International Council of Museums

Committee for Conservation

Working Group Training in Conservation
The Conservator-Restorer: a Definition of the Profession
Foreword
This document is based on a text prepared in German by Agnes Ballestrem which was submitted by her
as a working paper to the ICCROM Standards and Training Committee at its November 1978 meeting
(ST 1/3). The Working Group for Training in Conservation and Restoration of the ICOM Committee
for Conservation discussed the document for the first time at its meeting in Zagreb in 1978. A revised
version was published in the pre-prints of the ICOM Committee for Conservations triennial meeting in
Ottawa, Canada in 1981, paper 81/22/0 with an introduction by H.C. von Imhoff. Eleanor McMillan
and Paul N. Perrot rewrote it. The new version was presented and, with minor amendments, was
unanimously adopted during the interim meeting of the Working Group for Training in Conservation
and Restoration held in Dresden on 5 September 1983 and was submitted to the Committees Directory
Board at its meeting in Barcelona on 26 November 1983. The Directory Board requested further work
on the wording of the Definition before the Working Group was to present it to the full Committee at
its triennial meeting in Copenhagen in September 1984. This latest version is the result of revisions
done by Ray Isar, Janet Bridgland and Christoph von Imhoff between November 1983 and August
1984.
1. Introduction
1.1. The purpose of this document is to set forth the basic purposes, principles, and requirements of the
conservation profession.
1.2. In most countries, the profession of the conservator-restorer 1 is still undefined: whosoever
conserves and restores is called a conservator or a restorer, regardless of extent and depth of training.
1.3. Concern for professional ethics and standards for the objects being treated and for the owners of
these objects, has led to various attempts to define the profession, to distinguish it from related
professions 2, and to establish proper training requirements. Other professions, such as those of
physician, lawyer and architect, have passed through a phase of self-examination and definition and
1

This term is used throughout this text, as a compromise, since the same professional is called,
conservator in the English speaking countries, and restorer in those where Romance and Germanic
languages are spoken.
2
Certain professions related to conservation, Conservation Architects, Scientists, and Engineers, and
all other who contribute to conservation, are not mentioned in this document since they are already
governed by accepted professional standards.
1

have established widely accepted standards. Such definition of the profession of conservator-restorer is
now overdue. It should help the profession to achieve parity in status with disciplines such as those of
the curator or the archaeologist.
2. The activity of the Conservator-Restorer
2.1. The activity of the conservator-restorer (conservation) consists of technical examination,
preservation, and conservation-restoration of cultural property: Examination is the preliminary
procedure taken to determine the documentary significance of an artefact; original structure and
materials; the extent of its deterioration, alteration, and loss; and the documentation of these findings.
Preservation is action taken to retard or prevent deterioration of or damage to cultural properties by
control of their environment and/or treatment of their structure in order to maintain them as nearly as
possible in an unchanging state. Restoration is action taken to make a deteriorated or damaged artefact
understandable, with minimal sacrifice of aesthetic and historic integrity.
2.2. Conservator-restorer work in museums, in official heritage protection services, in private
conservation enterprises or independently. Their task is to comprehend the material aspect of objects of
historic and artistic significance in order to prevent their decay and to enhance our understanding of
them so as further the distinction between what is original and what is spurious.
3. The Impact and Ranking of the Activities of the Conservator-Restorer
3.1. The conservator-restorer has a particular responsibility in that treatment is performed on
irreplaceable originals, which are often unique and of great artistic, religious, historic, scientific,
cultural, social or economic value. The value of such objects lies in the character of their fabrication, in
their evidence as historical documents, and consequently in their authenticity. The objects are a
significant expression of the spiritual, religious, and artistic life of the past, often documents of a
historical situation, whether they be work of the first rank or simply objects of everyday life 3.
3.2. The documentary quality of the historic object is the basis for research in art history, ethnography,
archaeology, and in other scientifically based disciplines. Hence, the importance of preserving their
physical integrity.
3.3. Because the risk of harmful manipulation or transformation of the object is inherent in any measure
of conservation or restoration, the conservator-restorer must work in the closest co-operation with the
curator or other relevant scholar. Together they must distinguish between the necessary and the
superfluous, the possible and the impossible, the intervention that enhances the qualities of the object
and that which is detrimental to its integrity.
3.4. The conservator-restorer must be aware of the documentary nature of an object. Each object
contains - singly or combined - historic, stylistic, iconographic, technological, intellectual, aesthetic
3

G.S. Graf Adelmann, Restaurator und Denkmalpflege in Nachrichtenblatt der Denkmalpflege in

Baden-Wrttemberg, Vol. 8 No. 3, 1965.
2

and/or spiritual messages and data. Encountering these during research and work on the object, the
conservator-restorer should be sensitive to them, be able to recognise their nature, and be guided by
them in the performance of his task.
3.5. Therefore, all interventions must be proceeded by a methodical and scientific examination aimed at
understanding the object in all its aspects, and the consequences of each manipulation must be fully
considered. Whoever, for lack of training, is unable to carry out such examinations or whoever, for lack
of interest or other reason neglects to proceed in this way cannot be entrusted with the responsibility for
treatment. Only a well-trained experienced conservator-restorer can correctly interpret the results of
such examinations and foresee the consequences of the decisions made.
3.6. An intervention on an historic or artistic object must follow the sequence common to all scientific
methodology: investigation of source, analysis, interpretation and synthesis. Only then can the
completed treatment preserve the physical integrity of the object, and make its significance accessible.
Most importantly, this approach enhances our ability to decipher the objects scientific message and
thereby contribute new knowledge.
3.7. The conservator-restorer works on the object itself. His work, like that of the surgeon, is above all
a manual art/skill. Yet, as in the case of the surgeon, manual skill must be linked to theoretical
knowledge and the capacity simultaneously to assess a situation, to act upon it immediately and to
evaluate its impact.
3.8. Interdisciplinary co-operation is of paramount importance, for today the conservator- restorer must
work as part of a team. Just as the surgeon cannot be simultaneously a radiologist, pathologist and
psychologist, the conservator-restorer cannot be an expert in art or cultural history, chemistry, and/or
other natural or human sciences. Like that of the surgeon, the work of the conservator-restorer can and
should be complemented by the analytical and research findings of scholars. Such co-operation will
function well if the conservator-restorer is able to formulate his questions scientifically and precisely,
and to interpret the answers in the proper context.
4. Distinction from Related Professions
4.1. The conservator-restorers professional activities are distinct from those of the artistic or craft
professions. A basic criterion of this distinction is that, by their activities, conservator- restorers do not
create new cultural objects. It is the province of the craft and artistic professions such as metal-smiths,
gilders, cabinet-makers, decorators, and others to reconstruct physically what no longer exists or what
cannot be preserved. However, they too can benefit immeasurably from the findings of conservatorrestorers, and from their guidance.
4.2. The recommendation as to whether intervention on any object of historic and/or artistic
significance should be undertaken by an artist, a craftsman, or a conservator-restorer can be made only
by a well trained, well educated, experienced and highly sensitive conservator- restorer. This individual

alone, in concert with the curator or other specialist, has the means to examine the object, determine its
condition, and assess its material documentary significance.
5. Training and Education of the Conservator-Restorer
5.1. To conform to the above professional characteristics and specifications, conservator- restorer must
receive artistic, technical and scientific training based upon a well rounded, general education.
5.2. Training should involve the development of sensitivity and manual skill, the acquisition of
theoretical knowledge about materials and techniques, and rigorous grounding in scientific
methodology to foster the capacity to solve conservation problems by following a systematic approach,
using precise research and critically interpreting the results.
5.3. Theoretical training and education should include the following subjects:

History of art and civilisations;

Methods of research and documentation;
Knowledge of technology and materials;
Conservation theory and ethics;
Conservation-restoration history and technology;
Chemistry, biology and physics of deterioration processes and of conservation methods.

5.4. It is understood that an internship is an essential part of any training programme. A thesis or
diploma paper should terminate training, and its completion recognised by the equivalent of a
university graduate degree.
5.5. At all stages in this training, major emphasis should be placed on practice, but sight should never
be lost of the need to develop and sharpen an understanding of technical, scientific, historical, and
aesthetic factors. The ultimate aim of training is to develop thoroughly rounded professionals, able
thoughtfully to perform highly complex conservation interventions and to thoroughly document them
in order that the work and the records contribute not only to preservation but to a deeper understanding
of historical and artistic events related to the objects under treatment.
Copenhagen, September 1984

Conseil international des muses (ICOM)

Comit pour la conservation
Groupe de travail pour la formation en conservation et restauration
Le conservateur-restaurateur: une dfinition de la profession
Avant-propos
Ce document est bas sur un texte prpar en allemand par Agnes Ballestrem qui a t prsent
elle comme un document de travail pour le Comit des normes et de la session de formation de
l'ICCROM en Novembre 1978 (ST 1/3). Le groupe de travail pour la formation en conservationrestauration du Comit de l'ICOM pour la conservation a examin le document pour la premire fois
la runion de Zagreb en 1978. Une version rvise a t publie dans la pr-impression du Comit de
l'ICOM pour la runion triennale conservation Ottawa, Canada en 1981, 81/22/0 papier avec une
introduction par HC von Imhoff. Eleanor McMillan et Paul N. Perrot rcrites. La nouvelle version a
t dpose et, avec de lgres modifications, a t adopte l'unanimit lors de la runion
intersessions du Groupe de travail pour la formation en conservation-restauration a eu lieu Dresde 5
Septembre 1983 et a t soumis au Conseil de l'annuaire europen lors de sa runion Barcelone 26
Novembre 1983. Le Conseil rpertoire demand la poursuite des travaux sur le libell de la dfinition
avant le groupe de travail tait de prsenter en abondance dans la runion du comit trois ans de
Copenhague en Septembre 1984. Ceci est la dernire version rsultat de modifications apportes par
Ray Isar, Janet Bridgland et Christoph von Imhoff entre Novembre 1983 et Aot 1984.
1. Introduction
1.1 Le but de ce document est d'expliquer le but de les principes et les exigences de la profession de
conservation de base.
1.2 Dans la plupart des pays, la profession de conservateur-restaurateur (1) est encore mal dfini:
qui prserve et restaure l'on appelle un conservateur ou restaurateur, indpendamment de l'tendue et de
la profondeur de la formation.
1.3 Le souci des normes thiques et professionnelles pour les objets traiter et les propritaires de
ces objets a conduit diverses tentatives de dfinir la profession, pour la distinguer de professions
connexes (2), et de dterminer les besoins de formation appropri. D'autres professions, telles que
mdecin, avocat et architecte, ont travers une priode d'auto-examen et la dfinition et ont tabli des
normes largement acceptes. Cette dfinition de la profession de conservateur-restaurateur est
maintenant en retard. Devrait aider la profession obtenir le statut d'galit avec d'autres disciplines
telles que le curateur ou archologue.

2. L'activit de conservateur-restaurateur
2.1 Le travail du conservateur-restaurateur (conservation) se compose d'examen technique, la
conservation, et la conservation et la restauration du patrimoine culturel sont les tapes prliminaires
ncessaires pour dterminer l'importance d'un artefact documentaire; la structure et les matriaux
d'origine; la mesure de sa dtrioration, l'altration et la perte; et la documentation de ces rsultats. La
prservation est l'action entreprise pour retarder ou prvenir la dtrioration ou dommages de biens
culturels du contrle de leur environnement et / ou le traitement de leur structure, afin de garder autant
que possible dans un tat fixe. Restauration est une mesure prise pour faire un produit dtrior ou
abm comprhensible, avec sacrifice minimal de l'intgrit esthtique et historique.
2.2 Travaux conservateur-restaurateur dans les muses, les services officiels pour la protection du
patrimoine, la conservation de socits prives ou de faon indpendante. Leur tche est de comprendre
l'aspect matriel des objets d'importance historique et artistique, afin d'viter leur dgradation et
amliorer notre comprhension d'entre eux dans le but de promouvoir la distinction entre ce qui est
original et ce qui est faux.
3. L'impact et le classement des activits du conservateur-restaurateur
3.1 Le conservateur-restaurateur a une responsabilit particulire en ce que le traitement est effectu
sur l'irremplaable d'origine, qui sont souvent uniques et d'une grande artistique, religieuse, historique,
scientifique, culturelle, sociale ou conomique. La valeur de ces lments est dans la nature de leur
fabrication, leur preuve sous forme de documents historiques, et par consquent dans leur authenticit.
Les objets "sont une expression significative du pass spirituel, religieux et artistique, souvent des
documents d'une situation historique, que ce soit le travail ou tout simplement des objets de premier
plan de la vie quotidienne (3).
3.2 La qualit de l'objet du documentaire est la base historique de la recherche en histoire de l'art,
l'ethnographie, l'archologie et d'autres disciplines scientifiques. Ainsi, l'importance de prserver
l'intgrit physique.
3.3 Comme le risque de manipulation ou de transformation de l'objet malveillant est inhrente
toute conservation ou de restauration, le conservateur-restaurateur doit travailler en collaboration plus
troite avec le curateur ou un autre lve en question. Ensemble, ils doivent faire la distinction entre le
ncessaire et le superflu, le possible et l'impossible, l'intervention qui amliore la qualit de l'article et
ce qui est nuisible son intgrit.
3.4 Le conservateur-restaurateur doit tre conscient du documentaire sur la nature d'un objet.
Chaque objet contient - individuellement ou en combinaison - historique, stylistique, iconographique,
technique, intellectuelle, esthtique et / ou des messages spirituels et des donnes. La rencontre avec
eux au cours de la recherche et le travail en question, le conservateur-restaurateur doit tre sensible

eux, tre en mesure de reconnatre leur nature, et de se laisser guider par eux dans l'exercice de ses
fonctions.
3.5 En consquence, tout travail doit tre prcde d'un examen scientifique et mthodique visant
comprendre le sujet sous tous ses aspects, et les consquences de toute manipulation doit prendre
pleinement en compte. Quiconque, par manque de formation, est en mesure d'effectuer des tests ou qui,
en raison du manque d'intrt ou autre raison ne procde pas de cette faon ne peut pas tre charg de
la responsabilit du traitement. Seul un expert conservateur-restaurateur bien form capable
d'interprter correctement les rsultats de ces tests et de prdire les consquences des dcisions prises.
3.6 Une intervention sur un objet historique ou artistique doit suivre la squence commune tous
mthodologie scientifique: enqute de la source, l'analyse, l'interprtation et la synthse. Alors
seulement que le traitement termin prserver l'intgrit physique de l'objet, et faire sa signification
accessible. Plus important encore, cette approche amliore notre capacit dchiffrer un message
scientifique de l'objet et de contribuer ainsi de nouvelles connaissances.
3.7 Le conservateur-restaurateur travaille sur l'objet lui-mme. Son travail, comme celui du
chirurgien, il est avant tout un mtier / comptence. Cependant, comme dans le cas du chirurgien, la
dextrit doit tre raccord la connaissance thorique et la capacit d'valuer une situation la fois,
prendre des mesures immdiates sur lui et valuer son impact.
3.8 collaboration interdisciplinaire est essentielle pour conservateur-restaurateur a aujourd'hui de
travailler dans le cadre d'une quipe. Tout comme le chirurgien ne peut pas tre la fois un
radiologiste, un pathologiste et psychologue, le conservateur-restaurateur ne peut pas tre un expert
dans l'art ou l'histoire culturelle, de la chimie, et / ou d'autres sciences naturelles ou sociales. Comme le
chirurgien, le travail du conservateur-restaurateur peut et doit tre complte par les rsultats de
l'analyse et de la recherche des savants. Cette coopration fonctionne bien si le conservateurrestaurateur est en mesure de formuler ses questions scientifiquement et avec prcision, et d'interprter
les rponses dans leur contexte.
4. Distinction de professionnels connexes
4.1 professionnel conservateur-restaurateur sont distincts de ceux de l'artisanat artistique ou
professionnel. Un critre de base pour cette distinction est que, avec leurs activits, restaurateurs
conservateur-pas de crer de nouveaux objets culturels. Et la province de l'art et de l'artisanat des
professions, comme les forgerons, doreurs, menuisiers, dcorateurs, et les autres reconstruire
physiquement ce qui ne existe ou ce qui ne peut tre stocke. Cependant, ils peuvent eux aussi
bnficier grandement des rsultats de conservateurs-restaurateurs, et leur guide.
4.2 La recommandation que l'intervention de tout objet de valeur historique et / ou artistique doit
tre effectue par un artiste, un artisan ou un conservateur-restaurateur ne peut tre fait par un
personnel bien form, instruit, expriment et trs conservateur- restaurateur sensible. Cet individu
seul, en consultation avec le conservateur ou autre spcialiste, a les moyens d'examiner l'objet pour
dterminer son tat, et d'valuer l'importance du matriel documentaire.
7

5. Formation et ducation du conservateur-restaurateur

5.1 Pour se conformer aux caractristiques professionnelles et les spcifications ci-dessus,
conservateur-restaurateur doit tre form la coopration artistique, scientifique et technique sur la
base d'un enseignement gnral bien quilibr.
5.2 La formation devrait impliquer le dveloppement de la sensibilit et de la dextrit, l'acquisition
de connaissances thoriques sur les matriaux et les techniques, et mise la terre de rigueur dans la
mthodologie scientifique pour faciliter la capacit de rsoudre les problmes de conservation en
suivant une approche systmatique, en utilisant la recherche interprtation critique et prcise des
rsultats.
5.3 La formation thorique et l'ducation devraient inclure les sujets suivants:

Histoire et civilisation;
Mthodes de recherche et de documentation;
La connaissance des technologies et des matriaux;
Thorie et l'thique de conservation;
Histoire de la conservation-restauration et de la technologie;
Chimie, la biologie et la physique des processus de dgradation et mthodes de conservation.

5.4 Il est entendu que d'un stage est une partie essentielle de tout programme de formation. Un
document de thse ou diplme doivent poursuivre leurs tudes, et son achvement reconnu par
l'quivalent d'un diplme universitaire.
5.5 toutes les tapes de cette formation, l'accent devrait tre mis sur la pratique, mais la vue ne doit
pas tre perdu de la ncessit de dvelopper et d'affiner la comprhension de l'esthtique et technique,
scientifique, historique. Le but ultime de la formation est de former des professionnels avec un fond
arrondi qui peut pensivement pour mener bien la conservation et de leur document trs complexe
avec soin afin que le travail et les dossiers contribuent non seulement prserver mais une
comprhension plus profonde de la vnements historiques et artistiques lies aux objets traits.
Copenhague, Septembre 1984
(1) Ce terme est utilis dans le texte, comme un compromis, car le professionnel est appel
conservateur dans les pays anglo-saxons, et "restaurateur" dans ceux qui sont parles les langues
romanes et germaniques.
(2) Certaines professions lies la prservation, de conservation des architectes, des scientifiques et des
ingnieurs, et tous les autres qui contribuent la conservation, ne sont pas mentionns dans ce
document, car ils sont dj soumis des normes professionnelles reconnues.
(3) GS Graf Adelmann, "Restaurator und Denkmalpflege" dans Nachrichtenblatt der Denkmalpflege
dans le Bade-Wurtemberg, vol. 8 n 3, 1965.
8

Consiliul Internaional al Muzeelor

Comitetul pentru Conservare
Grupul de Lucru Formarea Profesional n Conservare i Restaurare
Conservatorul - Restauratorul o Definiie a Profesiunii
Cuvnt nainte
Acest document se bazeaz pe un text pregtit n limba german de Agnes Ballestrem i
prezentat de ea, ca document de lucru, la Comitetul de Norme i Formare Profesional a ICCROM la
edina din noiembrie 1978 (ST 1/3). Grupul de Lucru pentru Formarea Profesional n Conservare i
Restaurare a Comitetului pentru Conservare din cadrul ICOM a discutat documentul, pentru prima
dat, la ntrunirea de la Zagreb din 1978. O variant revizuit a fost publicat n volumele aprute
nainte de Trienala ICOM - CC de la Ottawa - Canada din anul 1981, lucrrile 81/22/0, cu o
introducere de H.C.von Imhoff. Aceast variant a fost rescris de Eleanor McMillan si Paul N.
Perrot. Noua variant a fost prezentat i adoptat n unanimitate, cu amendamente minore, la
reuniunea interimar a Grupului de Lucru pentru Formarea Profesional n Conservare i Restaurare
de la Dresda, n 5 septembrie 1983. n aceast form, documentul a fost prezentat Consiliului Director
al ICOM - CC la ntrunirea de la Barcelona, n 26 noiembrie 1983. Consiliul Director a cerut un studiu
complementar asupra redactrii acestei Definiii, nainte ca Grupul de Lucru s o prezinte n plenul
Comitetului la Trienala din septembrie 1984, de la Copenhaga. Aceast ultim variant a fost
revizuit de Raj Isar, Janet Bridgland i Cristoph von Imhoff n perioada noiembrie 1983 - august
1984.
1.

Introducere

1.1. Scopul acestui document este acela de a stabili obiectivele, principiile i cerinele de baz
ale profesiunii de Conservator - Restaurator.
1.2. n majoritatea rilor, profesiunea de conservator-restaurator (1) n-a fost nc definit:
oricine conserv i restaureaz este numit conservator sau restaurator, fr a ine seama de nivelul i
durata pregtirii sale profesionale.
1.3. Preocuparea pentru respectarea eticii profesionale i a normelor de practic n cadrul
conservrii obiectelor ce sunt tratate precum i respectul pentru proprietarii acestor obiecte, au dus la
diferite ncercri de a defini profesiunea, de a o delimita de profesiunile nrudite (2) i de a - i stabili
cerinele adecvate de pregtire profesional. Alte profesiuni, spre exemplu cele de medic, jurist sau
arhitect, au trecut de-a lungul evoluiei lor prin faze de autoanaliz i de definire dup care i - au
stabilit norme care sunt n prezent larg acceptate. Definirea profesiunii de conservator - restaurator este
justificat i oportun i i permite s dein un statut egal cu alte discipline nrudite, precum cele de
arheolog, curator sau cercettor.

2. Activitatea Conservatorului - Restauratorului

2.1. Activitatea conservatorului - restauratorului, conservarea, const n examinarea tehnic,
prezervarea i conservarea / restaurarea bunurilor culturale.
Examinarea este procedura preliminar care urmrete determinarea importanei documentare a
unui obiect, a structurii originale i a compoziiei sale, a gradului de deteriorare i alterare, a
pierderilor pe care le - a suferit precum i a documentrii datelor obinute.
Prezervarea este aciunea ntreprins pentru a ncetini sau a preveni deteriorarea
sau
degradarea bunurilor culturale prin controlul mediului i / sau prin tratarea structurii lor, pentru a le
menine, pe ct este posibil, ntr - o stare ct mai stabil.
Restaurarea este aciunea ntreprins pentru a face comprehensibil un obiect deteriorat sau
degradat, sacrificnd la minimum din integritatea sa estetica i istorica.
2.2. Conservatorii restauratorii lucreaz n muzee, n servicii oficiale de protecie a bunurilor
culturale, n firme de conservare private sau sunt independeni. ndatorirea lor este aceea de a nelege
aspectul material al obiectelor care au o semnificaie istoric i artistic, n vederea prevenirii
degradrii lor precum i aceea de a facilita mai buna lor cunoatere, permind astfel distingerea ntre
ceea ce este original, de fals.
2.

Impactul
i
Restauratorului

clasificarea

activitilor

Conservatorului

3.1. Conservatorul - restauratorul are o responsabilitate special deoarece trateaz obiecte

originale de ne-nlocuit, adesea unicate, cu o mare valoare artistic, religioas, istoric, tiinific,
cultural, social sau economic. Valoarea acestor obiecte const n modul lor de confecionare, n
mrturia lor ca documente istorice, prin urmare n autenticitatea lor. Obiectele sunt expresia
semnificativ a vieii spirituale, religioase i artistice a trecutului, adesea documente ale unor
evenimente istorice, indiferent dac sunt opere de prim important sau obiecte simple ale vieii
cotidiene (3).
3.2. Calitatea documentar a unui obiect istoric st la baza pentru cercetare n istoria artei,
etnografie, arheologie sau n alte discipline tiinifice. De aici rezult importana prezervrii integritii
lor fizice.
3.3. Deoarece exist riscul unei manipulri greite sau a modificrii unui obiect pe parcursul
interveniei de conservare sau restaurare, conservatorul - restauratorul trebuie s lucreze n strns
colaborare cu curatorul de colecii sau cu un alt specialist. mpreun, ei trebuie s disting ntre ceea
ce este util i inutil, ntre posibil i imposibil precum i ntre intervenia care s pun n valoare
calitatea obiectului i cea care este n detrimentul integritii sale.
3.4. Conservatorul - restauratorul trebuie s fie contient de natura documentar a unui obiect.
Fiecare obiect ncorporeaz - singur sau ntr-un ansamblu - date i informaii istorice, stilistice,
iconografice, tehnologice, intelectuale, estetice i / sau spirituale. Atunci cnd conservatorul restauratorul le identific pe parcursul cercetrii sau lucrului pe obiect, el trebuie s fie sensibil,
capabil s recunoasc natura lor i s se lase condus de acestea n ndeplinirea scopurilor sale.
10

3.5. De aceea, toate interveniile trebuie precedate de o examinare metodic i tiinific cu

scopul de a ajuta la nelegerea obiectului sub toate aspectele i de a lua n considerare toate
consecinele fiecrei aciuni. Cine nu este capabil s efectueze o astfel de examinare, datorit fie
lipsei instruirii necesare, fie lipsei de interes, sau cine nu procedeaz ntr - o astfel de manier din alte
motive, nu poate fi investit cu responsabilitatea efecturii unor tratamente. Numai un conservator restaurator bine instruit i cu experien poate interpreta corect rezultatele unor astfel de examinri i
sa prevad consecinele deciziilor luate.
3.6. Toate interveniile asupra unui obiect istoric sau artistic trebuie s urmeze etapele comune
metodologiei tiinifice : cercetarea surselor, analiza, interpretarea i sinteza. Numai atunci, n urma
tratamentului aplicat, se poate pstra integritatea fizic a unui obiect iar semnificaia sa fie accesibil.
Este la fel de important faptul c aceast abordare mrete capacitatea noastr de a descifra mesajul
tiinific al obiectelor, contribuind, n acest fel, la mai buna lor cunoatere.
3.7. Conservatorul - restauratorul lucreaz nemijlocit pe obiect. Munca lui, similar cu cea a
chirurgului, este nainte de toate art manual / ndemnare. Mai mult, ca i n cazul chirurgului,
abilitatea manual trebuie corelat cu cunotinele teoretice precum i cu capacitatea de a evalua,
simultan, o situaie, de a aciona imediat i de a estima rezultatul obinut.
3.8. Cooperarea interdisciplinar are astzi o importan primordial deoarece conservatorul restauratorul trebuie s lucreze ca un membru al unei echipe. Aa cum un chirurg nu poate fi n
acelai timp radiolog, patolog i psiholog, conservatorul - restauratorul nu poate fi un expert n arta sau
n istoria culturii, n chimie i / sau alte tiine ale naturii sau umane. Ca i n cazul unui chirurg,
munca conservatorului - restauratorului poate i trebuie s fie completat de rezultatele analizelor i
cercetrii oamenilor de tiin. Aceast colaborare va funciona bine dac conservatorul - restauratorul
este capabil s formuleze ntrebri ntr-o manier tiinific i precis iar rspunsurile s le
interpreteze ntr - un context exact.
3.

Diferenierea de profesiunile nrudite

4.1. Activitile profesionale ale conservatorului - restauratorului sunt diferite de cele ale
profesiunilor artistice sau artizanale. Unul dintre criteriile fundamentale ale acestei diferenieri este
acela c prin activitile sale conservatorul - restauratorul nu creeaz obiecte culturale noi.
Reconstrucia fizic a ceea ce nu mai exist sau nu mai poate fi pstrat este de domeniul artizanatului
sau a profesiunilor artistice, precum cele ale fierarilor, auritorilor, ebenitilor, decoratorilor sau a
altora. Totui, i acetia pot beneficia considerabil de descoperirile i cunotinele conservatorilor restauratorilor.
4.2. Numai un conservator - restaurator bine pregtit, cultivat, experimentat i foarte sensibil
poate recomanda ca o intervenie pe un obiect, avnd o semnificaie istoric i / sau artistic, sa fie
fcut de un artist, un artizan sau de un conservator - restaurator. Doar conservatorul - restauratorul, n
colaborare cu curatorul sau cu un alt specialist, are toate mijloacele de a examina un obiect, de a
determina starea sa i de a - i evalua semnificaia material - documentar.

11

Formarea profesional a Conservatorului Restauratorului

4.

