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Module 4
Museums Emergency Programme Education Initiative
Teamwork for Integrated Emergency Management Course


Course Methodology

Team Teaching strategy and curriculum

Specificities of the TIEM course

Learn more about the first Teamwork for Integrated Emergency Management (TIEM)

Learn more about the Teamwork for Integrated Emergency Management South East Europe (TIEM-SEE)

The International Council of Museums (ICOM), the Getty Conservation Institute (GCI), and ICCROM (International Centre for the Study of the Preservation and Restoration of Cultural Property) have developed the Teamwork for Integrated Emergency Management Course to focus on risk assessment and emergency preparedness and response for museums and other cultural institutions.

The course reflects a capacity building approach to emergency management by combining training workshops with practical experience gained over an extended period of time. The course guides participating institutions through the processes of undertaking risk assessment and implementing emergency plans and strategies that are suitable for their own institutions, taking into account local contexts, traditions, and methods.


The objectives for the course are:

  • To be able to understand, assess, and manage risk to cultural heritage sites, specifically as it relates to the participants' institution and region
  • To identify methodologies for risk and vulnerability assessment
  • To develop and implement emergency preparedness plans and strategies for before, during, and after an emergency
  • To create professional and technical alliances with local/national/regional emergency preparation and response providers
  • To create public awareness and social, political, and economic support .

Course Methodology
Teamwork for Integrated Emergency Management is a three-phase course that spans an approximately eight-month period of collaborative learning and capacity building.

The First Phase of Teamwork is a two-week workshop carried out on a regional basis. Programme topics for the first phase include:

  • Module 1-Introduction
  • Module 2-Risk Assessment
  • Module 3-Emergency Planning
  • Module 4-Risk Mitigation
  • Module 5-Emergency Preparedness
  • Module 6-Response and Recovery Procedures

The goals of Phase 1 are to provide a foundation of knowledge in risk assessment, emergency preparedness, and response. The collaborative activities of the workshop are also intended to create a sense of community and common purpose amongst participants, allowing them to sustain the momentum of learning and practice throughout the programme.

Phase 2 is a seven-month distance learning period during which participants, working in their own institutions, follow a programme of practical work that takes them through the processes of a museum risk assessment and the basic steps of an emergency plan. The Phase 2 work assignments are designed to allow participants to pursue their other job responsibilities at the same time.

At the end of this seven-month period of active learning, participants take part in Phase 3, a follow-up workshop, in order to review progress and gain additional information and support from their colleagues.

At all stages of this learning and work process, participants are able to share their experience with their regional colleagues and be guided by teachers and mentors with experience in risk assessments and emergency planning within museums.

Team Teaching strategy and curriculum

Team Teaching Strategy

Because risk management itself requires interdisciplinary team work on the part of museum personnel, emergency professionals, and community interests, instructors, and mentors will likewise work within a collaborative interdisciplinary framework when developing the specific teaching and learning goals, content, and methodology of the curriculum. A 'team teaching' approach figures into both classroom-based teaching and the distance mentoring elements of the course. For the course, team teaching will allow each section of the course to draw upon the expertise of several instructors with complementary expertise. It is also a useful way to demonstrate cooperation, negotiation, and teamwork methods that can be applied to real life situations.


The topics that will be covered by the TIEM curriculum will elucidate the intellectual and practical processes that museum personnel pursue in the course of developing integrated emergency management for an institution. The curriculum will take into account the fact that institutions have differences in resources, size, culture, traditions, etc. Teaching will therefore emphasize how museum teams can adapt approaches to integrated emergency management to their particular situations.

These are the curriculum topics that have been considered for the first pilot course launched in Asia in August 2005, that, according to different context and regions, is intended to be adapted and modified:

  • introduction to the concept of integrated emergency management addressing museum buildings
  • collections and institutional operations
  • terminology and definitions
  • integrated emergency management process/cycle
  • different types of risks and their nature
  • risk analysis exercise
  • methodologies for risk and vulnerability assessment
  • risk perception
  • creation of professional and technical alliances with local/national/regional emergency preparation and response providers
  • creation of local support and alliances: social, political, economic
  • development and implementation of emergency plans and strategies before the emergency (prevention and mitigation), during the emergency (response actions), and after the emergency (recovery)
  • risk transfer: insurance consideration for museums
  • building maintenance strategies
  • techniques for handling the collections
  • aids for emergency response planning
  • local tradition(s) for the mitigation of risks

Specificities of the TIEM course
The partners tried to develop a course which could offer something different and/or complementary to other training offered on the same subject. For the time being, some specificities have been identified, which give the TIEM course its "raison d'être" towards the protection of cultural heritage:

Regional approach: South Asia, Southeast Asia and East Asia
This pilot TIEM course has been launched in Asia. Being a large and complex region, it has turned out to be a perfect ground for testing the TIEM approach. The language diversity has been transformed from an expected communication difficulty into an asset for the development of meta-communication tools such as hands-on exercises, mock exercises, simulations, illustrated case studies, etc.

Respect for local traditions
The TIEM approach emphasises the importance of respecting local traditions in risk management. Throughout the whole course, traditional-and sometimes forgotten-mitigation measures to manage risks will be identified, collected, and discussed. At the end of the course they will be diffused at an international level.

Participation of two universities for local development and diffusion of training methodology
In order to spread out the TIEM course approach and methodology at national and regional levels, two universities have been invited to participate during the duration of the course. By being training institutions, they will be able, during the overall process and for the final evaluation, to contribute to the improvement of the programme by identifying lacunas in the curriculum topics and the general course approach and by giving more emphasis to the local geographical and cultural diversity.

Participation of two institutions from another country outside Asia
The participation of two institutions from another country outside Asia, in this particular case from Canada, has contributed to an extra-regional dialogue and to the identification of some issues that are common beyond borders and can be approached in different ways in the risk management field.

