National Capacity-Building Workshop
on the Implementation of the
Convention for the Safeguarding of
the Intangible Cultural Heritage
Reiko YOSHIDA
Intangible Cultural Heritage Section
UNESCO
UNESCO
INTANGIBLE
HERITAGE
SECTION
Maputo, Mozambique
19-20 September 2008
UNESCO
• UNESCO: founded November 1945
• Paris based, under control of permanent
delegations; some 45 field offices
• Mandate: contributing to international
cooperation, and bridging gaps,
in the fields of Education, Sciences, Culture
and Communication,
as a laboratory of ideas, standard setter,
clearing house and capacity builder
I tenori, Italy
Heritage: from outstanding monuments
to collective traditions and expressions
Early development of cultural
heritage policies within UNESCO
• 1966—the Declaration on the Principles of
International Cultural Cooperation
“each culture has a dignity and value which must be respected and
preserved, and that every people has the right and duty to develop
its culture and that all cultures form part of the common heritage
belonging to all mankind.”
Devastations by WWII
Development of policies
for cultural heritage
Monuments confirm the
promoted past
Birth of the Convention concerning the
Protection of the World Cultural and
Natural Heritage
The effort—
concentrated
on the tangible aspects
of the cultural heritage
Early development of cultural heritage policies
within UNESCO (cont’d)
– 1960/70s: Dominant & non-dominant communities turn to
living heritage for confirmation of present-day identities
– 1970/80s: Harmonious development of communities asks
for balanced management of – new term -ICH
– 1982, the World Conference on Cultural
policies Mondiacult (Mexico city)
“The cultural heritage of a people includes the works of its
artists, architects, musicians, writers and scientists and also
the work of anonymous artists, expressions of the people’s
spirituality, and the body of values which give meaning to life.
It includes both tangible and intangible works through which
the creativity of that people finds expression: languages,
rites, historic places and monuments, literature, works of art,
archives and libraries.”
Early development of cultural heritage
policies within UNESCO (cont’d)
1989
Recommendation on
the Safeguarding of
Traditional Culture and
Folklore
Did not meet expected results due to…
•Its non-binding character
•Absence of funds, too much focus on
documentation and research, not
enough involvement of practitioners
•1998—Proclamation of Masterpieces of the Oral and Intangible Heritage of
Humanity
•Feasibility study—concluded that a new legal instrument is necessary
2003 –the Convention for the
Safeguarding of the Intangible
Cultural Heritage
The Culture Sector
Core functions:
– Advocacy
– Normative
Kabuki, Japan
– Clearing house
– Capacity building
– International cooperation
• Programmes:
– World Heritage
– Intangible Heritage
– Museums and cultural objects
– Cultural policies
– Cultural industries
2008-2009:
• Biennial sectoral priority 1: promoting cultural diversity through the safeguarding of
heritage in its various dimensions and the enhancement of cultural expressions
• Biennial sectoral priority 2: Promoting social cohesion, by fostering pluralism,
dialogue of cultures and the establishment of a culture of peace
UNESCO Conventions and
cultural diversity
• 1954: Convention for the Protection of Cultural Properties
in the Event of Armed Conflict
• 1970: Convention on the Means of Prohibiting and
Preventing the Illicit Import, Export and Transfer of
Ownership of Cultural Property
• 1972: Convention on the Protection of the World Cultural
and Natural Heritage
• 2001: Convention on the Protection of the Underwater
Cultural Heritage
• 2003: Convention for the Safeguarding of the
Intangible Cultural Heritage (ICH)
• 2005: Convention on the Protection and Promotion of the
Diversity of Cultural Expressions
Proclamation of Masterpieces of the Oral and
Intangible Heritage of Humanity
• Created in 1997
• Proclamations in 2001, 2003, 2005
• 90 Masterpieces have been
proclaimed in all
• No new Proclamations will be
organised
• Masterpieces located in States
Parties to the Convention will be
inscribed in the List of the
Convention in Nov. 2008
Zápara People, EcuadorPeru
The ICH Convention
• Adopted: October 2003
• Open for ratification since November 2003
• Ratified by 30 States: 20 January 2006
• Entered into force: 20 April 2006
• Ratified now by 101 States
The Al-Sirah Al-Hilaliyyah Epic, Egypt
Vietnamese Court Music
Nha Nhac