5.1. Pentru a atinge calitile i caracteristicile profesionale descrise mai sus, viitorii
conservatori - restauratori trebuie s beneficieze de o formare artistic, tehnic i tiinific bazata pe o
educaie general complet.
5.2. Formarea profesional trebuie s cuprind dezvoltarea sensibilitii i abilitii manuale,
nvarea cunotinelor teoretice despre materiale i tehnici precum i cunoaterea fundamental a
metodologiei tiinifice. Toate acestea au n vedere dezvoltarea capacitii de rezolvare a problemelor
de conservare printr-o abordare sistematic, pornind de la o cercetare precis i o interpretare critic
a rezultatelor.
5.3. Pregtirea teoretic trebuie s cuprind urmtoarele subiecte:
Istoria artei i civilizaiei
Metode de cercetare i documentare
Cunotine despre tehnologie i materiale
Teoria i etica conservrii
Istoria i tehnologia conservrii - restaurrii
Chimia, biologia i fizica proceselor de degradare i a metodelor de conservare
5.4. Se subnelege faptul c stagiul de practic este o parte esenial a oricrui program de
formare profesional. Programul trebuie s se finalizeze cu o tez sau o lucrare de diplom iar
absolvirea ei s fie recunoscut, prin echivalare, cu un grad universitar.
5.5. n toate etapele de formare a conservatorilor - restauratorilor, accentul trebuie pus pe
practic, fr a pierde niciodat din vedere necesitatea dezvoltrii i ascuirii capacitii de nelegere a
factorilor tehnici, tiinifici, istorici i estetici. Scopul final al formrii este acela de a pregti
profesioniti de nalt competen i calificare, capabili s judece i s realizeze intervenii extrem de
complexe de conservare, s le documenteze complet, n aa fel nct munca lor i datele obinute i
nregistrate s contribuie nu numai la prezervare ci i la o mai profund nelegere a evenimentelor
istorice i artistice pe care obiectele n curs de tratare, le relev.
Copenhaga, septembrie 1984
NOTE
1.

Acest termen este utilizat n text ca un compromis, deoarece acelai profesionist este denumit
conservator n rile anglofone i restaurator n rile latine i germanice.

2.

Acele profesiuni legate de conservare - arhiteci, oameni de tiin, ingineri, specializai n

conservare - precum i altele care contribuie n domeniu, nu sunt menionate n acest document
deoarece ele au deja norme profesionale larg acceptate.

3.

G. S. Graf Adelman, Restaurator und Denkmalpflege , Nachrichtenblatt der

Denkmalpflege in Baden - Wrttemberg , vol. 8, nr. 3 , 1965.

12

N.T.
Documentul a fost tradus n limba romn de Dan Octavian PAUL, dup versiunile oficiale din limbile
englez i francez.

13

Resolution to be submitted to the ICOM-CC membership on the

occasion of the XVth Triennial Conference,
New Delhi, 22-26 September 2008

Terminology to characterize the

conservation of tangible cultural heritage
Considering that
(a)
(b)
(c)

our aim is to hand on tangible cultural heritage to future generations while

ensuring its current use and respecting its social and spiritual significance,
any measures and actions taken result from an inclusive interdisciplinary
decision-making process,
the decision-making process always includes documentation and investigation
(historical, art historical, scientific or technical), and takes into account the
past, present and future context of the item,

and that, since the creation in 1967 of the international Committee for Conservation of ICOM
(ICOM-CC) ,
(d)
(e)
(f)

our professional community has grown significantly in size and in the variety
of professions and cultures represented,
the public has increasingly become an essential partner in safeguarding our
shared cultural heritage,
there has been a sometimes haphazard multiplication of terminology,
resulting in confusion and misunderstanding,

ICOM-CC, which represents through ICOM a wide international professional network, in

order to facilitate communication amongst its membership, the ICOM membership, the world
heritage professional community, and with the general public, sees the need for a clear and
consistent terminology.
ICOM-CC adopts the following terms: preventive conservation, remedial conservation,
and restoration which together constitute conservation of the tangible cultural heritage.
These terms are distinguished according to the aims of the measures and actions they
encompass.
The definitions of the terms are as follows:
Conservation - all measures and actions aimed at safeguarding tangible cultural heritage
while ensuring its accessibility to present and future generations. Conservation embraces
preventive conservation, remedial conservation and restoration. All measures and actions
should respect the significance and the physical properties of the cultural heritage item.

03/12/2008 (rev 23)

CONSERVATION

Preventive conservation - all measures and actions aimed at avoiding and minimizing
future deterioration or loss. They are carried out within the context or on the surroundings
of an item, but more often a group of items, whatever their age and condition. These
measures and actions are indirect they do not interfere with the materials and structures
of the items. They do not modify their appearance.

Examples of preventive conservation are appropriate measures and actions for registration, storage,
handling, packing and transportation, security, environmental management (light, humidity, pollution
and pest control), emergency planning, education of staff, public awareness, legal compliance.

Remedial conservation - all actions directly applied to an item or a group of items aimed
at arresting current damaging processes or reinforcing their structure. These actions are
only carried out when the items are in such a fragile condition or deteriorating at such a
rate, that they could be lost in a relatively short time. These actions sometimes modify the
appearance of the items.

Examples of remedial conservation are disinfestation of textiles, desalination of ceramics, deacidification of paper, dehydration of wet archaeological materials, stabilization of corroded metals,
consolidation of mural paintings, removing weeds from mosaics.

Restoration all actions directly applied to a single and stable item aimed at facilitating
its appreciation, understanding and use. These actions are only carried out when the item
has lost part of its significance or function through past alteration or deterioration. They
are based on respect for the original material. Most often such actions modify the
appearance of the item.

Examples of restoration are retouching a painting, reassembling a broken sculpture, reshaping a

basket, filling losses on a glass vessel.

Conservation measures and actions can sometimes serve more than one aim. For instance
varnish removal can be both restoration and remedial conservation. The application of
protective coatings can be both restoration and preventive conservation. Reburial of mosaics
can be both preventive and remedial conservation.
Conservation is complex and demands the collaboration of relevant qualified professionals. In
particular, any project involving direct actions on the cultural heritage requires a conservatorrestorer (ref. ICOM-CC definition of the profession, Copenhagen, 1984, and ICOM code of
ethics).
For the purposes of international meetings and
multilingual publications, the translation into
French of the Terminology is: ConservationRestauration (for Conservation), Conservation
preventive (for Preventive conservation),
Conservation curative (for Remedial conservation)
and Restauration (for Restoration)

For the purposes of international meetings and

multilingual publications, the translation into
Spanish of the Terminology is: Conservacin (for
Conservation), Conservacin preventiva (for
Preventive conservation), Conservacin curativa
(for Remedial conservation) and Restauracin (for
Restoration)

03/12/2008 (rev 23)

Examples non-interventive conservation, indirect conservation, passive conservation, collection care,

preservation, preventative conservation, maintenance, indirect preservation, active conservation,
conservation , direct conservation, interventive conservation, remedial conservation, curative conservation,
stabilisation, treatment, direct preservation, repair, rehabilitation, renovation, conservation-restoration,
preservation, etc.

Rsolution soumettre lapprobation des membres de lICOM-CC

loccasion de la XVme Confrence Triennale,
New Delhi, 22-26 Septembre 2008

Terminologie de la conservation-restauration
du patrimoine culturel matriel
Considrant que
(a)

(b)
(c)

notre but est de transmettre le patrimoine culturel matriel aux gnrations

futures, tout en assurant son usage actuel et en respectant sa signification
sociale et spirituelle,
toute mesure prise et toute action mene dcoulent dun processus dcisionnel
interdisciplinaire et inclusif,
ce processus dcisionnel comprend la documentation et la recherche
(historique, dhistoire de lart, scientifique ou technique) et tient compte des
contextes pass, prsent et futur du bien culturel,

Et que, depuis la cration en 1967 du comit international de lICOM pour la conservation

(ICOM-CC),
(d)
(e)
(f)

notre communaut professionnelle a connu une croissance significative de sa

taille et de la diversit des professions et cultures reprsentes,
le public est devenu un partenaire de plus en plus essentiel la sauvegarde de
notre patrimoine culturel commun,
une prolifration quelque peu dsordonne de la terminologie* a conduit des
confusions et des malentendus,

LICOM-CC, qui reprsente travers lICOM un trs large rseau international de

professionnels, constate la ncessit dune terminologie claire et cohrente, qui puisse faciliter
la communication entre ses membres, et avec les membres de lICOM, lensemble de la
communaut professionnelle internationale et plus gnralement, le public.
LICOM-CC adopte les termes suivants : conservation prventive, conservation curative
et restauration qui, ensemble, constituent la conservation-restauration du patrimoine
culturel matriel. Ces termes se distinguent les uns des autres en fonction des objectifs des
mesures et des actions quils englobent.
Les dfinitions de ces termes sont les suivantes :
Conservation-restauration Lensemble des mesures et actions ayant pour objectif la
sauvegarde du patrimoine culturel matriel, tout en garantissant son accessibilit aux
gnrations prsentes et futures. La conservation-restauration comprend la conservation
prventive, la conservation curative et la restauration. Toutes ces mesures et actions doivent
respecter la signification et les proprits physiques des biens culturels.

Conservation prventive - Lensemble des mesures et actions ayant pour objectif dviter et de
minimiser les dtriorations ou pertes venir. Elles sinscrivent dans le contexte ou
lenvironnement dun bien culturel, mais plus souvent dans ceux dun ensemble de biens,
quelques soient leur anciennet et leur tat. Ces mesures et actions sont indirectes- elles
ninterfrent pas avec les matriaux et structures des biens. Elles ne modifient pas leur apparence.

Exemples: les mesures et actions mises en oeuvre pour assurer de faon approprie linventaire, le stockage, la
manipulation, lemballage et le transport, la scurit, le contrle environnemental (lumire, humidit, pollution,
infestation), les plans durgence, la formation du personnel, la sensibilisation du public, la conformit aux
normes juridiques

Conservation curative- Lensemble des actions directement entreprises sur un bien culturel ou un
groupe de biens ayant pour objectif darrter un processus actif de dtrioration ou de les renforcer
structurellement. Ces actions ne sont mises en oeuvres que lorsque lexistence mme des biens est
menace, relativement court terme, par leur extrme fragilit ou la vitesse de leur dtrioration.
Ces actions modifient parfois lapparence des biens.

Exemples: dsinfestation de textiles, dessalement de cramiques, dsacidification du papier, schage contrl de

matriaux archologiques humides, stabilisation de mtaux corrods, consolidation de peintures murales,
dsherbage des mosaques.

Restauration Lensemble des actions directement entreprises sur un bien culturel, singulier et
en tat stable, ayant pour objectif den amliorer lapprciation, la comprhension, et lusage. Ces
actions ne sont mises en oeuvres que lorsque le bien a perdu une part de sa signification ou de sa
fonction du fait de dtriorations ou de remaniements passs. Elles se fondent sur le respect des
matriaux originaux. Le plus souvent, de telles actions modifient lapparence du bien.

Exemples dactions de restauration:retoucher une peinture, assembler les fragments dune sculpture brise,
remettre en forme une vannerie, combler les lacunes dun vase de verre.

Les mesures et actions de conservation-restauration peuvent parfois servir plusieurs objectifs. Ainsi,
llimination dun vernis peut relever la fois de la conservation curative et de la restauration,
lapplication dun revtement protecteur de la restauration et de la conservation prventive, le
renfouissement de mosaques de la conservation prventive et curative.
La conservation-restauration est complexe et exige la collaboration de professionnels qualifis dans les
divers domaines pertinents. En particulier, tout projet impliquant des actions directes sur le patrimoine
culturel requiert un conservateur-restaurateur. (ref. Dfinition de la profession, ICOM-CC,
Copenhague, 1984, et code de dontologie de lICOM).
Lors des runions internationales ou pour les
publications multilingues, la traduction en anglais
de la Terminologie est: Conservation (pour
Conservation-restauration), Preventive
conservation (pour Conservation prventive),
Remedial conservation (pour Conservation
curative) et Restoration (pour Restauration)

Lors des runions internationales ou pour les

publications multilingues, la traduction en espagnol
de la Terminologie est: Conservacin (pour
Conservation-restauration), Conservacin
preventiva (pour Conservation prventive),
Conservacin curativa (pour Conservation
curative) et Restauracin (pour Restauration)

*Exemples : conservation indirecte, conservation passive, prservation, conservation prventive, maintenance,

prservation indirecte, conservation active, conservation, conservation directe, conservation curative,
stabilisation, traitement, prservation directe, conservation matrielle, rhabilitation, rnovation, protection,
prvention, restauration prventive, restauration curative, restauration cosmtique, restitution, etc.
(traduit de la version originale en anglais 17/03/2008 Rev.23)

! " ## #$

#%%&

Considerando que
(a)
(b)
(c)

nuestro objetivo es transmitir el patrimonio cultural tangible a futuras

generaciones, asegurando su uso actual y respetando su significado social y
espiritual,
cualquier medida o accin realizada debe ser el resultado de un proceso de
toma de decisiones inclusivo e interdisciplinario,
el proceso de toma de decisiones incluye siempre la documentacin e
investigacin (histrica, histrico-artstica, cientfica o tcnica), y reconoce el
contexto pasado, presente y futuro del bien cultural,

y que desde la creacin en 1967 del Comit Internacional del ICOM (ICOM-CC),
(d)
(e)
(f)

nuestra comunidad profesional ha crecido de manera significativa en tamao y

en diversidad de profesiones y culturas representadas,
el pblico se ha convertido cada vez ms en un protagonista esencial para la
salvaguarda de nuestro patrimonio cultural comn,
en ocasiones ha habido una multiplicacin desordenada de la terminologa, lo
cual ha llevado a confusin y malentendidos,

el ICOM-CC, que representa a travs del ICOM a una amplia red profesional internacional, ve
la necesidad de una terminologa clara y coherente, que facilite la comunicacin entre sus
miembros, entre los miembros del ICOM, entre la comunidad de profesionales del patrimonio
a nivel mundial, y con el pblico en general.
El ICOM-CC adopta los siguientes trminos: conservacin preventiva, conservacin
curativa y restauracin, que conjuntamente constituyen la conservacin del patrimonio
cultural tangible. Estos trminos se distinguen entre s por los diferentes
que
presentan las medidas y acciones que comprenden.
Las definiciones de los trminos son los siguientes:
Todas aquellas medidas o acciones que tengan como objetivo la salvaguarda
del patrimonio cultural tangible, asegurando su accesibilidad a generaciones presentes y
futuras. La conservacin comprende la conservacin preventiva, la conservacin curativa y la
restauracin. Todas estas medidas y acciones debern respetar el significado y las propiedades
fsicas del bien cultural en cuestin.

(Traduccin de la versin original en ingls 25/03/2008 rev. 23)

Conservacin preventiva Todas aquellas medidas y acciones que tengan como objetito evitar o
minimizar futuros deterioros o prdidas. Se realizan sobre el contexto o el rea circundante al bien,
o ms frecuentemente un grupo de bienes, sin tener en cuenta su edad o condicin. Estas medidas
y acciones son indirectas no interfieren con los materiales y las estructuras de los bienes. No
modifican su apariencia.

Algunos ejemplos de conservacin preventiva incluyen las medidas y acciones necesarias para el registro,
almacenamiento, manipulacin, embalaje y transporte, control de las condiciones ambientales (luz, humedad,
contaminacin atmosfrica e insectos), planificacin de emergencia, educacin del personal, sensibilizacin del
pblico, aprobacin legal.

Conservacin curativa Todas aquellas acciones aplicadas de manera directa sobre un bien o un
grupo de bienes culturales que tengan como objetivo detener los procesos dainos presentes o
reforzar su estructura. Estas acciones slo se realizan cuando los bienes se encuentran en un estado
de fragilidad notable o se estn deteriorando a un ritmo elevado, por lo que podran perderse en un
tiempo relativamente breve. Estas acciones a veces modifican el aspecto de los bienes.

Algunos ejemplos de conservacin curativa incluyen la desinfestacin de textiles, la desalinizacin de

cermicas, la desacidificacin del papel, la deshidratacin de materiales arqueolgicos hmedos, la
estabilizacin de metales corrodos, la consolidacin de pinturas murales, la remocin de hierbas en mosaicos.

Restauracin Todas aquellas acciones aplicadas de manera directa a un bien individual y

estable, que tengan como objetivo facilitar su apreciacin, comprensin y uso. Estas acciones slo
se realizan cuando el bien ha perdido una parte de su significado o funcin a travs de una
alteracin o un deterioro pasados. Se basan en el respeto del material original. En la mayora de
los casos, estas acciones modifican el aspecto del bien.

Algunos ejemplos de restauracin incluyen el retoque de una pintura, el ensamblaje de una escultura rota, la
modificacin de la forma de una canasta, la reintegracin de prdidas en un vaso de vidrio.

Las medidas y acciones de conservacin a veces pueden tener ms de una finalidad. Por ejemplo, la
remocin de barniz puede ser tanto restauracin como conservacin curativa. La aplicacin de capas
de proteccin puede ser tanto restauracin como conservacin preventiva. El reenterramiento de
mosaicos puede ser tanto conservacin preventiva como curativa.
La conservacin es compleja y demanda la colaboracin de profesionales expertos y cualificados. En
particular, cualquier proyecto que implique acciones directas requiere de una conservador-restaurador
(ref. a la definicin de la profesin del ICOM-CC, Copenhague, 1984, y al cdigo de tica del ICOM).
Para reuniones internacionales y publicaciones
multilinges, la traduccin al francs de la
Terminologa ser: Conservation-Restauration
(para Conservacin), Conservation prventive
(para Conservacin preventiva), Conservation
curative (para Conservacin curativa) y
Restauration (para Restauracin)

Para reuniones internacionales y publicaciones

multilinges, la traduccin al ingls de la
Terminologa ser: Conservation (para
Conservacin), Preventive conservation (para
Conservacin preventiva), Remedial conservation
(para Conservacin curativa) y Restoration (para
Restauracin)

Ejemplos conservacin no interventiva, conservacin indirecta, conservacin pasiva, cuidado de

colecciones, preservacin, conservacin preventiva, manutencin, preservacin indirecta, conservacin
activa, conservacin , conservacin directa, conservacin interventiva, conservacin reparadora,
conservacin curativa, estabilizacin, tratamiento, preservacin directa, reparacin, rehabilitacin,
renovacin, conservacin-restauracin, etc.

2
(Traduccin de la versin original en ingls 25/03/2008 rev. 23)

Commentary on the
ICOM-CC Resolution on Terminology for Conservation
A reminder of the scope of this document
As stated in the attached ICOM-CC Resolution, our scope is to facilitate communication in the
international professional and public fora and in the literature, since the same word may currently
have different meanings in different places.
It is not our intention to interfere with the local conservation terminologies already in use in many
countries, some of which are clearly defined in a national professional code of ethics. It is also not
our intention to be prescriptive, or to re-formulate conservation principles.
The ICOM-CC Resolution concerns four fundamental terms. The first is the umbrella term
(Conservation) that encompasses all the measures and actions on the tangible cultural heritage. The
other three terms (preventive conservation; remedial conservation; restoration) define three groups
of actions which our professional community has widely recognized as very distinct in their aims,
although many examples exist of single actions that achieve more than one of these aims. These three
components constitute the whole of what we do, or aim to do.

The working method

The Task Force (see composition below) was created by the ICOM-CC Board after the Board and
Coordinators meeting (Los Angeles, October 2006). The Task Force worked primarily by e-mail to
produce the first draft resolution which was presented to the ICOM-CC Board (Paris, November
2007). After revision, the text was sent to the WG coordinators. 19/23 responded. Their suggestions
and comments were discussed and integrated during the recent meeting of the Task Force (Rome,
March 2008). The present Resolution is the 23rd revised version!

Note about the language issue:

The text was formulated in English, by a group of predominantly non-native speakers. This was
seen as strength rather than a weakness for the Task Force, since it represented the international
forum that was our target. It is important to note, however, that the French and the Spanish
versions (i.e. the other two official languages of ICOM) will be translations of the initial English
document, not reworkings.

Note about the Task Force:

The Task Force represents different disciplines and cultures. Although most of the members
were European, they have all been exposed to multicultural contexts.

Note about the WG coordinators:

The consultation with the WG coordinators was an essential step of the process. The purpose
was to gain their point of view and experience as coordinators of multi-cultural, multidisciplinary groups of professionals.

The approach
The approach taken to prepare this terminology was to focus on the actions and measures which
are applied to the tangible cultural heritage. There is no intention of discriminating between these (i.e.
to express a judgment on their relative importance or on the order in which they should take place).
There is no attempt either of describing the conservation decision-making process (including
investigation and documentation) which is a fundamental preliminary to any actions or measures, and
which is referred to and highlighted in the introduction of the Resolution.

The conservation actions and measures are identified and organized according to 4 (four) basic
criteria:
a. their aims, i.e. whether they address future deterioration, current deterioration, or past
deterioration
b. their impact on the materials and structure of cultural heritage items, i.e. whether they are
direct or indirect
c. whether they can be applied to only one cultural heritage item at a time or to a group of
items
d. whether their results can be seen or not on the cultural heritage items, (i.e., whether they
modify their appearance or not)
As much as possible, ambiguous terms were avoided, and a parallel sentence structure was adopted
to illustrate the link between the different definitions. Definitions were also kept short (maximum 5
lines), in order to be usable and also easily understood by the larger public.

Deciding on the Words

Distinguishing between the aims of actions and measures at first led to the following proposal:
Preventive conservation, Curative conservation and Restoration, with Conservation as the allencompassing word, the umbrella term.
While the words Preventive conservation and Restoration did not raise major discussions during
the consultation process, this was not the case with the words Curative conservation and
Conservation

(a) From Curative conservation to Remedial conservation

There was major disagreement about the term Curative conservation, with the following reasons
given: it is seldom used in English; it is too close to the word curator with possible misinterpretation
on who should do what; it is too close to the medical field; it gives the idea that we can return the
object to an optimal physical condition.
Most frequently proposed alternatives were

Interventive conservation: this could not be adopted since the word is connected with the
nature of the action (i.e. direct) rather than its aims, and applies also to Restoration actions.

Stabilization: this was not adopted since stabilization can also apply to preventive
conservation actions. It is also difficult to associate stabilization with some of the curative
conservation actions such as disinfestation or desalination.

Remedial conservation
The Task Force adopted Remedial conservation as the best alternative for the following reasons: it
is well known in English, and it gives the idea that the action is to arrest a current damaging process
or to improve the state of conservation. Although the term is also close to the human health field, as
per the Webster dictionary, it gives the idea of correcting a situation rather than solving it.
Note about translation
It is important to note that in French, the translation will be conservation curative, and in
Spanish, conservacin curativa.

(b) Conservation as the umbrella-term

In order to decide on the umbrella term, the final choice was Conservation.
The Task Force considered also conservation-restoration which was suggested during the
consultation process. The pros and cons of both words were carefully examined, in particular:

Conservation-Restoration is the word used in the European ECCO code of ethics. It is in line with
the ICOM-CC document defining the profession of the Conservator-Restorer (Copenhagen, 1984).
Conservation-Restoration implies that conservation and restoration actions are intrinsically linked.
However, it is only a historical compromise on a professional title (between south and north
Europe). The word is somewhat clumsy and heavy, not user-friendly, and therefore not easy for
communication with non-professionals, such as journalists or the public.
On the other hand, although Conservation cannot be used as a stand-alone word in French and
possibly in other Latin languages, and although it does not embrace intuitively restoration, it is
already widely used in English as an umbrella term. It is adopted by the specialized institutions such
as AIC, GCI, ICOM-CC, IIC, CCI, etc. It is also the term being adopted in the current work of the
European Committee for Normalization: CEN T/C 346 Conservation of Cultural Property, and its
Working Group 1 on Guidelines and General Terms. It is also the word which was most supported
during the consultation process.
In the end, the Task Force adopted Conservation as the umbrella-term.
Note about translation
It is important to note that in French, the translation will be conservation-restauration, while it
will be conservacin in Spanish

Other terms?
In the consultation process, there were a few suggestions to consider other actions and therefore
other terms which were also in use in the field, such as reconstruction. The Task Force considered
that any actions such as reconstructions, reconstitutions, copies, etc. are out of the scope of this
document because they cannot be considered as actions on the tangible cultural heritage, even
though we recognize they may sometimes indirectly benefit original heritage items.
Note about CEN glossary
It is also important to note that the CEN/TC 346 WG1 definitions of terms will include a whole
range of terms well beyond the main four terms being considered here, and that these will
embrace second-order terms such as those above. It is expected that the CEN work on
terminology (on which ICOM-CC is collaborating) will be open to public consultation later this
year.

Issue of the conservator-restorer definition of the profession

Although we used the term conservation as the umbrella-term, the resolution makes specific
reference to one of the conservation professions, i.e. the conservator-restorer. This term refers to
the document produced and adopted by ICOM-CC in 1984: The conservator-restorer: a definition of
the profession. Considering the importance of this document, and until it is revised, the Task Force
decided to keep the use of the term

Final note
As with any terminology, the one adopted in this resolution will evolve and change in the future,
according to the needs of a professional community itself adapting to changes in approaches to
safeguarding cultural heritage in different cultures.
Rome, 7-8 March 2008, C. Antomarchi, M. Berducou , G. de Guichen, F. Hanssen-Bauer, D. Leigh,
J. L. Pedersoli Jr., M. te Marvelde , K. Sibul, R. Varoli-Piazza, J. Wadum

E.C.C.O. PROFESSIONAL GUIDELINES THE PROFESSION

Promoted by the European Confederation of Conservator-Restorers'
Organisations and adopted by its General Assembly
Brussels 1 March 2002

Preamble
The objects, buildings and environments to which society attributes particular aesthetic, artistic,
documentary, environmental, historic, scientific, social, or spiritual values are commonly
designated "Cultural Heritage" and constitute a material and cultural patrimony to be passed on to
coming generations.
Since it is entrusted to the care of the Conservator-Restorer by society, s/he has a responsibility
not only to the cultural heritage itself, but also to the owner or legal guardian, the originator or
creator, the public, and to posterity. The following conditions serve to safeguard all cultural
heritage regardless of its owner, age, state of completeness or value.
I. Definition of the Conservator-Restorer
The Conservator-Restorer is a professional who has the training, knowledge, skills, experience
and understanding to act with the aim of preserving cultural heritage for the future, and according
to the considerations outlined below.
The fundamental role of the Conservator-Restorer is the preservation of cultural heritage for the
benefit of present and future generations. The Conservator-Restorer contributes to the
perception, appreciation and understanding of cultural heritage in respect of its environmental
context and its significance and physical properties.
The Conservator-Restorer undertakes responsibility for, and carries out strategic planning;
diagnostic examination; the drawing up of conservation plans and treatment proposals; preventive
conservation; conservation-restoration treatments and documentation of observations and any
interventions.
Diagnostic examination consists of the identification, the determination of the composition and
the assessment of the condition of cultural heritage; the identification, nature and extent of
alterations; the evaluation of the causes of deterioration and the determination of the type and
extent of treatment needed.
It includes the study of relevant existing information.
Preventive Conservation consists of indirect action to retard deterioration and prevent damage
by creating conditions optimal for the preservation of cultural heritage as far as is compatible
with its social use.

Preventive conservation also encompasses correct handling, transport, use, storage and
display. It may also involve issues of the production of facsimiles for the purpose of
preserving the original.
Conservation consists mainly of direct action carried out on cultural heritage with the aim of
stabilising condition and retarding further deterioration.
Restoration consists of direct action carried out on damaged or deteriorated cultural heritage with
the aim of facilitating its perception, appreciation and understanding, while respecting as far as
possible its aesthetic, historic and physical properties.
Documentation consists of the accurate pictorial and written record of all procedures carried out,
and the rationale behind them. A copy of the report must be submitted to the owner or custodian of
the cultural heritage and must remain accessible. Any further requirements for the storage,
maintenance, display or access to the cultural property should be specified in this document.
The record remains the intellectual property of the Conservator-Restorer and shall be
retained for future reference. Furthermore, it is within the Conservator-Restorer's
competence to:
develop programmes, projects and surveys in the field of conservation-restoration
provide advice and technical assistance for the preservation of cultural heritage
prepare technical reports on cultural heritage (excluding any judgement of its market value)
conduct research
develop educational programmes and teach
disseminate information gained from examination, treatment or research
promote a deeper understanding of the field of conservation-restoration
II. Education and Training
To maintain the standards of the profession, the Conservator-Restorer's professional education
and training shall be at the level of a university Master's degree ( or recognised equivalent ) in
conservation-restoration. The training is further detailed in "E.C.C.O. Professional
Guidelines III".
Conservation-Restoration is a complex and rapidly developing field. Therefore, the qualified
Conservator-Restorer has a professional responsibility to keep up to date with new findings, and
ensure that s/he practices her/his profession in line with current ethical thought. Continuing
Professional Development is further detailed in "E.C.C.O. Professional Guidelines II".
III. Distinction from other Related Fields
Conservation-Restoration is distinct from related fields (eg art and crafts ) in that its primary
aim is the preservation of cultural heritage, as opposed to the creation of new objects or
maintaining or repairing objects in a functional sense.

The Conservator-Restorer is distinguished from other professionals by her/his specific

education in conservation- restoration.

