ACP-EU support programme to cultural sectors. Programme of the ACP Group of States funded by the European Union. 10th European Development Fund Technical assistance to the ACP Secretariat for the management of the EU-ACP support programme for the cultural sector (ACP Cultures+) Service contract N° FED/2012/284451 EuropeAid/131180/D/SER/Multi Study into cultural training courses in ACP countries Françoise De Moor Final report 25 May 2015 Implemented by the Secretariat of the Funded by the European Union ACP Group of States 1. Etude Formations Culturelles ACP - 25 mai 2015 – FDM Acknowledgements The author would particularly like to express her thanks to all the people who responded to the request to contribute to building the “Directory of Cultural and Artistic Studies and Training Courses in ACP Countries” by supplying the required information about their institution: the directors, managers, teachers and contributors at the institutions and associations of the African, Caribbean and Pacific countries. The contents of this publication are the sole responsibility of ECO and can under no circumstances be taken to reflect the opinions of the European Union or the ACP Secretariat 2. Etude Formations Culturelles ACP - 25 mai 2015 – FDM Table of Contents Summary……………..……………………….………………………………………………………..……........p. 5 1. Foreword……………………..……………………….…………………………………………………..........p. 11 2. Taking stock: problems and diagnostic elements…………..…………………......p. 13 2.1. Definitions 2.2. Why train cultural administrators? 2.2.1. The stakes 2.2.2. The background to teaching administration in the cultural sector 2.3. Training courses in management of creative cultural industries: offers and needs 2.3.1. Higher level and vocational training 2.3.2. Higher level technical training courses 2.3.3. Occasional training courses in cultural or project administration 2.4. The results of the survey 2.4.1. Providers of training courses in cultural management identified by ACP region Table 1: Higher level training institutions that integrate Cultural Management and Entrepreneurship 2.4.2. Exemplary cases studies: an analysis of their relevance and their programmes - Focus 1: Institut National Supérieur des Arts et de l’Action Culturelle (INSAAC), Senghor Campus, Ivory Coast - Focus 2: St Augustine Campus at the University of the West Indies in Trinidad 3. Analysis of the results of the research…………………………………………..……........p. 38 3.1. The survey figures Table 2: Breakdown by region and by ACP country of the 71 identified training courses in Cultural Management 3.1.1. Geographical spread 3.1.2. Status of institutions 3.1.3. Date of creation of specialist departments within the institutions 3.1.4. Different types of institutions, different levels and teaching methods 3.1.5. Themes: different sections and courses 3.1.6. Duration of training courses and diplomas awarded 3.1.7. Diplomas and certificates: recognition and equivalences 3.1.8. Diplomas and certificates: professional openings/careers and efficiency 3.1.9. Number of students enrolling/graduating 3.1.10. Availability and accessibility. Cost of studies and grants/scholarships obtained 3.1.11. Technical and financial means of institutions 3.2. Strengths and Successes – Weaknesses and Constraints in the sector 3.2.1. Strengths and Successes 3.2.2. Weaknesses and Constraints 3. Etude Formations Culturelles ACP - 25 mai 2015 – FDM 4. Conclusions: observations and recommendations………………………….…............p. 50 4.1. Observations 4.2. Recommendations  To states and official bodies  To states and official bodies, cultural policy makers and culture professionals  To teaching institutions and teaching programmes  To teaching institutions, programmes, culture professionals and associations Annexes : ………………….................................................................................................p. 60 Annex 1: Terms of Reference and methodology adopted 1.1. Terms of reference and description of the study 1.1.1. The ACP Cultures + support programme for the cultural sector 1.1.2. Context and justification for the study 1.1.3. Overall problems with the study 1.1.4. Description of the study: objectives – overall and specific – and expected results 1.2. Methodology, strategy and information collection 1.2.1. Circumscribing the directory 1.2.2. Building a list of contacts 1.2.3. Collecting the information and creating the directory a. Directory tools: a questionnaire and a file/data base b. Dispatch c. Internet research 1.3. Handling and critical analysis of the data collected 1.4. The sequence of the study: difficulties/figures 1.4.1. Difficulties encountered 1.4.2. The results in figures Table: Breakdown of all the artistic and cultural training courses in the directory, identified by ACP region and Europe Annex 2: Definitions Annex 3: Letter and questionnaire sent to institutions (French and English versions) Annex 4: Model identification form from the directory – 2 pages (French and English) Annex 5: File Maker Pro directory handbook: alphabetical sorting by region, country and institution; search by keyword/Fields-Category of profession Annex 6: The 79 ACP countries. Highlighted are countries in which training in Cultural Management has been identified Annex 7: INDEX of DIRECTORY institutions, classified by Region, Country and Area of Teaching (see Annex 7: external PDF document - 62 pages) Annexe 8: An informative and detailed INDEX/LISTING of existing artistic and cultural professions, established with regard to each of the 6 fields of artistic and cultural teaching defined by the study Annex 9: Exemplary cases: 2 detailed programmes Annex 10: Bibliography and sources consulted (+ see Annex 10b: external PDF document - 44 pages) 4. Etude Formations Culturelles ACP - 25 mai 2015 – FDM Summary 1. Introduction The generally scarce and rarely updated sources of information relating to the cultural training offer in the African, Caribbean and Pacific countries result in limited overall understanding of the field of cultural and artistic training. This Study into Cultural Training in