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2012ICTOP ConferenceSept 13-15Amsterdam

Bridges &Boundaries:ReframingProfessionalEducation ForMuseums +Heritage?

PROGRAMMEPhoto Courtesy of Amsterdam Tourism & Convention Board

ICTOP, the ICOM International Committeefor the Training of Personnel, annualconference will be held in Amsterdam Sept.13-15 2012. Our meeting this year will behosted by the Reinwardt Academy forCultural Heritage, Amsterdam, School ofthe Arts.

This international meeting will focus on thetheme of!“Bridges and Boundaries:Reframing Professional Education forMuseums + Heritage?” A mixture of shortand long paper presentations, virtualpapers by video and other multi-media,posters, panels and workshops will explorecurrent and emerging issues in the field ofmuseum professional development.

Themes will examine how professionaldevelopment education is or is not shiftingfrom a variety of global perspectives andthe implications for the conceptualization ofour museums/heritage sector andprofessional preparation.

•Is there a genuine shift in concepts and the professionor a pragmatic move that responds to governmentalpolicy and job opportunities?

•What are the challenges for museology programmes,or other developers, in adopting wider definitionssuch as that of heritage?

•Are there other tendencies in our pedagogyrepresenting either the voices of traditional or newdisciplines !"such as cultural studies, management,curatorial studies, gallery studies, informatics !"oremerging topics or issues !"such as development,sustainability, inclusion, career planning andemployability !"that are compelling changes?

•Where is the profession in this discussion?

•What guidelines or competencies might be needed inthis complex situation?

CONFERENCEconference THEME

Keynote Presentations By,

Dr. Mary BouquetLecturer at University College UtrechtFlying Buttresses: An Educational Round Trip -13 September, Thursday 11am

Dr. Bouquet’s teaching and research focus, among other things,is on the contemporary uses of historical collections, andprocesses of museum renovation. She established andcoordinates the Cultural Heritage Internship Programme (CHIP)as part of the Liberal Arts and Sciences curriculum at UniversityCollege. She is co-editor, with Howard Morphy (ANU), of theBerghahn series Museums and Collections. She is on theAdvisory Board of Center for Museum Studies, University ofOslo and on the Editorial Board of Museum Worlds: Advancesin Research, a new journal to be launched by Berghahn Booksin 2013.

Dr. Peter van MenschMensch Museological Consulting"For whose benefit?"-14 September, Friday 9am

Peter van Mensch was professor of cultural heritage at theReinwardt Academie (Amsterdam) before he retired in August2011. He served several (international) museum organizationsas board member. At present, he is member of the ICOM EthicsCommittee. He is a regular guest lecturer at universitiesworldwide and is frequently invited as speaker at internationalconferences. As researcher Peter van Mensch has made aremarkable contribution to the development of museology as afield of study; his current work now focuses on developing anintegral and integrated approach to heritage.

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To all Participants in the2012 Annual Conferenceof ICTOP-ICOM,Amsterdam.

CONFERENCEconference WELCOME

Another one of my objectives has been to explorethe notions of `profession` and `professionaldevelopment` as a framework for the work ofICTOP and what strategies might follow. In this wewould embrace the complexity of educationalwork that spans degree programs to associationworkshops, from doctoral programs to individualcareer development.

With this conference`s rich array of presentationsrepresenting a stellar line up of professionals, ourmeeting will be memorable for ICTOP in the richheritage landscape of Amsterdam and theNetherlands. We hope we can entice you intobeing an active member of ICTOP, spreading theword and engaging in our strategic plan andoperations over the next years and help build ourrelevancy to the International museum field.

My special thanks go out to Scott Pollock who hasbeen assisting in the conference organization, aswell as our program and organizing group.

Finally, then, I wish all the best dialogues anddeliberations as we build community and ourprofession in Amsterdam.

