TEHIC-Handbook_of_best_practices

5. Heritage interpretation and university education TEHIC Towards a European Heritage Interpretation Curriculum 82 important for higher education programmes. But always keeping in mind that demand will not be the same in each territory within Europe or the European Union, or elsewhere. As we explained before, there are huge differences between countries and between their regions. And since such differences exist, they must be respected. In a way, this logic fits into an (inverted) idea: “act locally, think globally.” All the foregoing leads directly to a (possible) reduction of many academic master programmes in every field: for example, those which might be suitable for France will not necessarily be appropriate for Poland, Finland, Spain, or Croatia. On the other hand, due to the importance of local conditions which are reflected in social and economic activities andwith a focus on tourism, themost important heritage related educational programmes (therefore, heritage interpretation too) might easily have much more importance in some specific countries. Therefore, it would not be strange to see more formal, as well as infor - mal, educational programmes of all kinds for heritage and heritage interpreters in Croatia than in Poland (calculating the number of programmes/offers per capita). It would not be an anomaly, but just a reflection of reality, a representative ratio of (sometimes unpopu - lar) supply and demand. Master’s Degree in Architecture and Historic Heritage. University of Seville and the Andalusian Institute of Historic Heritage. Picture by MARPH.