Seventeen years of training

When OIMAP opened the Academy in 2008, it had only one room and twelve trainees. Today it trains 1,300 people a year. Its principle has not changed: to train as close as possible to needs, with those who practise the profession.
The Academy has gradually opened new campuses, created certification programmes and developed online training. Each stage has answered a request from Member States or professionals.
This page presents its history, its teaching methods and its commitments.
Presentation of the Academy in figures
Source: OIMAP Academy.
Active pedagogy
Courses are never purely lecture-based. Each module includes a case study, a practical workshop and an assessment. Trainees work in multicultural teams, which confronts them with the diversity of practices and legal systems.
Learning from mistakes is encouraged in simulations: mock seizure, restitution negotiation, arbitration hearing. Trainers then comment on the decisions taken.



Audiences and levels
The Academy welcomes beginners and experts alike. Introductory modules, open without prerequisites, present the basics. Advanced modules are for confirmed professionals. Certification programmes combine both levels in a progressive pathway.
Each trainee takes a placement test to choose the suitable level. Individual tutoring is offered to those returning to study after a long break.
Quality and evaluation
Training is evaluated at three levels: immediate satisfaction, acquisition of knowledge at the exam, professional impact six months later. The results are analysed by the teaching committee and published.
Trainers are themselves evaluated by trainees and by their peers. Those whose score falls below the threshold undergo trainer training or are not renewed.
Commitments
The Academy commits to five points: transparency on content, independence from the market, financial accessibility, evaluation of impact and respect for cultures. An internal mediator handles complaints.
Each year it publishes its teaching report, with exam results and satisfaction rates.
Stages of a pathway
| Stage | Content | Duration |
|---|---|---|
| Placement | Test and interview | 1 day |
| Common core | Law, provenance, ethics | 3 weeks |
| Specialisation | Modules of choice | 2 to 8 months |
| Evaluation | Exams and dissertation | 1 month |
Milestones
- 12 trainees
First session.
- First diploma
Certificate.
- Certification programmes
Catalogue.
- Online courses
Pandemic.
- 1,300 trainees
Record.
A placement test



Lecture or workshop

Lecture
Presentation- Transmission of the basics
- Effective for large groups
- Less interactive
For the fundamentals.

Workshop
Practical application- Direct application
- Groups of 12
- More demanding
For skills.
Following a training course
- Choose
Module.
- Enrol
Form.
- Prepare
Reading.
- Take part
Session.
- Assess
Exam.
What is expected of a trainee
A former trainee

« What struck me most were the simulations: you learn to decide under pressure, with colleagues from other countries. »
Teaching vocabulary
- Placement
- Orientation test.
- Common core
- Fundamental modules.
- Simulation
- Role-play exercise.
- Tutoring
- Individual support.
Funding and accessibility
The cost of training is set as low as possible, with no profit motive: fees cover trainers, premises and equipment. Reduced rates exist for public officials of developing States, and scholarships cover up to all the costs.
The Academy also offers instalment payments and agreements with employers, who may fund their teams' training under their continuing-training schemes.
Frequently asked questions
Is a diploma needed to enrol?
Depending on the programmes.
Are courses in groups?
Yes, 12 to 24 people.
Can one study part time?
For some programmes.
Where can I see the campuses?
See Campuses.
Useful documents
Contacts

See the campuses
Image credits (16)
- St. Anthony Reading, Albrecht Dürer (1519) — Cleveland Museum of Art, CC0 1.0
- Side Drawer for Cabinet, André-Charles Boulle (c. 1690) — Cleveland Museum of Art, CC0 1.0
- High Class Students and Teachers at Bishop Cotton School, Shimla (verso), Raja Deen Dayal (c. 1882–87) — Cleveland Museum of Art, CC0 1.0
- Miniature Teapot, Mikhail Evlampievich Perkhin (1886–96) — Cleveland Museum of Art, CC0 1.0
- Woman Sitting Reading , Georges Lemmen (1905) — Cleveland Museum of Art, CC0 1.0
- Twilight in the Wilderness, Frederic Edwin Church (1860) — Cleveland Museum of Art, CC0 1.0
- Bookplate: Boylston Medical Library, George Girdler Smith (1806–39) — Cleveland Museum of Art, CC0 1.0
- Portfolio I, Plate 34: The Blanket Weaver-Navaho, Edward S. Curtis (1904) — Cleveland Museum of Art, CC0 1.0
- A Lady Reading, Francis Seymour Haden (1833–1910) — Cleveland Museum of Art, CC0 1.0
- Interior Drawer for Cabinet, André-Charles Boulle (c. 1690) — Cleveland Museum of Art, CC0 1.0
- Leaf from a Lectionary with St. Luke (1057–1063) — Cleveland Museum of Art, CC0 1.0
- Egypt and Nubia, Volume I: The Great Temple of Aboo-Simble, Nubia, Louis Haghe (1846) — Cleveland Museum of Art, CC0 1.0
- Farmhouse on the Slope of a Hill, Fra Bartolommeo (c. 1508) — Cleveland Museum of Art, CC0 1.0
- Edge of the Woods Near L'Hermitage, Pontoise, Camille Pissarro (1879) — Cleveland Museum of Art, CC0 1.0
- Corner Cabinet, René Dubois (c. 1765–1770) — Cleveland Museum of Art, CC0 1.0
- Centerpiece, Eugène Rousseau (c. 1880) — Cleveland Museum of Art, CC0 1.0
Cleveland Museum of Art · CC0 1.0
OIMAP AcademyThree campuses, eighty-six trainers and seventeen years of experience: OIMAP's school at the service of heritage.›
Academy campusesParis, Nairobi, Singapore: three campuses, their facilities, their programmes and practical information on how to get there.›
Teaching staff86 trainers, practitioners and academics: who teaches at the Academy, how they are chosen and evaluated.›