilise pendant une longue priode, il pourrait tre ncessaire pour un individu,
de suivre un programme denseignement de manire retrouver la pleine tendue
de ses comptences.
Cette carte peut servir llaboration dun systme daccrditation. Dans ce cas,
le conservateur-restaurateur doit pouvoir dmontrer quil ou elle est en mesure de
satisfaire aux critres dans chacune des zones dactivit pour faire usage de ce titre.
Cette valuation devrait videmment tre entreprise travers un processus forma
lis. Dautre part, la carte peut tre utilise par un praticien professionnel comme
un outil dauto-valuation de manire identifier ses besoins de dveloppement
professionnel. Son utilisation potentielle pour le dveloppement et lvaluation des
programmes denseignement est discute dans le chapitre suivant.
Dans le contexte professionnel, les cartes conceptuelles peuvent tre interpr-
tes comme une squence narrative identifiant les zones distinctes dactivit, qui
qualifient toute intervention, ngocient son objet et mesurent son efficacit et son
utilit. Dans ce cas, elles peuvent tre lues comme une suite linaire de domaines
dexpertise lis entre eux comme suit :
Examen et diagnostic
Lanalyse des matriaux et techniques, des causes daltration et des risques
encourus, requiert un savoir factuels, conceptuel et procdural. Elle est ralise
laide daptitudes allant des niveaux intermdiaires avancs.
Le schma dveloppe ces catgories pour dcrire linformation et les mthodes
danalyse disponibles, mobilisant galement un savoir procdural pour faciliter la
ralisation et la capacit danalyser les rsultats. Ce travail ncessite un niveau
daptitudes avanc.
Definition des besoins
Lanalyse de lusage actuel et de lutilisation envisage dun objet et/ou dune
collection repose sur des savoirs conceptuel et factuel.
Choix des actions et/ou des interventions de conservation-restauration
Un choix argument pour le droulement dune action est rgi par: 31
lanalyse du rsultat espr exprim en termes de prsentation et dinterprta-
tion, qui requiert un savoir conceptuel;
lanalyse de lefficacit des traitements alternatifs, qui ncessite des savoirs
conceptuels et procduraux;
lanalyse des contraintes dintervention, qui requiert un savoir conceptuel ;
la comprhension des demandes des parties prenantes, qui requiert un savoir
factuel;
lanalyse des risques inhrents aux interventions, qui requiert un savoir concep-
tuel et procdural des traitements;
 lanalyse des options dutili-
sation future, qui requiert un savoir
conceptuel.
Le schma dveloppe ces catgories
de manire envisager la fois les
rgles thiques et les normes, les
possibilits techniques et les ressour
ces financires ncessitant un savoir
factuel, conceptuel et procdural. Ces
catgories sont considres comme
des zones et des niveaux de savoir
rattachs la prise de dcisions, qui ne requirent pas des aptitudes de spcialistes,
quelles soient suprieures et infrieures aux aptitudes gnrales transmissibles.
Une fois ce point atteint, on peut argumenter sur la ncessit de lintervention.
De plus, toute personne qui doit exer-
cer en tant que professionnel doit tre
capable de contrler et denregistrer
les procdures et leurs rsultats, per-
mettant ainsi de procder des recti-
fications lorsque cest ncessaire. Ceci
requiert une capacit danalyse attache
un savoir procdural.
Rsultats
La capacit danalyse des rsultats
est une ncessit dans toute pratique professionnelle. Cela doit comprendre une
valuation du changement du risque pour lobjet, le niveau de russite obtenue et
lidentification des actions futures. Tout ceci requiert un savoir procdural.