ACP Countries, which is intended equally for cultural students, researchers, managers and professionals, as well as ACP cultural policy decision makers, is designed to partially bridge this information gap and, according to the terms of reference, “contribute to better knowledge of the cultural training sector in ACP countries”. The study consists of: 1. An up to date directory that brings together the essential opportunities in existing public and private training courses, selected from the traditional subjects in the field of higher level artistic and cultural education in the 79 ACP countries (performing arts, cinema and audiovisual, visual arts, hand crafts, heritage and cultural management). This directory of institutions, universities and cultural training programmes is presented in the form of descriptive files that contain, amongst others, the institution contact details, the courses on offer, the duration of the courses, the educational tenets, the conditions of access and eventual entry requirements, the final certificate or diploma obtained, etc. The directory also intends to include an overview of the short- or medium-term training opportunities on offer at third-party cultural institutions in ACP countries. 2. A detailed comparative analysis, focused mainly on centres and programmes which were identified in the directory offering training in Cultural Management based on cultural entrepreneurship and management of creative enterprises (schools of higher education, universities and training leading to certification, diplomas, etc.). The analysis report is divided into 3 parts: - the state of play and the problems facing cultural administration training in the ACP, including the results of the survey; - a presentation of the results of the research that attempts to analyse, in terms of efficiency and relevance the opportunities for culture-based cultural administration training in ACP countries; - the conclusion makes some remarks and proposes operational recommendations in relation to the strengths and weaknesses, stakes and challenges judged to be relevant to strengthening the action of the ACP Group countries in the field of cultural cooperation. The terms of reference and the methodology adopted, including the results of the research in figures, can be found in the first annex at the end of the study. Also to be found in the annexes are elements such as: definitions; the letter and questionnaire sent to the institutions; a model Directory file identification page; the Directory Handbook (designed and 5. Etude Formations Culturelles ACP - 25 mai 2015 – FDM created using the File Maker Pro software); the Index of Institutions presented in the Directory, classified by Region, Country and Field of Teaching; an informative Index/Listing of existing artistic and cultural professions, established with regard to each of the six fields of artistic and cultural teaching defined in the study; two detailed programmes of exemplary case studies of cultural management training; the Bibliography and sources consulted. 2. State of play: problems and diagnostic elements This chapter takes stock of the existing cultural management training in ACP countries by proposing definitions and looks at the history of cultural management, the why and how of training courses that are already in place or in the process of being created, before attempting to shed light on the results of the directory’s information gathering, to describe and comment upon them. 1. Cultural management and practices offer a response to the managerial and organisational expectations of a sector that is undergoing deep change in ACP countries, as elsewhere in the world, having become aware since the 1990s of the dynamic economic dimension represented by the challenges of developing the cultural industry. However, while this consciousness appears to have taken hold, developing the value of culture does not seem to have become an effective priority and it is not yet the case in all of the ACP States. And yet, the stakes are high, because ACP cultural players have to face increasingly strong competition from cultural operators in neighbouring countries and northern countries, interested by the expansion of their own cultural productions and who want to take over the reins of developing ACP cultures. 2. The report refers to the skills that are indispensable for the management and development of a cultural enterprise and that require specific training. There must be knowledge of how to organise and structure a business, design and mount projects, seek funding, plan and know the stages of the life cycle of a project, manage resources and financial costs, organise evaluations, reports and prospective analyses, accept strategic consequences and apply provisional decisions etc., amongst other things. Added to these skills is the need for mastery of cultural policy as well as mastery of lobbying the authorities. However, the training courses that offer a response to these needs in skills are still too rare or patchy in many ACP countries due to a lack of identification of the needs required for cultural promotion. Much remains to be done by public authorities, in accordance with the decisions to highlight creativity and ACP cultural industries, to take the measure of the stakes in matters of cultural management training, the indispensable first step towards overall structuring and professionalization of cultural activity. 3. The training courses in cultural entrepreneurship identified (71) are diverse and varied and range from higher level and vocational training courses, whether exclusive or not (degrees and masters), to irregular training courses in cultural management or projects (certificates), and training courses that are more technical in nature. 