Sincerely,

Lynne Teather, D. Phil. (Leicester Museum Studies),

Professor Emeritus,Masters of Museum Studies,University of Toronto, Faculty of [email protected] Larratt Lane,Richmond Hill, Ontario,Canada L4C 0E3

Chair (2010-2013)International Committee for the Training of Personnel (ICTOP)-International Council of Museums (ICOM)Co-editor Museum History Journal

It is with the greatest pleasure that Iwelcome you to Amsterdam for the 2012Annual Meeting of ICTOP. One of mydreams as Chair has been to hold ameeting in Amsterdam at the ReinwardtAcademy, given the strong role of theinstitution in building museum and heritagestudies. Also, I want to honor theircommitment to ICTOP and for providingsuch strong support for the InternationalCommittee through the years. It is inAmsterdam at the Reinwardt that we findthe crucible of museology and heritageideas and praxis. I know that our 2012meeting will prove my assumption.

Most of all though, the conference couldnot occur without the participation of ourmembers and colleagues - this yearrepresenting nearly 50 participants from20 different countries. The work ofdiversifying ICTOP’s membership and workis our number one responsibility, thoughwe must also, as the museums andheritage locations, build our membershipand prove relevance. As a volunteerorganization our challenges are many.And so we hope to invite you toAmsterdam to meet up with ICTOPcolleagues or to build new and lastingrelationships. I know that the program isstrong and I welcome you to ourconversations both at the conference andafter.

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CONFERENCEthank YOU

WITH SPECIAL THANKSProgram and Organizing Committee

Lynne Teather, Chair of ICTOP, Assoc. Professor, Museum Studies, University of Toronto

Phaedra Livingstone, Secretary of ICTOP and Assistant Professor, Museum Studies, Arts andAdministration Program (AAD), University of Oregon

Darko Babic, ICTOP Board, Lecturer in Museology, University of Zagreb, Croatia

Hester Dibbits, Professor, Reinwardt Academy and Director of Masters in Museology Programme

Paula Assuncao dos Santos, ICTOP Board, Lecturer, Reinwardt Academy

Susan van 't Slot-Koolman, Reinwardt Academy

We are very grateful to the Reinwardt Academy for hosting the conference.

Reinwardt Academy of Cultural Heritage (Amsterdam School of the Arts)

Dapperstraat 3151093 BS AmsterdamThe Netherlands

Tel. +31 (0)20 527 7100

Email:

Our special thanks to Peter van Mensch for his guide duties in Haarlem!

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13 September, Thursday - Morning

8:00-9:30 Check-In and Registration9:00-9:30 Welcome - President of ICTOP – Dr. Lynne Teather Introductions Greetings - President of ICOM – Dr. Hans Martin-Hinz Representative of Netherlands Museums Association - Joke Bosch President of ICOM, Netherlands - Dr.!Janrense Boonstra

Reinwardt Academy of Cultural Heritage - Professor Hester Dibbits

9:30-10:30 Opening Deliberations

Voices- Reframing Professional Education for Museums + Heritage?Moderator: Hans Martin-Hinz, President, International Council of Museums (France)Brief Presentations From: Peter van Mensch, Co-director of Mensch Museological Consulting andformer Professor of Cultural Heritage, Reinwardt Academie (Netherlands); Martin Segger, AdjunctProfessor of Canadian Art and Architecture, University of Victoria (Canada); Lynne Teather, Chair,ICTOP (Canada)

Description: To begin our deliberations, we invite several noteworthy museum teachers and professional leaders to attempt,not only to set the scene of our conference, but also to reflect on the challenge of regional differences in languages andconcepts, context and pressures and their implications for the work of ICOM and ICTOP. We will open the floor fordiscussion to gather the perspective of participants as we start our deliberations.

10:30-11:00 Break

11:00-12:30 Keynote Talk and Discussion

Dr. Mary Bouquet, University College Utrecht (Netherlands)Corridors and Flying Buttresses: An Educational Round TripAbstract: This paper is in two parts: the first discusses my interpretation of how things become heritage and how museumsare implicated in the process; the second considers the implications for professional education – and what that might mean indifferent contexts.