E.C.C.O. PROFESSIONAL GUIDELINES (II): CODE OF ETHICS

Promoted by the European Confederation of Conservator-Restorers' Organisations and adopted by
its General Assembly, Brussels, 7 March 2003
I. General Principles for the Application of the Code
Article 1: The Code of Ethics embodies the principles, obligations and behaviour which every
Conservator-Restorer belonging to a member organisation of E.C.C.O. should strive for in the
practice of the profession.
Article 2: The profession of Conservator-Restorer constitutes an activity of public interest and
must be practised in observance of all pertinent national and European laws and agreements,
particularly those concerning stolen property.
Article 3: The Conservator-Restorer works directly on cultural heritage and is personally
responsible to the owner, to the heritage and to society. The Conservator-Restorer is entitled to
practise without hindrance to her/his liberty and independence.
The Conservator-Restorer has the right in all circumstances to refuse any request which s/he
believes is contrary to the terms or spirit of this Code.
The Conservator-Restorer has a right to expect that all relevant information regarding a
conservation-restoration project (of any size ) is given to her/him by the owner or custodian.
Article 4: Failure to observe the principles, obligations and prohibitions of the Code constitutes
unprofessional practice and will bring the profession into disrepute. It is the responsibility of
each national professional body to ensure that its members comply with the spirit and letter of
the Code, and to take action in the case of proven non-compliance.
II. Obligations towards Cultural Heritage
Article 5: The Conservator-Restorer shall respect the aesthetic, historic and spiritual
significance and the physical integrity of the cultural heritage entrusted to her/his care.
Article 6: The Conservator-Restorer, in collaboration with other professional colleagues involved
with cultural heritag shall take into account the requirements of its social use while preserving the
cultural heritage.
Article 7: The Conservator-Restorer must work to the highest standards regardless of any opinion
of the market value of the cultural heritage. Although circumstances may limit the extent of a
Conservator-Restorer's action, respect for the Code should not be compromised.
3

Article 8: The Conservator-Restorer should take into account all aspects of preventive
conservation before carrying out physical work on the cultural heritage and should limit the
treatment to only that which is necessary.
Article 9: The Conservator-Restorer shall strive to use only products, materials and procedures
which, according to the current level of knowledge, will not harm the cultural heritage, the
environment or people.
The action itself and the materials used should not interfere, if at all possible, with any future
examination, treatment or analysis. They should also be compatible with the materials of the
cultural heritage and be as easily and completely reversible as possible.
Article 10: The conservation-restoration treatment of cultural heritage should be documented in
written and pictorial records of the diagnostic examination, any conservation / restoration
intervention and other relevant information. The report should also include the names of all those
who have carried out the work. A copy of the report must be submitted to the owner or custodian
of the cultural heritage and must remain accessible. The record remains the intellectual property
of the Conservator-Restorer and shall be retained for future reference.
Article 11: The Conservator-Restorer must undertake only such work as s/he is competent to carry
out. The Conservator- Restorer must neither begin nor continue a treatment which is not in the best
interest of the cultural heritage.
Article 12: The Conservator-Restorer must strive to enrich her/his knowledge and skills
with the constant aim of improving the quality of her/his professional work.
Article 13: Where necessary or appropriate, the Conservator-Restorer shall collaborate with other
professionals and shall participate with them in a full exchange of information.
Article 14: In any emergency where cultural heritage is in immediate danger, the ConservatorRestorer - regardless of her/his field of specialisation - shall render all assistance possible.
Article 15: The Conservator-Restorer shall not remove material from cultural heritage unless this
is indispensable for its preservation or it substantially interferes with the historic and aesthetic
value of the cultural heritage. Materials which are removed should be conserved, if possible, and
the procedure fully documented.
Article 16: When the social use of cultural heritage is incompatible with its preservation, the
Conservator-Restorer shall discuss with the owner or legal custodian, whether making a
reproduction of the object would be an appropriate intermediate solution. The ConservatorRestorer shall recommend proper reproduction procedures in order not to damage the original.

III. Obligations to the Owner or Legal Custodian

Article 17: The Conservator-Restorer should inform the owner fully of any action
required and specify the most appropriate means of continued care.
Article 18: The Conservator-Restorer is bound by professional confidentiality. In order to
make a reference to an identifiable part of the cultural heritage s/he should obtain the
consent of its owner or legal custodian.
Article 19: The Conservator-Restorer should never support the illicit trade in cultural heritage,
and must work actively to oppose it. Where legal ownership is in doubt, the Conservator-Restorer
must check all the available sources of information before any work is undertaken.
IV. Obligations to Colleagues and the Profession
Article 20: The Conservator-Restorer must maintain a spirit of respect for the integrity and dignity
of colleagues, the Conservation-Restoration profession, and related professions and professionals
Article 21: The Conservator-Restorer should, within the limits of her/his knowledge, competence,
time and technical means, participate in the training of interns and assistants.
The Conservator-Restorer is responsible for supervising the work entrusted to her/his assistants and
interns and has ultimate responsibility for the work undertaken under her/his supervision s/he must
maintain a spirit of respect and integrity towards such colleagues.
Article 22: Where work is (in whole or in part) sub-contracted to another Conservator-Restorer, for
whatever reason, the owner or custodian must be kept informed. The original Conservator-Restorer
is ultimately responsible for the work, unless prior arrangements are made to the contrary.
Article 23: The Conservator-Restorer must contribute to the development of the profession by
sharing experience and information.
Article 24 : The Conservator-Restorer shall strive to promote a deeper understanding of the
profession and a greater awareness of conservation-restoration among other professions and the
public.
Article 25: Records concerning conservation-restoration for which the Conservator-Restorer is
responsible are her/his intellectual property (subject to the terms of her/his contract of employment).
S/he has the right to be acknowledged as the author of the work.
Article 26: Involvement in the commerce of cultural property is not compatible with the activities of
the Conservator- Restorer.
Article 27: When a professional Conservator-Restorer undertakes work that is outside the scope of
Conservation- Restoration, s/he must ensure that it does not conflict with this Code.

Article 28: To maintain the dignity and credibility of the profession, the Conservator-Restorer
should employ only appropriate and informative forms of publicity in relation to her/his work.
Particular care should be exercised in relation to Information Technology ( IT ) in order to avoid the
dissemination of inappropriate, misleading, illegal or unauthorised information.
Acknowledgements
The European Confederation of Conservator-Restorers' Organisations (E.C.C.O.) prepared the
E.C.C.O. Professional Guidelines based on the study of documents of national and international
organisations for conservation-restoration and heritage. The "Conservator-Restorer: a definition of
the profession" (ICOM-CC, Copenhagen 1984) was the first document adopted by E.C.C.O.

E.C.C.O. PROFESSIONAL GUIDELINES (III):

Promoted by the European Confederation of Conservator-Restorers' Organisations and adopted by
its General Assembly, Brussels 2 April 2004
I. The Basic Aims of Education in Conservation-Restoration
Education is to be based on the highest ethical standards of the profession, aimed at respecting
the uniqueness of cultural heritage and its aesthetic, artistic, documentary, environmental,
historic, scientific, social, or spiritual significance. After a completed education, graduates
should be capable of working responsibly in the field of conservation-restoration of cultural
heritage, including the more specialised technical, scientific and artistic aspects. They should be
able to collaborate with all other professions concerned with the preservation of cultural
heritage. Graduates should also be capable of independent research in the field of conservationrestoration and historical technology and techniques. The education is also aimed at developing
all other important abilities, as stated in the E.C.C.O. Professional Guidelines I.
II. Level of Education
The minimum level for entry into the profession as a qualified Conservator- Restorer should be at
Master's level (or recognised equivalent ). This should be achieved by a period of full- time study in
conservation-restoration of no less than 5 years at a university (or at a recognised equivalent level)
and should include well-structured practical internships. It should be followed by the possibility of
study to PhD level.
Both theoretical education and practical training are of high importance, and should be organised in
good balance. After successful completion of a final examination the candidate is awarded a degree
or diploma. A reference to the specialisms studied should be given.
Depending on national situations, it may also be relevant to assess professional practice to confirm
the conservator- restorer's ability to work, ethically and competently in his/her specialism.

III. Practical Training

Practical training must involve the treatment of original objects deemed particularly suitable for
didactic purposes. The objects chosen should provide material for a well-documented case study
including technical examination, diagnosis and related treatment. From the beginning of their
education, such case studies make the students understand every object as a unique case in the most
practically oriented way. Furthermore, case studies offer the best possibility to integrate all the
theoretical, methodological and ethical aspects of conservation-restoration into the practical
training. The study and practice of historical techniques, technology, and the manufacturing
processes of related materials are encouraged, as they promote greater understanding of the
physical, historical and artistic aspects of cultural heritage.
IV. Theoretical Instruction
A balance between science and the humanities is indispensable for theoretical instruction. The
theoretical subjects should be determined by the specialisation in the field of
conservation/restoration and should include:

Ethical principles of conservation-restoration

Science (eg chemistry, physics, biology, mineralogy, colour theory)
Humanities (eg history, palaeography, history of art, archaeology, ethnology, philosophy)
History of materials and techniques, technology and manufacturing processes
Identification and study of deterioration processes
Display and transport of cultural property
Theory, methods and techniques of conservation, preventive conservation and restoration
Processes involved in making reproductions of objects
Methods of documentation
Methods of scientific research
History of Conservation-Restoration
Legal issues (eg professional statutes, cultural heritage law, insurance, business and tax law)
Management (collections, staff and resources)
Health and Safety (including environmental issues)
Communication skills (including Information Technology)

E.C.C.O. - Confdration Europenne des Organisations de ConservateursRestaurateurs

LA PROFESSION DE CONSERVATEUR-RESTAURATEUR, CODE
D'ETHIQUE ET FORMATION
Un certain nombre de modifications consquentes du code d'ECCO ont t discutes au long de
l'anne coule. Aprs un vote en assemble gnrale au mois de mars 2003, Bruxelles, elles sont
dites ici (en couleur et en italique pour la version originale) dans une traduction non officielle.
La version originale est jointe de manire encourager vos ractions et rvisions ventuelles pour
la version dfinitive en franais.

REGLES PROFESSIONELLE de l'E.C.C.O. (I) - LA PROFESSION

Prambule
Les objets auxquels une socit attribue une valeur artistique, historique, documentaire, esthtique,
scientifique ou religieuse particulire sont appels communment " biens culturels"; ils constituent
un patrimoine matriel et culturel pour les gnrations venir. Puisque ceux-ci ont t confis aux
soins du Conservateur-Restaurateur par notre socit, ce dernier a une responsabilit particulire
envers le bien culturel mais aussi envers son propritaire ou son responsable juridique, son auteur
ou son crateur, le public et la postrit.
Ces principes contribuent la sauvegarde de tous les biens culturels, quels que soient leur
propritaire, leur poque ou leur valeur mme s'ils sont l'tat de fragments.
I. Rle du Conservateur-Restaurateur
The Conservator-Restorer is a professional who has the training, knowledge, skills, experience and
understanding to act with the aim of preserving cultural heritage for the future, and according to the
considerations outlined below.
Le Conservateur-Restaurateur est un professionnel qui a la formation, la connaissance, les aptitudes,
l'exprience et les facults de comprhension pour agir dans le but de prserver les biens culturels
pour le futur et selon les considrations dcrites ci-dessous.
Le rle fondamental du Conservateur-Restaurateur est de prserver les biens culturels au bnfice
des gnrations prsentes et futures. Le Conservateur-Restaurateur contribue la comprhension
des biens culturels dans le respect de leur signification esthtique et historique et de leur intgrit
physique.
Le Conservateur-Restaurateur a pour mission l'examen diagnostique, les traitements de conservation
et de restauration du bien culturel et la documentation de ces interventions.
- L'examen diagnostique consiste dterminer les matriaux constitutifs et l'tat de conservation du
bien culturel, identifier ses altrations, leur nature et leur tendue, valuer les causes des

dgradations, dterminer le type et l'tendue de l'intervention ncessaire a sa prservation. Il

comprend l'tude de la documentation se rapportant au bien culturel.
- La conservation prventive consiste agir indirectement sur le bien culturel, afin d'en retarder la
dtrioration ou d'en prvenir les risques d'altration en crant les conditions optimales de
prservation compatibles avec son usage social. La conservation prventive s'exerce aussi lors de la
manipulation, l'utilisation, le transport, le conditionnement, le stockage et l'exposition des biens
culturels.
- La conservation curative consiste principalement intervenir directement sur le bien culturel dans
le but d'en retarder l'altration.
- La restauration consiste intervenir directement sur des biens culturels endommags ou dtriors
dans le but d'en faciliter la lecture tout en respectant autant que possible leur intgrit esthtique,
historique et physique.
- Documentation consists of the accurate pictorial and written record of all procedures carried out,
and the rationale behind them. A copy of the report must be submitted to the owner or custodian of
the cultural heritage and must remain accessible. Any further requirements for the storage,
maintenance, display or access to the cultural property should be specified in this document.
The record remains the intellectual property of the Conservator-Restorer and shall be retained for
future reference.
- La documentation se compose d'un enregistrement prcis d'images et d'crits de toutes les actions
entreprises et des raisonnements les fondant. Un exemplaire du rapport doit tre remis au
propritaire du patrimoine culturel ou son reprsentant, et doit rester accessible. Toute exigence
complmentaire pour le stockage, l'entretien, l'exposition ou l'accs aux biens culturels doit tre
prcise dans ce document.
Le rapport reste la proprit intellectuelle du Conservateur restaurateur, et devrat tre conserv pour
de futures rfrences.
Le Conservateur-Restaurateur est notamment comptent pour :
- dvelopper des programmes et des tudes de conservation-restauration.
- apporter conseil et assistance technique pour la conservation-restauration des biens culturels.
- fournir des rapports techniques sur les biens culturels en excluant toute apprciation sur leur valeur
marchande.
- conduire des recherches relatives la conservation-restauration.
- contribuer aux programmes d'ducation et d'enseignement.
- diffuser des informations lies aux examens, aux traitements et aux recherches.
- promouvoir une meilleure connaissance de la conservation-restauration.
II.

Education and Training

To maintain the standards of the profession, the Conservator-Restorer's professional education and
training shall be at the level of a university Master's degree ( or recognised equivalent ) in
conservation-restoration. The training is further detailed in "E.C.C.O. Professional Guidelines
9

III". Conservation-Restoration is a complex and rapidly developing field. Therefore, the qualified
Conservator-Restorer has a professional responsibility to keep up to date with new findings, and
ensure that s/he practices her/his profession in line with current ethical thought. Continuing
Professional Development is further detailed in "E.C.C.O. Professional Guidelines II".
III. ducation et Formation
Pour maintenir le niveau de qualit de la profession, la formation et l'ducation professionnelle
du Conservateur-Restaurateur doivent tre de niveau universitaire ou quivalent. La formation est
dtaille dans les directives professionnelles d'ECCO III.
La Conservation-Restauration est un domaine complexe et en dveloppement rapide. Par
consquent, le Conservateur-Restaurateur qualifi a la responsabilit professionnelle de se tenir
au courant des rcentes dcouvertes, et de s'assurer qu'il ou elle exerce sa profession en
conformit avec les rflexions thiques courantes. La formation continue et le dveloppement
professionnel sont dtaills dans les directives professionnelles d'ECCO II.
IV. Diffrence avec les professions apparentes
Conservation-Restoration is distinct from related fields (eg art and crafts ) in that its primary aim
is the preservation of cultural heritage, as opposed to the creation of new objects or maintaining or
repairing objects in a functional sense.
The Conservator-Restorer is distinguished from other professionals by her/his specific education
in conservation-restoration.
Alors que l'artiste ou l'artisan ont pour objectif de crer de nouveaux objets ou d'entretenir et de
rparer les objets pour leur utilisation fonctionnelle, le Conservateur-Restaurateur a pour objectif
la prservation des biens culturels.
Le conservateur restaurateur se distingue d'autres professionnels par sa formation spcifique
en conservation-restauration.

REGLES PROFESSIONELLE d'E.C.C.O. (II) - LE CODE dETHIQUE

I. Principes gnraux d'application du code
Article 1 : Le code thique nonce les principes, les devoirs et obligations et le comportement
que tout Conservateur-Restaurateur appartenant une organisation membre d'E.C.C.O.
s'efforcera de respecter dans l'exercice de la profession.
Article 2 : La profession de Conservateur-Restaurateur constitue une activit d'intrt public et
doit tre exerce dans le respect des lois et des conventions nationales et europennes, en
particulier celles qui concernent les biens vols.
Article 3 : Le Conservateur-Restaurateur intervient directement sur les biens culturels, il en est
donc personnellement responsable vis--vis du propritaire et de la socit. Le ConservateurRestaurateur est en droit d'exercer en toute libert et indpendance.
Le Conservateur-Restaurateur peut refuser en toute circonstance une requte qui lui semble
contraire aux rgles ou l'esprit du code d'thique.

10

The Conservator-Restorer has a right to expect that all relevant information regarding a
conservation-restoration project (of any size) is given to her/him by the owner or
custodian.
Le Conservateur-Restaurateur est en droit d'attendre que toute information pertinente concernant
un projet de conservation-restauration (de toute nature) lui soit fournie par le propritaire ou le
responsable.
Article 4 : Tout manquement aux principes, obligations et interdictions du code constitue une
faute professionnelle et porte atteinte la rputation de la profession.
II. Obligations envers les biens culturels
Article 5 : Le Conservateur-Restaurateur doit respecter la signification esthtique et historique
et l'intgrit physique des biens culturels qui lui sont confis.
Article 6 : Lors de ses interventions, le Conservateur-Restaurateur doit prendre en compte les
exigences d'utilisation sociale des biens culturels en collaboration avec d'autres partenaires de
la conservation-restauration.
Article 7 : Lors de ses interventions, Conservateur-Restaurateur doit appliquer les normes les plus
leves en dpit de toute opinion personnelle, notamment sur la valeur marchande du bien.
Lorsque des circonstances limitent l'tendue de l'intervention du Conservateur-Restaurateur, le
respect du Code ne doit pas tre compromis.
Article 8 : Le Conservateur-Restaurateur doit prendre en compte tous les aspects de la
conservation prventive avant d'intervenir directement sur les biens culturels. Il doit limiter son
intervention au strict ncessaire.
Article 9 : Le Conservateur-Restaurateur doit chercher n'utiliser que des produits, matriaux et
procds qui, correspondant au niveau actuel des connaissances, ne nuiront pas aux biens
culturels ni l'environnement et aux personnes. L'intervention et les matriaux utiliss ne doivent
pas compromettre, dans la mesure du possible, les examens, traitements et analyses futures. Ils
doivent galement tre compatibles avec les matriaux constitutifs du bien culturel et tre, si
possible, facilement rversibles.
Article 10 : The conservation-restoration treatment of cultural heritage should be documented in
written and pictorial records of the diagnostic examination, any conservation / restoration
intervention and other relevant information. The report should also include the names of all those
who have carried out the work. A copy of the report must be submitted to the owner or custodian of
the cultural heritage and must remain accessible. The record remains the intellectual property of the
Conservator-Restorer and shall be retained for future reference.
Article 10 : Le traitement d'un bien culturel doit tre document par un dossier comprenant crits
et images relatifs l'examen diagnostique, toute intervention de conservation et/ou de
restauration et toutes autres informations pertinente. Le rapport doit galement inclure les noms
de tous ceux qui ont ralis les travaux. Une copie du rapport doit tre remise au propritaire ou au
responsable du bien culturel et doit rester accessible. Le dossier demeure la proprit intellectuelle
du Conservateur-Restaurateur et sera conserv pour de futures rfrences.
Article 11 : Le Conservateur-Restaurateur ne doit entreprendre que les interventions pour
lesquelles il est comptent. Le Conservateur-Restaurateur ne commence ni ne poursuit un
traitement qui ne soit dans l'intrt du bien culturel.
Article 12 : Le Conservateur-Restaurateur doit chercher enrichir ses connaissances et
comptences dans le but d'amliorer la qualit de ses prestations.
11

Article 13 : Lorsque cela est ncessaire ou appropri, le Conservateur-Restaurateur doit consulter

historiens et spcialistes de l'analyse scientifique et changer librement avec eux des
informations. Article 14 : En cas d'urgence, le bien culturel tant en danger immdiat, le
Conservateur- Restaurateur, sans tenir compte de sa propre spcialisation, doit apporter toute son
assistance. Article 15 : Le Conservateur-Restaurateur doit respecter l'intgrit du bien culturel.
Des arguments valables du point de vue de la conservation, d'un point de vue historique ou
esthtique peuvent cependant justifier la suppression d'lments lors de l'intervention. Dans la
mesure du possible, les matriaux enlevs doivent tre conservs. La procdure devra tre
entirement documente.
Article 16 : Lorsque l'usage social du bien culturel apparat incompatible avec sa prservation, le
Conservateur-Restaurateur doit en avertir le propritaire ou le responsable juridique. Lorsqu'une
reproduction de l'objet est envisage, le Conservateur-Restaurateur doit recommander des
procds de reproduction sans danger pour l'original.
III. Obligations envers le propritaire ou le responsable juridique
Article 17 : Le Conservateur-Restaurateur doit informer avec prcision le propritaire de l'tendue
des interventions requises, et spcifier les meilleures conditions de conservation du bien culturel.
Article 18 : Le Conservateur-Restaurateur est tenu une certaine discrtion professionnelle. Avant
de faire spcifiquement rfrence un bien culturel il convient d'en informer le responsable
juridique.
Article 19 : The Conservator-Restorer should never support the illicit trade in cultural heritage,
and must work actively to oppose it. Where legal ownership is in doubt, the ConservatorRestorer must check all the available sources of information before any work is undertaken.
Article 19 : Le Conservateur-Restaurateur ne doit jamais favoriser le commerce illicite des
biens culturels et doit travailler activement s'y s'opposer. Lorsque la proprit lgale d'un bien
est douteuse, le Conservateur-Restaurateur doit vrifier l'ensemble des sources d'information
disponibles avant que tout travail ne soit entrepris.
IV. Obligations envers les confrres et l'ensemble de la profession
Article 20 : Le Conservateur-Restaurateur doit maintenir un esprit de respect pour l'intgrit et
la dignit de ses confrres et de l'ensemble de la profession.
Article 21 : Le Conservateur-Restaurateur doit, dans les limites de ses connaissances, de ses
comptences, de son emploi du temps et de ses moyens techniques, contribuer la formation des
stagiaires et des assistants. Le Conservateur-Restaurateur est responsable du suivi du travail confi
ses assistants et stagiaires et en porte en dernier ressort la responsabilit.
Article 22 : Where work is ( in whole or in part ) sub-contracted to another Conservator-Restorer,
for whatever reason, the owner or custodian must be kept informed. The original ConservatorRestorer is ultimately responsible for the work, unless prior arrangements are made to the
contrary.
Article 22 : Lorsque le travail (entirement ou partiellement) est sous-trait un autre
Conservateur-Restaurateur, le propritaire ou le responsable doit tre tenu inform, quelque qu'en
soit la raison. Le Conservateur-Restaurateur initial est finalement responsable du travail, moins
que des arrangements avec effet contraire n'aient t pralablement pris.
12

Article 23 : Le Conservateur-Restaurateur doit contribuer au dveloppement de la profession

en partageant son exprience et ses informations.
Article 24 : Le Conservateur-Restaurateur s'efforce de promouvoir une meilleure connaissance de
la profession et doit sensibiliser les autres professionnels et le public la conservation-restauration
des biens culturels.
Article 25 : Les comptes-rendus des interventions de conservation- restauration effectues sous
sa responsabilit sont la proprit intellectuelle du Conservateur-Restaurateur (soumis aux
termes de son contrat de travail).
Article 26 : L'implication dans le commerce des biens culturels n'est pas compatible avec
l'activit du Conservateur-Restaurateur.
Article 27 : When a professional Conservator-Restorer undertakes work that is outside the scope of
Conservation-Restoration, s/he must ensure that it does not conflict with this Code.
Article 27 : Quand un Conservateur-Restaurateur professionnel entreprend un travail qui sort du
champ de la Conservation-Restauration, il doit s'assurer qu'il n'est pas en conflit avec ce code.
Article 28 : To maintain the dignity and credibility of the profession, the Conservator-Restorer
should employ only appropriate and informative forms of publicity in relation to her/his work.
Particular care should be exercised in relation to Information Technology ( IT ) in order to
avoid the dissemination of inappropriate, misleading, illegal or unauthorised information.
Article 28 : Pour contribuer la dignit et la crdibilit de la profession, le ConservateurRestaurateur doit se tenir des formes de publicit informatives en rapport avec son activit.
Lors de l'utilisation des technologies de l'information, un soin particulier doit tre port afin ne
pas risquer de diffuser des informations inappropries, errones, illgales ou interdites.
REMERCIEMENTS
La Confdration Europenne des Organisations de Conservateur-Restaurateurs (E.C.C.O.)
a prpar les orientations professionnelles d'E.C.C.O.. en se basant sur l'tude des
documents d'organisations nationales et internationales qui s'occupent ou non de
conservation.
Le "Conservator-restorer: a definition of the profession" (ICOM-CC, Copenhague 1984) a t
le premier document adopt par E.C.C.O.

REGLES PROFESSIONELLE d'E.C.C.O. (III) - LA FORMATION

CONDITIONS REQUISES POUR L'ENSEIGNEMENT DE LA CONSERVATIONRESTAURATION
I.

Objectifs de l'enseignement

L'enseignement s'appuie sur les normes thiques les plus leves de la profession qui ont pour
objectif de respecter le caractre original du bien culturel et sa signification artistique,
historique, scientifique, spirituelle, ou religieuse.
A l'issue de leur formation, les diplms doivent tre capables dans leur travail d'avoir le sens des
responsabilits dans le domaine de la conservation-restauration des biens culturels, notamment
pour les interventions techniques, scientifiques et artistiques les plus spcialises. Ils doivent tre
13

galement capables de collaborer avec toutes les professions impliques dans la prservation des
biens culturels.
Les diplms doivent aussi tre capables de mener une recherche indpendante dans le domaine
de la conservation-restauration et de l'histoire des techniques.
L'enseignement a aussi pour but de dvelopper toutes les autres capacits du conservateurrestaurateur conformment la dfinition de la profession qu'en donne ECCO.
II. Mode de formation
The minimum level for entry into the profession as a qualified Conservator-Restorer should be at
Master's level (or recognised equivalent). This should be achieved by a period of full-time study
in conservation-restoration of no less than 5 years at a university (or at a recognised equivalent
level ) and should include well-structured practical internships. It should be followed by
the possibility of study to PhD level.
Both theoretical education and practical training are of high importance, and should be
organised in good balance. After successful completion of a final examination the candidate is
awarded a degree or diploma. A reference to the specialisms studied should be given.
Depending on national situations, it may also be relevant to assess professional practice to
confirm the conservator-restorer's ability to work, ethically and competently in his/her specialism.
Le niveau minimum pour l'accs la profession de conservateur restaurateur qualifi devrait se
situer au niveau du mastre (ou reconnu quivalent). Ceci devrait tre ralis par une priode
d'tude plein temps dans la conservation-restauration d'au moins 5 annes dans une universit
(ou un niveau identifi quivalent) et devrait inclure des stages pratiques bien-structurs. Il
devrait tre suivi de la possibilit d'tude au niveau de doctorat.
Un bon quilibre doit tre maintenu entre l'ducation thorique et l'exercice de la pratique qui sont
de la plus haute importance. Aprs avoir satisfait aux conditions d'examen finaux, le candidat doit
tre rcompens par un diplme ou un grade. Une rfrence la spcialit tudie devrait tre
faite. Selon les particularits nationales, il peut tre pertinent d'exiger une pratique professionnelle
supplmentaire afin de confirmer les aptitudes thiques et les comptences travailler dans sa
spcialit.
II. Formation pratique
La formation pratique doit comporter le traitement d'objets originaux jugs particulirement
appropris aux dmonstrations didactiques. Les objets choisis doivent fournir le matriau pour un
dossier d'tude bien document comprenant un examen technique, un diagnostic et le traitement
qui en dcoule.
Ds le dbut de leur formation, de tels dossiers d'tude font comprendre de faon tangible aux
tudiants le problme unique que pose chaque objet. Par ailleurs les dossiers d'tude permettent
d'intgrer au mieux tous les aspects thoriques, mthodologiques et thiques de la
conservation- restauration dans la formation pratique.
L'tude et la pratique des techniques artistiques anciennes et des procds de fabrication des
matriaux artistiques sont encourags pour qu'ils aident une plus grande comprhension
des aspects physiques, historiques et artistiques des biens culturels.

14

III. Instruction thorique

L'quilibre entre sciences exactes et sciences humaines est indispensable l'instruction thorique.
Les sujets thoriques doivent tre choisis en fonction de leur appartenance au domaine de la
conservation-restauration et peuvent comprendre :
les principes thiques fondamentaux de la conservation-restauration.
les sciences (ex : chimie, physique, biologie, minralogie, thorie des couleurs),
les sciences humaines (ex : histoire, palographie, histoire de l'art, archologie,
ethnologie, philosophie, esthtique),
l'histoire des matriaux et des techniques artistiques en y incluant la technologie et les
procds de fabrication,
l'introduction aux causes des dtriorations,
l'exposition et le transport des biens culturels,
la thorie, les mthodes et les techniques de conservation prventive et de conservation
curative,
l'introduction aux procds lis aux reproductions des objets d'art,
les mthodes de documentation,
Les mthodes de recherche scientifique,
Histoire de la conservation-restauration,
Legal issues (eg professional statutes, cultural heritage law, insurance, business and tax
law)
Problmes de droit (par exemple statuts professionnels, loi sur le Patrimoine culturel,,
assurance, affaires et d'impts)
Management (collections, staff and resources)
Gestion (collections, personnel et ressources)
Health and Safety (including environmental issues)
Hygine et scurit (problmatiques environnementales y compris)
Communication skills (including Information Technology)
Comptences en communication (technologie de l'information y compris)

15

COMPETENCES FOR
ACCESS TO THE
CONSERVATIONRESTORATION
PROFESSION

E.C.C.O.