The Cultural Space of Sosso-Bala in
Nyagassola, Guinea
Defining ICH:
Expressions and practices, knowledge and skills that
• are recognised by communities, groups, and in some cases
individuals, as forming part of their cultural heritage
• are living, transmitted from generation to generation and
constantly recreated
• are crucial for the sense of identity and continuity of
communities and groups
• are in conformity with human rights (+ sustainable
development)
The definition also includes objects and spaces that are
associated with manifestations of ICH
Domains
• Oral traditions and expressions
• Performing arts
The Traditional Music of Morin Khuur
• Social practices,
Mongolia
rituals and festive events
• Knowledge and practices
concerning nature
and the universe
• Traditional craftsmanship
Goals
• Safeguarding ICH: ensuring its viability
(continued enactment and
transmission) within
communities/groups
• Awareness-raising
• Sharing and celebrating
• Dialogue, respect for cultural diversity
• International cooperation and
assistance
Safeguarding: ensure the viability
Revitalization
Transmission
Dissemination
Preservation
Protection
Practice
Creation
Maintaining
Transmission
Research
Collecting
Inventorying
Classification
Documenting
Promotion
Presentation
Recognition
Role of States Parties
The Garifuna Language,
Dance and Music, Nicaragua
• Take necessary
measures to ensure
safeguarding (= ensure
the viability of ICH)
• Identify and define
elements of intangible
heritage, with
participation of
communities, groups
and NGO’s
National Safeguarding Measures
• Inventory making
• Adopt a general safeguarding
policy
Shashmaqom Music
Tajikistan - Uzbekistan
– to promote the function of ITH
– to integrate safeguarding into
planning programmes
• Establish competent
safeguarding bodies
• Foster studies and research
methodologies
National Safeguarding Measures (2)
• Adopt legal, technical,
administrative and financial
measures:
– training institutions for
intangible heritage
management and
transmission
– ensure access to
intangible cultural
heritage with respect to
customary practices
– establish documentation
institutions
The Gbofe of Afounkaha:
the Music of the Transverse trumpets and the cultural space of the Tagbana Community
Côte d'Ivoire
Education, awareness-raising,
capacity building
1. ensure recognition of and
respect for intangible
heritage
2. inform the public of
dangers threatening
intangible cultural heritage
3. promote education for
protection of natural
spaces and places of
memory
Gbofe of Afounkaha: the Music of the Transverse trumpets
and the cultural space of the Tagbana Community, Côte d'Ivoire
Obligations of States Parties
ICH inventory(ies)
States Parties are committed to
safeguarding the ICH present on
their territory, starting by its
identification, leading to one or
more inventories.
•
•
•
•
Community, groups to be involved
Access to be regulated
To be regularly updated
To be spoken about tomorrow
Mechanism of the Convention
•
General Assembly of States Parties
•
Intergovernmental Committee for the Safeguarding of the
Intangible Cultural Heritage
•
Representative List of the Intangible Cultural Heritage of
Humanity
•
List of Intangible Cultural Heritage in Need of Urgent
Safeguarding
•
Practices reflecting the principles and objectives of the
Convention
•
Fund for the Safeguarding of the Intangible Cultural Heritage
•
International assistance and cooperation
General Assembly
• Sovereign Body of the Convention
• Ordinary session every two years, and in
extraordinary sessions
• Elects the members of the Committee
• Approves the Operational
Directives for the
implementation of the
Convention
• 27-29 June 2006: 1 GA
• 9 November: 1 EXT GA
The Al-Sirah Al-Hilaliyyah Epic,
• 16-19 June 2008: 2 GA
Egypt
Intergovernmental Committee
• 24 Members
• 4-year term, renewal of half of the members every 2 years
• Membership: determined by equitable geographical
representation and rotation
• Members to send experts as their
representatives
• Algeria: 1 COM (Nov.2006)
• China: 1 EXT COM (May 2007)
• Japan: 2 COM (Sept. 2007)
• Bulgaria: 2 EXT COM
The Art of Akyns, Kyrgyz Epic Tellers Kyrgyzstan
(Febr. 2008)
• Istanbul: 3COM
(Nov. 2008)
Functions of the Committee
• Prepare Operational Directives
for implementation
• Implement the Convention
The Pansori Epic
Chant
Republic of Korea
– Examine requests for:
• inscription on the Lists
• Article 18
• international assistance
– Make recommendations on
safeguarding measures
– Seek means of increasing its