12:30-1:30 Lunch

CONFERENCEconference SCHEDULE

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13 September, Thursday - Afternoon

1:30-3:00 Stream I. Progressive Pedagogy in Four Voices: Educators and Students4 Presentations – 15 min presentations, 5 min q&a

Hester Dibbits, Course Director, Reinwardt Academy of Cultural Heritage (Netherlands)Cultural Heritage & Museology at the Reinwardt AcademyAbstract: The Reinwardt Academy!approaches!cultural heritage from a museological perspective. What are the implicationsof this approach for the curriculum at Reinwardt? How do Reinwardt lecturers, coming from different disciplines, differentprofessional fields, work on this together? And how have new lecturers, coming from outside the world of museums,contributed to the curriculum? In what way did they / do they / will they change the Reinwardt-curriculum?

Martha Mahard, Graduate School of Library & Information Science Simmons College (United States)Framing a Cultural Heritage Informatics Track in Archives, Library and Information ScienceAbstract: This paper explores an interdisciplinary approach to the theory and practice of museology, archives, andlibrarianship: the new Cultural Heritage Informatics Track at Simmons College. Faculty from art, archives, and libraryscience explored the theoretical frameworks of a cultural heritage curriculum. With an underlying focus on stewardship, thisprogram addresses concepts in organization, preservation, access, and use of collections, and how technology has evolved,to meet the increasingly more sophisticated needs of users who demand more services and less mediation. These framesinvite us to re-consider our disciplines—and their influence on practice—as we prepare graduate students to work in a varietyof heritage institutions. The program is complemented by our Digital Curriculum Lab which is being used by universitypartners internationally. The paper concludes with consideration of the case studies developed in conjunction with our initialfield studies. These studies suggest that achieving convergence in practice is more complex than earlier research suggests.

Lisa Truong, PhD Student, Carleton University (Canada)Practicing Collaborative MuseologyAbstract: This session examines the challenges of learning to apply theories and practices of collaborative museology whiletraining to be a museum professional through a post-mortem exploration of my Master’s final exhibition project, Sanaugaq:Things Made by Hand mounted at the University of Toronto Art Centre in 2010. While our attempt to build meaningfulrelationships with Inuit communities in the North was limited by the short timeframe of the project and lack of travel funds, wewere able to seek alternative partnerships with northern communities in Toronto. Our exhibition highlights the tensions thatcan occur when applying best practices in a student-training programme.

Margaret A. Lindauer, PhD, Associate Professor & Museum Studies Coordinator, Department of Art History,Virginia Commonwealth University (United States)It’s Complicated: Teaching Second-Wave, New Museological PraxisAbstract: This paper offers critical reflection of the assignment presented to students enrolled in the Spring 2012 graduate-level course “Museums & Communities” at Virginia Commonwealth University. Students were asked to conceptualize a tourfor the Wickham House, a historic house museum in Richmond, Virginia (USA), completed in 1812 for John Wickham, aprominent attorney and British Loyalist. Students were asked to develop tours that focus on displayed material objects orselected architectural features in the house; incorporate factual information about Wickham and/or the socio-political historiccontext in which the house was built; and address a socio-political issue relevant to both early nineteenth-century and earlytwenty-first-century Richmond residents. Course readings introduced students to issues associated with second-wave newmuseology and historic house museums. This paper offers a synopsis of those issues; describes the creative range of ideasthat students presented; and identifies pedagogical challenges—discerned from students’ projects—that must be addressed inorder for second-wave new museological theory to be effectively translated into practice.


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1:30-3:00 Stream II. Professional/Career Perspectives4 Presentations – 15 min presentations, 5 min q&a

Anna Maria Visser, Lecturer, University of Ferrara (Italy)Museum and Cultural Heritage in Italy - Education and Training of Professionals.Abstract: This paper addresses the relationship between museums and cultural heritage, in light of the Italian scene, wherelandscape together with museums represent the main features of the country. Recent work reveals the perception ofprofessionals that stand between the formation of museums’ theory, the management of heritage matters and the everydayneed for administrative action. What do theythink!about!their!position?!Do!they!lean!towards!a!firmly!defined!museological!character!or!do!they!understand!themselves!as!heritage!professionals? What do their colleagues

think!about!these!concepts!and!how!they!understand!this!cooperation.