Programmation et organisation des actions Recommandations de suivi aprs interventions

La mise en uvre daptitudes commerciales et organisationnelles est considre
comme ncessaire pour exercer en tant que conservateur-restaurateur. Le savoir
spcifique requis est considr comme factuel et conceptuel pour les domaines
32 relevant des assurances, de lhygine et de la scurit, de la gestion de projet, des
quipements et des sites. Un niveau daptitude intermdiaire est requis pour ceux
qui entrent dans la profession.
Une part importante du processus de conservation-restauration rside dans lana-
lyse des actions futures. Cela comprend des soins prventifs et la prescription de
lignes de conduite pertinentes pour lentretien et lusage du bien. Ceci requiert un
savoir procdural. Un tel travail peut contribuer aux recherches en cours et aux
futures publications.
33

Actions de conservation-restauration Du point de vue de la formation dlivrer

Un niveau daptitude intermdiaire est ncessaire pour quiconque entre dans la
profession, en gestion de projets en relation avec la dure, les ressources humaines,
les matriaux et le plateau technique. Des niveaux de savoir factuel et conceptuel
sont exigs.
Une personne accdant la profession doit tre capable dappliquer et danalyser les
processus associs aux traitements de conservation-restauration, qui comprennent
des mesures prventives et curatives et de la restauration. Cela requiert des savoirs
factuels, conceptuels et procduraux pour un niveau avanc daptitudes.
La carte offre un outil trs puissant pour le dveloppement de lenseignement de
la conservation-restauration travers lEurope. Dans les programmes ducatifs
tablis, les cursus actuels peuvent tre examins en ce quils contribuent lever
le niveau daptitudes et de connaissances dans un domaine particulier. La repr-
sentation des diffrents cours composant un enseignement peut tre matrialise
par une carte ref ltant la carte conceptuelle de la figure 3, identifiant les apports
de chaque activit. En premier lieu, cela peut se faire en cartographiant les acquis
de formation.
 Un tel exercice favorise un processus dvaluation cyclique comparant le contenu NIVEAU 6 DU CEC
et la structure dun enseignement avec les prrequis daccs, identifiant les zones
manquantes dactivit, ajoutant et rvisant, et parfois rorganisant la carte de
manire mesurer leur impact. Le niveau 6 (figure 4) requiert un niveau
de savoir qui permet la comprhension des
Lune des faiblesses de cette approche, releve par les enseignants, est labsence de processus de conservation-restauration et
caractrisation des savoirs actuels et des aptitudes considres comme ncessaires ncessite un niveau intermdiaire dapti-
pour raliser une tche particulire. Ce point a t contourn par lE.C.C.O. car tude pour leur application. Il est reconnu
il est considr comme trop prescriptif; en consquence, la carte noffre pas de que le niveau daptitude intermdiaire
description des cursus. Ce niveau de prcision dpend des situations nationales et souligne comme essentiel, le besoin dune
des spcialits professionnelles particulires que ces formations visent enseigner. dextrit manuelle pour la ralisation des
travaux de conservation-restauration.
Il revient donc aux tablissements denseignement, en concertation avec leurs repr
sentations professionnelles nationales, de dfinir les contenus prcis en fonction du Linterprtation critique des concepts et procdures qui conduisent lvaluation
type de conservateur-restaurateur recherch. La carte facilite cette spcification en des besoins et aux choix des actions de conservation-restauration est en dveloppe-
dfinissant les diffrentes zones de comptences grce auxquelles le droulement ment, mais na pas atteint le niveau suffisant pour une prise de dcision autonome.
de lenseignement peut tre tabli et partir desquelles les moyens pdagogiques
peuvent tre dvelopps.

Tandis que la carte est un outil essentiel pour identifier les niveaux et le domaine
dapplication dun sujet particulier ainsi que la squence dans laquelle il est
34 enseign, elle peut aussi servir valuer un programme denseignement dans son
ensemble. En termes simples, on peut rsumer cela de la manire suivante: lorsque
35
le point dentre et de sortie sont connus, il est possible de choisir le bon chemin
entre ces deux points. Cela augmente la valeur de cet outil, en permettant que la
matire dun programme ducatif soit rpartie selon un ordre logique et rgulier en
amliorant lacquisition des savoirs et le dveloppement des aptitudes appropries.
Lapplication de ce modle aux diffrents programmes denseignement en Europe
fera lobjet dune prochaine tude.