Diversity among the participating museums
The participants of the course are institutions rather than individuals in order to obtain a major local sustainable effect and to implicate the trained institutions in training other museums in the same region.
The participating museums are all national museums with many common issues to manage in spite of their diversity: different types of collections (natural science, fine arts, ethnographic…); different socio-economic backgrounds; different sizes of staff members; different organisational frameworks; different kinds of museums (university, eco-museum, etc.); different building compositions (one single building to many differentiated buildings); different ages of the buildings (recent to modern or historic houses…)

Teamwork in the participating museums
Each participating museum creates a team of people who will act as the risk management committee. This committee should be composed of people who represent the main functions of the museum. They, in turn, will put together teams with responsibility for safety/security, collections, the buildings (including its systems and equipment), and administration/records.

Team of instructors: multidisciplinary, intercultural, etc.
Teachers for the workshops include professionals from the heritage and security/risk management fields coming, especially but not exclusively, from the region where the training activity has been put in place. Instructors for the TIEM course are specialists with substantial experience in one or more of the topics covered by the curriculum. Instructors associated with the Asia Disaster Preparedness Center are joined by colleagues with experience in integrated emergency management for museums and other types of heritage. Instructors and mentors with museum expertise are largely drawn from ICOM International Committees for Security and Conservation. The course's team of instructors therefore combines a range of experience, reflecting regional as well as international perspectives and practice. Some participants of the course organised in Asia could become instructors in a next course organised in another region of the world.

Course facilities during the course
During the phase 1 workshop, a "MEP Library" was at the disposal of the participants with specialised literature and examples of Emergency Plans from all over the world. Instructors, mentors, and participants also have access to the MEP online project bibliography, which includes citations of publications (in either print or web-format) on various aspects of integrated emergency management. The bibliography has been helpful to MEP partners and instructors in identifying a selected 'shelf list' of key publications and other didactic resources for reference and/or teaching. The MEP Bibliography is available on the Getty website (http://gcibibs.getty.edu/asp/).
The Teamwork for Integrated Emergency Management course web site-accessible to the partners, instructors, and participants-has been set up to support the work of the second phase of the course, serving as an important means of exchanging information.

Duration: 8 months through a combination of workshops and distance mentored learning Acquiring knowledge and skill in integrated emergency management is a long-term process that cannot be effectively supported through short courses or workshops. For this reason, the TIEM curriculum is realized through an eight-month course that combines two classroom-based workshops with a program of coordinated and mentored capacity-building activities that is pursued by participants within their own institutions. These activities allow participants to engage in the processes associated with integrated emergency management, and to adapt, put into practice, and test locally the various ideas and information presented during the workshops. Throughout all phases of the courses, participants maintain contact with other colleagues, particularly those who may be able to provide support through advice or mentoring. This particular educational model will allow the heritage personnel who participate in the TIEM course to gain knowledge, skill, and confidence within a framework of increased thinking and problem-solving over time.

Theory, case studies, hands-on exercises
The Teamwork for Integrated Emergency Management curriculum is realized through a combination of classroom-based teaching, mock exercises, and hands-on activities, with distance learning and practical work that will be carried out at participants' own institutions. The curriculum engages participants in the processes associated with various aspects of integrated emergency management and allows them to adapt and implement locally sustainable approaches to emergency preparedness. Participants gain experience performing an institutional risk assessment, forming contacts with emergency and security personnel, and developing an emergency plan corresponding to the specific situation of the institution.

A national museum used for mock exercises, handling, etc.
The TIEM course has been conceived with the underlying idea of having a museum, or part of it, available for use for the total duration of the training, including beginning and ending workshops. During the distance mentoring phase, each participant has his/her own museum available for use in risk assessment and other activities.

Institutional commitment
The participants of the course have been drawn from museums that have demonstrated a willingness to undertake risk assessments and emergency preparedness within their institutions and that have made a commitment to devote staff to this effort over an eight-month period. Agreements with the institutions' directors have been stipulated and the monthly reports are signed by the directors themselves.

Integrated approach
The TIEM curriculum has been developed considering all the aspects that are associated to museum risk management, such as: the local landscape and environment, the building, the premises, the staff, the public, the stakeholders, the decision makers, and the collections.

Community involvement
Whether in a museum or another site within a community, the protection and security of cultural heritage will be the responsibility of a diverse group of people both within and outside of the institution. These include personnel responsible for administrative, technical, and support duties, as well as local, national, or regional emergency responders (i.e., fire and rescue departments, regional emergency prevention units, the Red Cross, etc.), and various community 'stakeholders'. The alliance of these groups of individuals is critical to the creation of viable and sustainable integrated emergency management strategies for cultural heritage. Therefore, while the TIEM curriculum will be developed primarily for the training of museum personnel, it intends to bring them into contact with other cultural heritage and emergency professionals as well as community representatives with whom they must engage.

Learn more about the first Teamwork for Integrated Emergency Management (TIEM) course started in August 2005 in Bangkok, Thailand

Upcoming Teamwork for Integrated Emergency Management Courses

After a successful regional TIEM project in Asia in 2005-2006, the target region for TIEM 2007-2008 is South Eastern Europe, and especially the following countries: Albania, Bulgaria, Bosnia & Herzegovina, Croatia, Macedonia, Montenegro, Moldavia, Romania, Serbia, Slovenia. The Section of Museums and Cultural Objects of the Division of Cultural Objects and Intangible Heritage of UNESCO is supporting the initiative in the region.
Learn more about TIEM-SEE.

For more information about the Teamwork for Integrated Emergency Management Course, contact :

Cristina Menegazzi: menegazzi@icom.museum

Updated: 9 July 2008