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The Training of Cultural Administrators

<P>This study deals with the 'training of cultural administrators' and is intended to suggest teaching methods and training schemes which can be adapted to a variety of situations. It is the counterpart and logical sequel to my previous study on the training of cultural 'animators.' Since that earlier study is available, it can be taken that much is already known about the functions,profession and training of cultural 'animators', so that this point can be passed over briefly in the present dossier.</P>
<P>Cultural 'animators' (or promoters) and cultural administrators, both involved in cultural development, are often regarded as inseparably paired, and sometimes even as almost identical twins. The training courses provided by the Lome Regional Centre for Cultural Action in Togo, for instance, cater for both these professional groups, while one of the joint European studies carried out for&nbsp;<FONT face="Times New Roman" size=3>UNESCO </FONT>dealt with the training of cultural 'animators' and administrators alike.</P>
<P>In the fullest sense of the two terms, 'animation' or the promotion of cultural activity involves some administration, and vice versa. Indeed the French term 'animateur d'entreprise' is used in the sense of a business manager, and an 'animator' of course may often be in charge of some institution or project; 'animators' may become administrators, and administrators switch over to promotion work.</P>
<P>Having written at length about 'animators' in the study referred to above, I shall now concentrate on administrators, trying to define their specific characteristics to describe their varying types, to give a general picture of the training schemes available for them, and to make some suggestions for their future training in the various regions of the world. (p. 7)</P>
<P>CONTENTS<BR>Introduction: <BR>&nbsp;&nbsp;&nbsp;&nbsp; Should there be a specific form of training for cultural administrators?<BR>&nbsp;&nbsp;&nbsp;&nbsp; UNESCO has made it a priority.<BR>&nbsp;&nbsp;&nbsp;&nbsp; Why is it particularly necessary to train staff for cultural development? </P>
<P>Part 1. From cultural administration to the training of cultural administrators. </P>

<P>1. The administration of culture: <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Why is administration needed in the cultural field?<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The limits of intervention by the state and the public authorities.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The concept of cultural administration.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The scope of cultural administration: <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;(a) The traditional field.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;(b) The broader field.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp; (c) The open-ended option. </P>
<P>2. Who are cultural administrators?:<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (a) Officials in the central or local government's services. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (b) Field officers working first hand in creative or organizing teams<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;or in&nbsp;cultural establishments.</P>

<p>2.1 The staff of government departments concerned with culture:&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (a) Classification by function.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (b) Classification by sphere of responsibility.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (c) Classification by sector of activity. <BR>2.2 Arts administrators:&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (a) Classification by the legal and financial status of the<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; undertaking.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (b) Classification by sector of activity.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (c) Classification by nature of responsibility. <BR>2.3 Elected representatives and decision-makers who have an&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;influence on cultural development. </P>
<P>3. Training systems for cultural administrators: </P>

<P>3.1 Training in European and North American countries.<BR>3.2 The training of cultural administrators in Asia.<BR>3.3 The training of cultural administrators in Africa and the Arab<BR>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;countries.<BR>3.4 The training of cultural administrators in Latin America and the<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Caribbean. </P>
<P>Part 2. Proposals for the training of cultural administrators. </P>

<P>1. Training: for what cultural policy. </P>

<P>1.1 A certain conception of public administration and of its<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;relationship to the citizens. <BR>1.2 A certain conception of cultural policy:&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (a) Culture is not restricted to the finer arts and great<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;literature.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (b) Culture must be active and not mere passive<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;consumerism.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (c) Not culture but cultures. <BR>1.3 Creation of jobs and establishment of a recognized status for<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;administrative personnel. </P>
<P>2. A training programme [program] for cultural administrators. </P>

<P>2.1 Objectives of a training policy: <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (a) Development of a common core curriculum.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (b) Development of awareness rather than specialization.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (c) Close association of theory and practice.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (d) Emphasis on continuing in-service training rather than<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;initial training.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (e) Diversification and decentralization.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (f ) Training for non-professionals. <BR>2.2 Practical proposals:&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; (a) The organizational context of training.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp; (b) Trainee selection.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;(c) The best course content.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;(d) Teachers and teaching methods.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (e) Certification and following up of trainees.<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (f ) Further in-service training and awareness-stimulation<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;for non-professionals. </P>
<p>Conclusion.</P>
<P>Appendix: <BR>&nbsp;&nbsp;&nbsp;&nbsp; 1. UNESCO's intergovernmental conferences on cultural policies and the training&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; of cultural administrators.<BR>&nbsp;&nbsp;&nbsp;&nbsp; 2. Bibliography.</P>

This study deals with the 'training of cultural administrators' and is intended to suggest teaching methods and training schemes which can be adapted to a variety of situations. It is the counterpart and logical sequel to my previous study on the training of cultural 'animators.' Since that earlier study is available, it can be taken that much is already known about the functions,profession and training of cultural 'animators', so that this point can be passed over briefly in the present dossier.

Approved
P
NA
Report
Moulinier, Pierre
119 p.
December, 1981
Publisher Reference: 
UNESCO
Old URL: 
http://www.artsusa.org/NAPD/modules/resourceManager/publicsearch.aspx?id=4778
Research Abstract
Rank: 
0
Categories: 
Professional Development
Is this an Americans for the Arts Publications: 
No