Ayant prsent la construction et linterprtation du niveau 7 du CEC de la carte

conceptuelle pour la conservation-restauration, le chapitre suivant examinera le
niveau infrieur et suprieur.
 Processus de conservation-restauration origine (a 2)

histoire (a 2) qui peut intention (a 2)

ncessite
Examen et diagnostic
documentation (a/c 3) entranant
Dfinition des besoins
l'valuation
dimension immatrielle (a 2)
matriaux et technique (a/b 3)
par
valuation causes d'altrations (a/b 3)
du/des
risques encourus (a/b/c 2)
usage actuel (a/b 2)
ncessite
utilisation envisage (a/b 2)
par examen de comprendre association (a 2)
contexte (a 2)
importance (a 2)
environnement actuel (a 3) qui
par examen de
ncessite prises de mesures (a/c 2)
constituants (a 3)
technologie (a 3) qui peut examen visuel (a/c 2)
comprendre
tat physique (a 3) analyses non-destructives (a/c 2)
historique des changements (a 2) qui prise d'chantillons/analyses destructives (a/c 2)
ncessite
collecte de preuves (a/c 2)

permettant rsultat espr (b 4) en termes de prsentation (b 2)

qui informe
niveau d'intervention (b 4) interprtation (b 2)

Choix des qui prend traitements alternatifs (b/c 4) par rfrence normes thiques (b 3)
ncessitant
interventions/actions de C-R en compte
hygine et scurit (a 2) contraintes d'interventions (b 4) type (a/b/c 4)
qui ncessite demandes des parties prenantes (a 2) dtermines
lgislation (a 1) degr (a/b/c 4)
par
assurance (a 1) risques inhrents aux interventions (b 4)
possibilits techniques (a 3)
Programmation et organisation des qui prend options d'utilisation future (b 4)
recherche gestion de projet (c 2) ressources financires (a 3)
interventions/actions en compte
financements (a 2) rgles thiques (a 3)
quipements et site (a 2) dure (c 2)
pour entreprendre matriaux (a 2)
qui comprend la
ou raliser
gestion/contrle de ressources humaines (b 2)
entranant
plateau technique (a 2)
entranant
action indirecte (a/c 3) qui reprsente conservation prventive (a/c 3)
Actions de C-R pour accomplir
action directe (a/c 3) qui reprsente conservation curative (a/c 3)
ncessitant
restauration (a/c 3)
contrle (a/b 2)
pour obtenir
pour amliorer pouvant entraner

Figure 4 : Carte des savoirs et aptitudes p0ur le niveau 6

nouveau peut rectifications (c 2)
Rsultat
savoir conduire
pouvant entraner valuation du changement du risque (b 2) types de savoirs niveaux de savoirs niveaux d'aptitude
niveau de russite (a 2) a : factuel 1 : remmoration savoir uniquement
dissmination suivi de b : conceptuel 2 : comprhension
communication des rsultats (a 2) c : procedural 3 : application aptitude basique
d : metacognitif 4 : analyse
identification des actions futures (b 2) aptitude intermdiaire
5 : valuation
6 : cration aptitude labore
Recommandations de suivi
aprs intervention aptitude experte
qui informe