European Confederation of Conservator-Restorers Organisations

COMPETENCES FOR
ACCESS TO THE
CONSERVATIONRESTORATION
PROFESSION

E.C.C.O.

European Confederation of Conservator-Restorers Organisations

TABLE OF CONTENTS

Impressum 2
Acknowledgement 4
Introduction 5
Impact of this work

Intended use

The Final Report

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-

IMPRESSUM
E.C.C.O. 2011European Confederation of Conservator-Restorers

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

Organisations A.I.S.B.L. / Confdration Europenne des Organisations de

EQF Level 7

28

Conservateurs-Restaurateurs A.I.S.B.L.

Interpretation of the Concept Map

29

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)

From the Conservation-Restoration Professionals Perspective

29

From the Education Delivery Perspective

33

EQF Level 6
Descriptors EQF level 6
EQF Level 8
Descriptors EQF level 8

35
38
39
44

Agns Gall Ortlik, (Grup Tcnic, Spain)

Concluding Comments

45

Sebastian Dobrusskin, (SKR-SCR, Switzerland)

References 46
Pictures 48

2nd Edition
pdf version
ISBN 978-92-990010-7-3
Layout by Sebastian Dobrusskin (SKR-SCR, Switzerland)

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 professional 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-

INTRODUCTION

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)

This booklet presents the work conducted by E.C.C.O. on defining the compe-

and Denis Vokic, Croatia.

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

Thanks are extended to Ren Larsen, chairman of ENCoRE for his kind hos-

recognition that the Conservator-Restorer has a public responsibility to contrib-

pitality in Copenhagen where members of both organisations met to agree the

ute to the preservation of cultural property and dissemination of related knowl-

descriptor for the European Qualification Framework (EQF) level 7.

edge for the benefit of present and future generations.

The logistics of working with colleagues from different countries poses its own

The final report, printed in full, was ratified by the General Assembly, in Brus-

challenges and E.C.C.O. is very grateful to the Fdration Franaise des Con-

sels, June 2010. It combines the concept mapping technique with the language

servateurs-Restaurateurs (FFCR), who through their delegate David Aguilella

of the European Qualifications Framework (EQF) to create a framework that

Cueco, made available their premises where, blinds drawn, the working group

describes the areas of competence required for access to the Conservation-Res-

met over many sunny Parisian weekends. Also, thanks to Jaap van der Burg at

toration profession and legitimate use of the title. This is expressed through

Helicon Conservation in the Netherlands for hosting the final meeting.

the rubric of knowledge and skills. Competence is defined as the combination

of knowledge and skill together with experience that allows the professional

Lastly, thanks are due to the entire E.C.C.O. committee for the intellectual free-

Conservator-Restorer to deliver work consistently and responsibly. E.C.C.O.

dom and vigour which was so generously and voluntarily made available to this

proposes that it is exactly this combination exercised in the discrete areas of

project. It is hoped this work serves as a useful reference point in the constantly

activity described in the framework representing EQF level 7 (equivalent to a

evolving field of Conservation-Restoration.

Masters degree) that defines the level required to become a Conservator-Restorer. 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 recognise 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-Restorer 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-

It is hoped that this work will promote an active debate about the competences

cal range of academic qualifications encountered within the field of Conserva-

required to enter this constantly evolving field. For this reason the E.C.C.O. com-

tion-Restoration and are equivalent to European Qualification Framework lev-

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 informed 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

BACKGROUND

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

The Bologna Agreement, resulting from a meeting of

to this profession for example: Conservation Scientist and Technical Art

the Ministers of Education of EU member states in June

Historians.

1999, led to the establishment of a common European

Higher Education Area (EHEA). Its aim is to improve

E.C.C.O. sees ENCoRE, together with education providers, as responsible

the efficiency and effectiveness of higher education in

for learning outcomes. It is E.C.C.O.s role to articulate the professional

Europe. What is now referred to as the Bologna process

profile and to set the standard of competence for entry into the profession.

unifies the European higher education structure and de-

Competence in this context is the ability to achieve and deliver work of a

mands that each education programme is described in

consistently high standard within ones specialist field.

terms of the qualification it provides and its organisation. The aim is to calibrate and make transparent the different levels and types

E.C.C.O. sees the Conservator-Restorer as a specialist in the cultural her-

of qualifications available in all third level educational institutions throughout

itage sector which includes many different participants and stakeholders.

Europe by 2012. It is therefore necessary for European bodies, such as E.C.C.O.,

Each professional group will have specific roles within the field of cultural

to define the access requirements for their individual professions from which

heritage.

the levels and types of qualifications can be developed.

The work presented here builds on these principles. The results are presented in

By 2012 all educational programmes must articulate their goals in terms of

such a way as to have the potential to be used as a professional assessment tool,

learning outcomes. This ref lects a shift in the delivery and appraisal of educa-

either by individuals or organisations. Level 7 is fixed in terms of entry into

tion from a teacher-centred approach to a student-based one that expresses the

the profession and is accompanied by the specific Conservation-Restoration de-

outcome of a course of study in terms of what the student is expected to know,

scriptor as ratified by the E.C.C.O. GA in Sofia 2009, descriptors for levels 6

understand and be able to demonstrate after completion of a process of learning

and 8 are also proposed.

(European Commission 2009:13)

The general descriptors for levels 6, 7 and 8 as expressed in the European Commission 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 distinctive 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.

LIFELONG LEARNING/ACCREDITATION
The EQF is interpreted at national level through respective National Qualifications Authorities where it is
stressed that recognition of levels 7 and 8 can only be
verified/certified through nationally accredited educational 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
This rubric is distinguished across these levels through a differentiation in scale

Council of Europe and European Parliament in April

of cognition or learning, level of skills and competences.

2008. Under this recommendation member states are

encouraged to promote the validation of Lifelong Learning. It is only when

10

The first five EQF levels correspond to school education, the last three corre-

member states have accepted to validate such informal learning that classifica-

spond to what is commonly understood to be a 3-year undergraduate Bachelor

tion in one of the EQF levels will be possible. While the benchmark for access

degree education programme (level 6), a 2-year postgraduate Masters degree

to the profession using the title Conservator-Restorer is set at Masters degree

programme (level 7) and a 3 year doctorate research programme (level 8). As yet

(EQF level 7), informal learning as a route to the profession has been histori-

post doctorate development is not included in this scale and there is no mecha-

cally recognised by most of the European countries. E.C.C.O. has articulated

nism for recognising lifelong learning on this scale.

its Guidelines considering that To maintain the standards of the profession, the
Conservator-Restorers professional education and training shall be at the level
of a university Masters degree (or recognised equivalent) in Conservation-Restoration. 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 Conservation-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.

11

DIRECTIVE 2005/36/EC
ON THE RECOGNITION OF
QUALIFICATIONS / THE EQF

TOWARDS AN EUROPEAN RECOMMENDATION FOR

THE CONSERVATION-RESTORATION OF CULTURAL
HERITAGE

It is noted for the purposes of this docu-

E.C.C.O., with the support of ICCROM, has prepared a draft for a Recommenda-

ment that the Directive 2005/36/EC (Eu-

tion on the Conservation-Restoration of Cultural Heritage in Europe. The work

ropean Parliament 2005) is a legally bind-

was carried out with the participation of ENCoRE and includes an annexed

ing instrument and takes precedence over

charter, which defines the terms used in Conservation-Restoration.

the EQF. This Directive affects regulated

and non-regulated liberal professions in

This draft comes within the scope of the regulatory framework developed by

its recommendations on the mutual recognition of these same professions. Ar-

the Council of Europe in relation to the conservation and preservation of cultur-

ticle 12 of the Directive makes recommendations on the recognition of Lifelong

al heritage (E.C.C.O. 2009:6). It could create a framework capable of promot-

Learning once a Member State has accepted its validation.

ing a dynamic process for implementing [Conservation-Restoration] principles

guiding the recognition and protection of cultural heritage in Europe (E.C.C.O.

12

The Directive uses five levels in which to classify qualifications in contrast

2009:7). The draft text links into other resolutions and conventions adopted by

to the EQF which has eight levels. The quinary stratification of the Directive

the Council of Europe such as the Convention for the Safeguard of the Architec-

has the effect of creating a much broader range between the levels into which

tural Heritage of Europe, adopted in 1985 (CoE 1985), the European Convention

qualifications fall. It is not, therefore, as precise a tool as the EQF in calibrat-

for the Protection of the Archaeological Heritage (revised), adopted in 1992

ing qualifications. Its purpose is to allow for the easier transit of the migrant

(CoE 1992) and the Framework-Convention on the Value of Cultural Heritage,

worker within his/her professions across European borders, by directing for

adopted in 2005 (CoE 2005).

these equivalencies/comparisons of qualification to fall into wider categories.

The Directive addresses professional compensatory measures that are allowable

This text details the nature of Conservation-Restoration in the safeguarding of

in the host country and takes into consideration the regulatory effect of profes-

cultural heritage and identifies Conservation-Restoration as one of the essen-

sional bodies.

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 qualification 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 involvement 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.

13

CONSERVATION-RESTORATION DESCRIPTORS FOR

LEVEL 7 (MASTERS DEGREE)

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-

As stated earlier it was unanimously agreed at the E.C.C.O. General Assembly

terpreted for the Conservation-Restoration profession. This formalised the ap-

2007 that entry point to the profession, as defined by this organisations Pro-

proach of the two different organisations in that it was agreed that E.C.C.O.s

fessional Guidelines (E.C.C.O. 2004), corresponded to EQF level 7. The first

mandate is to approach the descriptor in terms of entry to the profession whilst

challenge for the working group was to examine each of the three generic EQF

ENCoREs is to approach it in terms of the education needed to meet that entry

descriptors at this level and then to interpret them in terms of access to the

requirement. For the purpose of this document each generic descriptor category

profession. The immediate result would ideally have articulated the knowledge,

for level 7 is quoted, followed by an interpretation that was jointly agreed by

skills and competences in the generic language of the descriptor at that level.

E.C.C.O. and ENCoRE.

This however proved to be difficult.

At Level 7, the EQF requires:
The potential problem of a direct approach to defining the descriptors for educa-

Knowledge: Highly specialised knowledge, some of which is at the forefront of

tion and access to the profession became immediately apparent. A single state-

knowledge in a field of work or study, as the basis for original thinking and /

ment would be too general to be meaningful and would run the risk of becoming

or research. Critical awareness of knowledge issues in a field and at the in-

at once both prescriptive and outmoded from the outset. Furthermore, there is

terface between different fields. (European Communities, 2008:12)

a distinct danger that simple statements of knowledge, skills and competences

14

might lead to the access level becoming too rigid, and thus possibly becoming

Both E.C.C.O. and ENCoRE interpret highly specialised knowledge as the

an impediment to the creation of new knowledge, hindering the development of

knowledge in an area of Conservation-Restoration that is only attained follow-

the profession.

ing an education that is an appropriate balance of integrated theoretical and

practical teaching. (ENCoRE 1997, clause 6). We interpret critical aware-

These concerns led to a more fundamental examination of both the EQF and the

ness of knowledge issues in a field as the ability to acquire knowledge, evaluate

professional role of a Conservator-Restorer. It brought to the forefront the hier-

its validity and reliability, and apply it, in order to justify all decisions sub-

archical structure of the EQF, namely increased knowledge, skills and compe-

ject to the Conservator-Restorers own area of specialisation, and if required

tence as learning proceeds, which presents the process of learning as an ascent

to carry out or manage actions stemming from these decisions. This translates

through the levels. An examination of this process, exemplified by the increas-

into a highly specialised knowledge of the principles, theories and practices

ing complexity of the generic descriptors, allowed the paradigm of expanding

of Conservation-Restoration within ones specialism/field, an advanced knowl-

knowledge, skills and competence as it correlates to the appropriate access

edge within the fields that are adjacent to ones specialism and a comprehensive

points for the profession to be explored. As a result the area and boundaries of

knowledge of the cultural heritage sector in general.

knowledge, skills and competences in absolute terms required by the individual

within a particular set of circumstances is not defined within this framework.

Skills: Specialised problem-solving skills required in research and/or inno-

Rather, the eligibility of someone entering the profession is expressed as: pos-

vation in order to develop new knowledge and procedures and to integrate

sessing the appropriate level of knowledge, skill and competence necessary to

knowledge from different fields. (European Communities, 2008:13)

15

Both E.C.C.O. and ENCoRE interpret specialised problem-solving skills to

PROFILING THE PROFESSION

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.

This section systematically develops a description of

the level of knowledge, skills and competence required

It includes an ability to observe, collect and critically analyse relevant informa-

for anyone entering the Conservation-Restoration pro-

tion in order to reach appropriate conclusions and carry out a course of actions;

fession. It represents the point at which a person can

the ability to continuously analyse and evaluate the situation and the process in

legitimately use the title of Conservator-Restorer. It

order to adjust where needed; the ability to integrate knowledge from different

also represents, typically but not exclusively, the end of

fields, and the ability to create new knowledge and procedures where they arise;

a postgraduate academic Masters degree and the start

the ability to communicate knowledge.

of a professional career. Although E.C.C.O. recognises

that people graduating from a recognised education

A proficient level of manual dexterity and sensitivity must be demonstrated in

programme at Masters level may wish to and will be

the field of specialisation which may also be transferable or shared between

qualified to take on different roles within the cultural

other specialisations within relevant fields. This equates with a cognitive abil-

heritage sector, for example collections management,

ity to carry out familiar processes within a given specialisation, which enables

this document focuses specifically on the Conserva-

unfamiliar processes to be attempted. It includes a high level of familiarity with

tion-Restoration professional.

methods, materials, tools and instruments within the given specialisation and
the ability to adapt and develop new tools and methods.

Through the profiling of actions that determine the nature of our work a conceptual map is proposed. This examines Conservation-Restoration in terms of a de-

16

Competence: Manage and transform work or study contexts that are complex,

cision making process which seeks to secure the transfer of maximum signifi-

unpredictable and require new strategic approaches. Take responsibility for

cance from past to future for the benefit of all people everywhere and involves

contributing to professional knowledge and practice and/or for reviewing the

managing change [....] through negotiation (Staniforth 2002) with stakehold-

strategic performance of teams. (European Communities, 2008:13)

ers and other professionals in the cultural heritage sector. It firmly identifies
Conservation-Restoration as an integrated part of the management of cultural

Both E.C.C.O. and ENCoRE consider the Conservator-Restorer to be competent

heritage which informs how it is preserved. The competences that are required

when he/she has gained the necessary skills, knowledge and experience to oper-

are therefore located against this background and the framework constructed

ate within his/her specialist field and in accordance with the ethical and practi-

to ref lect this situation. It explicitly acknowledges the need for research and

cal boundaries of the profession. This represents the ability to work consistently

documentation at every stage of the decision making process (see also E.C.C.O.

and responsibly, with appropriate caution within ones field as a whole, and in-

2001), which are some of the guiding principles of professional Conservation-

volves the application of knowledge and skills as represented earlier. It includes

Restoration and which gives it its academic status. Manual dexterity in the

the ability to use existing Conservation-Restoration concepts, create new stra-

practical application of diagnostic techniques and the execution of conservation

tegic approaches and apply their principles and ethics in a variety of situations.

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.

17

The Conservation-Restoration process (marked in blue requires the following steps (marked in red):
The first step characterising the start of the process involves examination and diagnosis. It involves assessment

Conservation-Restoration Process
requires
Examination and Diagnosis

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-ResA 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-

18

toration activities and the planning and organisation of actions/treatments. It includes consideration of, for example
the desired results, level of intervention required, evaluation of alternatives, constraints on actions, stakeholder demands, risks and options for future use

tive action if required, after which post-intervention processes are considered.

All of which requires planning and organisation including

They are presented diagrammatically as a central spine representing analytical

consideration of health and safety, legislation, insurance,

progression which follows accepted ethical principles and from which the vari-

project planning, finance and equipment and facilities

ous activities emerge.

Each stage is considered to be governed by professional ethics and the imperative 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)

enabling

The fifth and central step is the carrying out of a chosen

course of action or treatment. This step encompasses Pre-

Assessment of C-R Actions

which requires

Planning and Organisation of Actions

in order to
execute / implement

ventive measures, Remedial measures, Restoration processes and management processes.

C-R Actions

The outcome of which is the Conservation-Restoration result. This includes evaluation of the change in risk, success
of treatment or activity and communication of the results.

to achieve

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 previous step. This may include a schedule of future works and

followed by

guidelines for care and maintenance.

After Advice

Figure 1: The spinal steps

origin

Conservation-Restoration Process
immaterial aspects

requires

material and technique

by
assessment
of

Examination and Diagnosis

examination of

causes of alteration

examination of

history

which may
include

context
current environment
constituent components

current risk

technology
leading to

physical condition
alteration history

documentation

requires
evaluation
of

Assessment of Needs

current use

desired result
level of intervention

Assessment of C-R Actions

health & safety

which requires
research

which includes
consideration of

project schedule
equipment & facilities

in order to
execute / implement

which involves
the management
of

to fulfill
requiring

constraints on actions

to improve

non-destructive analysis
sample taking destructive analysis
evidence collection

governed
by

presentation
interpretation
ethical norms
type
degree
technical possibilities
financial resources
ethical rules

indirect action

which is

preventive conservation

direct action

which are

remedial conservation
restoration

adjustment
assessment of change of risk
assess success of outcome

followed by

communicate outcome
identify future actions

After Advice
which informs

which may
become
part of

visual examination

people

may lead to

Result
after which

publication

measurements

materials

monitoring

to achieve

oral presentation

significance

facilities
C-R Actions

dissemination

considered
in terms of

time

leading to

may lead to

considered
in terms of

options for future use

finance

new knowledge

which
requires

risk due to actions

insurance

which
considers

alternatives for treatment

stakeholders demands

legislation

Planning and Organisation of Actions

which may
include

association

planned future use

enabling

requiring

which
requires

intention

which
provides

guidelines

Figure 2: Expanded conceptual model

schedule of future work

Evaluation of Knowledge Skill and Competence

This section examines the rubric of knowledge, skills and competence as a hierarchy of learning. The EQF system gives separate descriptors for these three
aspects of learning. After detailed analysis E.C.C.O. chose to focus on knowledge and skill because they may be evaluated in their own right. Whereas competence is interpreted as the combination of knowledge and skill together with
experience that allows the professional Conservator-Restorer to deliver work
consistently and responsibly. The scales used for knowledge and skills are described below.

5. Evaluating to apply knowledge

in order to measure a situation in
terms of its broader context and
in relation to determining future
outcomes. This allows results
to be weighed up in terms of
decision-making and a broader
managerial context. Evaluation
comes from experience.
6. Creating a broad width of
knowledge and experience which
allows one to extend the boundaries of knowledge. This requires highly developed foresight and meta-cognitive understanding.

Evaluation of Knowledge
Having identified the activities of the Conservator-Restorer, each needs to be

The Type of Knowledge is classified as follows:

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.

22

The taxonomy developed by Anderson and Krathwohl (2001), based on the original work by Benjamin Bloom (1956), has been used for this purpose. It contains
the following knowledge (cognition) scale:
1. Remembering to know something exists and where to find it.
2. Understanding to be able to comprehend something in its context and
make associations between things
3. Applying to be able to use knowledge in an appropriate context in order to
achieve a desired result in a predictable way.

A. Factual of or relating to a piece of information presented as having objective reality

B. Conceptual of or relating to, or consisting of abstract or generic idea generalised from particular instances
C. Procedural of or relating to a particular way of accomplishing something
or of acting
D. Meta-cognitive transcending (more comprehensive than) conscious intellectual activity typically exhibited by an experienced practitioner.
Each level is a development in learning behaviour arising directly from the preceding 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

4. Analysing to be able to apply knowledge in a critical way using a level of

knowledge required. In applying the knowledge scale and category it became

awareness that allows one to explain the results, i.e. to reconstruct how the

apparent that level 7 must be determined relative to levels 6 and 8, not only

result was achieved. Decision making comes out of analysis, which although

within the scope of formal academic education but also acknowledging the ex-

coming from the application of an analytical approach lacks experience.

pertise that may be acquired following years of work and continuous professional development (CPD).

23

Evaluation of Skill

4. Expert Skill is when a person possesses a comprehen-

levels of skill key

The level of skill required to carry out each activity has

sive ability to carry out tasks and undertake processes

been assessed in the same manner. Skill is generally

within their field of expertise. They are able to also carry

knowlege only

defined as: the proficiency, facility, or dexterity that is

out tasks and undertake processes proficiently in associ-

acquired or developed through training or experience.

ated fields. They will be able to apply knowledge and the

basic

It suggests a special ability or expertise enabling one to

understanding of processes in a new and innovative way

perform an activity with ease and precision in order to

and will be able adapt and create new methods within the

obtain the desired result.

field of Conservation-Restoration.

1. Basic Skill is when a person possesses only the

intermediate
proficient
expert

Each level has been colour coded on the strategic map.

ability to carry out basic tasks in a complex Conservation-Restoration process. They are unlikely to possess

Starting with EQF level 7, which is entry level into the Conservation-Restora-

an in-depth knowledge of any subject area required to

tion profession, the level and type of knowledge together with the level of skill

carry out the task unsupervised and may not be aware

was identified for each of the sub-activity boxes. The resulting map is presented

of many of the ethical rules that apply. They operate

below.

well within the boundaries that are laid down by the

profession.
2. Intermediate Skill is when a person possesses a
higher level of skill both in terms of its breadth and

24

depth. They are expected to possess basic skills across the whole field of
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-Restoration 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 understands the spirit of the rules that govern that field. They are capable of carrying 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.

25

origin (a 3)

Conservation-Restoration Process
immaterial aspects (a/b 4)

requires
by
assessment
of

Examination and Diagnosis

examination of

material and technique (a/b 4)

causes of alteration (a/b 4)

history (a 4)
context (a 4)
current environment (a 4)

examination of

constituent components (a 4)

current risk (a/b/c 4)

technology (a 4)
leading to

physical condition (a 4)
alteration history (a 4)

documentation (a/c 3)

requires
evaluation
of

Assessment of Needs

current use (a/b 4)

desired result (b 4)
level of intervention (b 4)

Assessment of C-R Actions

health & safety (a 3)

which requires
research (a/b/c 4)

which includes
consideration of

alternatives for treatment (b/c 4)

equipment & facilities (a 3)

which involves
the management
of

to fulfill
requiring
to improve

adjustment (c 4)
assessment of change of risk (b 4)
assess success of outcome (a 4)

followed by

communicate outcome (a 3)
identify future actions (b 4)

After Advice
which informs

which may
become
part of

considered
in terms of

presentation (b 2)
interpretation (b 2)

considered
in terms of

ethical norms (b 3)
type (a/b/c 4)

governed
by

degree (a/b/c 4)
technical possibilities (a 3)
financial resources (a 3)
ethical rules (a 3)

materials (a 3)
people (b 3)

which
provides

guidelines (c 4)

indirect action (a/b/c 4)

which is

preventive conservation (a/b/c 4)

direct action (a/b/c 4)

which are

remedial conservation (a/b/c 4)

restoration (a/b/c 4)

may lead to

Result
after which

publication

evidence collection (a/c 3)

monitoring (a/b 5)

to achieve

oral presentation

sample taking destructive analysis (a/c 3)

facilities (a 3)
C-R Actions

dissemination

which
requires

non-destructive analysis (a/c 3)

time (c 3)

leading to

may lead to

visual examination (a/c 3)

which may
include

options for future use (b 4)

project schedule (c 3)
finance (a 3)

new knowledge

measurements (a/c 3)

risk due to actions (b 4)

insurance (a 2)

which
considers

in order to
execute / implement

significance (a 3)

which
requires

constraints on actions (b 4)
stakeholders demands (a 2)

legislation (a 2)

Planning and Organisation of Actions

association (a 3)

planned future use (a/b 4)

enabling

requiring

intention (a 3)

which may
include

schedule of future work (b 3)

Figure 3: Level 7 knowledge and skills map

types of knowledge

levels of knowledge

a: Factual
b: Conceptual
c: Procedural
d: Metacognitive

1: Remembering
2: Understanding
3: Applying
4: Analysing
5: Evaluating
6: Creating

levels of skill key

knowledge only
basic
intermediate
proficient
expert

EQF LEVEL 7
The

map

INTERPRETATION OF
THE CONCEPT MAP

(figure

3)

shows that the type of

28

knowledge at this level

Concept mapping creates a particu-

is

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

apply

tivity. It externalises propositions,

their knowledge (3) and

which facilitates the understanding

mostly

to

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:

Someone with an EQF level 7 qualification entering the profession possesses a

range of skill between intermediate and proficient/cognitive, the greatest level
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.

29

An essential part of the process is

Examination and Diagnosis

the evaluation against professional

Analysis of the materials and techniques, causes of alteration and current risk

norms of the quality of both the de-

requires factual, conceptual and procedural knowledge executed with an inter-

cisions and actions taken. Although

mediate to a proficient level of skill.

all parts are equally represented

within the map, in reality, depend-

The diagram expands these categories to describe the information and methods

ing on a given set of circumstances,

of analysis that are available, again seeking procedural knowledge to facilitate

each area will receive varying lev-

implementation and the ability to analyse outcomes. Work to be executed with

els of consideration. For example

a proficient level of skill.

if remedial conservation is not required for a particular cultural heritage entity only preventive measures need be considered. In some circumstances it may not be necessary to carry

Assessment of need

out detailed scientific investigation of an object or situation where sufficient

Analysis of current and future use of the object/collection is based on factual

information is already known. This does not however negate the need for all

and conceptual knowledge.

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

30

professional duties. If an area is not exercised over a prolonged period of time

Selection of Conservation-Restoration Actions

it may be necessary for an individual to undertake an education programme in

An informed choice on a course of action is governed by analysis of:

order to regain the full set of competences.

The desired outcome, expressed in terms of presentation and interpretation,
One possible use of the map is within an accreditation system. If adopted for this

which requires conceptual knowledge;

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 efficacy of alternate treatments, which requires conceptual and procedural knowledge;

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 potential use for the development and evaluation of educational programmes is

The constraints to proposed actions, which requires conceptual knowledge;

understanding the stakeholders demands requires factual knowledge;

discussed in the next section.

The risks due to proposed actions, which requires conceptual and proceWithin the professional context the concept maps can be interpreted as a narra-

dural knowledge of treatments;

tive sequence demonstrating discrete areas of activity that qualify any intervention, 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:

The options for future use, which requires conceptual knowledge.

31

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 transferable 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 operate as a Conservator-Restorer. This typically requires factual and conceptual

32

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 guidelines for care and use. It requires procedural knowledge. Such work may contribute to ongoing research and future publications.

Conservation-Restoration Actions
Management skills to an intermediate level with regard to time, materials, people 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.

33

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 lacking, 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

34

particular subject and the sequence in which it is taught, it can also be used
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
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 distributed 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.

35

origin (a 2)

Conservation-Restoration Process
immaterial aspects (a 2)

requires
by
assessment
of

Examination and Diagnosis

examination of

material and technique (a/b 3)

causes of alteration (a/b 3)

history (a 2)
context (a 2)
current environment (a 3)

examination of

constituent components (a 3)

current risk (a/b/c 2)

technology (a 3)
leading to

physical condition (a 3)
alteration history (a 2)

documentation (a/c 3)

requires
evaluation
of

Assessment of Needs

current use (a/b 2)

level of intervention (b 4)
Assessment of C-R Actions
health & safety (a 2)

which requires
research

which includes
consideration of

alternatives for treatment (b/c 4)

equipment & facilities (a 2)

which involves
the management
of

to fulfill
requiring
to improve

adjustment (c 2)
assessment of change of risk (b 2)
assess success of outcome (a 2)

followed by

communicate outcome (a 2)
identify future actions (b 2)

After Advice
which informs

which may
become
part of

considered
in terms of

presentation (b 2)
interpretation (b 2)

considered
in terms of

ethical norms (b 3)
type (a/b/c 4)

governed
by

degree (a/b/c 4)
technical possibilities (a 3)
financial resources (a 3)
ethical rules (a 3)

materials (a 2)
people (b 2)

which
provides

guidelines (c 2)

indirect action (a/c 3)

which is

preventive conservation (a/c 3)

direct action (a/c 3)

which are

remedial conservation (a/c 3)

restoration (a/c 3)

may lead to

Result
after which

publication

evidence collection (a/c 2)

monitoring (a/b 2)

to achieve

oral presentation

sample taking destructive analysis (a/c 2)

facilities (a 2)
C-R Actions

dissemination

which
requires

non-destructive analysis (a/c 2)

time (c 2)

leading to

may lead to

visual examination (a/c 2)

which may
include

options for future use (b 4)

project schedule (c 2)
finance (a 2)

new knowledge

measurements (a/c 2)

risk due to actions (b 4)

insurance (a 1)

which
considers

in order to
execute / implement

significance (a 2)

which
requires

constraints on actions (b 4)
stakeholders demands (a 2)

legislation (a 1)

Planning and Organisation of Actions

association (a 2)

planned future use (a/b 2)

desired result (b 4)

requiring

intention (a 2)

which may
include

schedule of future work (b 2)

Figure 4: Level 6 knowledge and skills map

types of knowledge

levels of knowledge

a: Factual
b: Conceptual
c: Procedural
d: Metacognitive

1: Remembering
2: Understanding
3: Applying
4: Analysing
5: Evaluating
6: Creating

levels of skill key

knowledge only
basic
intermediate
proficient
expert

Descriptors EQF level 6

EQF LEVEL 8

As a result of the work on the framework E.C.C.O. proposes the following interpretation for descriptor level 6:
Level 8 represents the highKnowledge: advanced knowledge of a field of work or study, involving a

est level of the learning

critical understanding of theories and principles. (European Communities,

scale which allows its full

2008:12)

spectrum to be understood.
A considerable difference

E.C.C.O. specifies this as: The knowledge that is attained following a period

between

of education equivalent to a Bachelors Degree in Conservation-Restoration. A

analysis is recognised be-

critical understanding of theories and principles allows an individual to work

tween level 7 and 8. Evalua-

within Conservation-Restoration in a particular restricted area under supervi-

tion presupposes experience

sion of a professional Conservator-Restorer.

and the ability to assess the validity and reliability of the analysis itself. If the

evaluation

and

level 7 map is considered, which is entry into the profession, as the ConservaSkills: advanced skills, demonstrating mastery and innovation, required to

tor-Restorer becomes experienced they will increase their skill and knowledge.

solve complex and unpredictable problems in a specialised field of work or

This can be illustrated on the map as a higher level code and colour in individual

study. (European Communities, 2008:13)

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-

E.C.C.O. specifies this as: Having a level of manual dexterity and problem solv-

fied for use to the title if areas of skill and knowledge are not maintained.

ing skills sufficient to master technical tasks within Conservation-Restoration.