Rita Capurro, Researcher, Politecnico di Milano (Italy)Museum Professions in Italy: Reinventing Training, Waiting for Job Opportunities in the Age of theCrisisAbstract: This research analyzes the situation of the main museums of the city of Milan to highlight significant features of thescenario of museum professions in Italy, with the aim to define new strategies for the enhancement of professionalism in themuseums.

Nayra Llonch, PhD, University of Barcelona (Spain)Department Specific Didactics at the University of Lleida: Is It Necessary To Educate Educators?Abstract: It is well-known that the importance of museums and of a great part of heritage lies in the objects that form it.Museum objects do not have one only reading, on the contrary, they may have multiple interpretations and these willdepend on the depth of the analysis they are subjected to, the diversity of interests and variety of subjects. From all thisarises the need of intermediation mechanisms to show and teach how to read the different messages contained in theheritage objects. In this sense, the instruments of museum intermediation can be highly effective, however they haveimportant limitations as very often they do not go beyond teaching or informing and rarely succeed in stirring the visitor’smind, evoking or suggesting and besides, they cannot be adapted to the needs and capacities of the huge variety ofpublics.Considering the limitations existing in the museum elements, human intermediation has, on the other hand, the abilityto adapt to the visitors’ subjectivity, to encourage dialogue, change the attitude and “view” of the public. In order to achievethis, it is essential to foster a specific education for educators and the paper we propose here suggests some tools anddidactic methods!for educators to deal with this.

Hilde Neus, Surinam Museum Foundation (Netherlands)'Designing,Dumbing,Distancing’Abstract: For the last two years we have been working on a new exhibition and web site of a history of Suriname. In mypresentation I would like to elaborate on the making of this exhibition and why it is a history, and not the history.Furthermore I would like to focus on the question how we have tried to reach the audiences: the already existing (schoolchildren and tourists) and the new (Suriname people with no tradition of visiting museums).

3:00-3:30 Break


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3:30-5:00 Stream I. Issues of Pedagogy and Subject Emphases4 Presentations – 15 min presentations, 5 min q&a

Christine Braunersreuther, Museologist, Lecturer, FH Joanneum (Austria)Applied Theory in 4-D. Teaching of Visitor-Oriented Museology for Design StudentsAbstract: Exhibition designers seldom hold permanent positions at museums, they rather work as freelanced contributors andmostly, they get hired for just one exhibition or a similar project. To grant a good, successful communication between themand academics and scientists in museums, it is all the more important to give them insights into the way museums arestructured. as well as to convey solid basics in museological theory.

Marcin Szel"g, PhD, Assistant Professor Adam Mickiewicz University in Poznan and Head ofDepartment of Education, National Museum in Poznan (Poland)Education in Art Museums. Critical Remarks on Practical Dimension of the Educational Role ofMuseums in Poland.Abstract: In the light of the historical conditions, author will declare that Poland is very much in need of a new formula ofmuseum and education. Both can offer an opportunity to free museum from the overbearing burden of the past, whichincludes the discreditable tradition of the nonchalant treatment of the museum by the state, wartime devastations and Stalinistideologisation during communism period.

Chiaro Mauro. PhD Candidate, University of Padova (Italy)Young Visitors In Science Museums. What Competencies Do Museum Educators Need in theirProfessional Preparation?Abstract: The success of science museums lies in its appeal to children of different ages, even to pre-schoo children (3-6years). This paper sets out to examine types of settings, strategies and tools that museums can arrange for young visitors inorder to achieve educational goals; and the necessary competencies required for a museum educator to work effectivelywith pre-school children. Activities carried out with young children at science museums in the Veneto Region of NortheasItaly were observed. Educators were interviewed and museum directors filled a questionnaire concerning museumeducational services. The aims were to recognize the authentic regional framework, to learn from museum practices, and toidentify the training needs of novice and expert professionals. The results represent the basis for programming a curriculumtailored to museum educators who are beginning to work with early-childhood, and who need to improve their skillsand performance to boost the learning experience.

