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[/vc_column_text][vc_column_text]La Conferencia de Decanos de las Facultades de Bellas Artes españolas, en reuniones celebradas en el 2003, tomaron el acuerdo de proponer además del grado en Bellas Artes, dos nuevas titulaciones de grado en Diseño y en Conservación y restauración de bienes culturales. La propuesta de creación de un título de Grado en Conservación-restauración parte de la decisión de las universidades que elaboraron los libros blancos en bellas artes, diseño y conservación-restauración (presentados y aceptados en la segunda convocatoria de la ANECA, entregados el 15 de junio de 2004). Seis años después el RD 1393 de 29 de octubre que establece la ordenación de las enseñanzas universitarias oficiales ha permitido que los grados en diseño y conservación y restauración sean una realidad dentro del Estado Español.
This proposal was made in the spirit and with the intention of responding to the action planned in the framework document “The integration of the Spanish university system in the European Higher Education Area” in the section that reads:
“To adopt a comprehensible and comparable qualification system to promote job opportunities and the international competitiveness of European higher education systems through, among other mechanisms, the European Diploma Supplement.” This is a fundamental idea of the process that is now coming to an end.
Conservation-restoration has a well-defined academic and professional profile in the European higher education system, as it is in the rest of the world. Its recognition in Spanish universities allows for a qualification equivalent to and comparable with those already existing. This recognition was absolutely necessary and urgent considering the possibilities of future mobility. If it were not so, it could have resulted in a loss of competitiveness in the Spanish university and educational system. Furthermore, postgraduate studies could only be of in-depth and knowledge development if they were based on prior training through which a profession is mastered at a sufficient level to be able to practice it. In this sense, the need for a degree in conservation-restoration was justified, first, by the continuity of training within the same professional profile, but also by the existence of a perfectly defined professional reality in the labour market and in the productive sector.
At present, there is a group of professors at the University of La Laguna who have been teaching conservation-restoration and related teaching subjects. A common methodological tradition, which includes artistic training (although separate from the processes of plastic creation), scientific training (in the fields of physics, chemistry or biology, among others) and historical artistic or archaeological studies, which grant conservation-restoration a rank of scientific, technical and academic autonomy.
This has made it possible to consolidate multidisciplinary research groups that develop specific lines of research, endorsed in Research Projects, Specific Agreements, etc., giving rise to doctoral theses and publications.
Furthermore, the activity of researchers specialising in the field of Conservation-restoration is extraordinarily numerous and productive, if one looks at the number and quality of congresses, professional meetings (ICOM Committee for Conservation; IIC International Institute for Conservation; Spanish Group of the IIC; ECCO European Confederation of Conservator-Restorers Organisations) or ENCORE European Network for Conservation and Restoration Education), numerous research works collected by the Art and Humanities Citation Index, the Science Citation Index and the Current Contents; specific databases Art and Archaeological Technical Abstracts AATA published by the Getty Conservation Institute and the International Institute for Conservation and the Canadian CHIN, all this bibliographic documentation includes some 2,500 annual summaries of works relating to the conservation-restoration of cultural property and also many other publications (monographic or periodical).
Higher education in conservation and restoration within the scope of university training integrates existing teaching resources, as well as research support services, so that the objectives of the degree and postgraduate studies can be coordinated, in accordance with the needs and skills that arise from professional practice.
The university degree will facilitate collaboration with other related university disciplines due to their close relationship with cultural heritage and with which experiences in training, research and professional practice are shared: architects, art historians, archaeologists, archivists and librarians, physical chemists, biologists, geologists, etc. This will promote multidisciplinary work and will have an impact on greater professional recognition.
La formación específica de profesionales dentro de la ULL resolverá los objetivos de competencias específicas en la protección del Patrimonio Histórico, y no podemos olvidar que es el único centro en las islas con posibilidades reales de ofertar estos estudios, lo que se ha de valorar teniendo en cuenta la importancia de Canarias, desde el punto de vista cultural y patrimonial, como referente europeo del Atlántico dentro del espacio tricontinental y macaronésico.[/vc_column_text][/vc_column][/vc_row]