Abstract:
Heritage collections in South Africa are deteriorating as evidenced by surveys in heritage institutions, interviews and site visits. This can partly be ascribed to a decline in heritage preservation and conservation capacity, this in turn can be attributed to poor succession planning and a lack of local heritage conservation training opportunities. This thesis identifies local conservation needs and challenges by reviewing available local training and consultation processes to engage with various stakeholders. Data collection addressed a description, historical interpretation and analysis of the current state of conservation of collections, as the levels and type of staff training involved in collections care. The research also entails a critical review and analysis of current curriculum development theories to conceptualise formal academic conservation teaching and training to meet local needs and requirements. A curriculum was developed in response to research findings, guided by a review of curriculum development theory in line with criteria for a transformed curriculum. The research contributes to conservation generally, but more specifically, it contributes to archival knowledge on conservation as a profession in South Africa, where publication in the sector is scant. Additionally, although there are many programmes in heritage conservation internationally, few have been the subject of analysis and self-reflection regarding their conception, curriculum development or adaptation, and how they are taught. The thesis addresses this knowledge gap and contributes an original body of knowledge on conservation education in South Africa and abroad in historical, descriptive and analytical terms.