38

As the work is carried out on unique cultural heritage individuals at this level

Whilst the entry level to the profession, represented by the level 7 map, is fixed,

will not be able to operate autonomously.

the development of skill and knowledge past this point is specific to each Conservator-Restorer, depending on their circumstances. Therefore, though the map

Competences: manage complex technical or professional activities or projects,

remains the same the coding will vary from person to person. Two examples

taking responsibility for decision making in unpredictable work or study con-

are given in figure 5 and 6: the experienced practitioner and the PhD graduate:

texts take responsibility for managing professional development of individuals and groups (European Communities, 2008:13)

The skill of an experienced practitioner who has maintained and increases their
expertise to level 8 through a process of continuous professional development

E.C.C.O. specifies this as: The ability to manage complex technical processes

within their specialist field (including expanding or branching into other fields)

within well-defined areas of Conservation-Restoration and to take responsibil-

is described in terms of reaching the highest expert/meta-cognitive level. This

ity in unpredictable work contexts for non-complex technical tasks. Whilst able

is clearly illustrated by the colour coding on the map in figure 5, which illus-

to manage technical facilities and undertake general managerial duties such

trates how knowledge and skills may develop after some years as a professional.

persons are not qualified to oversee the Conservation-Restoration process. The

Their competence in examination and diagnosis has increased and they have

person possessing this level of competence is able to manage individual techni-

become experts in carrying out and evaluating Conservation-Restoration proc-

cal staff.

esses. They have also increased their competence in planning and organising
and in assessing the results.

39

origin (a 3)

Conservation-Restoration Process
immaterial aspects (a/b 4)

requires
by
assessment
of

Examination and Diagnosis

examination of

material and technique (a/b 5)

causes of alteration (a/b 5)

history (a 4)
context (a 4)
current environment (a 5)

examination of

constituent components (a 5)

current risk (a/b/c/d 4)

technology (a 5)
leading to

physical condition (a 5)
alteration history (a 5)

documentation (a/c 3)

requires
evaluation
of

Assessment of Needs

current use (a/b 5)

desired result (b 4)
level of intervention (b 4)

Assessment of C-R Actions

health & safety (a 3)

which requires
research (a/b/c 6)

which includes
consideration of

alternatives for treatment (b/c 4)

equipment & facilities (a 3)

which involves
the management
of

to fulfill
requiring
to improve

may lead to

Result

adjustment (c 4)
after which

assessment of change of risk (b 4)

assess success of outcome (a 4)

followed by

communicate outcome (a 3)
identify future actions (b 4)

After Advice
which informs

publication

which may
become
part of

evidence collection (a/c 4)

considered
in terms of

presentation (b 2)
interpretation (b 2)

considered
in terms of

ethical norms (b 4)
type (a/b/c 4)

governed
by

degree (a/b/c 4)
technical possibilities (a 5)
financial resources (a 3)
ethical rules (a 3)

materials (a 3)
people (b 3)

which
provides

guidelines (c 5)

indirect action (a/b/c 4)

which is

preventive conservation (a/b/c/d 4)

direct action (a/b/c 4)

which are

remedial conservation (a/b/c/d 4)

restoration (a/b/c/d 4)

monitoring (a/b 5)

to achieve

oral presentation

sample taking destructive analysis (a/c 4)

facilities (a 3)
C-R Actions

dissemination

which
requires

non-destructive analysis (a/c 4)

time (c 3)

leading to

may lead to

visual examination (a/c 4)

which may
include

options for future use (b 4)

project schedule (c 3)
finance (a 3)

new knowledge

measurements (a/c 4)

risk due to actions (b 4)

insurance (a 2)

which
considers

in order to
execute / implement

significance (a 3)

which
requires

constraints on actions (b 4)
stakeholders demands (a 2)

legislation (a 2)

Planning and Organisation of Actions

association (a 3)

planned future use (a/b 5)

enabling

requiring

intention (a 3)

which may
include

schedule of future work (b 3)

Figure 5: Example of level 8 knowledge and skills map for an

experienced Conservator-Restorer
types of knowledge

levels of knowledge

a: Factual
b: Conceptual
c: Procedural
d: Metacognitive

1: Remembering
2: Understanding
3: Applying
4: Analysing
5: Evaluating
6: Creating

levels of skill key

knowledge only
basic
intermediate
proficient
expert

some of the other boxes

will also be pink and
reflect a higher level but
this will depend on the
topic of the research

origin (a 3)

Conservation-Restoration Process
immaterial aspects (a/b 4)

requires
by
assessment
of

Examination and Diagnosis

examination of

material and technique (a/b 4)

causes of alteration (a/b 4)

history (a 4)
context (a 4)
current environment (a 4)

examination of

constituent components (a 4)

current risk (a/b/c 4)

technology (a 4)
leading to

physical condition (a 4)
alteration history (a 4)

documentation (a/c 3)

requires
evaluation
of

Assessment of Needs

current use (a/b 4)

desired result (b 4)
level of intervention (b 4)

Assessment of C-R Actions

health & safety (a 3)

which requires
research (a/b/c 6)

which includes
consideration of

alternatives for treatment (b/c 4)

equipment & facilities (a 3)

which involves
the management
of

to fulfill
requiring
to improve

may lead to

Result

adjustment (c 4)
after which

assessment of change of risk (b 4)

assess success of outcome (a 4)

followed by

communicate outcome (a 3)
identify future actions (b 4)

After Advice
which informs

publication

which may
become
part of

evidence collection (a/c 3)

considered
in terms of

presentation (b 2)
interpretation (b 2)

considered
in terms of

ethical norms (b 4)
type (a/b/c 4)

governed
by

degree (a/b/c 4)
technical possibilities (a 3)
financial resources (a 3)
ethical rules (a 3)

materials (a 3)
people (b 3)

which
provides

guidelines (c 5)

indirect action (a/b/c 4)

which is

preventive conservation (a/b/c 4)

direct action (a/b/c 4)

which are

remedial conservation (a/b/c 4)

restoration (a/b/c 4)

monitoring (a/b 5)

to achieve

oral presentation

sample taking destructive analysis (a/c 3)

facilities (a 3)
C-R Actions

dissemination

which
requires

non-destructive analysis (a/c 3)

time (c 3)

leading to

may lead to

visual examination (a/c 3)

which may
include

options for future use (b 4)

project schedule (c 3)
finance (a 3)

new knowledge

measurements (a/c 3)

risk due to actions (b 4)

insurance (a 2)

which
considers

in order to
execute / implement

significance (a 3)

which
requires

constraints on actions (b 4)
stakeholders demands (a 2)

legislation (a 2)

Planning and Organisation of Actions

association (a 3)

planned future use (a/b 4)

enabling

requiring

intention (a 3)

which may
include

schedule of future work (b 3)

Figure 6: Example of level 8 knowledge and skills map for a

Conservation-Restoration researcher
types of knowledge

levels of knowledge

a: Factual
b: Conceptual
c: Procedural
d: Metacognitive

1: Remembering
2: Understanding
3: Applying
4: Analysing
5: Evaluating
6: Creating

levels of skill key

knowledge only
basic
intermediate
proficient
expert

It must however be recognised that the practitioner may have specialised fur-

Demonstrate substantial authority, innovation, autonomy, scholarly and pro-

ther, becoming the leading expert in a particular area but not increasing their

fessional integrity and sustained commitment to the development of new ideas

expertise in other areas. This argument suggests that levels of knowledge and

or processes at the forefront of work or study contexts including research.

skill do not necessarily increase evenly across their original field of expertise.

(European Communities, 2008:13)

Some of their knowledge and skill will remain at level 7.

E.C.C.O. specifies this as: Demonstrate substantial authority, innovation, auWhen EQF level 8 is achieved through a PhD research programme it can also

tonomy, scholarly and professional integrity within the field of Conservation-

have the effect of narrowing the field of specialism. Whilst the broad knowl-

Restoration, including sustained commitment to the development of new ideas

edge remains similar or expands across a wider area at the same competence as

or processes at the forefront of work or study contexts including research.

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.

CONCLUDING COMMENTS

In conclusion, the competences and knowledge expressed at EQF levels 7 and 8

Descriptors EQF level 8

represent the specialism of the Conservator-Restorer only, not the broad field of

E.C.C.O. proposes the following interpretation for descriptor level 8:

Conservation-Restoration. It is recognised that people graduating from Conservation-Restoration education at Masters level may choose to go on to Doctor-

44

Knowledge at the most advanced frontier of a field of work or study and at the

ate research specialising in pure research within the Conservation-Restoration

interface between fields. (European Communities, 2008:12)

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

E.C.C.O. specifies this as: Knowledge at the most advanced frontier of Conser-

themselves in relation to it.

vation-Restoration and at its interface with other fields.

The E.C.C.O. working group recognises that the level of skill and knowledge
The most advanced and specialised skills and techniques, including synthesis

required by a Conservator-Restorer may vary for different aspects of their role.

and evaluation, required to solve critical problems in research and/or innova-

There are many factors which combine to signify expertise and indeed the maps

tion and to extend and redefine existing knowledge or professional practice.

may prove a useful tool for the Conservator-Restorer to assess his/her strengths

(European Communities, 2008:13)

and where further professional development may be beneficial. The working

group proposes, however, that it is the combination of all these areas of compe-

E.C.C.O. specifies this as: The most advanced and specialised skills and tech-

tence, practiced at the correct level, which defines the nature of our work and

niques within the field of Conservation-Restoration, including synthesis and

confers its professional status. We feel that the articulation of these competenc-

evaluation, required to solve critical problems in research and/or innovation and

es may assist in identifying the allied skills of other professions as they relate

to extend and redefine existing knowledge or professional practice.

to Conservation-Restoration. We hope they aid in the delivery of educational

outcomes and that they help to further strengthen the development of educational routes available.

45

REFERENCES

European Communities (2008):

The

European

Qualifications

Framework for Lifelong LearnAnderson, L. W.; Krathwohl, D. R. (Eds.) (2001): A taxonomy for learning,

ing (EQF). Brussels, ISBN: 978-

teaching and assessing: A revision of Blooms Taxonomy of educational objec-

92-79-08474-4

tives: Complete edition, New York: Longman

ht t p://ec.eu ropa.eu /education /

p u b / p d f /g e n e r a l /e q f / b r o c h _

Bloom, B. S.; Krathwohl, D. R. (1956): Taxonomy of educational objectives:

en.pdf

The classification of educational goals, by a committee of college and university

examiners. Handbook 1: Cognitive domain. New York: Longmans

European Commission (2009):

ECTS Users Guide. Brussels.

46

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

Novak, J. D.; Gowin, D. B. (1984): Learning how to learn. New York: Cam-

Heritage for Society. Faro.

bridge University Press.

http://conventions.coe.int/Treaty/EN/Treaties/Html/199.htm
Novak, J. D.; Caas, A. J. (2008): The Theory Underlying Concept Maps and
E.C.C.O. (2001): APEL Acteurs du Patrimoine Europen et Legislation. Sur-

How to Construct and Use Them. Technical Report IHMC Cmap Tools

vey of the legal and professional responsibilities of the Conservator-Restorer

as regards the other parties involved in the preservation and conservation of

SEC (2005): Commission Staff Working Document Towards a European

cultural heritage. Rome: Rocografia

Qualification Framework for Lifelong Learning. Commission of the European

Communities SEC (2005) 957 http://www.lex.unict.it/eurolabor/en/documenta-

E.C.C.O. (2004): Professional Guidelines

tion/com/2005/sec(2005)-957en.pdf

http://www.ecco-eu.org/about-e.c.c.o./professional-guidelines.html
Staniforth, S. (2002): Conservation: Significance, Relevance and SustainabiliE.C.C.O. (2009): European Recommendation for the Conservation-Restoration

ty. The Forbes Prize Lecture delivered on Tuesday 10 th September, IIC Congress

of Cultural Heritage. http://www.coe.int/t/dg4/cultureheritage/heritage/Source/

in Melbourne

CDPATEP/Plenary_Session/CDPATEP_2009_17_EN.pdf
ENCoRE (1997): The Document of Pavia.
http://www.encore-edu.org/encore/DesktopDefault.aspx?tabindex=1&tabid=188

47

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 CONSERVATEURRESTAURATEUR

E.C.C.O.

Confdration Europenne des Organisations de Conservateurs-Restaurateurs

COMPTENCES
REQUISES POUR L'ACCS
LA PROFESSION
DE CONSERVATEURRESTAURATEUR

E.C.C.O.

Confdration Europenne des Organisations de Conservateurs-Restaurateurs

TABLE DES MATIRES

Impressum 2
Remerciements 4
Introduction 5
Intrt de ce travail

Utilisation projete

Le document final

Contexte 9
Apprentissage tout au long de la vie et accrditation

11

Directive 2005/36/ec sur la reconnaissance mutuelle des qualifications /

le CEC

IMPRESSUM

12

Vers un projet europen de recommandation pour la conservationrestauration du patrimoine culturel

13

Descripteurs du niveau 7 (diplme de master) pour la conservation E.C.C.O. 2013European Confederation of Conservator-Restorers'

restauration

14

Organisations A.I.S.B.L. / Confdration Europenne des Organisations de

Portrait dune profession

17

Conservateurs-Restaurateurs A.I.S.B.L.
Susan Corr, Coordinator (ICHAWI, Irlande)

valuation des savoirs, aptitudes et comptences

22

valuation du savoir

22

valuation des aptitudes

24

Jeremy Hutchings (NKF-N, Norvge)

Niveau 7 du CEC

28

Jaap van der Burg (Restauratoren Nederland, Pay-Bas)

Interprtation de la carte conceptuelle

29

David Aguilella Cueco (FFCR, France)

Du point de vue du professionnel de la conservation-restauration

29

Mechthild Noll Minor (VDR, Allemagne)

Du point de vue de la formation dlivrer

33

Agns Gall Ortlik (Grup Tcnic, Espagne)

Sebastian Dobrusskin (SKR-SCR, Suisse)

Niveau 6 du CEC
Descripteur du CEC pour le niveau 6
Niveau 8 du CEC

2 dition
e

Descripteurs du niveau 8

35
38
39
45

Traduction par David Aguilella-Cueco et Franoise Joseph, Paris

Conclusion 46

relecture Anne lizabeth Rounault avec le soutien de

Rfrences 47

Camille Frdrique Blind de la FFCR

Illustrations 49

version pdf
ISBN 978-92-990010-8-0
Maquette e mise en page par Sebastian Dobrusskin (SKR-SCR, Suisse)

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 professionnelles progressait, des retours et commentaires critiques trs apprcis ont t

INTRODUCTION

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,

Ce fascicule prsente le travail entrepris par lE.C.C.O. pour dfinir les compten-

de lsterreischischer Restauratoren Verband (RV) et Denis Vokic, de Croatie.

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

Les remerciements vont aussi Ren Larsen, prsident de lENCoRE pour son

prise en compte de la responsabilit publique du conservateur-restaurateur dans

hospitalit attentive Copenhague o les membres des deux organisations se sont

la prservation et la diffusion des connaissances qui y sont associes au profit des

rencontrs pour saccorder sur les descripteurs pour le Cadre Europen de Certifi-

gnrations prsentes et futures.

cations (CEC) de niveau 7.

Lintgralit de ce rapport final a t ratifie par lassemble gnrale de lE.C.C.O.,
La logistique ncessaire au travail de confrres de diffrents pays a impos ses

Bruxelles, en juin 2010. Il combine une technique de cartographie conceptuelle

propres dfis, et lE.C.C.O. est trs reconnaissante la Fdration Franaise des

avec lutilisation du langage de la directive europenne (CEC/EQF) relative au

Conservateurs-Restaurateurs (FFCR) travers son dlgu David Aguilella

cadre europen des certifications, pour crer un dispositif (diagramme) qui dcrit

Cueco, qui a permis la mise disposition de locaux ciel ouvert, o le groupe

les champs des comptences requises pour accder la profession de conservateur-

de travail a partag de nombreux week-ends parisiens ensoleills. Merci galement

restaurateur, en lgitimant lutilisation de ce titre. Ces descriptions recourent aux

Jaap van der Burg pour avoir heberg la dernire rencontre dans ses locaux de

registres du savoir et de laptitude. La comptence y est dfinie comme la combi-

lHelicon Conservation aux Pays-Bas.

naison du savoir et de laptitude, enrichis par lexprience qui permet au conservateur-restaurateur professionnel dexercer son activit de manire cohrente et

Enfin, des remerciements sont adresss lensemble du comit de lE.C.C.O. pour

responsable. LE.C.C.O. propose que cette mme combinaison, exerce dans les

sa libert intellectuelle et son nergie si gnreuse et volontaire qui a rendu ce

diffrents domaines de lactivit dcrite dans le schma reprsentant le niveau 7 du

projet possible. Il reste esprer que ce travail devienne une rfrence utile dans le

CEC (quivalent un niveau de master), dfinisse le niveau requis pour devenir un

champ en constante volution de la conservation-restauration.

conservateur-restaurateur. Ainsi, il reprsente le point partir duquel un individu

entame son dveloppement professionnel.

Intrt de ce travail

LE DOCUMENT FINAL

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 conservateurrestaurateur sera capable de reconnatre le niveau et le domaine dapplication

Le conseil dadministration de lE.C.C.O. a

des comptences professionnelles requises dans chaque partie du schma. Cette

t mandat par son assemble gnrale de

dmar
che lui procure lopportunit de comparer les prrequis de comptence

juin 2008 pour formuler les niveaux mini-

professionnelle tels quils sont cartographis par lE.C.C.O. avec ce quils sont

mum de comptences et de matrise requis

dans sa propre ralit. Des comparaisons peuvent tre tablies pour une valuation

pour une personne prtendant lutilisa-

individuelle, pour la dlivrance de programmes denseignements ou encore

tion du titre de conservateur-restaurateur.

comme ligne directrice pour valuer les conditions dadhsion une organisation

En accord avec les lignes directrices de

professionnelle. Quoi quil en soit, limportance relle de cette cartographie et

lE.C.C.O. (guidelines E.C.C.O. 2004), ce

de lchelle dvaluation des activits de conservateur-restaurateur rside dans

document correspond aux descrip

t eurs

lidentification des aptitudes, des connaissances et de lexprience particulire

indiq us dans le Cadre Europen des Certifications (CEC) au niveau 7, qui quivaut

qui procurent au professionnel lautorit pour agir directement sur le patrimoine

au niveau acadmique de master. Ce travail encourage la dlivrance de qualifica-

culturel.

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.

Utilisation projete

En complment du travail principal expos ici, les comptences indiques pour

Le travail dvelopp dans le prsent document a suscit de nombreuses marques

laccs la conservation-restauration, les niveaux de capacit procurs par des

dintrt provenant dune large frange dinterlocuteurs concerns, notamment :

diplmes de licence et de doctorat ont t suggrs. Ceci complte la gamme

des conservateur-restaurateurs praticiens, des corps reprsentatifs professionnels

gnralem ent rencontre des qualifications acadmiques existant dans le champ de

et des institutions denseignement. Mme si ce travail semble pertinent pour de

la conservation-restauration. Ces niveaux sont quivalents aux niveaux 6 et 8 du

nombreuses personnes et dinstitutions oprant dans le champ du patrimoine

CEC. Lun reprsente une vise intermdiaire pour un programme denseignement,

culturel, il est initialement destin aux organisations membres de lE.C.C.O. Il

tandis que lautre figure un possible objectif dans le cadre de la formation tout au

est espr que ce travail encouragera le dbat sur les comptences requises pour

long de la vie, vers lequel tout professionnel devrait tendre.

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

Afin daccomplir son mandat, le groupe de travail a dtermin les principes

de cinq ans pendant laquelle les ractions de ses membres et des autres personnes

suivants :

du domaine seront accueillies avec intrt.

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-restaurateur est rserv ce niveau ou au niveau suprieur.

 Certaines personnes travaillent dans le champ de la conservation-restauration,

CONTEXTE

mais elles nont pas le droit dutiliser le titre de conservateur-restaurateur. En

recourant ce schma de dfinition des comptences des conservateur-restaurateurs, dautres praticiens dans le mme champ peuvent tre amens partager

En 1999, lissue de la runion des ministres des Etats

certaines de nos comptences, devenant ainsi capables de se localiser leur tour

membres de lUnion europen, la dclaration de Bologne

par rapport notre profession par exemple le scientifique en conservation-

a conduit la mise en place dun espace europen

restauration et lhistorien des techniques en histoire de lArt.

de lenseignement suprieur (EHEA pour European

Higher Education Area). Son objectif est dtablir et

LE.C.C.O. considre lENCoRE et les prestataires de services denseignement

damliorer lefficacit de cet enseignement en Europe.

responsables des acquis de formation. Le rle de lE.C.C.O. consiste articuler

Ce qui est aujourdhui connu comme le processus

le profil professionnel et dfinir le standard des comptences pour lentre

de Bologne, unifie sa structure et exige que chaque

dans la profession.

programme denseignement suprieur soit dcrit suivant

les qualifications quil dlivre et son organisation. Lobjectif est de calibrer et de

LE.C.C.O. considre le conservateur-restaurateur comme un spcialiste du

rendre transparents les diffrents niveaux et types de qualifications disponibles

secteur du patrimoine culturel, lequel englobe beaucoup dautres participants

dans lensemble des institutions ducatives de lenseignement suprieur travers

et parties prenantes. Chaque groupe professionnel pourra assurer des missions

toute lEurope ds 2012. Par consquent, il est ncessaire pour les organismes

spcifiques dans le domaine du patrimoine culturel.

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.

Le rapport prsent ici repose sur ces principes. Les rsultats sont prsents de

manire fournir un outil dvaluation professionnelle, tant pour les personnes que

Dici 2012, tous les programmes denseignement doivent formuler leurs objectifs

pour les organisations. Le niveau 7 est dfini comme niveau daccs la profes

en termes dacquis de formation. Ceci reprsente un tournant pour la transmission

sion et assorti des descripteurs spcifiques de la conservation-restauration, tels

de lenseignement et son valuation, qui remplace une approche centre sur

que ratifis par lassemble gnral de lE.C.C.O. Sofia en 2009. Les descripteurs

lenseignant par une approche centre sur ltudiant. Laccent est mis sur ce que

pour les niveaux 6 et 8 sont aussi proposs.

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 certifications 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.

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.
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

La recommandation concernant la mise en place du

aux niveaux dtudes suivants : cursus de trois ans de niveau licence (niveau 6),

CEC pour un apprentissage tout au long de la vie a t formellement adopte

cursus de 2 ans de niveau master (niveau 7) et un cursus de recherche de 3 ans,

par le Conseil de lEurope et par le Parlement europen en avril 2008. Cette

doctorat (niveau 8). Au-del du doctorat et pour les formations continues, il ny a

recommandation encourage les tats membres promouvoir la validation de

pas de mcanisme prvu dans cette chelle.

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

10

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
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.

11

DIRECTIVE 2005/36/EC
SUR LA RECONNAISSANCE
MUTUELLE DES
QUALIFICATIONS / LE CEC

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

Il convient de signaler pour les besoins de

Europe. Ce travail a t accompli grce la participation de lENCoRE et il comprend

ce rapport, que la directive 2005/36/EC est

une charte annexe, qui dfinit les principaux termes relevant de la conservation-

un instrument lgalement contraignant qui

restauration. Ce projet sinsre dans le champ du cadre de rgulation dvelopp

a primaut sur le CEC. La Directive vise

par le Conseil de lEurope li la conservation et la prservation du patrimoine

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.

de travail capable de promouvoir un processus dynamique pour intgrer les prin-

Larticle 12 de la Directive met des recommandations sur la reconnaissance de

cipes de la conservation-restauration qui guident la reconnaissance et la protection

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

dautres rsolutions et conventions adoptes par le Conseil de lEurope, telles que

12

La Directive considre 5 niveaux dans lesquels classer les qualifications alors

la Convention pour la sauvegarde du patrimoine architectural en Europe, adopte

que le CEC en utilise 8. Il en rsulte un cart plus important entre les niveaux.

en 1985 (CoE 1985), la Convention europenne pour la protection du patrimoine

Il ne sagit donc pas dun outil aussi prcis que celui du CEC pour valuer les

archologique (rvise), adopte en 1992 (CoE 1992) et la Convention cadre sur la

qualifications. Son objectif est de faciliter la mobilit des travailleurs migrants

valeur du patrimoine culturel, adopte en 2005 (CoE 2005).

dun pays lautre de lUnion europen, grce des quivalences/correspondances

de qualifications dans des catgories plus larges. La Directive admet le principe des

Ce texte dcrit en dtail la nature de la conservation-restauration pour la

mesures compens atoires autorises dans le pays daccueil et prend en considration

sauvegarde du patrimoine culturel, en identifiant la conservation-restauration

les effets rgulateurs produits par les organisations professionnelles.

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 conservationrestauration (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 conservateurrestaurateur soient calibres au niveau adquat.

13

DESCRIPTEURS DU NIVEAU 7 (DIPLME DE MASTER)

POUR LA CONSERVATION-RESTAURATION

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

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

cerner les descripteurs en termes dentre dans la profession tandis que lENCoRE

les rgles de conduite professionnelle (ECCO 2004), correspondait au niveau7

les tablit en termes denseignement ncessaire pour satisfaire ce niveau dentre.

du CEC.

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

Pour le groupe de travail, le premier enjeu consistait examiner chacun des trois

lE.C.C.O. et par lENCoRE.

descripteurs gnriques du CEC pour ce niveau, puis les interprter en termes

daccs la profession. Le rsultat immdiat aurait idalement articul le savoir,

Au niveau 7, le CEC requiert:

les aptitudes et les comptences dans le langage gnrique des descripteurs de ce

Savoir: Savoirs hautement spcialiss, dont certains sont lavant-garde du

niveau. Cela sest avr plus complexe.

savoir dans un domaine de travail ou dtude, comme bases dune pense originale et/ou de la recherche. Conscience critique des savoirs dans un domaine et

Les problmes dune approche directe pour dfinir la fois les descripteurs pour

linterface de plusieurs domaines. (European Communities, 2008:12)

lenseignement et ceux pour laccs la profession, sont immdiatement apparus.

14

Un simple nonc aurait t trop gnral pour tre significatif et aurait couru le

LE.C.C.O., comme lENCoRE, interprte savoirs hautement spcialiss dans le

risque de devenir la fois prescriptif et dpass. De plus, dclarer simplement

domaine de la conservation-restauration, comme un savoir qui ne peut tre atteint

savoir, aptitudes et comptence, comme niveau daccs la profession, aurait

quen suivant un enseignement qui maintient un juste quilibre entre lenseigne

pu devenir trop rigide et constituer ainsi un obstacle la cration de nouvelles

ment intgr de la thorie et de la pratique... (ENCoRE, 1997, clause 6). Nous

connaissances, en entravant le dveloppement de la profession.

interprtons la conscience critique des savoirs dans un domaine comme la capacit

acqurir les connaissances, valuer leur validit et leur fiabilit, et les appliquer

Ces proccupations nous ont conduit un examen plus approfondi autant du CEC

de manire justifier toutes les dcisions soumises au conservateur-restaurateur

que des missions professionnelles du conservateur-restaurateur. Le rsultat a t de

dans son propre champ de spcialit, et si ncessaire entreprendre ou diriger

ramener au premier plan la structure hirarchique du CEC, cest dire savoir, apti

les actions dcoulant de ces dcisions. Cela traduit ce qui tait considr comme

tud es et comptence comme des consquences de lapprentissage pour lesquels

un niveau avanc de savoir dans les domaines qui sont adjacents aux spcialits, et

le processus dacquisition est une progression travers les niveaux. Un examen

une connaissance globale du domaine du patrimoine culturel, en savoirs hautement

attentif de ce processus, illustr dexemples de la complexit croissante des descrip

spcialiss des principes thoriques et pratiques de la conservation-restauration

teurs gnriques, a induit le paradigme des savoirs en expansion, des aptitudes et

dans les limites dun champ de spcialit.

comptences corrles aux points daccs la profession qui sont explorer. Il

en rsulte que les limites et frontires des savoirs, aptitudes et comptences

Aptitudes: Aptitudes spcialises pour rsoudre des problmes en matire de

requises par un individu dans des conditions particulires, ne sont pas dfinies

recherche et/ou dinnovation, pour dvelopper de nouveaux savoirs et de nou-

ici dans un cadre dchelons nuancs par des indices. La capacit de quelquun

velles procdures et intgrer les savoirs de diffrents domaines. (European Com-

entrer dans la profession est plutt exprime en tant quil possde un niveau

munities, 2008:13)

appropri de savoirs, aptitudes et comptences, ncessaire pour assumer la

15

LE.C.C.O., comme lENCoRE, interprte aptitudes spcialises pour rsoudre des

PORTRAIT DUNE PROFESSION

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

Cette section dcrit de manire systmatique les niveaux

dans le cadre de la profession.

de savoir, aptitudes et comptence requis pour quiconque

accde la profession de conservateur-restaurateur.