6. Etude Formations Culturelles ACP - 25 mai 2015 – FDM The results of the survey highlighted that these courses are offered mainly by universities (27) and schools of higher artistic education (17), as well as by private associations, NGOs and foundations (14), and that they are located mainly in Southern Africa (15) and in West Africa (29); in other words in the countries that already possess and apply a strategic cultural policy. The Caribbean stands out in particular with 11 training institutions identified. Only one cultural management training course was noted in the Pacific… Two training courses are described and analysed as exemplary case studies that could serve as a model for different reasons related to the quality of the programme and the educational methods applied (the Senghor Campus in Abidjan in Ivory Coast and the St Augustine Campus of the University of the West Indies in Trinidad & Tobago) 3. Analysis of the results of the research This part of the study proposes a detailed examination and analysis of the figures of the results in relation to the subject matter in the directory that has been compiled. By comparing and cross-referencing the information gathered, relevant information was extracted about the places where training in cultural administration is on offer in ACP countries, allowing observations to be made prior to formulating the conclusions and recommendations in the final part of the study. 1. In terms of geographical spread, the teaching and training institutions are located in 19 African countries, 6 Caribbean countries, 1 Pacific country and 3 are from European countries. This is relatively few when one considers that there are 79 ACP countries. (It can be suspected that training courses in cultural management exist in other countries, but it has not been possible to identify them: lack of respondents to the survey, lack of information online…). 2. Comparison between the status of the institutions offering courses in cultural management in the three different ACP regions reveals that the majority of them are public institutions (Universities, Schools of Higher Education, Ministries), with 44 institutions. 21 are private institutions (Schools of Higher Education, Associations) that spring from, amongst others, civil society and are important for the flexibility that they offer to less well-educated participants who want to take a shorter and more practical training course. The figure of 6 non-ACP institutions established locally or elsewhere, cooperating with an ACP country is undoubtedly not a reflection of the reality and is a result, once again, of the lack of response to the survey. 3. In Central Africa, the initial isolated training courses for cultural players dating from the 1980s are currently evolving towards genuine course programmes in cultural administration. The creation of the first departments offering courses in cultural administration in institutions in Africa dates back to the end of the 1990s, within the framework of studies in Cultural Heritage. An offer of specific and structured training in cultural management began in universities in the early 2000s (first in South Africa and the Caribbean, followed by several countries in West Africa and at university and associative level) and it has developed 7. Etude Formations Culturelles ACP - 25 mai 2015 – FDM progressively to the present day. In the Pacific, the only identified training course that corresponds to our research dates back to just 2012. 4. Different types of institutions and different levels in the identified training courses should be distinguished: - Specialist departments at higher university level dedicated exclusively to the training of executives in Management and Cultural Policy designed for cultural executives already working professionally and leading solely to Master’s degrees and Doctorates; - Schools of Higher Education or Universities, with specific departments or sections in which training in cultural activities or cultural management is offered to new students as part of a course of long studies leading to Bachelor and Master’s degrees; - Schools of higher education or Universities with medium-length and long programmes, offering content elements that are only concerned with cultural management, spread throughout programmes (artistic, art history or archaeology, for example), intended for young students and leading to Bachelor and Master’s degrees; - Museums, private schools, associations or state programmes that periodically offer, at a national or regional level, short courses in cultural administration (seminars, workshops), intended for a professional or non-professional public, and leading to a non-university diploma or certificate. 5. The thematic content of the different courses is as diverse and varied as there are institutions and there currently exists no real uniformity in such matters. Apart from some notable exceptions of institutions that offer very full and specific programmes that can serve as examples, the training and introductory courses in cultural administration are all too often spread among varied programmes of artistic or heritage training courses. 6. The different training courses in cultural administration vary in terms of their duration, in relation to the level of diploma targeted. The universities, as well as a few public and private institutions offer higher level training courses: Diplomas (2 years), Undergraduate degrees or Bachelor degrees (from 2 to 4 years) and Master’s degrees (3 + 2 years). Comparisons in matters of duration and skills levels are still difficult to make because the system has not yet been unified across the three continents, although it is the process thereof. Short and occasional training courses (seminars and workshops) are recognised by certificates. 7. From the information obtained from just 25 institutions, the higher level and university training courses within ACP countries are recognised, either by the State at a national level, or at a regional or international level in ACP countries. Few diplomas are currently recognised internationally by the Degree/Master/PhD (Bologna Process) system. Training certificates are in general a local or national validation. While the diplomas are already difficult to compare at a formal level in terms of equivalence, comparison between diplomas and courses at a qualitative level is even more so: for an equivalent certificate or diploma, with few exceptions the level of the quality of teaching is difficult to compare between the different institutions and the results of the survey make it difficult to objectively appreciate these elements. 