Trilce Navarrete Hernández, PhD Researcher and Lecturer University of Amsterdam, DigitalHeritage, (Netherlands)Cultural Information Science at the University of Amsterdam: A Cross-Sector ApproachAbstract: In the digital world, the user is less interested in the source of information accessed than in the ways the informationcan be used. Heritage content from museums published on the Internet including object images, registration, documentationand contextualization, will be favored when content is of quality while free of access. The more ease to access it the more itis used and reused. In that respect, future museum professionals must be aware of the issues related to managing theinformation side of the museum.


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3:30-5:00 Stream II. Pedagogy and Education: Reflections3 Presentations – 15 min presentations, 5 min q&a

Leena Tokila - Education Manager, Finnish Museums Association (Finland)Finnish Museums Association Pedagogical Approach to Learning at the WorkplaceAbstract: The environment of museums is changing and the role, value and impact of museums is!negotiated over and overagain in the society. Museums face new expectations from the community and funding authorities. Under thesecircumstances, the expertise of museum staff is a success factor. Relevant questions are: what competencies are neededin!and how to arrange in service!training in order to help museums gain these competencies? In this presentation, I willdiscuss how institutions providing training should study and develop their pedagogical models and methods in order to meetnew challenges of!learning. Research on learning at the workplace has expanded since the beginning of the 1990s and iscurrently wide-ranging and interdisciplinary. Some theoretical ideas about workplace learning will be shortly reviewed. Thepresentation will include a case study as well: Finnish Museums Association is the coordinator in The Open museum -A!Developing Learning Environment for Adults project which was launched in the beginning of 2010. During the project,several special meetings were arranged for museum staff members to study museum pedagogy in their own or nearbymuseum, in other words, in an actual workplace and a museum environment.

Lynne Teather, Professor Emeritus, University of Toronto and Chair ICTOP (Canada)Future Directions for Professional Pedagogy and EducationAbstract: In this session Lynne will share some of the results of the 2011 ICTOP research project (Teather and Livingstone,June 2012). Although there is more work to do, ICTOP hopes to involve more providers in the database as well as thefurther development of the needed models, cases, articles, reports and all things to support our colleagues in the offering ofrelevant, high-level museum/heritage studies and applied competencies.

Charlotte Holmes, United Kingdom Museums AssociationUpdate: UK StatusAbstract: This informal and discursive session will provide delegates with a brief overview of challenges and issues affectingthe museum and heritage workforce in the UK along with an opportunity to reflect on and share their own experiences andpractice.

5:00-8:00 Reception At Reinwardt AcademyJoin us for a social evening and wonderful opportunity to informally catch- up with your international colleagues and friends.Everyone welcome. Your conference fee covers light fare and refreshments.


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14 September, Friday - Morning

9:00-10:15 Keynote Talk and Discussion

Dr. Peter van Mensch, Mensch Museological Consulting"For whose benefit?"Abstract: In a provocative paper presented at a conference held in Brno (Czech Republic) in 1996, the late Kenneth Hudsonquestioned the relevancy of museology as academic discipline and the usefulness of people that call themselves museologist.Peter van Mensch, last year retired as Professor of Cultural Heritage at the Reinwardt Academy, will reflect on the questionsraised by Hudson. He will use his own professional biography as museologist to show that museology is perhaps more thanjust an "agreeable form of self-indulgence" as Hudson suggested.

