The Development of Museum - Education Relationship and

Available Online at http://iassr.org/journal
2013 (c) EJRE published by
International Association of Social Science Research - IASSR
ISSN: 2147-6284
European Journal of Research on Education, 2013, Special Issue: Art in Education, 7-11
European
Journal of
Research on
Education
The Development of Museum - Education Relationship and
Resource Creation in Developing Countries
Emrah Bulduk a *, Nurten Bulduk b, Elif Koçak c
a
Özgün International Auditing and Financial Consulting Intern, LTD.STI, SMMM, Istanbul-Turkey
Cerrahpaşa Museum of the History of Medicine, Faculty of Medicine, Museum Specialist.,Istanbul Turkey
c
Pera Museum Marketing Programs Supervisor, Mesrutiyet Cad. No:65, Tepebasi-Beyoglu,Istanbul 34430, Turkey
b
Abstract
The most fundamental change ICOM has made in its definition of museum over the years is transforming museums from mere
exhibition areas to functional education elements (ICOM, 2009). The modern museum understanding society and its development
should be served beyond only exhibiting objects. This is only possible by employing sufficient number of qualified staff to carry
out education activities in the museum and by creating resources. This paper focuses on the place of museums in education in
developing countries and aims at developing suggestions for economic resource creation in order to bring the museum-education
relationship to the desired level. While this is discussed, the importance of multidirectional learning was emphasised for lack of
museum-education relationship as a significant deficiency in developing countries. Briefly, the paper dwells on what museum
and museum studies are and the importance of museum-education relationship; also, in a more detailed way, the case studies and
possible solutions to existing problems are observed to improve the museum-education relationship and improvement of the
museum conditions. As a result of all the observations, the following findings were noted: in developing countries, the
contributions of museums to education are still not sufficiently benefited. The reason for this is the lack of expert staff on
education at museums and the lack of funding. This study proposes a museum education strategy and resource model based on
the museum performance for developing museum education programs which can actively support formal education. The model
based on the museum education structures and resource models in countries where modern museum standards are set and met. In
this study, induction method which starts from the definition of concepts and reaches a more general view. The paper is also
supported with literature review and other national and international papers in this field.
© 2013 European Journal of Research on Education by IASSR.
Keywords: Museum-education relationship, development of museum-education relationship, active learning spaces, resource creation at museum
1. Introduction
This paper focuses on the place of museums in education in developing countries and aims at developing
suggestions for economic resource creation in order to bring the museum-education relationship to the desired level.
The following chapters are formed according to this central point. In the second chapter, the definitions of museum,
museum studies and education are presented. In the third chapter, museum-education relationship was studied. The
status of museums, which are emphasised to have an important role in education, in developing countries is
observed particularly through the examples from Turkey and North Cyprus. Based on the data studied, it was
* E-mail address: [email protected]
Emrah Bulduk, Nurten Bulduk, Elif Koçak
inferred that in Turkey and North Cyprus museums are not benefited at the desired level. It was detected that the
biggest factor in the improvement of museums in developing countries like Turkey and North Cyprus is the
education policies adopted by the state.
Giving examples from developed countries like UK, Italy and USA, ideas on improvement were presented with
models. In chapter four, examples from UK, Italy and USA who have a leading role in modern museum concepts are
presented to help determine educational strategies and resource creation for museums in developing countries. In the
conclusion, case studies and examples are presented to demonstrate what can be done to turn museums into living
spaces which people can access to learn rather than keeping them as artefact warehouses.
2. Terms
2.1. Museum and Museum Studies
According to the first definition made by ICOM -The International Council of Museums- in 1946, the word
"museum" includes “all collections open to the public, of artistic, technical, scientific, historical or archaeological
material, including zoos and botanical gardens, but excluding libraries, except in so far as they maintain permanent
exhibition rooms” (ICOM, 2009). Yet, according to the latest definition made in the year 2007, a museum is a nonprofit, permanent institution in the service of society and its development, open to the public, which acquires,
conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its
environment for the purposes of education, study and enjoyment (ICOM, 2009). According to the last definition of
ICOM, the basic activities of museums are collecting, protecting, researching, displaying, educating and
interpreting.
Hooper-Greenhill (1999, p.3) reduces these activities to three: protecting, researching and communicating. Hence
the concept of museum and its activities became more open to public, active, dynamic, interactive and participating
rather than elitist, passive and isolated. In this new understanding, the basic goal is to build a tie between the
collections of a museum and the needs and interests of the population.