prsentation orale qui fournit

qui peut
publication Lignes de conduite (c 2) programme des interventions futures (b 2)
faire partie
 Descripteur du CEC pour le niveau 6
lissue du travail sur le schma, lE.C.C.O. propose les interprtations suivantes
pour les descripteurs du niveau 6:
Savoir: savoirs approfondis dans un domaine de travail ou dtude requrant
une comprhension critique de thories et de principes. (European Communi-
ties, 2008:12)
LE.C.C.O. linterprte comme le niveau de savoir atteint aprs une priode de
formation quivalente une licence en conservation-restauration. La comprhen-
sion critique de thories et principes permet une personne de travailler dans un
domaine limit en conservation-restauration sous la direction dun conservateur-
restaurateur professionnel.
Aptitude: aptitudes avances, faisant preuve de matrise et de sens de linnova-
tion pour rsoudre des problmes complexes et imprvisibles dans un domaine
spcialis de travail et dtude. (European Communities, 2008:13)
LE.C.C.O. linterprte comme la possession dun niveau de dextrit manuelle et
des aptitudes pour rsoudre les problmes et pour matriser les tches techniques
relevant de la conservation-restauration. Comme ce travail est entrepris sur des
38 biens patrimoniaux uniques, les personnes de ce niveau ne doivent pas intervenir
de manire autonome.
Comptences: Grer des activits ou des projets techniques ou professionnels
complexes, incluant des responsabilits au niveau de la prise de dcision dans
des contextes professionnels ou dtudes imprvisibles. Prendre des responsa-
bilits en matire de dveloppement professionnel individuel et collectif. (Euro-
pean Communities, 2008:13)
LE.C.C.O. linterprte comme la capacit grer des processus techniques
complexes dans des champs trs dfinis de la conservation-restauration et la prise de
responsabilit dans des contextes de travaux imprvus pour des tches techniques
non complexes. Tandis quelles sont capables de contrler des quipements
techniques et dentreprendre la gestion gnrale des protocoles, ces personnes
ne sont pas qualifies pour superviser lintgralit du processus de conservation-
restauration. La personne possdant ce niveau de comptence est capable de grer
du personnel technique.
NIVEAU 8 DU CEC
Le niveau 8 reprsente le ni-
veau le plus lev de lchelle
denseignement, qui permet
la comprhension du champ
le plus large de la connais-
sance. Il existe une diff-
rence considrable entre la
capacit valuer et celle
analyser entre le niveau 7 et
le niveau 8. Lvaluation prsuppose lexprience et la capacit tablir la valid it
et la fiabilit de lanalyse elle-mme. Si lon considre la carte pour le niveau 7, qui
correspond laccs la profession, le conservateur-restaurateur va augmenter ses
aptitudes et son savoir en devenant expriment. Cela peut tre illustr sur la carte
comme le plus haut niveau selon la codification colore des cases dactivit. Tout
progrs sera mis en vidence par laugmentation du nombre de cases colores de
niveau 8. Cependant, si les niveaux de savoir et daptitude ne sont pas maintenus et
entretenus dans certains domaines, la comptence risque de retomber en dessous
du niveau dfini pour lusage du titre.
Tandis que le niveau dentre dans la profession est tabli et reprsent par la
39
carte du niveau 7, le dveloppement des aptitudes et des connaissances au-del de
ce point est spcifique de chaque conservateur-restaurateur selon son parcours.
En consquence, bien que la carte reste inchange, la codification variera dune
personne lautre. Deux exemples en sont donns dans les figures 5 et 6: un
professionnel expriment ou un titulaire dune thse.
Laptitude dun professionnel expriment qui a entretenu et dvelopp son exper-
tise jusquau niveau 8 travers un parcours de dveloppement de formation profes-
sionnelle dans son champ de spcialit (y compris louverture et lextension vers
dautres branches du domaine), est dcrite comme atteignant le niveau le plus lev
expert/ mta-cognitif. Ceci est clairement illustr par le systme de codage de la
carte dans la figure 5 qui montre comment les savoirs et les aptitudes peuvent se
dvelopper chez un professionnel aprs quelques annes.
 Processus de conservation-restauration origine (a 3)

histoire (a 4) qui peut intention (a 3)

ncessite
Examen et diagnostic
documentation (a/c 3) entranant
Dfinition des besoins
l'valuation
dimension immatrielle (a/b 4) par examen de comprendre association (a 3)
contexte (a 4)
matriaux et technique (a/b 5)
par importance (a 3)
valuation causes d'altrations (a/b 5) environnement actuel (a 5) qui
par examen de
du/des ncessite prises de mesures (a/c 4)
risques encourus (a/b/c/d 4) constituants (a 5)
technologie (a 5) qui peut examen visuel (a/c 4)
comprendre
tat physique (a 5) analyses non-destructives (a/c 4)
historique des changements (a 5) qui prise d'chantillons/analyses destructives (a/c 4)
usage actuel (a/b 5) ncessite
ncessite collecte de preuves (a/c 4)
utilisation envisage (a/b 5)

permettant rsultat espr (b 4) en termes de prsentation (b 2)

qui informe
niveau d'intervention (b 4) interprtation (b 2)