8. The field of careers and job prospects after the higher studies offered by the institutions is wide and varied, but the explicit descriptions noted in the directory tend towards similar 8. Etude Formations Culturelles ACP - 25 mai 2015 – FDM objectives (an informative and detailed index/list of existing Artistic and Cultural Professions established in relation to each of the 6 fields of artistic and cultural teaching defined in the study can be found in Annex 8). In terms of the level of skills and job prospects, what is on offer after long university studies in cultural administration can clearly not be compared to what is on offer at vocational or occasional training workshops, and each training course corresponds to different needs and leads to different job prospects. Finally, the professional perspectives offered by a country depend closely on a training offer that has been reasoned, analysed and planned within the strategic framework of its national cultural policy. 9. Specialised university level studies are in general very expensive. In the face of the high cost that enrolment and the cost of studies represents, it is essential that states add the subject of accessibility to their policies and choose to intervene in distributing grants and scholarships to those in need, favouring access for girls as a priority. The occasional training courses provided by non-ACP institutions, or by associations for example, are generally sponsored or subsidised by foreign bodies and are provided free of charge. 10. The technical infrastructures available to teaching institutions are evidently very unequal between the different ACP institutions. Despite the absence of figures, we know that the funding available to education in general is not always on a par with the expectations of artistic teaching institutions in some ACP countries where these subjects are not considered to be a priority. Some sector strengths and weaknesses, noted during the analysis, have been identified: - pre-requisites in relation to the cultural and artistic training offer and the existence of a clear national cultural policy are already in place in some countries; - the awareness of decision makers in these countries has led to the quality of some exemplary training courses; - on the other hand, other ACP countries remain outside this movement because of the lack of knowledge about the important role culture plays in the development of a society; - teaching is uneven at a qualitative level; it remains dispersed and is unequally distributed geographically; - a manifest absence of concerted actions and insufficient national or regional cultural observatories or networks has been noted. 4. Conclusion: observations and recommendations In conclusion, we can state that, while the authorities in a good number of countries have already become variably aware of the fact that training is the first essential step towards structuring better development of the resources that culture has to offer for the economy and for the development of society within ACP countries, it is unfortunately not the case everywhere and the implementation of cultural administration teaching is not yet in place in all ACP countries. Nevertheless, we note that in a general way, the cultural management training offer has made slight and regular, although not spectacular progress since the turn of the century in certain African countries and in the English-speaking Caribbean countries. In the Pacific 9. Etude Formations Culturelles ACP - 25 mai 2015 – FDM region, it would appear that the initiatives and actions in this matter are still at the embryonic stage, although a process of reflection has recently been undertaken. The analysis report concludes, after these remarks, by proposing 21 operational recommendations to be considered in the short-, medium- and long-term, allocated in relation to the target groups for which they are particularly intended: States and official bodies, decision-makers and cultural operators, public and private educational institutions and civil society programmes and associations. Some principle recommendations, obvious preconditions to concerted development of training in cultural , are concerned with raising awareness of the importance of the role of culture in the development of a society. This inevitably leads to the implementation or revision of national policies on questions of culture, making training a priority and identifying the needs and defining the lines in a concerted manner regionally, through national or regional observatories or networks and by developing cooperation between the various institutions and teaching programmes. Next, it is recommended that adequate cultural management training programmes be chosen with full knowledge of the facts, that they should include new dimensions (heritage, exhibition curation and artistic journalism, for example), that the diplomas awarded be recognised internationally and that the institutions, as well as the students - especially the students – receive better financial support. It is also recommended that the teaching staff, preferably local, be trained locally as a priority – in order to avoid a brain drain, amongst other things – and strengthened through vocational training and by strengthening the institutions on a technological level – and also to avoid outside intervention. Furthermore, networking among management professionals is encouraged and the development of occasional and recurring training within the official or private sectors should be maintained and strengthened in parallel. Finally, communication and information can only be effectively transmitted by sites that are regularly updated and are instantly accessible online… 10. Etude Formations Culturelles ACP - 25 mai 2015 – FDM