The teaching of students entering conservation is a foundation of the development of a profession of people who are sufficiently dedicated, knowledgeable and skilled to take the necessary actions to protect cultural heritage. This paper considers the way that society expresses value of cultural heritage and how that need is expressed and communicated to University students via the profession and their teachers. It will look at some approaches to teaching and assessment within UK Universities considering the learning outcomes for students and how educators strive to ensure that their graduates are fit for the profession which they will enter. The paper will consider the need for developing expertise and the connection between professionals at the start of their career with those that have achieved excellence via years of informed practice. The critical and challenging role of identifying and acting on valid feedback to conservation outcomes will be discussed with a view to creating a discipline of reflective practitioners.
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