resources
– Examine periodic reports of
States Parties
Intergovernmental Committee
composed of 24 members
• Group I:
• Group II:
• Group III:
Cyprus, Italy, Turkey
Belarus, Croatia, Estonia, Hungry
Cuba, Mexico, Paraguay, Peru,
Zenezuela
• Group IV:
India, Republic of Korea, Viet Nam
• Group V (a): Central African Republic,
Gabon, Kenya, Mail, Niger,
Zimbabwe
• Group V (b): Jordan, Oman, United Arab
Emirates
The Lists
•Representative List of the ICH of
Humanity
•List of the ICH in Need of Urgent
Safeguarding
Criteria for inscription
•Prepared by the Committee
•Adopted by the General
Assembly in June 2008
The Garifuna Language,
Dance and Music, Belize, Guatemala,
Honduras, Nicaragua
Criteria
Urgent Safeguarding List
U.1.
R.1.
U.2.
Representative List
ICH as defined in Article 2 of the Convention
a) urgent need of safeguarding because its viability is at
risk or
R.
2.
Inscription of the element will
contribute to ensuring visibility,
awareness of the significance of ICH
and dialogue
R.
3.
Safeguarding
measures
are
elaborated that may protect and
promote the element.
b) is in extremely urgent need of safeguarding because it
won’t survive without immediate safeguarding.
U.3.
Safeguarding measures are elaborated that may enable
the community, group or, if applicable, individuals
concerned to continue the practice and transmission of
the element.
U.4.
R.4.
The element has been nominated following the widest possible participation of the community, group or,
if applicable, individuals concerned and with their free, prior and informed consent.
U.5.
R.5.
The element is included in an inventory of the intangible cultural heritage present in the territory(ies) of
the submitting State(s) Party(ies).
U.6.
In cases of extreme urgency, the State(s) Party(ies) concerned
are consulted regarding inscription of the element in conformity
with Article 17.3 of the Convention.
Criteria and nomination procedure have been approved by the General Assembly in June 2008
The Fund: International Assistance
• International Assistance (Tokyo, September
2007):
– Safeguarding of heritage inscribed on the Urgent
Safeguarding List
– Preparation of inventories
– Programmes, projects and other activities in the
States Parties (incl. capacity building)
– Preparatory assistance
Congos of Villa Mella
Dominican Republic
Features of the Convention
– Introduces a list system for visibility and safeguarding;
other main focus on programmes and projects
– Deals with heritage representative for communities (not
of outstanding universal value)
– Emphasis on living heritage, enacted by people, often
collectively, mostly transmitted orally
– Attention for processes/conditions rather than products
– Role of communities/groups
– Contribution to promotion of creativity and diversity, to
well-being (of communities and groups and societies at
large) and peaceful development
101 ratification as of 1 September 2008
Algeria
Mauritius
Japan
Gabon
Panama
China
Central African Rep.
Latvia
Lithuania
Belarus
Republic of Korea
Seychelles
Syria
United Arab Emirates
Mali
Mongolia
Croatia
Egypt
Oman
Dominica
India
Viet Nam
Peru
Pakistan
Bhutan
Nigeria
Iceland
Mexico
Senegal
Romania
Estonia
Luxembourg
Nicaragua
Cyprus
Ethiopia
Bolivia
Brazil
Bulgaria
Hungary
Iran
Belgium
Jordan
Slovakia
Moldova
Turkey
Madagascar
Albania
Zambia
Armeria
Zimbabwe
Cambodia
The former
Yugoslav Rep. of
Macedonia
Morocco
France
Cote d’Ivoire
Burkina Faso
Honduras
Tunisia
Sao Tome and
Principe
Argentina
Philippines
Burundi
Paraguay
Dominican Republic
Spain
Kyrguzstan
Mauritania
Greece
Lebanon
Norway
Azerbaijan
Saint Lucia
Costa Rica
Venezuela
Niger
Cuba
Monaco
Djibouti
Namibia
Yemen
Indonesia
Mozambique
Kenya
Italy
Belize
Saudi Arabia
Uzbekistan
Ecuador
Guinea
Georgia
Colombia
Sri Lanka
Portugal
Ukraine
Chad
Sudan
Switzerland
Lesotho
Qatar
…
…
…
….
…
…
…
UNESCO
INTANGIBLE HERITAGE
SECTION
1, rue Miollis
75732 Paris Cedex 15
France
UNESCO
INTANGIBLE
HERITAGE
SECTION
E-mail: r.yoshida@unesco.org
Tel: 00 33 (0) 1456 84124
Fax: 00 33 (0) 1456 85752
r.yoshida@unesco.org
www.unesco.org/culture/ich
ICH Definitions, Domains and
Communities
Definitions: article 2
The “intangible cultural heritage” means the practices, representations,
expressions, knowledge, skills – as well as the instruments, objects,
artefacts and cultural spaces associated therewith – that
communities, groups and, in some cases, individuals recognize as
part of their cultural heritage.
This intangible cultural heritage, transmitted from generation to