Choix des qui prend traitements alternatifs (b/c 4) par rfrence normes thiques (b 4)
ncessitant
interventions/actions de C-R en compte
hygine et scurit (a 3) contraintes d'interventions (b 4) type (a/b/c 4)
qui ncessite demandes des parties prenantes (a 2) dtermines
lgislation (a 2) degr (a/b/c 4)
par
assurance (a 2) risques inhrents aux interventions (b 4)
possibilits techniques (a 5)
Programmation et organisation des qui prend options d'utilisation future (b 4)
recherche (a/b/c 6) gestion de projet (c 3) ressources financires (a 3)
interventions/actions en compte
financements (a 3) rgles thiques (a 3)
quipements et site (a 3) dure (c 3)
pour entreprendre matriaux (a 3)
qui comprend la
ou raliser
gestion/contrle de ressources humaines (b 3)
entranant
plateau technique (a 3)
entranant
action indirecte (a/b/c 4) qui reprsente conservation prventive (a/b/c/d 4)
Actions de C-R pour accomplir
action directe (a/b/c 4) qui reprsente conservation curative (a/b/c/d 4)
ncessitant
restauration (a/b/c/d 4)
contrle (a/b 5)
pour obtenir
pour amliorer pouvant entraner
Figure 5 : Exemple de carte des savoirs et aptitudes de niveau 8 pour
nouveau peut un conservateur-restaurateur expriment
Rsultat rectifications (c 4)
savoir conduire
pouvant entraner valuation du changement du risque (b 4)
types de savoirs niveaux de savoirs niveaux d'aptitude
niveau de russite (a 4)
dissmination suivi de a : factuel 1 : remmoration savoir uniquement
communication des rsultats (a 3) b : conceptuel 2 : comprhension
c : procedural 3 : application aptitude basique
identification des actions futures (b 4) d : metacognitif 4 : analyse
5 : valuation aptitude intermdiaire
Recommandations de suivi 6 : cration aptitude labore
aprs intervention
qui informe aptitude experte

prsentation orale qui fournit

qui peut
publication Lignes de conduite (c 5) programme des interventions futures (b 3)
faire partie
 Certaines autres cases Processus de conservation-restauration origine (a 3)
seront roses, refltant un
histoire (a 4) qui peut intention (a 3)
haut niveau d'aptitude, dimension immatrielle (a/b 4) par examen de
mais cela dpendra du ncessite comprendre
contexte (a 4) association (a 3)
sujet de recherche. matriaux et technique (a/b 4)
par importance (a 3)
Examen et diagnostic valuation causes d'altrations (a/b 4) environnement actuel (a 4) qui
par examen de
du/des ncessite prises de mesures (a/c 3)
risques encourus (a/b/c 4) constituants (a 4)
technologie (a 4) qui peut examen visuel (a/c 3)
documentation (a/c 3) entranant comprendre
tat physique (a 4) analyses non-destructives (a/c 3)
historique des changements (a 4) qui prise d'chantillons/analyses destructives (a/c 3)
usage actuel (a/b 4) ncessite
ncessite collecte de preuves (a/c 3)
Dfinition des besoins
l'valuation
utilisation envisage (a/b 4)

permettant rsultat espr (b 4) en termes de prsentation (b 2)

qui informe
niveau d'intervention (b 4) interprtation (b 2)