2.2. Education
Education, in its simplest sense, is the art of changing behaviour. It is a systematically program which is
conducted with the aim of establishing the desired behavioural patterns and erasing the negative behaviours in an
individual. According to the definition made by the modern pedagogy, education is a process of forming and
shaping which takes an individual as a whole with his mind, feelings and behaviours. In modern education,
personality development, the production of knowledge through experimental and deductive teaching, student`s
participation in the education method, teaching of key concepts rather than making the pupils memorize and an
active-positivist student profile are the main targets (“Eğitim Nedir”, 2013).
2.3. Museum-Education Relationship and the Importance of Education in Museums
The importance of museums in education is related to the artefacts in their collections (Okul - Müze Günleri
Öğretmen Paketi, 2006, p:2). Hooper-Greenhill (1999, p.4) rank using human and community resources and spaces
as a part of life in the priority list for education and learning. Consequently, “Museum Pedagogy” which involves
the active usage of museums as multidirectional learning and living areas in formal and lifelong education. The
collaboration between education and museum was born as a result of the transformation of education into a more
active concept, adoption of visual educational tools and the increase in the visibility of the possible contribution of
museums to active learning (İstanbul 2010 Avrupa Kültür Başkenti Ajansı Kültürel Miras ve Müzeler Direktörlüğü,
2010).
Educational activities at the museums are carried out taking into account the characteristics and experience of
different target audience groups. Museums support the formal education with the museum-education packages while
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The Development of Museum - Education Relationship and Resource Creation in Developing Countries
providing lifelong education to general population (Okul - Müze Günleri Öğretmen Paketi, 2006, p.2). In developed
countries, education is regarded as one of the most fundamental fields of activity which in turns makes museums
institutes which serve a large part of the population. In such countries museums produce programs for the training of
teachers and adults who are responsible for the education of children as well as the training of younger students. All
the educational activities are shaped and implemented around a single education strategy. Hence, by providing
education to both teachers and parents and students, museums fulfil “serving the society and its development” in
ICOM` s definition of museum in the wider sense.
3. Museum-Education Relationship and the Importance of Education in Museums
Hooper-Greenhill (1999b, 15) rank using human and community resources and spaces as a part of life in the
priority list for education and learning. Consequently, “Museum Pedagogy” which involves the active usage of
museums as multidirectional learning and living areas in formal and lifelong education.
The collaboration between education and museum was born as a result of the transformation of education into a
more active concept, adoption of visual educational tools and the increase in the visibility of the possible
contribution of museums to active learning (1999b, 15). Educational activities at the museums are carried out taking
into account the characteristics and experience of different target audience groups. Museums support the formal
education with the museum-education packages (Tezcan Akmehmet, 2003, 35-43) while providing lifelong
education to general population.
In developed countries, education is regarded as one of the most fundamental fields of activity and raison
creation which in turns makes museums institutes which serve a large part of the population. In such countries
museums produce programs for the training of teachers and adults who are responsible for the education of children
as well as the training of younger students. All the educational activities are shaped and implemented around a
single education strategy. Hence, by providing education to both teachers and parents and students, museums fulfil
“serving the society and its development” in ICOM`s definition of museum in the wider sense.
3.1. Resource Creation for Education at Museum
3.1.1. Items which may Require Funding for Education at Museum
As non-profit organisations, museums face “resource creation” as the first challenge in each activity. This is also
valid for employment of expert staff and production of package programs and exhibitions aligned with the syllabus
during the planning phase of educational activities at museums. Although in developed countries where education is
recognized as an indispensable part of the museum functions employment of expert staff and establishment of an
education unit is not a problem anymore, the need for financial resource creation for these activities still persists.
Box office and commercial activity (museum store, catering, special events, etc.) revenues fail to meet the expenses
of museums. Therefore, museums have to create resources to ensure sustainability.
3.1.2. Examples From Countries where Education at Museum is Implemented
In countries where a modern approach to museum operations is adopted, such as USA, UK, Italy and France,
education is considered one of the most fundamental fields of activity and raison enter of the museum. Therefore,
museums are restructured in such a way that they can reach large audiences. In such countries museums produce
programs for the training of teachers and adults who are responsible for the education of children as well as the
training of younger students. All the educational activities are shaped and implemented around a single education
strategy.