generation, is constantly recreated by communities and groups in
response to their environment, their interaction with nature and their
history, and provides them with a sense of identity and continuity,
thus promoting respect for cultural diversity and human creativity.
For the purposes of this Convention, consideration will be given solely
to such intangible cultural heritage as is compatible with existing
international human rights instruments, as well as with the
requirements of mutual respect among communities, groups and
individuals, and of sustainable development.
Key points
 Intangible heritage gives us an opportunity to celebrate
aspects of heritage (practices, ideas) that were not
included in the traditional western model of great buildings
and artworks
 It is not separate from ‘tangible’ heritage, as it can include
the meanings associated with material objects and
places. World Heritage Convention could cover places
that are significant for their ICH.
 Definitions of intangible heritage place great value on the
significance of the heritage to communities, groups or
individuals who practice that heritage.
Aspects of heritage value
Practising communities
Social value:
a sense of belonging
trust and mutual respect
valuing the group (ubuntu)
Heritage
professionals
and institutions
(e.g. museums)
Economic value:
community development
tourism
Government
Intrinsic value: engaging with our past
Adapted from Hewison & Holden 2006
Why is ICH important?
 ICH is important because it provides practising
communities with a sense of ‘identity and
continuity’ – practising it is a responsibility to the
group, and may be integral to its well-being
 Thus, ICH can, but does not have to be:
practiced by everyone, even within a community
available to everyone, even within the community
known to everyone, outside the community (and layers
of knowledge within the community)
significant to everyone, outside the community
ICH in context
 ICH is not important just because of the objects,
or the rituals themselves, but because of what
lies behind them – their meaning for the
practicing community over the generations
 ICH can be used / applied in other cultural
contexts, but in so doing it may gain other values
(including monetary ones) and other meanings
 Change and communication between various
cultural practices is positive, but so long as we
do not lose the core significance of the ICH
Domains: article 2
1. oral traditions and expressions, including
language as a vehicle of the intangible cultural
heritage;
2. performing arts;
3. social practices, rituals and festive events;
4. knowledge and practices concerning nature
and the universe;
5. traditional craftsmanship
Inclusions and exclusions
 Prioritisation generally extended to:
ICH threatened by colonisation / political marginalisation
ICH threatened by globalisation
ICH that reflects national / regional identity
 Main exclusions:
organised religion (but could be included under (d))
language (except as a vehicle for ICH)
human rights violations (process for decision-making?)
environmental non-sustainability (process for decisionmaking?)
Key points
 The ‘domains’ of the Convention provide a very broad
framework for defining ICH at a national level: this
provides flexibility for communities to define their ICH.
 The main problem is deciding what to inventory and what
to fund at a national level, and what to list at an
international level.
 Because communities define their own ICH it is better for
governments or heritage managers to restrict what gets
funded or prioritised for funding rather than what gets
defined as ICH.
Community
 Communities are networks of people whose sense of
identity or connectedness emerges from a shared
historical relationship that is rooted in the practice
and transmission of, or engagement with, their ICH;
 Link between defining heritage, minority identities and
land claims
 Defining the boundaries of communities: recent and
political inclusion and exclusion of community members
 Choosing representatives: the unequal nature of access
to knowledge and power within communities
Role of the community
 The practicing community is the key point for
heritage recreation. They have to be involved in the
inventorying and listing processes, and in heritage
management.
 Who ‘owns’ the heritage and what does ‘ownership’
mean?
 Who has the right to speak for the community?
 Who should define its meaning?
Safeguarding Measures:
Promotion, Documentation,
Research, Education, Revitalization
SAFEGAURDING ICH