10:15-10:45 Break


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10:45-12:30 Stream I. Continuation: Issue of Pedagogy and Subject Emphases4 Presentations – 15 min presentations, 5 min q&a

Nick Crofts, Chair ICOM International Committee for Documentation (Switzerland) and MaijaEkosaari, Project Manager, Museum Center Vapriikki (Finland)Evolving to Meet Evolving Needs – The CIDOC Summer School Training ProgramAbstract: Recognizing the pressing need to provide basic and advanced level professional training in documentation theoryand practice, CIDOC, ICOM’S International Committee of Documentation, in collaboration with an academic partner, theMuseum of Texas Tech University, has established a modular training program – the CIDOC Summer School. ICOM hasprovided support for the program in the hope that it might be used as a model for training programs organized by otherInternational Committees. This paper takes the CIDOC Summer School as a case study, highlighting the opportunities andconstraints, both organizational and pedagogical, that confront ICOM International Committees setting up trainingprograms, and outlining the problems and difficulties that have yet to be solved. Finally, we hope to engage in a discussionon the future development and evolution of the program.

Tanushree Gupta, Junior Research Fellow, Department of Conservation, National Museum Institute(India)Bridging the Gap Between Conservation and The WorldAbstract: Interdisciplinary approach is essential in the world of conservation and it needs to be upgraded. Properunderstanding of the gaps would help to device a better strategy to connect. It is a gradual process but in the end, thiswould become reality and the field of conservation would come at par with others.

Annette Gallman, Chair of LCM (Netherlands National Foundation of Museum Advisors)Collections as the Focal Point of Training Museum VolunteersAbstract: The Netherlands National Foundation of Museum Advisors (Landelijk Contact van Museumconsulenten (LCM)) isthe network organization of the museum advisory bodies of the twelve Dutch provinces. From the early 1980s we worktogether in developing quality standards and promoting professional expertise, especially focused on voluntary staff ofmuseums who have no professional museum backgrounds. A national program of training courses and workshops,accompanied by instruction books, is the backbone of this work. We like to share our experiences in this work with theparticipants of ICTOP.

Reimer Knoop, Professor, Reinwardt Academy of Cultural Heritage (Netherlands)Opportunism or Paradigm Shift?Abstract: The question whether broadening the museum field to include heritage and its implications for the challenges tovocational training, can be dealt with in two ways. On the one hand, museums have had a long life and they will doubtlessremain on the agenda for some time to come. There will remain, therefore, a certain demand for qualified, non-disciplinaryprofessionals: the museologist staff. On the other hand, museums can be seen to also gradually shift towards a new point ofgravity. During both the Inaugural Conference of the Association of Critical Heritage Studies this spring in Göteborg and theUNESCO expert meeting on museums and collections this summer in Rio de Janeiro, it became increasingly clear that inmany parts of the world museums are being expected to increasingly and significantly contribute to social change andsocietal innovation. The main set of opposing poles in this regard seems to be collection driven institutions vs. process drivenones. This being what it is, vocation-training institutions should be aware of the need to respond to changing perspectives.One way to do so is by actively engaging in these very discussions, but at the same time to not lose sight of the importanceof continuity and of the crafts that come with it. The proper functioning of museum and heritage institutions and initiatives isthreatened, I think, whenever this balance is disturbed for too long. Museum and heritage professionals should be able todeal with this.


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10:45-12:30 Stream II. Pedagogy, Profession and Futures in Museums and Heritage4 Presentations – 15 min presentations, 5 min q&a; 2 Updates – 10 min, 5 min q&a

Clara Arokiasamy, OBE , KALAI, Organisation Development and Intangible Heritage (England) &The University of Oslo/Museum of Cultural History (Norway)Embedding Black and Ethnic and National Minority Europeans’ Cultural Rights into the Educationand Training of Museum Professionals: London and Oslo's ExperienceAbstract: This paper will focus on the pilot course - “An Introduction to Embedding Cultural Diversity in Museums” -incorporated into the brand new Masters in Museum Studies, launched by the University of Oslo in October 2010. It wasdesigned as a Cultural Diversity component aimed at incorporating the embedding of minorities’ cultural rights into thetraining and education of museum professionals, which is lacking in many European states.

Wendy Molnar, Cultural Visions Consulting (Canada)Professional Education North of 50Abstract: The session explores how professional education in Canada’s North has shifted to accommodate the culture andheritage of those who work in museums, heritage and visitor centres. Key issues central to this approach include physicalisolation, transient and under educated staff, as well as a strong desire to preserve a culture in danger of being eliminated.