Cette notion comprend : la capacit observer, collecter et analyser de manire

Cela constitue le point partir duquel une personne

critique des informations qui permettent de parvenir aux conclusions pertinentes

peut lgitimement utiliser le titre de conservateur-

et de mettre en uvre une srie dactions; la capacit analyser et valuer sans

restaurateur. Cela reprsente aussi le plus souvent, mais

cesse la situation et le droulement du processus, de manire lajuster quand cela

pas exclusivement, le diplme de master la fin du

est ncessaire; la capacit intgrer les savoirs dautres domaines et crer de

deuxime cycle universitaire et le dbut dune carrire

nouveaux savoirs et procdures au moment opportun; la capacit transmettre le

professionnelle. Toutefois, lE.C.C.O. reconnat que des

savoir.

personnes diplmes dun programme denseignement

reconnu au niveau master peuvent souhaiter et tre

Un niveau accompli de dextrit et de sensibilit doit tre dmontr dans le domaine

qualifies pour entreprendre dautres missions dans

de spcialisation, mais celui-ci peut tre aussi tendu ou partag avec dautres

le secteur du patrimoine culturel comme la gestion de

domaines. Il sagit dune aptitude cognitive entreprendre des procds familiers

collections. Cependant, ce document est consacr au

dans le cadre dune spcialit donne, tout en permettant de souvrir des procds

professionnel de la conservation-restauration.

non familiers. Cela comprend un haut niveau de familiarit avec les mthodes, les

16

matriaux, les outils et les instruments dans une spcialit donne et la capacit

Une cartographie conceptuelle a t dresse travers la dfinition des actions

adapter et dvelopper de nouveaux outils et mthodes.

qui forment les aspects concrets de notre travail. Elle dcrit la conservationrestauration en termes de processus de prises de dcisions qui cherchent garantir

Comptences: Grer et transformer des contextes professionnels ou dtudes

la transmission du maximum de signification patrimoniale du pass au futur, au

complexes, imprvisibles et qui ncessitent des approches stratgiques nouvelles.

bnfice de tous les publics et en tout lieu et impliquer la gestion du changement

Prendre des responsabilits pour contribuer aux savoirs et aux pratiques

[...] par la ngociation (Staniforth 2002) avec les parties prenantes et les autres

professionnelles et/ou pour rviser la performance stratgique des quipes.

professionnels du domaine du patrimoine culturel. Ainsi la conservation-restauration

(European Communities, 2008:13)

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

LE.C.C.O., comme lENCoRE, considre que le conservateur-restaurateur est

requises sont clairement situes par rapport ce contexte et le schma a t construit

comptent ds quil a acquis les aptitudes ncessaires, le savoir et lexprience pour

pour ref lter cette situation. Ainsi sont explicitement reconnus les besoins en

oprer dans son domaine de spcialisation, dans les limites thiques et pratiques

recherche et en documentation tous les niveaux du processus de prise de dcisions

de la profession. Cela signifie la capacit travailler de manire cohrente et

(cf. E.C.C.O. 2001). Ces besoins constituent certains des principes directeurs de

responsable, en portant une attention particulire ce qui relve de sa propre

la conservation-restauration et lui confrent son statut acadmique. La dextrit

spcialit et qui implique lapplication de savoirs et daptitudes tels que dcrits

manuelle, considre comme prrequis essentiel de la pratique professionnelle,

plus haut. Cette notion comprend la capacit utiliser des concepts existant en

est mesure en tant quaptitude aussi bien pour la mise en oeuvre pratique des

conservation-restauration, crer de nouvelles approches stratgiques et en

techniques de diagnostic, que pour la ralisation des traitements de conservation et

appliquer les principes et lthique dans des situations trs diverses.

de restauration. Presque toutes les actions menes par le conservateur-restaurateur,

17

ncessitent

une

part

dhabilet. Une chelle

colore,

codifie

fonction

des

en

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

conservation-restauration, ainsi que la programmation et

lorganisation dinterventions et traitements. Elle inclut la
escompts, le niveau dintervention ncessaire, lvaluation
demandes des parties prenantes, les risques et les options

Tout cela requiert une programmation et une organisation

lassurance, le phasage du projet, le financement, les

Dfinition des besoins

permettant

quipements et les installations.

colonne vertbrale figurant une progression analytique qui respecte les principes

comprend les mesures prventives, les mesures curatives,

thiques reconnus partir desquels les diffrentes activits sordonnent.

les procds de restauration et les procdures de contrle.

ainsi quil est montr dans le modle conceptuel suivant. (figure 2)

entranant

prenant en compte la sant et la scurit, la lgislation,

dun processus dinterventions ou de traitements. Elle

entire. Les activits associes sont dveloppes partir de la colonne vertbrale

Examen et diagnostic

pour un usage futur.

actions conscutives aux traitements. Ce processus est prsent sous la forme dune

connaissances. Ces deux principes sont leur tour valus comme des actions part

ncessite

des solutions alternatives, les limites de laction, les

La cinquime tape est essentielle. Cest la mise en uvre

et limpratif de documentation, qui permettra la diffusion de nouvelles

Processus de conservation-restauration

prise en compte de divers paramtres comme les rsultats

actions de prvention lorsquelles sont ncessaires, avec des considrations sur les

Chacune de ces tapes est considre comme encadre par lthique professionnelle

18

La troisime tape intgre la slection dactions de

Choix des
interventions/actions de C-R
qui ncessite

Programmation et organisation des

interventions/actions

Le bnfice en est le rsultat de la conservation-restauration

elle-mme. Ceci comprend lvaluation du changement du

pour entreprendre
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.
La septime tape comprend les conseils aprs traitements,

pour obtenir

fonds sur des actions venir identifies lors des tapes

Le processus de conservation-restauration (signal en bleu) ncessite les tapes

prcdentes. Cela peut aller jusqu inclure un calendrier

suivantes (signales en rouge):

des travaux projets et des lignes directrices pour les soins

La premire tape du processus comprend lexamen et le diagnostic. Elle inclut

et lentretien.

Rsultat

suivi de

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.

Recommandations de suivi
aprs intervention

Ce qui nous conduit la seconde tape, exigeant une apprciation des besoins
au regard de son usage actuel et futur.

Figure 1 : Colonne vertbrale des tapes de la

conservation-restauration

origine

Processus de conservation-restauration
dimension immatrielle

ncessite

Examen et diagnostic

par examen de

causes d'altrations

par examen de

environnement actuel
constituants

risques encourus

technologie
entranant

documentation

tat physique
historique des changements

Dfinition des besoins

usage actuel

ncessite
l'valuation

permettant

intention

qui peut
comprendre

contexte

matriaux et technique

par
valuation
du/des

histoire

association
importance

qui
ncessite

prises de mesures

qui peut
comprendre
qui
ncessite

examen visuel
analyses non-destructives
prise d'chantillons/analyses destructives

utilisation envisage
rsultat espr

qui informe

en termes de

Choix des
interventions/actions de C-R

qui prend
en compte
hygine et scurit

qui ncessite

Programmation et organisation des

interventions/actions

recherche

qui prend
en compte

traitements alternatifs

par rfrence

contraintes d'interventions

lgislation

demandes des parties prenantes

assurance

risques inhrents aux interventions

gestion de projet

options d'utilisation future

possibilits techniques
ressources financires
rgles thiques

qui comprend la
gestion/contrle de

entranant

matriaux
ressources humaines
plateau technique

entranant
pour accomplir

Actions de C-R

action indirecte

qui reprsente

conservation prventive

action directe

qui reprsente

conservation curative

ncessitant

restauration

contrle
pour obtenir
pour amliorer

peut
conduire

pouvant entraner

rectifications

Rsultat
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
prsentation orale

publication

degr

dure

quipements et site

nouveau
savoir

normes thiques
type

dtermines
par

financements
pour entreprendre
ou raliser

prsentation
interprtation

niveau d'intervention
ncessitant

collecte de preuves

qui peut
faire partie

qui informe

Figure 2 : Carte conceptuelle dveloppe

qui fournit

Lignes de conduite

programme des interventions futures

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.

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 permet quelquun de dpasser les limites du savoir. Ceci requiert une capacit

valuation du savoir
Les activits du conservateur-restaurateur ayant t identifies, chacune dentre

prdictive hautement dveloppe et une comprhension mta-cognitive.

Les diffrents types de savoirs sont classs comme suit:

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

22

initial de Benjamin Bloom (1956), a t utilise cet effet. Elle contient lchelle
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
qui, bien que mene par lapplication dune dmarche analytique, ne requiert
pas dexprience.

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 ralisation 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
devrait tre dfini par rapport aux niveaux 6 et 8, non seulement dans le cadre des
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.

23

valuation des aptitudes

4. Aptitude experte lorsquune personne possde une

niveaux d'aptitude

Le niveau daptitude requis pour entreprendre chaque

capacit intgrative excuter des tches et entreprendre des

activit a t valu de la mme manire. Laptitude est

processus dintervention dans son champ dexpertise. Elle

savoir uniquement

gnralement dfinie comme lexcellence, la facilit

est aussi capable dexcuter des tches ou dentreprendre

aptitude basique

ou la dextrit qui sacquiert ou se dveloppe travers

des traitements de manire avise dans des domaines

lapprentissage ou lexprience. Cela suggre une capa

associs. Elle sera capable dappliquer les connaissances

cit particulire ou une expertise permettant daccomplir

et de comprendre le processus dune manire innovante

aptitude labore

une activit avec aisance et prcision de manire obtenir

et indite, en adaptant et en crant de nouvelles mthodes

aptitude experte

le rsultat recherch.

dans le champ de la conservation-restauration.

1. Aptitude de base lorsquune personne possde seu-

Chaque niveau sest vu attribuer le code color suivant sur la

lement la capacit entreprendre des tches basiques lors

carte conceptuelle.

aptitude intermdiaire

dun processus de conservation-restauration complexe. Il

est peu probable que cette personne possde les connais-

A partir du niveau 7 du Cadre Europen des Certifications (CEC), niveau dentre

sances en profondeur pour entreprendre cette tche sans

dans la profession de conservateur-restaurateur, les niveaux (1 6) et les types de

encadrement ni conscience de toutes les rgles thiques

savoir (A D), ainsi que les niveaux daptitude (couleurs) ont t affects chacune

qui pourraient sy appliquer. Elle opre correctement

des cases dactivit du diagramme. La carte en rsultant est prsente ci-dessous.

dans les limites fixes par la profession.

2. Aptitude

24

intermdiaire

lorsquune

personne

possde un niveau suprieur daptitude la fois en tendue et en profondeur.

On attend delle quelle possde les aptitudes basiques dans lintgralit du
domaine dexpertise, quelle soit capable dy utiliser diffrents concepts et
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.

25

origine (a 3)

Processus de conservation-restauration
dimension immatrielle (a/b 4)

ncessite

Examen et diagnostic

histoire (a 4)

par examen de

contexte (a 4)

matriaux et technique (a/b 4)

par
valuation
du/des

causes d'altrations (a/b 4)

environnement actuel (a 4)

par examen de

constituants (a 4)

risques encourus (a/b/c 4)

technologie (a 4)
entranant

documentation (a/c 3)

tat physique (a 4)
historique des changements (a 4)

Dfinition des besoins

usage actuel (a/b 4)

ncessite
l'valuation

permettant

intention (a 3)

qui peut
comprendre

association (a 3)
importance (a 3)

qui
ncessite

prises de mesures (a/c 3)

qui peut
comprendre

examen visuel (a/c 3)

analyses non-destructives (a/c 3)

qui prise d'chantillons/analyses destructives (a/c 3)

ncessite
collecte de preuves (a/c 3)

utilisation envisage (a/b 4)

rsultat espr (b 4)

qui informe

prsentation (b 2)

en termes de

interprtation (b 2)

niveau d'intervention (b 4)
qui prend
en compte

Choix des
interventions/actions de C-R

ncessitant

traitements alternatifs (b/c 4)

Programmation et organisation des

interventions/actions

recherche (a/b/c 4)

qui prend
en compte

normes thiques (b 3)

contraintes d'interventions (b 4)

hygine et scurit (a 3)
qui ncessite

par rfrence

lgislation (a 2)

demandes des parties prenantes (a 2)

assurance (a 2)

risques inhrents aux interventions (b 4)

gestion de projet (c 3)

options d'utilisation future (b 4)

type (a/b/c 4)
dtermines
par

degr (a/b/c 4)
possibilits techniques (a 3)
ressources financires (a 3)

financements (a 3)

rgles thiques (a 3)
dure (c 3)

quipements et site (a 3)
pour entreprendre
ou raliser

qui comprend la
gestion/contrle de

entranant

matriaux (a 3)
ressources humaines (b 3)
plateau technique (a 3)

entranant
pour accomplir

Actions de C-R

action indirecte (a/b/c 4)

qui reprsente

conservation prventive (a/b/c 4)

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

nouveau
savoir

peut
conduire

pouvant entraner

rectifications (c 4)

Rsultat
pouvant entraner

valuation du changement du risque (b 4)

niveau de russite (a 4)

dissmination

suivi de

communication des rsultats (a 3)

identification des actions futures (b 4)

Recommandations de suivi
aprs intervention
prsentation orale

publication

qui peut
faire partie

qui informe

qui fournit

Lignes de conduite (c 4)

programme des interventions futures (b 3)

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

types de savoirs

niveaux de savoirs

a : factuel
b : conceptuel
c : procedural
d : metacognitif

1 : remmoration
2 : comprhension
3 : application
4 : analyse
5 : valuation
6 : cration

niveaux d'aptitude
savoir uniquement
aptitude basique
aptitude intermdiaire
aptitude labore
aptitude experte

28

NIVEAU 7 DU
CEC

INTERPRTATION DE LA
CARTE CONCEPTUELLE

A ce niveau, la carte

Cartographier les concepts donne

(figure 3) montre que le

une image particulire de la ralit,

type de savoir est essen-

qui reprsente une situation ou un

tiellement

conceptuel

phnomne par lidentification des

(B) et procdural (C) et

concepts cls et de leurs intercon-

que son niveau de savoir

nexions pertinentes. Cette matria-

permet au praticien de

lisation des propositions facilite la

lappliquer (3) et danalyser les rsultats (4). Le niveau 7 du CEC doit donc sinter-

comprhension dune situation tout en permettant une exploration factuelle qui

prter comme oprant dans une gamme de protocoles de conservation-restauration

permet la mise en vidence dune structure relationnelle. Au sein de la carte, en

bien tablie et familire. Il ne sagit que dexaminer des processus eux-mmes. Un

figures 2 et 3, chaque concept est reprsent par un nud qui est identifi par un

dbutant va rarement inventer de nouvelles solutions aux problmes de conserva-

nom. Chaque lien a t signifi par un verbe daction. La combinaison des nuds

tion-restauration, le praticien nest pas encore un expert dans son domaine, dans la

et des liens descriptifs forme une phrase, qui reprsente une unit smantique.

mesure o il na pas encore atteint le niveau mta-cognitif dans sa comprhension

Ici, ces units smantiques constituent des affirmations signifiantes, relatives aux

du travail. Alors quil possde une conscience critique suffisante pour modifier et

diffre ntes zones de comptences. Les liens sont directionnels et tiquets avec

ajuster un traitement, il peut ntre capable que danalyser le rsultat sans valuer

une explication simple de leur relation crant ainsi une structure hirarchique, se

le processus lui-mme.

dplaant de la colonne vertbrale la plus gnrale vers les extrmits les plus
dtailles. Cette carte peut tre interprte de diffrentes faons:

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 conservateurrestaurateur sur le patrimoine culturel. Le code color utilis sur la carte illustre ce

Du point de vue du professionnel de la conservation-restauration

fait trs clairement, les zones de concentration du jaune correspondent directement

La carte rend explicites les processus de la conservation-restauration, dmontrant

lanalyse et aux traitements du patrimoine culturel.

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

Lorganisation et la programmation lies au travail de conservation-restauration

fiques de ces processus. Ces niveaux et types sont requis pour garantir que les

requirent un niveau daptitude intermdiaire pour garantir une pratique

significations et limportance culturelle comme lintgrit physique du bien sont

professionnelle correcte, tandis quun niveau basique daptitude est suffisant pour

rvles et prserves selon des critres quantitatifs et qualitatifs. Pour faciliter

aborder les problmes dhygine et de scurit, les questions de lgislation et les

linterprtation, la carte prsente ses comptences comme un processus dans lequel

questions dassurances et dordre financier. Bien entendu, labsence daptitudes de

la conservation prventive et curative et la restauration sont imbriques, consi-

niveau intermdiaire ou avanc en matire de gestion nest pas disqualifiante dans

drant que le devoir professionnel dans le cadre des rgles de conduite du code

ce domaine, mais des aptitudes basiques restent indispensables.

dthique, oblige la modration.

29

Une partie importante de lactivit

qualifient toute intervention, ngocient son objet et mesurent son efficacit et son

de conservation-restauration revient

utilit. Dans ce cas, elles peuvent tre lues comme une suite linaire de domaines

valuer les dcisions prises comme

dexpertise lis entre eux comme suit :

les actions ralises au regard des

standards professionnels. Bien que

Examen et diagnostic

toutes les parties soient reprsentes

Lanalyse des matriaux et techniques, des causes daltration et des risques

de manire identique sur la carte, en

encourus, requiert un savoir factuels, conceptuel et procdural. Elle est ralise

ralit, chaque zone est considre

laide daptitudes allant des niveaux intermdiaires avancs.

diffr emment en fonction des circon

stances. Par exemple, si aucune

Le schma dveloppe ces catgories pour dcrire linformation et les mthodes

mesure de conservation cura

t ive

danalyse disponibles, mobilisant galement un savoir procdural pour faciliter la

nest requise pour un bien cultu

ralisation et la capacit danalyser les rsultats. Ce travail ncessite un niveau

rel particulier, seule lutilit des mesures prventives devra tre considre.

daptitudes avanc.

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

Definition des besoins

quil en soit, cette reprsentation intgre la ncessit de faire figurer tous les

Lanalyse de lusage actuel et de lutilisation envisage dun objet et/ou dune

aspects de la conservation-restauration, dans la mesure o chacun dentre eux doit

collection repose sur des savoirs conceptuel et factuel.

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

30

long dun parcours professionnel type. Si lune de ces zones dactivit ntait pas

Choix des actions et/ou des interventions de conservation-restauration

mobilise pendant une longue priode, il pourrait tre ncessaire pour un individu,

Un choix argument pour le droulement dune action est rgi par:

de suivre un programme denseignement de manire retrouver la pleine tendue

de ses comptences.

lanalyse du rsultat espr exprim en termes de prsentation et dinterprtation, qui requiert un savoir conceptuel;

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.

lanalyse de lefficacit des traitements alternatifs, qui ncessite des savoirs

conceptuels et procduraux;

Cette valuation devrait videmment tre entreprise travers un processus forma

lis. Dautre part, la carte peut tre utilise par un praticien professionnel comme

lanalyse des contraintes dintervention, qui requiert un savoir conceptuel ;

un outil dauto-valuation de manire identifier ses besoins de dveloppement

la comprhension des demandes des parties prenantes, qui requiert un savoir

professionnel. Son utilisation potentielle pour le dveloppement et lvaluation des

factuel;

programmes denseignement est discute dans le chapitre suivant.

lanalyse des risques inhrents aux interventions, qui requiert un savoir concepDans le contexte professionnel, les cartes conceptuelles peuvent tre interprtes comme une squence narrative identifiant les zones distinctes dactivit, qui

tuel et procdural des traitements;

31

lanalyse des options dutili-

De plus, toute personne qui doit exer-

sation future, qui requiert un savoir

cer en tant que professionnel doit tre

conceptuel.

capable de contrler et denregistrer

les procdures et leurs rsultats, perLe schma dveloppe ces catgories

mettant ainsi de procder des recti-

de manire envisager la fois les

fications lorsque cest ncessaire. Ceci

rgles thiques et les normes, les

requiert une capacit danalyse attache

possibilits techniques et les ressour

un savoir procdural.

ces financires ncessitant un savoir

factuel, conceptuel et procdural. Ces

32

catgories sont considres comme

Rsultats

des zones et des niveaux de savoir

La capacit danalyse des rsultats

rattachs la prise de dcisions, qui ne requirent pas des aptitudes de spcialistes,

est une ncessit dans toute pratique professionnelle. Cela doit comprendre une

quelles soient suprieures et infrieures aux aptitudes gnrales transmissibles.

valuation du changement du risque pour lobjet, le niveau de russite obtenue et

Une fois ce point atteint, on peut argumenter sur la ncessit de lintervention.

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

Une part importante du processus de conservation-restauration rside dans lana-

comme ncessaire pour exercer en tant que conservateur-restaurateur. Le savoir

lyse des actions futures. Cela comprend des soins prventifs et la prescription de

spcifique requis est considr comme factuel et conceptuel pour les domaines

lignes de conduite pertinentes pour lentretien et lusage du bien. Ceci requiert un

relevant des assurances, de lhygine et de la scurit, de la gestion de projet, des

savoir procdural. Un tel travail peut contribuer aux recherches en cours et aux

quipements et des sites. Un niveau daptitude intermdiaire est requis pour ceux

futures publications.

qui entrent dans la profession.

Actions de conservation-restauration

Du point de vue de la formation dlivrer

Un niveau daptitude intermdiaire est ncessaire pour quiconque entre dans la

La carte offre un outil trs puissant pour le dveloppement de lenseignement de

profession, en gestion de projets en relation avec la dure, les ressources humaines,

la conservation-restauration travers lEurope. Dans les programmes ducatifs

les matriaux et le plateau technique. Des niveaux de savoir factuel et conceptuel

tablis, les cursus actuels peuvent tre examins en ce quils contribuent lever

sont exigs.

le niveau daptitudes et de connaissances dans un domaine particulier. La reprsentation des diffrents cours composant un enseignement peut tre matrialise

Une personne accdant la profession doit tre capable dappliquer et danalyser les

par une carte ref ltant la carte conceptuelle de la figure 3, identifiant les apports

processus associs aux traitements de conservation-restauration, qui comprennent

de chaque activit. En premier lieu, cela peut se faire en cartographiant les acquis

des mesures prventives et curatives et de la restauration. Cela requiert des savoirs

de formation.

factuels, conceptuels et procduraux pour un niveau avanc daptitudes.

33

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

34

dapplication dun sujet particulier ainsi que la squence dans laquelle il est
enseign, elle peut aussi servir valuer un programme denseignement dans son
ensemble. En termes simples, on peut rsumer cela de la manire suivante: lorsque
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.

35

origine (a 2)

Processus de conservation-restauration
dimension immatrielle (a 2)

ncessite

Examen et diagnostic

histoire (a 2)

par examen de

contexte (a 2)

matriaux et technique (a/b 3)

par
valuation
du/des

causes d'altrations (a/b 3)

environnement actuel (a 3)

par examen de

constituants (a 3)

risques encourus (a/b/c 2)

technologie (a 3)
entranant

documentation (a/c 3)

tat physique (a 3)
historique des changements (a 2)

Dfinition des besoins

usage actuel (a/b 2)

ncessite
l'valuation

permettant

intention (a 2)

qui peut
comprendre

association (a 2)
importance (a 2)

qui
ncessite

prises de mesures (a/c 2)

qui peut
comprendre

examen visuel (a/c 2)

analyses non-destructives (a/c 2)

qui prise d'chantillons/analyses destructives (a/c 2)

ncessite
collecte de preuves (a/c 2)

utilisation envisage (a/b 2)

rsultat espr (b 4)

qui informe

prsentation (b 2)

en termes de

interprtation (b 2)

niveau d'intervention (b 4)
Choix des
interventions/actions de C-R

ncessitant

hygine et scurit (a 2)

contraintes d'interventions (b 4)

lgislation (a 1)

demandes des parties prenantes (a 2)

assurance (a 1)

risques inhrents aux interventions (b 4)

gestion de projet (c 2)

options d'utilisation future (b 4)

qui ncessite

Programmation et organisation des

interventions/actions

recherche

traitements alternatifs (b/c 4)

qui prend
en compte

qui prend
en compte

par rfrence

normes thiques (b 3)
type (a/b/c 4)

dtermines
par

degr (a/b/c 4)
possibilits techniques (a 3)
ressources financires (a 3)

financements (a 2)

rgles thiques (a 3)
dure (c 2)

quipements et site (a 2)
pour entreprendre
ou raliser

qui comprend la
gestion/contrle de

entranant

matriaux (a 2)
ressources humaines (b 2)
plateau technique (a 2)

entranant
pour accomplir

Actions de C-R

action indirecte (a/c 3)

qui reprsente

conservation prventive (a/c 3)

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

nouveau
savoir

peut
conduire

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

rectifications (c 2)

Rsultat
pouvant entraner

dissmination

pouvant entraner

suivi de

valuation du changement du risque (b 2)

types de savoirs

niveaux de savoirs

niveau de russite (a 2)

a : factuel
b : conceptuel
c : procedural
d : metacognitif

1 : remmoration
2 : comprhension
3 : application
4 : analyse
5 : valuation
6 : cration

communication des rsultats (a 2)

identification des actions futures (b 2)

Recommandations de suivi
aprs intervention
prsentation orale

publication

qui peut
faire partie

qui informe

qui fournit

Lignes de conduite (c 2)

programme des interventions futures (b 2)

niveaux d'aptitude
savoir uniquement
aptitude basique
aptitude intermdiaire
aptitude labore
aptitude experte

Descripteur du CEC pour le niveau 6

NIVEAU 8 DU CEC

lissue du travail sur le schma, lE.C.C.O. propose les interprtations suivantes

pour les descripteurs du niveau 6:
Le niveau 8 reprsente le niSavoir: savoirs approfondis dans un domaine de travail ou dtude requrant

veau le plus lev de lchelle

une comprhension critique de thories et de principes. (European Communi-

denseignement, qui permet

ties, 2008:12)

la comprhension du champ
le plus large de la connais-

LE.C.C.O. linterprte comme le niveau de savoir atteint aprs une priode de

sance. Il existe une diff-

formation quivalente une licence en conservation-restauration. La comprhen-

rence considrable entre la

sion critique de thories et principes permet une personne de travailler dans un

capacit valuer et celle

domaine limit en conservation-restauration sous la direction dun conservateur-

analyser entre le niveau 7 et

restaurateur professionnel.

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

Aptitude: aptitudes avances, faisant preuve de matrise et de sens de linnova-

correspond laccs la profession, le conservateur-restaurateur va augmenter ses

tion pour rsoudre des problmes complexes et imprvisibles dans un domaine

aptitudes et son savoir en devenant expriment. Cela peut tre illustr sur la carte

spcialis de travail et dtude. (European Communities, 2008:13)

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

38

LE.C.C.O. linterprte comme la possession dun niveau de dextrit manuelle et

niveau 8. Cependant, si les niveaux de savoir et daptitude ne sont pas maintenus et

des aptitudes pour rsoudre les problmes et pour matriser les tches techniques

entretenus dans certains domaines, la comptence risque de retomber en dessous

relevant de la conservation-restauration. Comme ce travail est entrepris sur des

du niveau dfini pour lusage du titre.

biens patrimoniaux uniques, les personnes de ce niveau ne doivent pas intervenir

de manire autonome.