Safeguarding of ICH is different to TCH
because we are essentially dealing with
conserving human knowledge and
practice rather than their products.
To start we need to come back to the
question of definition. What is ICH and
what are we safeguarding?
Safeguarding


The Convention gives domains and
Definitions.
For Safeguarding measures it is
important to remember that the focus
of conservation in ICH is the knowhow or knowledge rather than the
product of the knowledge. Hence ‘ the
‘intangibility’; the focus on 'people' and
'transmission.
Safeguarding

However safeguarding the know
how can also mean the necessity to
safeguard places and/or things
(materials objects etc…).
Makonde sculpture
(Mozambique/Tanzania)


Important also to note that change
does not necessarily mean the ICH
is lost or distorted, change can be a
sign that a culture is vibrant.
Cannot ‘freeze’ ICH -- safegaurding
measures should not seek to do so.
Safeguarding


Within a specific expression of ICH, there
are often specific elements of the process
which are the important elements to
safeguard.
Identifying these ‘core’
elements/processes is crucial for
safeguarding measures.

For a sculpture it may be the specific carving
technique, or the choice of material, or the
story behind the sculpture, or the ceremony in
which the object is to be used, that is the most
important element.
Safeguarding

Since the focus of heritage
safeguarding is the
knowledge/practice, the issue of
inter-generational transmission
is vital in safeguarding
measures for all domains of ICH.
Threats?
What are the main threats?
They may vary according to
Types of ICH,
Specific social,political or
economic
contexts of
concerned communities
Global issues
Threats?

Some common threats:


Lack of income generation can lead to
abandonment of certain practices expressions.
Loss of political or economic significance of a
particular practice due to development,
emerging market economy or political
structures of nation states


ie. Traditional rulers lose their power-base and so
no longer prepared to invest in all the ‘hard and
expensive work’ for a particular ceremony
Lack of valorization or pride in the
culture among younger generation
Threats?

Education

Can have a double negative effect: The time at school
means that children are not learning ‘at home’. But also
the fact that schools ignore traditional forms of cultural
knowledge gives the subliminal message that ‘these are
worthless’.
Yet education also vital for safeguarding

Rural to urban, or international migration


development and globalization- however also offers
opportunities for revitalization when migrants retain
and/or adapt cultural forms
Spread of world religions or of secular/humanist
world views.

Sometimes actively opposed to all forms of ICH so
converts abandon all practices and destroy objects and
artefacts.
Threats?

Tourism
can lead to loss of meaning or form ( folklorization)
but also can help generate income and revitalization.
Wars, extreme poverty, disease.
 Environmental degradation

but also certain approaches to environmental
conservation which may seek to exclude people
from their ancestral lands for the creation of
‘conservation zones.
Threats?



The variety of threats highlight the need to take an
integrated/holistic approach in the planning of
safeguarding measures.
One cannot focus on a specific expression as if it
exists independently of its social, political, economic
or environmental context.
Some issues beyond the scope of heritage
practitioners however government can identify and
mitigate against some of the bigger picture threats
Safeguarding

Several approaches to the question
of safeguarding

Specific types of cultural expression (a dance,
a crafting technique, a ritual etc, oral
expressions etc…) may need different ways of
safeguarding.
Safeguarding

Mechanisms of knowledge transmission may have
radically different cultural frameworks- work with those
that are appropriate.
For example the variation in sensitivities surrounding
specific cultural expressions and the issue of custodianship
(secret knowledge, gender specificities, age-based
specificities - ritual initiations)

Consider the particular social, economic, political
situation of concerned community or practitioner
Colonized, at war, food shortage and or extreme poverty,
peri-urban, prevalence of new religious forms etc…
Safeguarding

In General therefore the following actions
can be taken in safeguarding ICH:
Promotion
Documentation
Research
Education
Revitalization
Safeguarding

However these may not be equal and the
most important is the issue of continuity
or revitalization.

Promotion, documentation and research should
be undertaken with a view to ensuring or
assisting the continued practice, the intergenerational transmission of know-how or the
revitalization of the concerned cultural
expression.

It is not enough to document,
promote and research, but these
activities should feed into actual
practice.
Revitalization

Revitalization is an important element of
safeguarding, and can be encouraged by
Governments in a number of ways
Promotion or Valorization
Giving recognition to practitioner’s skills and
competencies among the larger community, or on
national level (ie. Awards, festivals, mass media, etc…).
People to feel pride in their ICH and through that
interest in other’s ICH. May encourage some of the
younger generation to make the effort to learn
Revitalization
Setting up of mechanisms for intergenerational transmissions
specialized training institutions (academies, schools
etc…)
important to work with ‘mainstream’ schools
collaborations between custodian communities and
researchers, heritage specialists or institutions
Revitalization


Assisting in income generating
activities when appropriate (crafts,
performing arts, appropriate forms of
tourism)
Researchers to share their findings with
communities who may wish to revive
lost or nearly lost forms of expressions.
Documentation and Research


