Professional Development (CPD) requirements. Professional Body Accreditation Schemes Both the Royal Institution of Chartered Surveyors (RICS) and the Royal Incorporation of Architects in Scotland (RIAS) operate an Accreditation Scheme for professionals working in the field of building conservation. These schemes were started in part answer to the fact that no professional undergraduate course provided conservation as a core topic in their curriculum. However, over the past decade both bodies have been actively involved in the professional development of conservation interest. In 1987 the RICS set up its Building Conservation Group, and the RIAS its Conservation Working Group. The RICS Group has been particularly active at national level, producing a journal three times a year, and setting up a number of associated training days and courses. In 1990 it also inaugurated a new post-graduate distance learning course, leading to the award of a Diploma in 13uilding Conservation, based at the College of Estate Management in Reading. Linked to the Institutions' success in gaining recognition for Surveyors to undertake work under the Care of Churches and Ecclesiastical Jurisdiction Church Measures, they also devised an Accreditation package. This aimed to provide a mechanism to show that Surveyors had the appropriate background and experience to undertake prestigious conservation projects. This initiative was closely followed in 1995 by a similar scheme from RIAS. Both systems require the applicant Magic cure-it-all treatments, sold through sophisticated marketing techniques, can often lead professionals into thinking they have just specified the panacea of all ills. With allconstruction spend now equally split between new build and repair and maintenance, the question arises whether or not the industry has been adequately trained or educated to deal with this reality. An analysis of the content of existing courses will generally show that this is not the case. Unquestioning over-reliance on the hard-sell can subsequently produce 'interesting' consequences, and even greater maintenance problems to contend with in the fullness of time. Context 56 December 1997 to submit details of five relevant, conservation based, projects. These schemes are initially assessed by an internal panel. If the submission is thought to demonstrate sufficient experience the application is passed for peer group consideration, in the case ofRICS, to one of a number of external assessors or, in the case of RIAS, to members of their external panel. Passing this process results in the applicant being listed by the professional body as Accredited. Should the RICS applicant fail to satisfy the external review he or she is listed in an Appendix to the main scheme. This identifies them as having reached a level not quite that required to achieve full accreditation. The RIAS, on the other hand, operates a system that invites the applicant to submit their portfolio for consideration in five classes of accreditation at the outset. A number of difficulties have emerged during the operation of these schemes. Primarily, the uptake has been slow. Practitioners have no obvious incentive to apply, and some balk at paying the additional fee involved. However the initiative is to be welcomed for, against the background of little or no formal undergraduate training in conservation, it is a genuine attempt to drive up quality and standards in this important work area. For this alone, the proposals were warmly welcomed by the official bodies involved in built heritage matters when they were first put forward. What now seems necessary is a more explicit expression of that support to help to ensure a greater level of uptake. Both packages remain constantly under review by their parent bodies, and it is well recognised that a 'Catch 22' exists in the system. This is especially difficult for smaller practices to overcome - how do you become accredited by amassing five separate schemes ifyou can never get the work? It is here, with time, that the S/NVQ Level 5 standards for Conservation Consultants could greatly assist the various professional bodies which are either running, or are contemplating setting up, accreditation schemes in the conservation work area. It could be argued that, by integrating the two approaches, the outcome would be especially effective in supporting each other to mutual gain. Should the accreditation schemes be supported by an integrated CPD programme of events that developed from the suit of Vocational Units (backed up with specific relevant publications and materials), a much more efficient form of professional body support would be offered to those thinking of applying. This would give a fundamental structure to the mandatory need to maintain a CPD portfolio, and would show an aggregated gain for the fees paid. Not only that, given that the Vocational route is designed to show "competence at the workplace", the applicants could determine the progress of their submission at their pace, irrespective of the number of projects carried out. This would be done in a manner that encouraged personal development in an incremental, progressive way, and increased the practitioners' knowledge and expertise a step at a time within the recognised framework. It would not be unreasonable to suggest that professional accreditation in conservation would have greater meaning, a more suitable structured approach, and a more consistent utilisation of relevant national standards by which to judge applications. Technical Conservation Research and Education Division, Historic Scotland As the Government's Agency with responsibility for the built heritage in Scotland, among Historic Scotland's conse1vation aims is tl1eneed to achieve on-site solutions that effectively conserve and stabilise historic fabric. To accomplish this there must be adequate: ■ professional and technical specification, planning and management of the works; ■ craft skills to carry out the work; ■ a critical understanding of the behaviour of the materials used by all involved. The Technical Conse1vation, Research and Education Division (TCRE) was by established by the Agency in 1993. The Division is charged with the responsibility of researching appropriate issues, developing skills relating to the built heritage, and raising the quality and standard of conservation practice amongst owners, contractors and professional groups. In support of national initiatives the work of TCRE also aims to integrate research requirements with Scottish training and education needs, and materials supply availability. To achieve this broad-brush approach it has been identified that there is a need to: (i) undertake a programme of research initiatives relating to historic structures in conjunction with others; (ii) disseminate the products of scientific conservation research and analysis through a structured and integrated approach to publications, lecturing and training; (iii) develop and improve training in 23
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