16 Y E A R B O O K 2 0 1 3 EDUCATION MATTERS DAVID McDONALD, EDUCATION SECRETARY In my first year as education secretary, it is both gratifying and quite scary to find an IHBC Yearbook devoted to training and skills. In a recent edition of Context, I set out my first thoughts about the institute’s role in education. In order to make some sense of all the activity that is going on, I have come up with a very simple model. As I see it, there are three main areas of activity: Core skills These are the things we learn to make us competent professionals. This area of activity includes anything from first degrees and qualifications through to (most importantly) conservation courses, particularly those recognised by the IHBC (see page )%). It also includes CPD and ensuring that, as circumstances change, our members have the requisite skills to do their job competently. Outreach This is where IHBC members pass on their knowledge to others, for example by providing training to local councillors, or talking to residents or schools, but also includes training programmes or events for other built environment professionals. Building craft skills It goes without saying that you can’t have good building conservation without the necessary craft skills to implement repairs, extensions and alterations. However, overlying each of these di"erent areas of activity is the idea of engaging with others who are involved with the historic environment, whether that be building owners, developers, other built environment professionals, archaeologists, members of the public, politicians or amenity organisations. While conflict is an unavoidable part of what we do, the resolution of this conflict can be assisted by identifying the common ground. Education is vital to this process. The following articles, although largely personal assessments, reflect a common theme of reaching out to others. Ewan Hyslop explains Historic Scotland’s latest initiatives to disseminate technical conservation information and the increasing importance of knowledge transfer in a period of diminishing resources. Ian Brocklebank’s article argues that the conservation and sustainable building sectors urgently need to bridge the divide between their very di"erent cultures and methodologies. Charles Hippisley-Cox looks at the way conservation training has changed over the years including a move from the practical to the academic. In his work at Huddersfield University he is setting an exemplary standard by embedding conservation in the curriculum of a mainstream construction course. This theme of combining disciplines is also exemplified by Graham Lee at the Building Crafts College in London, where his two-year Foundation Degree in Historic Building Conservation benefits from the craft skills training that goes on elsewhere on the campus. Moving away from the craft skills sector, Jill Kerry shows us that at a regional level, where there is the enthusiasm and motivation, an organisation such as the Royal Society of Ulster Architects can ensure that its members and others are receiving high quality conservation training. She also introduces the idea – in relation to craft skills – of ‘training the trainers’ to ensure that, as at Huddersfield, conservation is embedded in mainstream education. At the National Trust, Rory Cullen is dedicated to securing the future of building craft skills and is using NVQ Level / as the basis for training. Meanwhile, Dave Chetwyn recognises the need for the conservation movement to respond to external changes ranging from legislation to climate change. His Dr Bruce Induni lectures to students attending the Understanding Repair and Maintenance of Traditional Buildings course at the Clore Learning Centre, Greenwich World Heritage Site (see Skills for Training across Professions and Trades, page 22) (Photo: Graham Lee)
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