Andreja Rihter, Museum Councillor, Museum of Recent History (Slovenia) and Tijana Palkovljevi#,Director, Gallery of Matica Srpska (Serbia).One Possible Model of Education in MuseumsAbstract: The protection of heritage, whether tangible or intangible, in all its limits and scopes, is the main concern ofmuseums as institutions. Due to rapid changes during the last decade, museums have to satisfy primary needs of the society.Within the project called Transition to the New Museum, the International Foundation - Forum of Slavic Cultures, as aninstitution, strives to implement a series of workshops, which would contribute to professional specialization of museums asheritage institutions and change their system of operation.

Jacqueline van Leeuwen. Stafmedewerker, FARO, Flemish Interface Centre for Cultural Heritage(Belgium)Desperately Seeking New Skills? A Co-creative Approach To The Professionalization of MuseumStaffAbstract: A few years ago ICTOP developed Curricula Guidelines for Museum Professional Development. This model definesfive broad areas of competencies- needed to work effectively in today's museums. Even though this is quite a long list ofcompetencies, recent evolutions, both within the heritage field and abroad necessitate that new competences should beadded. Such as competences of innovation, social and brokerage skills, more entrepreneurial competences, morespecialized digital competences and social media, a better understanding of the heritage-concepts….and very soon newchallenges will be added. If we compare this list to existing educational programs for museum professionals, we see that theytend to focus on (traditional) skills considering the acquisition, selection, preservation, research and communication ofheritage collections. On the other hand, the profiles of competencies for museum professionals formulated within the workfield are mainly aimed at securing the traditional roles of heritage conservation. Thus both educational programs and profilesof competencies do not pay explicit attention to all the new competencies we need. How to develop them? This paper arguesthat broad general “heritage programs” are not a good solution to meet these challenges and to develop all the newcompetencies we need. There is no such thing as “one program that fits all”. Rather than employing generalists (who know alittle about a lot of things) museums should elaborate multidisciplinary teams with various specialist profiles at various levels.At the work floor, these (future) museum professionals can develop their skills in co-creative and informal learningprogrammes in which they are confronted with other perspectives.

12:30-1:30 Lunch


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14 September, Friday - Afternoon and Evening

1:30-3:00 Workshop

ICTOP FuturesLynne Teather, PhD, ICTOP Chair (Canada)A workshop to touch base with participants on existing/emerging fields, questions, issues and concerns, all of which informICTOP strategic directions and action plans. Themes to be covered include: (1) Defining our field; (2) Subject Emphases; (3)Pedagogy Futures (4) Modes of Teaching; (5) Relation to Profession and Work; (6) Strategic Planning and Action Plan

3:00-3:30 Break

3:30 Annual General MeetingVoting by members only. All welcome to attend.

7:00 ICTOP Dinner - Brasserie HarkemaEveryone is invited to an evening dinner at Brasserie Harkema, a contemporary version of the classic Parisian brasserielocated in the centre of Amsterdam. Brasserie Harkema is a pleasant and stylish meeting place where we plan to enjoy awonderful meal together. If you are planning to attend this event, please let ICTOP Chair, Lynne Teather know so she canmake appropriate reservations. The cost of the meal is estimated at 29.50 euros and individuals are responsible forcovering their own costs. Conference fees do not cover this event.


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15 September, Saturday - Excursion to Haarlem

8:45 Train Travel to Haarlem, Amsterdam(Covered by Conference Fees - Please Bring Your ICOM Card)

9:45-11:30 Walk To Teylers Museum: MuseumTour With Special Guide (Museum Director)

The oldest museum in the Netherlands, Teylers was founded in the eighteenth century. The Museum building dates from 1784and houses exhibits (arts and science) legated by Pieter Teyler, a wealthy banker and merchant. Pieter Teyler van der Hulststipulated in his will that his capital (comparable to 80 million euros nowadays) should be placed in a foundation under themanagement of five Directors, and that it should be used to stimulate, amongst other things, the arts and sciences.