Tandis que le niveau dentre dans la profession est tabli et reprsent par la
carte du niveau 7, le dveloppement des aptitudes et des connaissances au-del de

Comptences: Grer des activits ou des projets techniques ou professionnels

ce point est spcifique de chaque conservateur-restaurateur selon son parcours.

complexes, incluant des responsabilits au niveau de la prise de dcision dans

En consquence, bien que la carte reste inchange, la codification variera dune

des contextes professionnels ou dtudes imprvisibles. Prendre des responsa-

personne lautre. Deux exemples en sont donns dans les figures 5 et 6: un

bilits en matire de dveloppement professionnel individuel et collectif. (Euro-

professionnel expriment ou un titulaire dune thse.

pean Communities, 2008:13)

Laptitude dun professionnel expriment qui a entretenu et dvelopp son experLE.C.C.O. linterprte comme la capacit grer des processus techniques

tise jusquau niveau 8 travers un parcours de dveloppement de formation profes-

complexes dans des champs trs dfinis de la conservation-restauration et la prise de

sionnelle dans son champ de spcialit (y compris louverture et lextension vers

responsabilit dans des contextes de travaux imprvus pour des tches techniques

dautres branches du domaine), est dcrite comme atteignant le niveau le plus lev

non complexes. Tandis quelles sont capables de contrler des quipements

expert/ mta-cognitif. Ceci est clairement illustr par le systme de codage de la

techniques et dentreprendre la gestion gnrale des protocoles, ces personnes

carte dans la figure 5 qui montre comment les savoirs et les aptitudes peuvent se

ne sont pas qualifies pour superviser lintgralit du processus de conservation-

dvelopper chez un professionnel aprs quelques annes.

restauration. La personne possdant ce niveau de comptence est capable de grer

du personnel technique.

39

origine (a 3)

Processus de conservation-restauration
dimension immatrielle (a/b 4)

ncessite

Examen et diagnostic

histoire (a 4)

par examen de

contexte (a 4)

matriaux et technique (a/b 5)

par
valuation
du/des

causes d'altrations (a/b 5)

environnement actuel (a 5)

par examen de

constituants (a 5)

risques encourus (a/b/c/d 4)

technologie (a 5)
entranant

documentation (a/c 3)

tat physique (a 5)
historique des changements (a 5)

Dfinition des besoins

usage actuel (a/b 5)

ncessite
l'valuation

permettant

intention (a 3)

qui peut
comprendre

association (a 3)
importance (a 3)

qui
ncessite

prises de mesures (a/c 4)

qui peut
comprendre

examen visuel (a/c 4)

analyses non-destructives (a/c 4)

qui prise d'chantillons/analyses destructives (a/c 4)

ncessite
collecte de preuves (a/c 4)

utilisation envisage (a/b 5)

rsultat espr (b 4)

qui informe

prsentation (b 2)

en termes de

interprtation (b 2)

niveau d'intervention (b 4)
Choix des
interventions/actions de C-R

ncessitant

traitements alternatifs (b/c 4)

qui prend
en compte

Programmation et organisation des

interventions/actions

recherche (a/b/c 6)

qui prend
en compte

normes thiques (b 4)

contraintes d'interventions (b 4)

hygine et scurit (a 3)
qui ncessite

par rfrence

lgislation (a 2)

demandes des parties prenantes (a 2)

assurance (a 2)

risques inhrents aux interventions (b 4)

gestion de projet (c 3)

options d'utilisation future (b 4)

type (a/b/c 4)
dtermines
par

degr (a/b/c 4)
possibilits techniques (a 5)
ressources financires (a 3)

financements (a 3)

rgles thiques (a 3)
dure (c 3)

quipements et site (a 3)
pour entreprendre
ou raliser

qui comprend la
gestion/contrle de

entranant

matriaux (a 3)
ressources humaines (b 3)
plateau technique (a 3)

entranant
pour accomplir

Actions de C-R

action indirecte (a/b/c 4)

qui reprsente

conservation prventive (a/b/c/d 4)

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

nouveau
savoir

peut
conduire

pouvant entraner

rectifications (c 4)

Rsultat
pouvant entraner

valuation du changement du risque (b 4)

niveau de russite (a 4)

dissmination

suivi de

communication des rsultats (a 3)

identification des actions futures (b 4)

Recommandations de suivi
aprs intervention
prsentation orale

publication

qui peut
faire partie

qui informe

qui fournit

Lignes de conduite (c 5)

programme des interventions futures (b 3)

Figure 5 : Exemple de carte des savoirs et aptitudes de niveau 8 pour

un conservateur-restaurateur expriment
types de savoirs

niveaux de savoirs

a : factuel
b : conceptuel
c : procedural
d : metacognitif

1 : remmoration
2 : comprhension
3 : application
4 : analyse
5 : valuation
6 : cration

niveaux d'aptitude
savoir uniquement
aptitude basique
aptitude intermdiaire
aptitude labore
aptitude experte

Certaines autres cases

seront roses, refltant un
haut niveau d'aptitude,
mais cela dpendra du
sujet de recherche.

origine (a 3)

Processus de conservation-restauration
dimension immatrielle (a/b 4)

ncessite

Examen et diagnostic

histoire (a 4)

par examen de

contexte (a 4)

matriaux et technique (a/b 4)

par
valuation
du/des

causes d'altrations (a/b 4)

environnement actuel (a 4)

par examen de

constituants (a 4)

risques encourus (a/b/c 4)

technologie (a 4)
entranant

documentation (a/c 3)

tat physique (a 4)
historique des changements (a 4)

Dfinition des besoins

usage actuel (a/b 4)

ncessite
l'valuation

permettant

intention (a 3)

qui peut
comprendre

association (a 3)
importance (a 3)

qui
ncessite

prises de mesures (a/c 3)

qui peut
comprendre

examen visuel (a/c 3)

analyses non-destructives (a/c 3)

qui prise d'chantillons/analyses destructives (a/c 3)

ncessite
collecte de preuves (a/c 3)

utilisation envisage (a/b 4)

rsultat espr (b 4)

qui informe

prsentation (b 2)

en termes de

interprtation (b 2)

niveau d'intervention (b 4)
Choix des
interventions/actions de C-R

ncessitant

traitements alternatifs (b/c 4)

qui prend
en compte

Programmation et organisation des

interventions/actions

recherche (a/b/c 6)

qui prend
en compte

normes thiques (b 4)

contraintes d'interventions (b 4)

hygine et scurit (a 3)
qui ncessite

par rfrence

lgislation (a 2)

demandes des parties prenantes (a 2)

assurance (a 2)

risques inhrents aux interventions (b 4)

gestion de projet (c 3)

options d'utilisation future (b 4)

type (a/b/c 4)
dtermines
par

degr (a/b/c 4)
possibilits techniques (a 3)
ressources financires (a 3)

financements (a 3)

rgles thiques (a 3)
dure (c 3)

quipements et site (a 3)
pour entreprendre
ou raliser

qui comprend la
gestion/contrle de

entranant

matriaux (a 3)
ressources humaines (b 3)
plateau technique (a 3)

entranant
pour accomplir

Actions de C-R

action indirecte (a/b/c 4)

qui reprsente

conservation prventive (a/b/c 4)

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

nouveau
savoir

peut
conduire

pouvant entraner

rectifications (c 4)

Rsultat
pouvant entraner

valuation du changement du risque (b 4)

niveau de russite (a 4)

dissmination

suivi de

communication des rsultats (a 3)

identification des actions futures (b 4)

Recommandations de suivi
aprs intervention
prsentation orale

publication

qui peut
faire partie

qui informe

qui fournit

Lignes de conduite (c 5)

programme des interventions futures (b 3)

Figure 6 : Exemple de carte des savoirs et aptitudes de niveau 8 pour

une chercheur en conservation-restauration.
types de savoirs

niveaux de savoirs

a : factuel
b : conceptuel
c : procedural
d : metacognitif

1 : remmoration
2 : comprhension
3 : application
4 : analyse
5 : valuation
6 : cration

niveaux d'aptitude
savoir uniquement
aptitude basique
aptitude intermdiaire
aptitude labore
aptitude experte

Sa comptence dans le domaine de lexamen et du diagnostic est accrue et il est

Descripteurs du niveau 8

devenu expert de la prise en charge et de lvaluation de protocoles de conservation-

LE.C.C.O. propose linterprtation suivante pour les descripteurs de niveau 8:

restauration. Il a aussi augment ses comptences en programmation et en

organisation ainsi quen valuation des rsultats.

Savoir: Savoir la frontire la plus avance dun domaine de travail ou dtude

et linterface de plusieurs domaines. (European Communities, 2008:12)

On doit cependant admettre que le praticien peut stre spcialis par ailleurs,
devenant un expert reconnu dans un domaine particulier sans avoir accru son

LE.C.C.O. linterprte comme le savoir le plus avanc la frontire entre la

expertise dans dautres domaines. Cet lment rend compte de ce que les niveaux

conservation-restauration et les autres champs.

de savoir et daptitude ne croissent pas ncessairement de manire homogne dans

les champs dexpertise initiaux. Certaines des connaissances et des aptitudes

Aptitude: Aptitudes et techniques les plus avances et les plus spcialises, y

resteront au niveau 7.

compris en matire de synthse et dvaluation, pour rsoudre les problmes

critiques de recherche et/ou dinnovation, et pour tendre et redfinir des savoirs

Lorsque lon atteint le niveau 8 par un programme de thse ou doctorat, cela peut

existants ou des pratiques professionnelles. (European Communities, 2008:13)

avoir le mme effet de rduction du champ de spcialit. Tandis que le savoir gnral reste identique ou se dveloppe en tendue au mme niveau de comptence que

LE.C.C.O. linterprte comme les aptitudes et techniques les plus avances et

le niveau 7, le niveau de comptence dans le domaine de recherche, par dfinition,

spcialises dans le champ de la conservation-restauration incluant les capacits

va crotre nominalement, ref ltant une spcialisation de la personne. Cest ce que

de synthse et dvaluation requises pour rsoudre des problmes critiques en

dmontre la figure 6 travers lexemple dun conservateur-restaurateur menant des

recherche et/ou en innovation, et pour tendre et redfinir la connaissance ou la

recherches o ses savoirs et aptitudes dans le secteur de lexamen et du diagnostic

pratique professionnelle existante.

augmentent, tandis quils restent identiques dans les autres secteurs.

44

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
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.

45

CONCLUSION

RFRENCES

En conclusion, les comptences et savoirs exprims ou dvelopps dans les

Anderson, L. W.; Krathwohl, D. R.

niveaux7 et 8 du CEC reprsentent la spcialit du conservateur-restaurateur et

(Eds.)(2001): A taxonomy for lear-

non ltendue complte du champ de la conservation-restauration. Il est admis que

ning, teaching and assessing: A

les personnes diplmes lissue de la formation de conservation-restauration

revision of Blooms Taxonomy of

au niveau master peuvent choisir de poursuivre une recherche en doctorat en se

educational objectives: Complete

spcialisant dans la recherche fondamentale dans le champ de la conservation-

edition, New York: Longman

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

Bloom, B. S.; Krathwohl, D. R.

dfinir par rapport lui.

(1956): Taxonomy of educational objectives: The classification of educational

goals, by a committee of college and university examiners. Handbook 1: Cognitive

Le groupe de travail de lE.C.C.O. reconnat que les niveaux de savoir et dapti-

domain. New York: Longmans

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

CoE (1985): Convention for the Protection of the Architectural Heritage of Europe.

combinent pour dterminer son expertise et les cartes peuvent savrer un outil trs

Granada. http://conventions.coe.int/treaty/en/treaties/html/121.htm

utile pour valuer leur force et rechercher les bnfices dun dveloppement pro-

46

fessionnel supplmentaire. Quoi quil en soit, le groupe de travail propose que ce

CoE (1992): European Convention for the Protection of the Archaeological Heri-

soit la combinaison de toutes ces zones de comptences pratiques au bon niveau,

tage (revised). Valetta. http://conventions.coe.int/treaty/en/treaties/html/143.htm

qui dfin isse la nature de notre activit et lui confre son statut professionnel. Nous
pensons que larticulation de ces comptences peut aider identifier les aptitudes

CoE (2005): Council fo Europe Framework Convention on the Value of Cultural

utiles des autres professions dans leurs rapports la conservation-restauration.

Heritage for Society. Faro.

Nous esprons quelles aideront la dlivrance dacquis de formation et quelles

http://conventions.coe.int/Treaty/EN/Treaties/Html/199.htm

permettront de renforcer le dveloppement de parcours ducatifs.

E.C.C.O. (2001): APEL Acteurs du Patrimoine Europen et Legislation. Survey
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

47

ILLUSTRATIONS
ENCoRE (1997): The Document of Pavia.
http://www.encore-edu.org/encore/DesktopDefault.aspx?tabindex=1&tabid=188
Les images contenues dans ce livret ont t choisies titre dexemple pour illusEuropean Communities (2008): The European Qualifications Framework for Li-

trer les actions menes par les conservateurs-restaurateurs. En consquence, seul

felong Learning (EQF). Brussels, ISBN: 978-92-79-08474-4

le numro de la page, le nom du photographe et le site o la photo a t prise sont

http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf

mentionns.

European Commission (2009): ECTS Users Guide. Brussels. ISBN: 978-92-7909728-7

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

http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

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

European Parliament (2005): Directive 2005/36/EC On the recognition of professional qualifications. Official Journal of the European Union L255 Vol. 43,
p. 22-142. http://ec.europa.eu/internal_market/qualifications/future_en.htm#dir
Novak, J. D.; Gowin, D. B. (1984): Learning how to learn. New York: Cambridge
University Press

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)

Novak, J. D.; Caas, A. J. (2008): The Theory Underlying Concept Maps and How

48

7 Sebastian Dobrusskin: Haute cole des arts de Berne (CH)

to Construct and Use Them. Technical Report IHMC Cmap Tools

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)

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/documentation/

com/2005/sec(2005)-957en.pdf
Staniforth, S. (2002): Conservation: Significance, Relevance and Sustainability.

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)

The Forbes Prize Lecture delivered on Tuesday 10 th September, IIC Congress in

32 Owen Stephenson: conservation-restauration studio Corr, Galway (IRL)

Melbourne

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)

49

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

Defining the Conservator:

Essential Competencies

The American Institute for Conservation of Historic and Artistic Works (AIC) is
pleased to present Defining the Conservator: Essential Competencies. The purpose of
this document, ratified by the AIC Board on May 20, 2003, is to define the
essential competencies of a conservator at present. It is recognized that the
specifics contained within this document are subject to change over time,
reflecting the continual evolution of the conservation profession. Providing an
outline of the basic competencies that define a conservator today however,
assists in advancing the profession and in making it more comprehensible to
other professional groups and the public at large.
The Board of Directors of AIC is grateful to not only the members of the
Qualifications Task Force, who coordinated and authored the text of this
document, but to all members of AIC whose thoughts, opinions, and experiences
are embodied here and without whose support this document could not have
been realized.
The American Institute for Conservation of Historic and Artistic Works (AIC) is a
non-profit national membership organization dedicated to preserving the art and
historical artifacts of our cultural heritage for future generations. AIC advances
the practice and promotes the importance of the preservation of cultural
property by establishing and upholding professional standards, and
coordinating the exchange of knowledge, research and publications. AIC was
founded in 1972 and currently has a national and international membership of
over 3500 conservation professionals.

Defining the Conservator: Essential Competencies AIC 2003

American Institute for Conservation

of Historic & Artistic Works

Defining the Conservator:

Essential Competencies
I. Purpose and Scope
II. Essential Competencies of the Conservator
1. Conservation Terminology
2. Conservation History, Ethics, and Philosophy
3. Values and Significance
4. History of Technology of Cultural Heritage
5. Access and Use of Cultural Heritage
6. Health and Safety Policies and Regulations
7. Scientific Principles and Methods
8. Processes of Deterioration and Change
9. Preventive Care
10. Examination methods
11. Documentation
12. Treatment Methods
Appendix 1. Background and Context
Appendix 2. The Concept of Cultural Heritage
Bibliography
Qualifications Task Force Members

Defining the Conservator: Essential Competencies

AIC 2003

Defining the Conservator:

Essential Competencies

I.

Purpose and Scope

The Board of the American Institute for Conservation of Historic and Artistic Works (AIC)
formed the Qualifications Task Force in August 2000. Its members were charged to define the
essential areas of knowledge and skills that characterize the conservator. (For background and
context on definitions in the field of conservation, see Appendix 1.) The task force was asked to
use, as a mental construct, an individual at the very inception of his or her professional career;
that is, the point at which a conservator crosses the line into the professional world, the point at
which one declares that he or she is a conservator not a student, not an intern, not a trainee, but
a conservator. Therefore, this document identifies the competencies that, taken as a whole, can be
regarded as fundamental to the definition of the conservator. It is understood that these
fundamental competencies are held in common by conservators of all specialties.
As a profession, conservation represents the embodiment of a canon of knowledge, skills,
abilities, and experience. This document will contribute to the continuing process of articulating
the extent to which we must be qualified as conservators to conform to the standards of our
profession. Conservation is not only an important humanistic discipline but also an essential
means of ensuring that cultural heritage will be better preserved for and enjoyed by future
generations. (For a discussion of the concept of cultural heritage, see Appendix 2.)

II.

Essential Competencies of the Conservator

According to the AIC Definitions of Conservation Terminology, a conservator is:

A professional whose primary occupation is the practice of conservation and who,
through specialized education, knowledge, training, and experience, formulates and
implements all the activities of conservation in accordance with an ethical code such as
the AIC Code of Ethics and Guidelines for Practice.1
In practical terms, this definition requires that the conservator possess the expertise to preserve
cultural heritage in a way that retains the integrity of the object, building or site, including its
historical significance, context, and aesthetic or visual aspects.
For the purpose of this document, the word competencies has been used to designate the
knowledge, skills, and abilities that constitute the expertise required of the conservator. The
intent is to identify general competencies necessary for all specialties. The degree of proficiency
required in any specific competency may vary according to the conservation specialty and the

Defining the Conservator: Essential Competencies

AIC 2003

given task. It should be emphasized that possessing each separate competency is not in itself
sufficient, but rather that to be a qualified conservator one must utilize these competencies
synergistically to maintain the standards of practice required by the profession.
Today it is increasingly assumed that the conservator must have an undergraduate university
degree. This basic level of formal education is generally regarded as helpful in attaining
proficiency in critical thinking, communication, and resource organization and management. All
of these skills are important in every profession and field of endeavor involving reasoning.
Beyond undergraduate education, it is assumed that the conservator will have had extensive
theoretical and practical education and training relating to the field of conservation and to one or
more specific areas of specialization. Furthermore, because cultural heritage speaks to us through
our senses, and because the physical integrity and intangible qualities of cultural heritage are so
important, it should be self-evident that to carry out an examination and treatment, the
conservator must possess intrinsic sensitivity to the materials of which cultural heritage is made.
The conservator should aspire to develop and enhance these sensitivities throughout his or her
career.

The areas of competency are as follows:

1. Conservation Terminology
2. Conservation History, Ethics, and Philosophy
3. Values and Significance
4. History of Technology of Cultural Heritage
5. Access and Use of Cultural Heritage
6. Health and Safety Policies and Regulations
7. Scientific Principles and Methods
8. Processes of Deterioration and Change
9. Preventive Care
10. Examination Methods
11. Documentation
12. Treatment Methods

1. Conservation Terminology
The nomenclature or language of technical terms used in conservation.
All disciplines use a specialized language that represents concepts and facilitates communication.
Each of these languages has its own history and each changes and evolves over time. The
conservator must have a working knowledge of the vocabulary of conservation and scientific
methodology in order to effectively examine an object, assess its state, understand its history, and
articulate its needs. This vocabulary includes both general terms that are used widely within
every conservation specialty and terms that are used primarily within one or two fields of
specialization.2

Defining the Conservator: Essential Competencies

AIC 2003

2. Conservation History, Ethics, and Philosophy

The historical development of concepts motivating conservation activity, objectives of
conservation practice, and ethics and standards governing professional conduct.
The judgment and actions of the conservator must be guided by a familiarity with how and why
current practices have evolved and what conservation treatment methods were used in the past. In
formulating a treatment the conservator must also have a firm grasp of the philosophical precepts
expressed in the AIC Code of Ethics and Guidelines for Practice. The conservator must
understand, for example, that it is important to respect the integrity of the object, that
intervention in the life of an object is a solemn responsibility, and that his or her actions should
not jeopardize the long-term preservation of the object.3

3. Values and Significance

The values and significance of cultural heritage, and the role of research and conservation
practice in preservation of these attributes.
An understanding and appreciation of the aesthetic, cultural, economic, historical, political,
religious, scientific, and social values of objects, buildings, and sites are critically important
when devising preservation and conservation plans, strategies, and treatments. When caring for
and treating cultural heritage, the conservator must be aware of and consider knowledge relating
to these values, on the basis of which society establishes the significance of cultural heritage.
Although conservation and preservation decisions may be viewed as technical in nature, the
conservator must be aware that these decisions are themselves profoundly influenced by past,
present, and future societal attitudes and values.4

4. History of Technology of Cultural Heritage

The qualities, attributes, and distinctive features of materials that constitute cultural heritage
and the history and technology of their use, as well as those materials that are used in
connection with care and treatment.
Knowing how materials constituting cultural heritage were acquired, modified, processed, or
manufactured, and how craft or manufacturing techniques and processes have evolved through
time is essential to understanding objects before undertaking their care and treatment. The
conservator must also possess knowledge of the chemical and physical properties and long-term
behavior of a wide range of materials, whether these materials were used in the original
fabrication of an object or in its subsequent treatment and preservation. 5

Defining the Conservator: Essential Competencies

AIC 2003

5. Access and Use of Cultural Heritage

The methods and strategies for promoting preservation of cultural heritage within a context of
appropriate access and use.
The conservator must be cognizant of issues arising from the ways that culturally significant
materials will be accessed or used by society. Among the customary means by which objects are
made available to constituents include museum exhibition and display; libraries and archives;
archaeological and ethnographic sites, landscapes, and built structures. All these and the many
others, require protection and interpretation. The conservator must have knowledge of the
context in which cultural heritage is used, as context may be critically important to understanding
its condition, formulating appropriate treatment, and recommending future care. Diverse
responsibilities may be associated with this competency, including, for example, replicating
originals; reformatting; evaluating environmental factors and security; designing and building
mounts, cases, and transit containers; and establishing guidelines and procedures for publicity
needs and access for those with disabilities.6
6. Health and Safety Policies and Regulations
Health and safety policies, procedures, and regulations, especially as they pertain to the practice
of conservation.
The conservator must be knowledgeable about safety in the workplace and must carry out his or
her practice in compliance with federal, state, and local regulations. The conservator must also be
familiar with safety issues such as control measures for certain hazardous materials, use of safety
equipment and standard operating procedures, and training of staff in safe practices. The ultimate
purpose is to minimize or avoid risks and hazards to humans, the environment, and cultural
heritage.7

7. Scientific Principles and Methods

The fundamental principles of science, methods governing scientific research, and their
application to conservation.
The conservator must have a working knowledge of scientific principles as they apply to
conservation, including how to access and use scientific literature and how to assess the validity
of published research in conservation and allied fields. Such knowledge is essential for
independent research. The conservator must have a working knowledge of scientific and
analytical techniques for identifying materials and/or determining changes in these materials. The
conservator must be able to use this knowledge appropriately in conjunction with the
preservation of cultural heritage and must also be aware of analytical techniques and treatments
that may compromise future research on the cultural heritage. Depending upon specialty, the
conservator may need to collaborate with or consult chemists, biologists, engineers, geologists,
oceanographers, physicists, and others.8

Defining the Conservator: Essential Competencies

AIC 2003

8. Processes of Deterioration and Change

Factors and mechanisms that may chemically and physically change, damage, or destroy
cultural heritage over time, and the means to arrest, counteract, or impede destructive processes
in order to promote the long-term preservation of cultural heritage.
The conservator must be able to recognize and understand the changes that occur in cultural
heritage over time and to distinguish the cause of the changes, whether from natural chemical,
physical, or biological processes, or from human influences such as deliberate change or
alteration by a hand other than that of the maker. Knowledge of the mechanisms of change helps
the conservator formulate actions and select materials to preserve cultural heritage.9

9. Preventive Care
The mitigation of deterioration and damage to cultural heritage through the formulation and
implementation of policies and procedures for appropriate environmental conditions; handling
and maintenance procedures for storage, exhibition, packing, transport, and use; integrated pest
management; emergency preparedness and response; and reformatting/duplication.
The conservator must be versed in the many ways in which light, relative humidity, temperature,
and pollutants can influence the long-term preservation of cultural heritage and must be familiar
with techniques, equipment, and resources that can assist in managing these important
environmental factors. The conservator must know how to identify threats to cultural heritage
such as harmful materials in their immediate surroundings or the potential for accidents
stemming from inadequate physical protection or housing. The conservator must be able to play
a key role in recommending methods and taking action to protect cultural heritage from the
adverse effects of injurious substances in the vicinity as well as in developing programs and
methods for upgrading the quality of this physical environment. The conservator should be
familiar with current practices of dealing with harmful pests by using integrated methods that
reduce risks to collections. The conservator should also have at least a basic knowledge of the
fundamentals of emergency preparedness and be familiar with some of the techniques, materials,
and resources that would aid in processes of response and recovery.10

10. Examination Methods

The systematic procedures required to investigate the structure, materials, and physical state of
cultural heritage, including the identification of the extent and causes of change and
deterioration.
The conservator must be able to conduct a safe, thorough examination of cultural materials in
order to gather relevant information about their condition and to formulate an appropriate plan
for preservation and treatment. The conservator must know which tools and techniques are

Defining the Conservator: Essential Competencies

AIC 2003

appropriate, how extensive the examination should be, and how or whether to perform external,
intrusive, and occasionally destructive sampling. Furthermore, the conservator must be able to
recognize when it is necessary to seek support from others with additional expertise in various
methods of analysis, given that many analytical tools available today require considerable
knowledge and experience for proper operation and the interpretation of results. Such tools must,
however, be regarded as supplements, not substitutes, for the perceptions, knowledge, skill,
critical thinking, and experience of the conservator.11

11. Documentation
The procedures, practices, and rationale for recording in a permanent format the information
derived from examination, research, analysis, and treatment of cultural heritage.
The conservator must understand the purposes of documentation and must be knowledgeable and
proficient in appropriate methods of written and pictorial documentation as well as in the
maintenance and preservation of the body of information produced during examination and
treatment. In assessing the condition of an object, building, or site, the conservator should be
adept in the use of all resources relevant to thoughtful decisions on treatment and care. Research
and data collection will aid in the establishment of the various contexts of cultural heritage, such
as artistic, historical, social, cultural and scientific. Information concerning prior treatment and
housing can be useful to the conservator, and records generated during subsequent treatment can
be important in determining future care or treatment.12

12. Treatment Methods

The body of tools, equipment, materials, practices, procedures, and methods used to deliberately
alter the chemical and/or physical characteristics of cultural heritage in order to achieve
appropriate goals, such as prolonging the expected life of objects and helping to promote better
understanding of their intrinsic properties and meaning.
It is in this, perhaps the most crucial of all competencies, that the full gamut of manual skills,
knowledge, and experience of the conservator must combine to ensure the ongoing significance
and long-term well being of an object of cultural importance. The conservator must have an
awareness of various treatment methods available as well as their effects on different types of
cultural heritage, based on an understanding of condition, natural use, cultural, historic, and
scientific significance, and, if applicable, the artists or makers intent. Lack of competency in
this area cannot be offset by knowledge and skills in other areas. It is in the decision to treat, or
equally the decision not to treat, cultural heritage that a conservator may have a profound, longlasting effect on it. Practical abilities necessary for the conservator, depending on specialty, may
include but are not limited to drawing, painting, color matching, sewing, weaving, carving,
casting, and other artistic or craft skills.13

Defining the Conservator: Essential Competencies

AIC 2003

Notes
1

American Institute for Conservation of Historic and Artistic Works, AIC Definitions of
Conservation Terminology, in AIC Directory, 2003, p. AIC-22. Also available at
http://www.conservation-us.org
2

The AIC Code of Ethics and Guidelines for Practice contain 13 ethical precepts and 29
guidelines that provide fundamental guidance for the practice of conservation. Sections of the
Code of Ethics and the Guidelines for Practice that are relevant to some degree are referenced in
footnotes following the description of each competency, although in general both the Code of
Ethics and Guidelines for Practice underlie all the competencies described in this document. For
example, for the competency Conservation Terminology refer to Code of Ethics I, VII, VIII, XI,
and Guidelines for Practice 2, 5, 9, 20, 24, 25, 26, 27. The Code of Ethics and Guidelines for
Practice are in AIC Directory, 2003, pp. 22-29.
3

Code of Ethics, entire document; Guidelines for Practice, entire document and Commentaries,
AIC, pp. 29-64.

Code of Ethics, I, II, VI, VIII; Guidelines for Practice, 3, 16, 17, 18, 20, 21, 22, 23, 25, 26, 27,
28.

Code of Ethics, II, III, VI, VIII; Guidelines for Practice, 3, 4b, 16, 17, 18, 20, 21, 22, 23, 24, 25,
26, 27.

Code of Ethics, II, III, VII, VIII; Guidelines for Practice, 3, 4b, 20, 21, 22, 29.

Code of Ethics, XII; Guidelines for Practice, 3, 4a, 8, 22, 29.

Code of Ethics, II, VI, VII, VIII, XII; Guidelines for Practice, 2, 4a, 16, 17, 18, 19, 22, 24, 27.

Code of Ethics, II, III, VI, VII, VIII; Guidelines for Practice, 16, 17, 18, 19, 20, 21, 22, 23, 24,
25, 26, 27, 28.

10

Code of Ethics, I, II, III, VI, VII, VIII; Guidelines for Practice, 3, 4b, 8, 16, 20, 24, 25, 28, 29.

11

Code of Ethics, I, II, VI, VII; Guidelines for Practice, 16, 17, 18, 19, 24.

12

Code of Ethics, I, VII; Guidelines for Practice, 5, 6, 7, 24, 25, 26, 27, 28.