Choix des qui prend traitements alternatifs (b/c 4) par rfrence normes thiques (b 4)
ncessitant
interventions/actions de C-R en compte
hygine et scurit (a 3) contraintes d'interventions (b 4) type (a/b/c 4)
qui ncessite demandes des parties prenantes (a 2) dtermines
lgislation (a 2) degr (a/b/c 4)
par
assurance (a 2) risques inhrents aux interventions (b 4)
possibilits techniques (a 3)
Programmation et organisation des qui prend options d'utilisation future (b 4)
recherche (a/b/c 6) gestion de projet (c 3) ressources financires (a 3)
interventions/actions en compte
financements (a 3) rgles thiques (a 3)
quipements et site (a 3) dure (c 3)
pour entreprendre matriaux (a 3)
qui comprend la
ou raliser
gestion/contrle de ressources humaines (b 3)
entranant
plateau technique (a 3)
entranant
action indirecte (a/b/c 4) qui reprsente conservation prventive (a/b/c 4)
Actions de C-R pour accomplir
action directe (a/b/c 4) qui reprsente conservation curative (a/b/c 4)
ncessitant
restauration (a/b/c 4)
contrle (a/b 5)
pour obtenir
pour amliorer pouvant entraner
Figure 6 : Exemple de carte des savoirs et aptitudes de niveau 8 pour
nouveau peut une chercheur en conservation-restauration.
Rsultat rectifications (c 4)
savoir conduire
pouvant entraner valuation du changement du risque (b 4)
types de savoirs niveaux de savoirs niveaux d'aptitude
niveau de russite (a 4)
dissmination suivi de a : factuel 1 : remmoration savoir uniquement
communication des rsultats (a 3) b : conceptuel 2 : comprhension
c : procedural 3 : application aptitude basique
identification des actions futures (b 4) d : metacognitif 4 : analyse
5 : valuation aptitude intermdiaire
Recommandations de suivi 6 : cration aptitude labore
aprs intervention
qui informe aptitude experte