Several museums like The British Museum (“Learning”, n.d), Victoria & Albert Museum (“Learning”, n.d) in
United Kingdom, Metropolitan Museum of Art (“Learn”, n.d) in United States of America, Vatican Museum
(“Educational Activities”, n.d) in Italy and Musée du Louvre (“Learning About Art”, n.d) in France facilitate
education via their websites as well as the education areas in their building and widen the scope of museum
education by preparing materials which can be used at schools.
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Emrah Bulduk, Nurten Bulduk, Elif Koçak
3.1.2.1. Resource Creation Models in Countries where Education at Museum is Practiced
As non-profit organisations, box office and commercial activity (museum store, catering, special events, etc.)
revenues fail to meet the expenses of museums. Hence, museums have to create resources to ensure sustainability.
Therefore in all countries, the museum activities are financed by public and private funds as well as sponsorships
with different ratios. In UK, even privately founded museums are considered national institutions and are supported
by public funds. Private museums benefit from different private funds as well as public financing, donations and
sponsorships. In USA, since public funds are relatively limited, museums need donations, sponsorships and private
funds more to ensure sustainability.
3.1.2.2. Resource Creation Models in Developing Countries
When focused on Turkey and North Cyprus models, it is observed that in such developing countries education
activities at museums are not wide spread. Education at museum is regarded as a relatively new field in North
Cyprus compared to Turkey. In an attempt to follow the latest developments and practices in the field of museum
studies and to have guidance for the planning activities in North Cyprus, Ministry of Tourism, Environment and
Culture held the “Modern Approaches to Museums” seminar on 12 April 2013 (Kıbrıs Postası, 2013). In North
Cyprus the activities of education at museum are limited to pilot studies by professors and experts. Whereas in EU
member South Cyprus, museum academicians design and implement educational programs which adopt
multidisciplinary approach to support experimental active learning, group work, research and observation, discovery
and critical thinking (Müzeler İç Hizmet Yönetmeliği, 2013).
Yet in Turkey private museums have education departments albeit limited, while there is no such department or
staff at state museums. Although the private museums in Turkey such as Pera Museum, Istanbul Modern Art
Museum, Rahmi M. Koç Museum and Sakıp Sabancı Museum continue education activities with a limited budget,
the periodical education activities conducted at state museums in cooperation with universities and NGOs do not
have continuity due to lack of resources and staff. There is no reference to educational activities or an education
expert among the museum staff in the Museums Internal Directive (Müzeler İç Hizmet Yönetmeliği, 2013).
While the state museums fail to form an education unit inside, private museums` efforts are also insufficient
albeit good examples. Private museums also lack programs in support of formal education syllabus. However,
private museums have pioneered several attempts to reach the modern museum education standards. Many private
museums offer unpaid educational facilities and İstanbul Modern Art Museum conducts studies on researching how
a museum can be used as learning space in education and improving creative learning techniques. Teacher
Workshops (“Eğitim Programları”, n.d.) is one of the examples to these activities.
4. Conclusion
In developed countries like USA, UK, Italy and France, common museum practices show that museums are
transformed into education and entertainment spaces in addition to their regular functions. However, in developing
countries where the old museum approach is still in place, “collection, protection and presentation of cultural
artefacts” is deemed sufficient. The museums of countries with a rich accumulation of museums and museum
objects like Turkey and North Cyprus should reach a level where they will be beneficial to the world population
both for their own society and due to the fact that they host world heritage.
In this framework, the most basic challenge in front of spreading of the museum education programs across the
country appears to be financial resource insufficiency, which should be overcome. These challenges should be well
defined as needs and should be handled around a common strategy.
In addition, the existing national policies on museums should change. Museum education should enter legislation
texts and forming educational departments and staffing education experts at museums should be among the
priorities. Ways to obtain donations, sponsorships, public and private funds as financial resources should be
investigated. Although private museums have no barriers to resource creation with sponsorships, donations and
private funds, state museums face legal limitations on the use of such resources, which should be abolished.
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The Development of Museum - Education Relationship and Resource Creation in Developing Countries
The state museum management policy should be changed so that both public and private museums can create
resources more freely for museum education. In this context, two models can be proposed; first, the state creates
resources for funding the active implementation of educational activities path private and state museums and
supports the use of private funds by the state museums. For example, “Resources for Public Use and Social
Contribution” (“Kamuya Aktarılan Fonlar”, 2013) fund of the National Lottery can be used to transfer funds to such
activities.
Secondly, state museums can be made autonomous so that they create their own resources and employ their own
staff. This would also eliminate the negative factors around museums which squeeze them in bureaucracy and
prevent them from fact and constructive decision making for their own operations.
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