13

Code of Ethics, I, II, IV, V, VI, VII, VIII; Guidelines for Practice, 3, 4a, 4b, 4c, 4d, 4e, 5, 6, 7,
8, 10, 20, 21, 22, 23, 26.

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10

Appendix 1: Background and Context

Since at least 1930, there has been an ongoing effort to understand and define the field of
conservation. In 2000 the International Institute for Conservation (IIC) published an overview of
its own history1 and cited the Rome Conference, October 13-17, 1930, as an important early
effort to document changing ideas and attitudes toward conservation and conservators. George
Stout noted that the Rome Conference seemed to have come at or near the end of an indefinitely
long period of complacency with respect to the conservation of works of art.2 Stout remarked
elsewhere that prior to this conference, restoration was a trade, a craft in which the craftsman
could lay claim to diverse and irregular funds of knowledge and ability. By 1930 there was vocal
disquiet; many art historians and a few curators and collectors complained and asked for more
rigid standards of qualification for those who would practice as restorers.3 The IIC was founded
in 1950, and within the next decade the American Group of the IIC had been established.4
In 1963, the IIC-AG (subsequently AIC) was the first group of art conservators to adopt a written
set of standards of practice and professional relations, initially titled The Report of the Murray
Pease Committee: IIC American Group Standards of Practice and Professional Relations for
Conservators. In 1967, the first formulation of a code of ethics was also adopted. Both these
landmark documents (now called the AIC Code of Ethics and Guidelines for Practice) have been
revised in subsequent years, but they stand as important efforts to codify professional conduct by
conservators.5 Recently, these guidelines have been further amplified through the addition of a
set of Commentaries to the Guidelines for Practice.6 The Commentaries Task Force wrote the
Commentaries from 1995 to 2000 after extensive consultations with the membership of AIC. In
1979, the Australian International Council on Monuments and Sites (ICOMOS) adopted the
Burra Charter, which sets forth a standard of practice for those who provide advice, make
decisions about, or undertake works to places of cultural significance.7 In 1986, the Canadian
Association for Conservation of Cultural Property published its Code of Ethics and Guidance for
Practice, which is now in its third edition.8
The Collections Care Task Force (CCTF) of AIC, formed in 1994, was charged with developing
guidelines for training of conservation technicians. This task force identified the need to define
the knowledge and skills associated with conservators, in contrast with those of conservation
technicians.
In 1999 the Certification Task Force convened at a retreat with representatives from several AIC
committees and the AIC Board to discuss the feasibility and process for certifying conservators.
One of the major elements identified was the need to define the minimum knowledge expected of
the conservator. This need, also identified by the CCTF, led to the decision by the AIC Board to
form the Qualifications Task Force (QTF) to define minimum qualifications for a conservator in
the United States. The work of the CCTF, as well as review of related documents from other
sources, has been indispensable in preparing the present document.
This document was developed not only by a series of meetings of the QTF members but also by
soliciting suggestions and feedback from several groups so that the final document would

Defining the Conservator: Essential Competencies

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11

represent as broadly as possible the ideas of many people within the conservation community.
This series of meetings included an AIC Board retreat in Boston in March 2001, at which a
number of heads of AIC committees provided useful guidance. Following this meeting, a draft
report in narrative format was prepared and presented to a meeting of the AIC Internal Advisory
Group (IAG) in February 2002, which permitted feedback from a larger number of key
representatives within AIC. Opinions of the faculty of the graduate conservation training
programs were also solicited. The comments and suggestions from these groups were highly
significant in shaping the direction of the work of the QTF, and to a great extent they helped
shaped this document. A subsequent draft was advertised through the AIC Announce (an
electronic membership message distribution list), making it available to the entire membership of
AIC both by request from the AIC office and by posting it on the Internet. This draft was also
presented and discussed at the Issues Session of the AIC Annual Meeting in Miami, June 2002,
and a request was again made for comment from the entire membership through the AIC News.
In the January and March, 2003 issues of the AIC News, as well as by posting on the AIC
Announce, the membership was again solicited for comments and suggestions. In addition, the
Chairs of the Specialty Groups volunteered to collect comments from their constituents, which
were then forwarded for consideration by the QTF. This final document represents the work of
many more individuals than the QTF itself, and the members of the task force join the AIC Board
of Directors in expressing deep gratitude to the many people who took time to offer such
excellent suggestions.

Notes to Appendix 1
1

Hero Boothroyd Brooks, A Short History of IIC: Foundation and Development (London:
International Institute for Conservation of Historic and Artistic Works, 2000).
2

Quoted in ibid. p. 3.

George L. Stout, Thirty Years of Conservation in the Arts: A Summary of Remarks to the
I.I.C. American Group in New York, June 1963, Studies in Conservation, 9 (1964): 126.
4

The IIC was incorporated on April 27, 1950; the organization was then called The International
Institute for Conservation of Museum Objects. By the time of its incorporation, a decision was
made to recognize two categories of members, one for Fellows, and another for those who were
not conservation professionals. Brooks, Short History, p. 15. The American Group of the IIC
was founded by vote of the IIC Council in June 1958. AIC was incorporated as a separate
organization in 1972.
5

Code of Ethics and Guidelines for Practice of the American Institute for Conservation of
Historic and Artistic Works, printed in AIC Directory, 2003, pp. AIC 22-29, also available at
http://www.conservation-us.org.

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12

Commentaries to the Guidelines for Practice of the American Institute for Conservation of
Historic and Artistic Works, AIC Directory, 2003, pp. AIC 29-60, also available at
http://www.conservation-us.org.
7

Australia International Council on Monuments and Sites, The Burra Charter: The Australia
ICOMOS charter for the Conservation of Places of Cultural Significance, rev. 1999, unpaginated.
Available at http://www.icomos.org/australia.
8

Canadian Association for Conservation of Cultural Property, Code of Ethics and Guidance for
Practice of the Canadian Association for Conservation of Cultural Property and of the Canadian
Association of Professional Conservators, 3rd ed., 2000, available at http://www.cacaccr.ca/ecodeth1.html.

Defining the Conservator: Essential Competencies

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13

Appendix 2: The Concept of Cultural Heritage

The term cultural heritage reflects a shift in emphasis that has taken place during the past few
decades toward recognizing that material culture embodies both tangible and intangible qualities.
Intangible qualities include the range of values and significance that accrue to objects over time
starting at the moment of their creation until their designation as heritage.
Conservation now requires an awareness of the many cultural, historical, material, political,
religious, and other values that add meaning to the material manifestations of heritage, whether
they are objects, buildings, or sites. This awareness has, in turn, influenced the ways in which
conservators must approach their work and carry out their responsibilities.
An important precursor of this usage is found in the Convention Concerning the Protection of the
World Cultural and Natural Heritage, adopted in November 1972 by the General Conference of
the United Nations Educational, Scientific and Cultural Organization. Article 1 of this
convention defines cultural heritage as follows:

Monuments: architectural works, works of monumental sculpture and painting, elements or

structures of an archaeological nature, inscriptions, cave dwellings and combinations of
features, which are of outstanding universal value from the point of view of history, art or
science
Groups of buildings: groups of separate or connected buildings which, because of their
architecture, their homogeneity or their place in the landscape, are of outstanding universal
value from the point of view of history, art or science
Sites: works of man or the combined works of nature and man, and areas including
archaeological sites which are of outstanding universal value from the historical, aesthetic,
ethnological or anthropological point of view.

In this present document, the task force has expanded the phrase cultural heritage to encompass
those kinds of material manifestations of culture ordinarily subsumed under the phrase objects
with artistic and/or historical significance.1

Notes to Appendix 2
1

United Nations Educations, Scientific and Cultural Organization, Convention Concerning the
Protection of the World Cultural and Natural Heritage, 1972, available at
http://whc.unesco.org/world_he.htm.

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14

Bibliography
American Institute for Conservation of Historic and Artistic Works. AIC Definitions of
Conservation Terminology. Printed in AIC Directory, 2003, p. AIC 22, also available at
http://www.conservation-us.org/coredocs.
Code of Ethics and Guidelines for Practice of the American Institute for Conservation of
Historic and Artistic Works. Printed in AIC Directory, 2003, pp. AIC 22-29, also available at
http://www.conservation-us.org/coredocs
Commentaries to the Guidelines for Practice of the American Institute for Conservation of
Historic and Artistic Work. Printed in AIC Directory, 2003, pp. AIC 29-64, also available at
http://www.conservation-us.org/coredocs.
Report of the AIC Collections Care Task Force. Currently under review by the AIC Board.
Education and Training Committee, Internal Report on the Secretary of Interiors Professional
Qualifications Standards, December 10, 1996. Can be obtained from the AIC, 1156 15th Street
NW, Suite 320, Washington, DC 20005
Australia International Council on Monuments and Sites. The Burra Charter: The Australia
ICOMOS Charter for the Conservation of Places of Cultural Significance, rev. 1999, available at
http://www.icomos.org/australia/.
Brooks, Hero Boothroyd. A Short History of IIC: Foundation and Development. International
Institute for Conservation of Historic and Artistic Works, 2002.
Canadian Association for Conservation of Cultural Property. Code of Ethics and Guidance for
Practice of the Canadian Association for Conservation of Cultural Property and of the Canadian
Association of Professional Conservators, 3d ed., 2000, available at http://www.cacaccr.ca/ecodeth1.html.
European Network for Conservation-Restoration Education, available at http://www.encoreedu.org/encore/index.html, with link to FULCO documents.
Fundamental Levels of Competence. Documents relating to the FULCO Project, a framework of
competences for conservators-restorers in Europe, available at http://www.encoreedu.org/encore/documents/vienna.htm.
Stout, George L. Thirty Years of Conservation in the Arts: A Summary of Remarks to the I.I.C.
American Group in New York, June 1963, Studies in Conservation 9, (1964): 126-28.
United Nations Educational, Scientific and Cultural Organization. Convention Concerning the
Protection of the World Cultural and Natural Heritage, 1972, available at
http://whc.unesco.org/world_he.htm.

Defining the Conservator: Essential Competencies

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15

Qualifications Task Force Members

Roy Perkinson, Chair
Head of Paper Conservation
Museum of Fine Arts
465 Huntington Avenue
Boston, MA 02115
Judy Bischoff, Ph.D.
Conservation Scientist
Harpers Ferry Conservation Center
National Park Service
PO Box 50
Harpers Ferry, WV 25425
Martin Burke
Associate Manager
Harpers Ferry Conservation Center
National Park Service
PO Box 50
Harpers Ferry, WV 25425
Kathleen Dardes
Senior Project Specialist, Field Projects
Getty Conservation Institute Training Program
1200 Getty Center Drive, #700
Los Angeles, CA 90049-1684
Frank Matero
Chairman, Graduate Program in Historic Preservation
University of Pennsylvania
115 Meyerson Hall
Philadelphia, PA 19104-6311
Carolyn Rose
Chairman, Department of Anthropology
National Museum of Natural History
10th Street & Constitution Avenue NW
Washington, DC 20560-0112
Joyce Hill Stoner
Professor, Winterthur/University of Delaware
Program in Art Conservation
c/o Winterthur Museum
Winterthur, DE 19735
Pam Young
Paper Conservator
The Colonial Williamsburg Foundation
PO Box 1776
Williamsburg, VA 23187-1776

Defining the Conservator: Essential Competencies

AIC 2003

16

AIC Board of Directors 2003

President
Jerry Podany
Vice President
Pamela Young
Treasurer
Richard Kerschner
Secretary
Hilary A. Kaplan

Director, Communications
Craig Deller
Director, Committee Liaison
Jane Klinger
Director, Specialty Groups
Mary Striegel
Director, Professional Education & Training
Katherine A. Untch

Defining the Conservator: Essential Competencies

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17

American Institute for Conservation of Historic and Artistic Work

1156 15th Street, NW
Suite 320
Washington, D.C. 20005
www.conservation-us.org

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

DEFINITION DE LA PROFESSION
ET CODE DE DEONTOLOGIE
Avant-propos
Lexpos suivant doit permettre toutes les personnes concernes et intresses de prendre
connaissance des principes la base des activits du conservateur-restaurateur* de favoriser
la comprhension pour les problmes de notre association professionnelle et de contribuer
une attitude plus responsable vis--vis de notre patrimoine culturel.
Les conservateurs-restaurateurs ont affaire des biens culturels irremplaables qui ont une
valeur culturelle, idale, thique, religieuse, artistique, historique, sociale, technique, scientifique, cologique et conomique.
La menace grandissante qui pse sur notre patrimoine culturel nest perue que par une petite
partie de notre socit trs oriente vers la consommation. Cette menace a pour cause la
dgradation croissante des conditions du milieu environnant, une mobilit jusquici inconnue
des biens culturels et une mobilit tout aussi rcente du genre humain dans son ensemble
(tourisme de masse). Le besoin constant de croissance conomique illimite, alors que
paralllement les moyens financiers la disposition de la conservation des biens culturels
diminuent, a pour consquence une dgradation des conditions gnrales permettant lexcution de tches adaptes et adquates dans le domaine de la conservation et de la
restauration.
Les biens culturels sont des tmoins matriels uniques et irremplaables aux multiples
messages. Ils sont les clefs qui nous permettent de comprendre lhistoire et ses consquences
pour le prsent. Cest le devoir de notre profession de conserver lauthenticit matrielle et la
complexit expressive des biens culturels ainsi que de les transmettre aux gnrations venir.

* Pour simplifier, seule la forme masculine est employe, bien entendu elle inclut les conservatricesrestauratrices.

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

DEFINITION DE LA PROFESSION

1. 1.

Exigences, activit et responsabilit

La conservation de la substance matrielle des biens culturels en tant que transmetteur de
messages et de valeurs immatrielles est une tche sociale importante et donc dintrt
public. Afin de rpondre aux hautes exigences de qualit requises, les conservateurs-restaurateurs se spcialisent dans diffrents domaines.
Les conservateurs-restaurateurs doivent tre capables de comprendre les biens culturels et
artistiques dans leur complexit matrielle, expressive et historique, de les rpertorier
mthodiquement et dexploiter scientifiquement les rsultats de ces tudes. Lactivit de
conservateur-restaurateur requiert donc une vaste culture ainsi quune formation scientifique,
technique et manuelle de trs haut niveau. Le conservateur-restaurateur doit tre mme de
formuler scientifiquement ses questions et ses connaissances, et de les discuter au niveau
pluridisciplinaire. La vivacit desprit, la facult de sidentifier avec les biens culturels et de les
respecter sont des qualits tout aussi importantes dans cette profession que lhabilet
manuelle et la sensibilit.
Les conservateurs-restaurateurs sont indpendants ou employs par des particuliers ou par
des institutions publiques, religieuses ou prives. Le niveau de leur responsabilit et de leur
tche fait correspondre leur activit celle des professions librales. Leur activit professionnelle se divise en mesures directes et indirectes de conservation de la substance.

1. 2.

Conseils
En raison de leur comptence professionnelle, les conservateurs-restaurateurs sont appels
conseiller pour les questions de fond importantes concernant la conservation des biens
culturels. Les conseils sont une base essentielle pour pouvoir dfinir la future marche suivre.

1. 3.

Rapport et documentation
Toutes les connaissances sur un objet ainsi que toutes les rflexions qui en dcoulent ,
toutes les mesures prises et les matriaux utiliss doivent tre enregistrs dune manire
adquate. Une documentation doit contenir :
un inventaire et les rsultats des recherches
le concept et la prise de dcision
les mesures et les matriaux
Une telle documentation est un important garant de linformation et contribue une meilleure
comprhension du bien culturel en question. La documentation fait partie de lhistoire de

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

lobjet et doit tre labore avec les moyens appropris partir de lobjet lui-mme et de son
environnement. Elle doit tre accessible et conserve dans un lieu appropri. Le droit dauteur
est proprit de lauteur.

1. 4.

Recherche
La recherche dans le domaine de la conservation et restauration est constitue par la
recherche applique et le dveloppement de mthodes qui se fondent essentiellement sur des
bases scientifiques et humaines vrifies. Elle a entre autres pour objectif ltude de la
technique artistique des objets et des parties dobjets (matriaux historiques, leur fabrication
et leurs composants, la recherche des sources), llaboration et le dveloppement de mthodes de travail concernant la technique de lart, ainsi que lamlioration de la pratique dans le
domaine de la documentation, de la conservation et de la restauration prventive et interventionniste.

1. 5.

Investigation
Le travail qualifi dinvestigation de lobjet culturel est une comptence essentielle que doit
possder le conservateur-restaurateur indpendant et travaillant de manire scientifique.
Le travail dinvestigation comprend ltude dun objet tous les stades de son histoire, au sein
de son environnement, dans la structure de sa matire en tenant compte de son ide, de sa
fonction, de son vieillissement, de ses dtriorations et de leurs causes. Une telle valuation
constitue une base indispensable pour toutes les dcisions ultrieures. Elle est utile la
recherche, fait partie du travail dinventorisation et constitue la condition indispensable la
conservation. Sans elle, toute mesure prise demeure arbitraire.
Le travail dinvestigation ne doit affecter le bien culturel ni dans lintgrit de sa matire ni
dans lintgrit de son expression, il ne doit pas faire anticiper les dcisions ou avoir pour
consquence des interventions. Le travail dinvestigation doit tre clairement dfini en ce qui
concerne ses objectifs et son volume et peut se drouler en plusieurs tapes suivant le cas.
Le travail dinvestigation ne doit si possible pas causer de dommages lobjet. Toutes les
interventions ncessaires, mme les prlvements dchantillons sur lobjet, doivent se
limiter au minimum. Elles ne sont permises que si elles apportent des rponses des questions
importantes ou si elles facilitent la prise de dcisions.
Une fois le travail dinvestigation termin, tous les rsultats runis dans une documentation
doivent tre accessibles. Tous les lments prlevs doivent tre joints la documentation
pour permettre des examens scientifiques ultrieurs. Les chantillons prlevs sur lobjet qui
ne peuvent pas tre remis en place doivent tre documents et classs dans des collections
appropries.

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

1. 6.

Conception de la conservation et/ou de la restauration

La dduction et lexamen critique des options possibles en matire de conservation et de
restauration sont des lments importants de la comptence professionnelle de base du
conservateur-restaurateur. Cest en premier lieu en tenant compte des aspects pratiques des
possibilits en matire de conservation et des rgles fondamentales de lthique professionnelle que les conservateurs-restaurateurs peuvent dcider si une intervention est ralisable et
judicieuse ou ne lest pas.
Les concepts de conservation ou, le cas chant, de restauration se basent sur les rsultats
des investigations ayant fait lobjet dune valuation. Ils justifient les mesures, tiennent
compte de leurs effets sur la conservation de la substance et de la valeur des biens culturels
et proposent des solutions pour que ceux-ci jouissent dun entretien adapt ultrieurement.
Toute forme dexploitation doit tre adapte ltat du bien culturel. Ces concepts sont des
bases indispensables pour la planification et lvaluation des cots. Si ncessaire, ils doivent
tre discuts et adopts au sein dun groupe dexperts de la profession ou dexperts pluridisciplinaires.

1. 7.

Conservation
Les mesures de conservation sont des interventions indirectes et prventives ou directes et
curatives dans la substance matrielle du bien culturel marqu par le temps ou son environnement. Ces mesures vont du contrle et de lamlioration des conditions du milieu environnant
jusqu lexcution de dispositions et lemploi de matriaux directement sur lobjet. Les mesures de conservation ont pour but de retarder le processus daltration et en mme temps de
conserver, si possible inchangs, la structure, la substance, laspect et le contenu informatif.

1. 7. 1.

La technique passive et prventive de conservation dtecte et attnue les facteurs dommageables dans lenvironnement du bien culturel. Les mesures contribuent de manire importante
au ralentissement du processus de daltration.

1. 7. 2.

La conservation active et curative na lieu que lorsque les causes des dommages sont connues
et ont t dans la mesure du possible attnues conformment aux principes de la conservation prventive. Elle a pour objectif dassurer et de sauvegarder lexistence matrielle du
bien culturel en modifiant aussi peu que possible la substance matrielle et laspect esthtique, sauvegardant autant que faire se peut lauthenticit de lobjet. Les conservateursrestaurateurs sont conscients que les mesures et les matriaux sont irrversibles.

1. 8.

Restauration
La restauration est une intervention directe. Comme la Charte de Venise le stipule, elle a
toujours le caractre dune mesure dexception.

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

Une mesure de restauration se fonde toujours sur le respect absolu de ltat original conserv.
Elle envisage la restitution complte ou partielle de ltat dorigine ou dun tat ultrieur et
peut par ailleurs contenir des mesures visant redonner lobjet sa lisibilit. En plus de son
dsir de conserver les valeurs esthtiques et historiques, la mesure de restauration a pour
objectif de redonner une oeuvre laura qui est la sienne, de remettre en valeur sa substance
encore existante et de rendre comprhensible et lisible le message que transmettent sa forme
et son contenu. Lunit et la puret de style ne sont pas les objectifs de la restauration.
Par mesures de restauration, on entend aussi bien des mesures qui suppriment des lments
de la substance comme par exemple llimination de revtements jaunis ou brunis, de couches
de salet trs adhrentes, dinterventions enlaidissantes ou de modifications ultrieures, que
des mesures qui rajoutent des lments la substance. Parmi les rajouts, on peut citer les
retouches et complments picturaux. Mme lorsque lon complte un objet avec pour objectif
une restitution complte ou partielle pas une reconstruction dune certaine phase
(ultrieure), la restauration est une intervention dans la biographie dune oeuvre et a en mme
temps le caractre dune interprtation contemporaine.
Les interventions de restauration sont irrversibles et font partie intgrante du bien culturel.
Elles doivent se distinguer de la substance dorigine et ne doivent pas la dnaturer. Elles ont
leurs limites l o lhypothse commence.

1. 9.

Matriaux et techniques utiliss

Les conservateurs-restaurateurs, conscients de leurs responsabilits lors du choix des techniques et des matriaux, optent pour ceux qui comportent le moins de risques possibles pour
les biens culturels, lopinion publique, lenvironnement, les collaborateurs et eux-mmes.
Ils nemploient que les techniques et les matriaux qui, dans ltat actuel des connaissances,
ne nuisent ni lexistence idale et matrielle ni laspect extrieur du bien culturel et ne font
pas obstacle de futures mesures. En principe, ils essaient datteindre la plus grande
rversibilit possible.

1. 10.

Entretien/suivi
Les conservateurs-restaurateurs sengagent fournir aux propritaires ou aux services comptents les informations exactes permettant de soccuper des biens culturels de manire
adquate et recommander un entretien rgulier par des spcialistes. A ce niveau, il est
conseill de conclure des contrats crits.

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

F O R M AT I O N
1. 11.

Conditions
Lactivit du conservateur-restaurateur requiert une vaste culture gnrale, une formation
scientifique ainsi quune formation technique et manuelle (maturit ou maturit professionnelle comme condition). Le conservateur-restaurateur doit tre en mesure de formuler scientifiquement ses questions et ses connaissances, de recourir aux sciences annexes et de tenir
compte de leurs rponses. La vivacit desprit, la facult de sidentifier avec les biens culturels
et de les respecter sont des qualits tout aussi importantes dans cette profession que
lhabilet manuelle et la sensibilit.

1. 12.

Stage prliminaire
La formation des stagiaires dans le domaine de la conservation-restauration doit exclusivement servir leur prparation aux tudes quils vont entreprendre par la suite dans les centres
de formation reconnus par lAssociation. Le stage doit correspondre au niveau, au contenu et
la dure exigs par les diffrentes coles.

1. 13.

Etudes
Lobjectif de la formation est lducation de conservateurs-restaurateurs qui sont en mesure
dexcuter les activits professionnelles spcifiques dcrites dans ce document de manire
indpendante, en respectant la qualit requise. Les normes de la formation doivent correspondre aux critres internationaux de la formation des conservateurs-restaurateurs.

1. 14.

Niveau de la formation
Une telle formation ne peut se faire qu un niveau de haute cole spcialise pour tous les
domaines spcialiss. La dure complte des tudes doit se maintenir au moins trois ans et
tre couronne par un diplme.

1. 15.

Formation continue
Les conservateurs-restaurateurs adaptent leurs connaissances et les facults lvolution
actuelle du savoir grce des cours rguliers de formation professionnelle continue et
encouragent le transfert du savoir et de la technologie au sein de leur profession.

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

II

CODE DE DEONTOLOGIE
Les membres de lAssociation suisse de conservation et restauration SCR sengagent
respecter les exigences de qualit dfinies dans le texte suivant.
La responsabilit et lthique professionnelle des conservateurs-restaurateurs est en contradiction avec la destruction inconsciente et consciente des biens et lieux culturels.
La relation que les conservateurs-restaurateurs entretiennent avec les propritaires, les
mandants et le public doit reposer sur la confiance, ce qui implique une communication
efficace tous les niveaux.
Les conservateurs-restaurateurs doivent assumer les tches qui leur incombent grce une
spcialisation toujours plus importante et grce une formation de haut niveau. Afin de
satisfaire aux exigences toujours croissantes, il convient daccorder une importance toujours
plus grande un comportement commun, respectueux de lthique professionnelle.

2. 1.

Image de la profession
La profession de conservateur-restaurateur SCR obit aux rgles europennes de lEuropean
Confederation of Conservator-RestorersOrganizations (E.C.C.O.).
Grce leur travail qualifi, lchange collgial dinformations et leur comportement
personnel, les conservateurs-restaurateurs favorisent limage de la profession et la comprhension des problmes de la conservation et de la restauration. Leurs dclarations, leurs
manires dagir et leur travail se fondent sur des principes thiques. Ils ne crent pas de
nouveaux objets culturels, leur activit se limite uniquement la conservation de la substance
existante ; ils se distinguent par l des professions artistiques ou artisanales.
Grce au dialogue avec le grand public, il est possible de sensibiliser la population la
sauvegarde du patrimoine culturel et aux objectifs de la profession. De cette manire, les
objets jouissent longue chance dune protection accrue.

2. 2.

Obligations de diffuser des informations vridiques

Les conservateurs-restaurateurs sont tenus dagir conformment la vrit et de diffuser des
informations compltes. Les rsultats de leurs travaux doivent tre accessibles leurs
confrres et au public.

2. 3.

Comportement vis--vis de leurs confrres

Les conservateurs-restaurateurs respectent lintgrit professionnelle et personnelle ainsi
que la comptence de leurs confrres.

2. 4. a Publicit
Afin de prserver la crdibilit et lhonneur de la profession, les conservateurs-restaurateurs

SCR

Dfinition de la profession et code de dontologie

SCR
SKR

Association suisse de conservation et restauration

Associazione svizzera di conservazione e restauro
Schweizerischer Verband fr Konservierung und Restaurierung

sont appels limiter les mesures publicitaires relatives leur activit et leur donner un
caractre dinformation.

2. 4. b Commerce
Le commerce professionnel du patrimoine artistique et culturel entranerait des conflits
dintrt avec la profession de conservateur-restaurateur et est par consquent interdit.

2. 5.

Exigences de qualit
Les conservateurs-restaurateurs doivent limiter ltendue de leur traitement au minimum
ncessaire. Ils ne doivent pas, par leurs actes, anticiper des mesures ultrieures, les amplifier
leur avantage, et omettre consciemment des mesures importantes prendre.
Les conservateurs-restaurateurs et leurs collaborateurs doivent excuter un travail dexcellente qualit, indpendamment de la valeur et de limportance culturelle de lobjet. Les
conservateurs-restaurateurs nexcutent que des travaux qui sont dans les limites de leurs
comptences professionnelles. Lors dinterventions limites dans leur tendue, la conservation a priorit sur la restauration. Les conservateurs-restaurateurs sengagent refuser
des travaux contraires lthique professionnelle.

2. 6.

Formes de collaboration
La forme de collaboration avec les professions apparentes scientifiques ou artisanales
dcoule des problmes spcifiques poss par les objets.
Les conservateurs-restaurateurs ne sengagent confier leurs travaux des collaborateurs,
des stagiaires, des sous-traitants et des bnvoles que sils peuvent les surveiller et garantir
une qualit dexcution gale la leur. A linverse, les conservateurs-restaurateurs ne doivent
accepter de travailler que pour des entreprises et des institutions qui respectent les rgles
dthique professionnelle.
Le travail en quipe est la forme idale de travail pour les conservateurs-restaurateurs. Ils se
rservent le droit de prsenter leurs travaux des confrres et de discuter les ventuels
problmes avec des experts de leur profession ou des experts pluridisciplinaires. Les divergences dopinion peuvent galement tre rgles au sein dun tel cadre.
Les conservateurs-restaurateurs ne peuvent engager des stagiaires et des employs que si les
conditions appropries sont runies. Ils sengagent ne pas prendre de stagiaires pour augmenter leur capacit de travail ou des fins lucratives. Ils nengagent pas plus de stagiaires
quils sont en mesure de bien former. Les droits et les devoirs du responsable de latelier, des
employs, des collaborateurs indpendants et des stagiaires doivent tre clairement dfinis et
fixs par consentement mutuel dans un contrat contenant les donnes suivantes : dure de
lemploi/de la formation, domaine spcialis, rmunration et prestations sociales.

Accept lAssemble gnrale du 1er septembre 2005 Lucerne

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Dfinition de la profession et code de dontologie