graduate prov1s1on. Consequently, it might not be too unreasonable to suggest that up to half of the industry is liable to be unprepared for the work it will immediately start doing. The worrying aspect is that this discrepancy can be found at all levels of the sector. Conservation Education and Training As an effective operational tool within which integrated technical education and training needs of building conservation can be addressed, the International Council of Monuments and Sites (I COMOS)has prepared and promoted a pragmatic framework of guidance. Promulgated by its International Training Committee at Sri Lanka in August 1993, its Guidelines.for Education and Training.for the Conservation ofMonuments, Ensembles and Sites projects a holistic methodology. Due to their pragmatic approach, these Guidelines have been used as the foundation for recent work on the formation of Occupational Standards for professionals and others working in the field of conservation of the built environment. The emerging standards will soon be promoted as Scottish Vocational Qualifications and National Vocational Qualjfications(SVQs and NVQs). ScottishVocational Qualifications Scottish Vocational Qualificationswere introduced in 1989 as part of a national drive to improve the skills of the British workforce. SVQs, like NVQs, are qualifications that are directly related to jobs. They are designed by industry, Stoneworkcan erode in a variety of ways, and at different rates, due to natural characteristics of the material and the range of influences that are brought to bear. On establishing that indent repairs are necessary, the problem can then be deciding what to replace, and for what reason. Contex5t 6 Decembe1r 997 for industry, and intend to prove that someone can do a job to a specified standard. This is defined, and set, by a consensus of related industry interests. SVQs are not training courses. They are qualifications based on an assessment of what people can do under workplace conditions. SVQs and NVQs are based on the same national standard, so are compatible and enjoy mutual recognition throughout the United Kingdom, and elsewhere. Overall, through a series of Levels, they plot a route for a widefange of participants who can show they can undertake elementary routine tasks under supervision (Level 1), up to a clear demonstration of complex problem-solving and managerial skills (Level 5). The higher the Level the more of the following characteristics it is likely to have: (a) a breadth and range of competencies; (b) degrees of complexity and difficulty; (c) requirements for special skills; (d) the ability to - undertake specialised activities; transfer competencies from one work environment to another; innovate and cope with non-routine activities; organise and plan work; supervise others. However, the particular combination of factors that determines the Level of an Award will vary from award to award, and the topic covered. Broadly speaking, they can be described as follows - Level 1 competence is required in a range of varied work activities, most of which are liable to be routine and predictable. Level 2 competence exists in a significant range of varied work activities, performed in a variety of contexts. Some of the activities are complex, non routine, with some individual responsibility and autonomy involved. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement. Level 3 competence exists in a broad range of complex, non-routine and varied work activities performed in a variety of contexts. There also has to be considerable responsibility, autonomy and control in the range of duties, and guidance of others is often required. Level 4 competence requires a broad range of complex work activities to be performed in a wide variety of contexts, with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others, Structural masonry design cannot be readily calculated for, and is a subject no longer taught at undergraduate level. Few professionals understand the process involved, or the materials that were used. As a result, confidence in dealing solely with stonework is a rare commodity. Add to that the problem of understanding and interpreting historic evidence, and the performance of masonry structure on exposure to the elements, it can be hard for some professionals to come to terms with how stonework can seem to defy gravity at times. Overall, the professional concern is compounded. A need for the cover and comfort of modern scientifically understood principles are seen by many to provide the only answer. The question is how this lack of traditional expertise might be reestablished. and the allocation of resources, also needs to be present Level5competence involves the application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts. Very substantial personal autonomy, and often significant responsibility for the work of others and for the allocation of substantial resources, feature strongly; as do accountabilities for analysis, diagnosis, strategic design, planning, execution and evaluation. Lead-body developments in Architectural Conservation Training and Education Following the international work by ICOMOS, the key players in the national development of Architectural Conservation SVQ and NVQs have been the Conference on Training in Architectural Conservation (COTAC); the Construction Industry Standing Conference (CISC); and the Construction Industry Training Board (CITE). Through this work, COTAC is acting as the catalyst. Its previous incarnation, during the late 1950s, led directly to the setting up of a variety of postgraduate conservation courses, such as those at Heriot Watt University, Edinburgh and the IAAS Yark. Yet again it is influencing the national trend that will affect a wide variety of professional, technological and craft groups on how architectural conservation training and education should be dealt with in future. Through working in tandem with education and training providers, the 19
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