The Role Of Higher Education In Cultural Preservation – 88% of European citizens agree that European cultural heritage should be taught in schools, as it tells us about our history and . This is what emerges from a 2017 Eurobarometer survey on the topic.
In support of this, the European Commission increases awareness of European cultural heritage through education and maximizes the impact of the Erasmus+ program in this field.
The Role Of Higher Education In Cultural Preservation
The basic idea of heritage education is to provide opportunities to engage in experiences to learn new concepts and skills. By directly experiencing or analyzing cultural heritage, students gain knowledge, intellectual skills and a broader range of skills on issues such as cultural heritage maintenance or social well-being.
Breaking Language Barriers: Ugc’s Push For Regional Language Instruction To Enhance Learning ?
Supporting heritage education was one of the objectives of the European Year of Cultural Heritage and is still pursued through the European Framework for Action on Cultural Heritage.
Teachers looking for an introduction to interpreting and learning about heritage can read the online eTbling book “Learning from the past, designing our future”. Includes
Through this project, developed as part of the European Year of Cultural Heritage, volunteers took part in training courses, meetings, trips and other activities. They have learned to recognize wealth and take responsibility for protecting, maintaining and passing on wealth to future generations. The European Union financed this project under the Erasmus+ programme.
This joint EU-UNESCO project helps schools to map existing intangible cultural heritage in the school community and integrate it into learning programmes. Pilot projects were implemented in 10 schools, under the guidance of a UNESCO trainer. Based on the results of a survey conducted in schools and lessons learned from the projects, materials will soon be available to support teachers in integrating intangible cultural heritage into curricular and extracurricular activities.
The Role Of Culture And Cultural Heritage In Conflict Prevention, Transformation, Resolution And Postconflict Action: The Council Of Europe Approach
This project is focused on increasing job opportunities and promoting the idea of sustainable cultural heritage in Europe. Project participants are developing innovative and creative educational solutions for the cultural heritage sector, such as digital skills modules, workshops, study visits and a structured peer-to-peer exchange programme.
Furthermore, they will create a prototype of the European Competence and Community Center for Heritage Assets (EUComp-Centre) in Austria which focuses on built heritage expertise. The European Union is funding this project under the Creative Europe programme.
“Cultural Heritage Actions to Refine Training, Education and Roles” (CHARTER) aims to identify and bridge the skills gap between the educational and professional worlds by developing a mapping matrix of skills and competences in the heritage sector. It will also create a sector strategy for skills through the development of a road map for the cultural heritage sector.
The European Union co-finances this project through the Erasmus+ programme, within the Sector Skills Alliance – Plan for sectoral cooperation on skills. Improving the performance balance between thermal comfort and energy consumption for a building space in the mid-spring season
Practices And Challenges Of Cultural Heritage Conservation In Historical And Religious Heritage Sites: Evidence From North Shoa Zone, Amhara Region, Ethiopia
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Mission And History > Institute Of American Indian Arts (iaia)
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By Luisa Dias PereiraLuisa Dias Pereira SciProfiles Scilit Preprints.org Google Scholar * , Vanessa TavaresVanessa Tavares SciProfiles Scilit Preprints.org Google Scholar and Nelson SoaresNelson Soares SciProfiles Scilit Preprints.org Google Scholar
Submission Received: January 6, 2021 / Reviewed: January 25, 2021 / Accepted: February 9, 2021 / Published: February 14, 2021
In higher education world heritage sites, the conservation and energy redevelopment of historic buildings (HBs) represent an important vector for their development, competitiveness and well-being. To ensure their continued use, these buildings must be adapted to address current and emerging social challenges: (i) the conservation of cultural heritage and the maintenance of their original characteristics and identities; (ii) the transformation of heritage sites into tourist centers that energize the local economy, generating income and jobs; (iii) the adaptation of buildings to new uses and functions that require energy retrofitting strategies to meet today’s standards of thermal comfort, indoor environmental quality (IEQ) and energy efficiency; (iv) address the impacts of climate change, in particular global warming and extreme weather events; and finally, (v) implementing strategies to mitigate the impact of increasing numbers of tourists. The combined implications of these challenges require a comprehensive approach with interrelated measures highly dependent on the use of technology and innovation. This work aims to discuss how cultural HBs in higher education can be rethought to meet these expectations. Furthermore, a multidisciplinary intervention framework is provided to discuss how HBs can respond to the challenges and risks of rehabilitation, energy retrofit, climate change and increased tourism.
Pdf) Preservation Of Cultural Heritage Via Education Of Children, Utilizing Visual Communication: Persepolis As A Case Study
Historic buildings; higher education world heritage sites; adaptation; energy efficiency; quality of the internal environment; multidisciplinary approach; in situ measurement; building simulation
Currently, the debate on climate change, fossil fuel depletion and energy security highlights the need for a more sustainable built environment [1]. As stated by Roque et al. [2], improving the thermal performance and energy efficiency of historic building stock has the potential to revitalize these buildings and reduce their operational energy costs. In higher education world heritage sites, such as the Alta area of the University of Coimbra [3] or the city of Ferrara [4], historic buildings (HBs) have been cyclically adapted (or re-adapted) for new uses over the time. This cycle is part of the history of these buildings that must be preserved. However, to ensure their use in the future, these buildings must also be adapted (adaptive reuse), repaired, rehabilitated and/or adapted to address current social challenges and user expectations regarding thermal comfort and energy efficiency [ 5], as seen in the “new Heritage” twentieth-century architecture of the University Colleges of Urbino, designed by the architect Giancarlo de Carlo [6]. By definition, renovation is the act of returning a building to its original state; the repair aims to restore the architectural and functional forms of the building so that all activities can resume; and energy is the act of adding new features, materials, technologies and/or active systems that have not previously been used in order to improve the thermal and energy performance of the building, improve indoor environmental quality (IEQ), save energy and reduce environmental emissions.
In the literature, the following challenges have been addressed to bring HBs into the 21st century, as shown in Figure 1: (i) adapting HBs to new uses and functions requires energy retrofit strategies to meet today’s thermal comfort requirements , IEQ and energy efficiency; (ii) in every retrofitting intervention, the conservation of the cultural heritage and the maintenance of the original characteristics and identity of the HB must be preserved; (iii) the transformation of historic centers into tourist centers that energize the local economy, generating income and jobs, is a great opportunity to simultaneously develop funded conservation plans; (iv) the increasing number of people visiting HBs, especially tourists, must be taken into consideration in order to mitigate the negative impacts of visitors on the structure of historic buildings and IEQ, as well as on museum collections and/or libraries housed in these buildings (despite the current COVID-19 pandemic which reduced tourism growth in 2020 [7, 8]); (v) future climate change scenarios, in particular global warming and extreme weather events, need to be addressed. Furthermore, the worldwide trend of existing regulations generally provides exceptions for the energy upgrading of HBs due to its difficulty, which has advantages and disadvantages. Considering all these challenges, this article aims to answer, or at least initiate a discussion, on the following research question: “How can higher education HBs located in heritage sites respond to the challenges and risks of rehabilitation, energy retrofit , climate change and increasing tourism?”
Soares et al. [9] have highlighted the importance of improving the energy efficiency and environmental performance of systems, the development of new technologies, the increase in the use of renewable energy sources, the promotion of holistic and multidisciplinary studies [10] and the implementation of sustainability-oriented political strategies at different scales. To draw a sustainable multidisciplinary intervention framework for higher education HBs, it is necessary to take into consideration different areas of expertise. For example: (i) energy audits, building and system monitoring assessment and energy efficiency planning [6]; (ii) analysis of cultural heritage and preventive conservation,