11:30-12:30 Walk Through Haarlem

12:30 Lunch At Dolhuys Museum, Followed By Tour of Dolhuys Museum

Het Dolhuys is a national museum for psychiatry in Haarlem, the Netherlands founded in 2005 in the newly renovatedformer old age home known as Schoterburcht but for centuries was a hospital. It is an interactive museum. The visitor isencouraged to think about the contrasts between sanity and insanity, between visitors and inmates, and between participantsand observers. On display are the various personal effects of famous inmates of psychiatric hospitals, as well as oldtreatment methods and tools used by the hospitals themselves. In 2005 the museum won the Dutch Design Prize in thecategory ‘Exhibition & Experience Design’. In 2007 the museum received an honorable mention for The European Museumof the Year Award.

2:30-3:00 Break

3:00-4:00 Workshop - Discussion of Implications for Professional Education

4:00 Return Walk To Train Station

5:00 Back In Amsterdam


Au revoir, a la prochaine.23rd General Conference will be held from 10 to 17 August, 2013 in Rio de Janeiro, Brazil.Come and join ICTOP at ICOM’s 2013 Conference.

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Yes, I would like to register for the ICTOP, the ICOM International Committee for the Training ofPersonnel, Annual Conference to be held in Amsterdam September 13-15, 2012, hosted by theReinwardt Academy for Cultural Heritage, Amsterdam, School of the Arts.

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fee SCHEDULE

Early Bird Rate Regular Rate Late or On-Site Rate(Before July 10) (July 10-Sept 5) (Sept 6-Sept 15)

Registration Notes

FULL CONFERENCE (Sept 13-15, Thurs-Sat)

Payment, in full, must be received by the deadlines listed above to be eligible for the discounted rates.

On-site registration will be available at the Late-Registration/On-Site Rate.! Please bring cash, travellers cheques or pay on-line at UofTix Box Office.

Your registration fee includes admission to paper sessions and talks, the conference packet, lunch each day, refreshmentbreaks, admission to evening reception, and travel fare for September 15 excursion to Haarlam.

Travel to and from the conference and lodging are to be arranged and paid for separately – details available from theICTOP Conference website. Some rooms may be available at the Hotel Rembrandt and NHTropen Hotel.

Membership in ICOM (International Council of Museums) is available by visiting ICOM Membership online. Select ICTOPas your committee to join the International Committee for the Training of Personnel.

Financial assistance is available through ICTOP Fellows Program.

The following cancellation policies apply to your registration:Until August 11 - No ChargeBetween August! 12-27 - 25% of full amountAfter August 28 - 50% of full amountAfter September 1 - No Refund

ICOM - ICTOP - ICOM Partner Member $300 / $394 CAD $330 / $434 CAD $360 / $473 CAD

Non-Member $400 / $526 CAD $430 / $565 CAD $460 / $604 CAD

Student $50 / $66 CAD $50 / $66 CAD $50 / $66 CAD

Spouse / Partner $60 / $79 CAD $90 / $105 CAD $90 / $105 CAD

SINGLE DAY

ICOM - ICTOP - ICOM Partner Member $110 / $145 CAD $125 / $164 CAD $140 / $184 CAD

Non-Member $150 / $197 CAD $170 / $223 CAD $190 / $250 CAD

Student $20 / $26 CAD $20 / $26 CAD $ 20 / $26 CAD

INTERNATIONAL BANK TRANSFER INFO*

Receiver : HCBC FRANCE (PARIS CBC 511)

Bank Address : ICOM ICTOP UNESCO HOUSE

1R MIOLLIS

75732 PARIS CEDEX 15

Account number : 05110015767 07

Bank Number : 30056 0511 05110015767 07

BIC-Swift : CCFRFRPP

IBAN : FR76 3005 6005 1105 1100 1576 707

* For all bank transfers, you must include: ICOM/ICTOP/2012 Amsterdam – The Name of participant(s)

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