prsentation orale qui fournit

qui peut
publication Lignes de conduite (c 5) programme des interventions futures (b 3)
faire partie
 Sa comptence dans le domaine de lexamen et du diagnostic est accrue et il est
devenu expert de la prise en charge et de lvaluation de protocoles de conservation-
restauration. Il a aussi augment ses comptences en programmation et en
organisation ainsi quen valuation des rsultats.
On doit cependant admettre que le praticien peut stre spcialis par ailleurs,
devenant un expert reconnu dans un domaine particulier sans avoir accru son
expertise dans dautres domaines. Cet lment rend compte de ce que les niveaux
de savoir et daptitude ne croissent pas ncessairement de manire homogne dans
les champs dexpertise initiaux. Certaines des connaissances et des aptitudes
resteront au niveau 7.
Lorsque lon atteint le niveau 8 par un programme de thse ou doctorat, cela peut
avoir le mme effet de rduction du champ de spcialit. Tandis que le savoir gn-
ral reste identique ou se dveloppe en tendue au mme niveau de comptence que
le niveau 7, le niveau de comptence dans le domaine de recherche, par dfinition,
va crotre nominalement, ref ltant une spcialisation de la personne. Cest ce que
dmontre la figure 6 travers lexemple dun conservateur-restaurateur menant des
recherches o ses savoirs et aptitudes dans le secteur de lexamen et du diagnostic
augmentent, tandis quils restent identiques dans les autres secteurs.
44
Descripteurs du niveau 8
LE.C.C.O. propose linterprtation suivante pour les descripteurs de niveau 8:
Savoir: Savoir la frontire la plus avance dun domaine de travail ou dtude
et linterface de plusieurs domaines. (European Communities, 2008:12)
LE.C.C.O. linterprte comme le savoir le plus avanc la frontire entre la
conservation-restauration et les autres champs.
Aptitude: Aptitudes et techniques les plus avances et les plus spcialises, y
compris en matire de synthse et dvaluation, pour rsoudre les problmes
critiques de recherche et/ou dinnovation, et pour tendre et redfinir des savoirs
existants ou des pratiques professionnelles. (European Communities, 2008:13)
LE.C.C.O. linterprte comme les aptitudes et techniques les plus avances et
spcialises dans le champ de la conservation-restauration incluant les capacits
de synthse et dvaluation requises pour rsoudre des problmes critiques en
recherche et/ou en innovation, et pour tendre et redfinir la connaissance ou la
pratique professionnelle existante.
Comptences : Dmontrer un niveau lev dautorit, dinnovation, dautonomie,
dintgrit scientifique ou professionnelle et un engagement soutenu vis--vis de
la production de nouvelles ides ou de nouveaux processus dans un domaine
45
davant-garde de travail ou dtude, y compris en matire de recherche.
(European Communities, 2008:13)
LE.C.CO. linterprte comme la dmonstration dun niveau lev dautorit,
dinnovation, dautonomie, dintgrit scientifique ou professionnelle dans le
champ de la conservation-restauration et un engagement soutenu vis--vis de la
production de nouvelles ides ou de nouveaux processus lavant-garde, dans un
contexte dtude et de travail y compris en matire de recherche.
 CONCLUSION
En conclusion, les comptences et savoirs exprims ou dvelopps dans les
niveaux7 et 8 du CEC reprsentent la spcialit du conservateur-restaurateur et
non ltendue complte du champ de la conservation-restauration. Il est admis que
les personnes diplmes lissue de la formation de conservation-restauration
au niveau master peuvent choisir de poursuivre une recherche en doctorat en se
spcialisant dans la recherche fondamentale dans le champ de la conservation-
restauration. Quils puissent utiliser le titre de conservateur-restaurateur dpendra
de leur situation vis--vis du niveau 7 du cadre de travail. Ils auront besoin de se
dfinir par rapport lui.
Le groupe de travail de lE.C.C.O. reconnat que les niveaux de savoir et dapti-
tudes mis en oeuvre par un conservateur-restaurateur peuvent varier en fonction
de son activit et des missions affrentes. Il existe de nombreux facteurs qui se
combinent pour dterminer son expertise et les cartes peuvent savrer un outil trs
utile pour valuer leur force et rechercher les bnfices dun dveloppement pro-
fessionnel supplmentaire. Quoi quil en soit, le groupe de travail propose que ce
soit la combinaison de toutes ces zones de comptences pratiques au bon niveau,
qui dfin isse la nature de notre activit et lui confre son statut professionnel. Nous
46 pensons que larticulation de ces comptences peut aider identifier les aptitudes
utiles des autres professions dans leurs rapports la conservation-restauration.
Nous esprons quelles aideront la dlivrance dacquis de formation et quelles
permettront de renforcer le dveloppement de parcours ducatifs.
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Anderson, L. W.; Krathwohl, D. R.
(Eds.)(2001): A taxonomy for lear-
ning, teaching and assessing: A
revision of Blooms Taxonomy of
educational objectives: Complete
edition, New York: Longman
Bloom, B. S.; Krathwohl, D. R.
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ILLUSTRATIONS
Les images contenues dans ce livret ont t choisies titre dexemple pour illus-
trer les actions menes par les conservateurs-restaurateurs. En consquence, seul
le numro de la page, le nom du photographe et le site o la photo a t prise sont
mentionns.
2 Sebastian Dobrusskin: Helicon CS, Alphen a/d Rijn (NL)
5 Sebastian Dobrusskin: museum franz gertsch, Burgdorf (CH)
7 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
9 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
10 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
11 Lea Dauwalder: vestiges de la Ville Archives, Cologne (D)
12 Mogens S. Koch: Archives de lEtat de Dresden (D)
17 Christel Meyer-Wilmes: site de travail la Friesenberg cimetire (CH)
18 Sebastian Dobrusskin: museum franz gertsch, Burgdorf (CH)
23 Elke Mentzel: Haute cole des arts de Berne (CH) 49
24 Ueli Fritz: rue Pommier, Neuchtel (CH)
28 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
29 Andreas Buder: Haute cole des arts de Berne (CH)
30 Andreas Buder: Haute cole des arts de Berne (CH)
32 Owen Stephenson: conservation-restauration studio Corr, Galway (IRL)
33 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
35 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
39 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
47 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)
La traduction de la version originale anglaise a bnfici du soutien de la:
E.C.C.O.
European Confederation of Conservator-Restorers' Organisations
A.I.S.B.L. / Confdration Europenne des Organisations de
Conservateurs-Restaurateurs A.I.S.B.L.

rue Coudenberg, 70
BE-1000 Brussels
Belgium / Belgique

http://www.ecco-eu.org

ISBN 978-92-990010-8-0