Although documentation and research are
not enough, it is nevertheless true that
they are very important components to
the safeguarding of ICH.
The question of inventories is one of the
main obligations of state parties to the
Convention and will be discussed
tomorrow.
Documentation and Research


Generally speaking four main tools of
documentation of ICH : the written form, audio
recordings, visual documentation (photographs
and drawings) and audio-visual documentation.
Each has its own particularities: for example
when filming, it is important to avoid disruptive
crews associated with large productions
Documentation and Research


How and where to conserve
documents- who has access?
Documentation can involve sensitive
questions related to secret
knowledge, or even just issues of
‘good manners’.
Documentation and Research


Research necessitates the establishment
of trust between the custodians of ICH
and the person documenting. Caution
with ‘rapid survey’ type work since people
tend not to reveal their knowledge to
strangers.
Best to seek for people who have long
standing relations with a particular
community.
Documentation and Research


Even better is to train community
members in basic documentation
techniques so that they may document
within their own communities.
Community museums and or cultural
centers can play an instrumental role
here.
Education and Training

Important to include reference to ICH in
education manuals and curricula


Even if know-how is not detailed in formal
education, when included it can stimulate
interest.
Can help mitigate sense of alienation in schools
Education and Training


When possible important to consider
‘mechanisms of transmission’ as
discussed earlier: classroom not always
best context.
Non formal education
Characteristics of an Inventory






Goals in safeguarding
Participation of communities and groups concerned
Geographic and demographic scope
Domains and definitions
Comprehensive and consistent information
Updating
Outline for inventorying
1. Identification of the element
1.1. Name of the element, as used by community or group concerned;
1.2. Short, maximally informative title;
1.3. Community(ies) concerned;
1.4. Physical location(s) of element;
1.5. Short description.
2. Characteristics of the element
2.1. Associated tangible elements (if any);
2.2. Associated intangible elements (if any);
2.3. Language(s), register(s), speech level(s) involved;
2.4. Perceived origin.
3. Persons and institutions involved with the element
3.1. Practicianer(s)/performer(s) - name(s), age, gender, social status, and/or professional category, etc.;
3.2. Other participants (e.g., holders/custodians);
3.3. Customary practices governing access to the element or to aspects of it;
3.3. Modes of transmission;
3.4. Concerned organizations (NGOs and others).
4. State of the element: viability
4.1. Threats to the enactment;
4.2. Threats to the transmission;
4.3. Availability of associated tangible elements and resources;
4.4. Viability of associated tangible and intangible elements;
4.5 Safeguarding measures in place.
5. Data gathering and inventorying
5.1. Involvement of the community/group in, and consent for data gathering and inventorying;
5.2. Restrictions, if any, on use of inventoried data;
5.3. Resource persons(s) - name and status or affiliation;
5.4. Date and place of data gathering;
5.5. Date of entering data into an inventory;
5.6. The inventory entry compiled by….
6. Reference to literature, discography, audiovisual materials, archives.
7. Other information
UNESCO/ITH, 12/10/06
1. Identification





Name of the element
Short title
Community concerned
Physical location of element
Short description
2. Characteristics




Associated tangible elements
Associated intangible elements
Language, register, speech level
involved
Perceived origin
3. Persons and institutions involved


Practitioners/performers
Other participants
(e.g., holders/custodians)

Customary practices governing access
to the element


Modes of transmission
Concerned organizations
(NGOs and others)
4. Viability



Threats to the enactment
Threats to the transmission
Availability of associated
tangible elements and resources

Viability of associated
tangible and intangible elements

Safeguarding measures in place
5. Data gathering and inventorying





Involvement of the community/group
Restrictions on use of inventoried data
Resource persons
Date and place of data gathering
Compiler data
6.Reference to literature, discography,
audiovisual materials, archives
International Assistance:
Purposes
Priority is given to requests for international assistance concerning:
FORM ICH-04
(a) the safeguarding of the heritage inscribed on the Urgent
Safeguarding List;
(b) the preparation of inventories in the sense of Articles 11
and 12;
(c) support for programmes, projects and activities carried out
at the national, sub-regional and regional levels aimed at
the safeguarding of the intangible cultural heritage;
FORM ICH-05/FORM ICH-06
(d) preparatory assistance.
International Assistance:
Selection Criteria
Decisions on granting assistance will be made following
criteria:
• Involvement of communities, groups and/or individuals
concerned
- the preparation of the request
- the implementation of the proposed activities, and
- their evaluation and follow-up
• Appropriate requested amount
• Feasibility of the proposed activities
• Sustainability
• Cost sharing with the submitting State Party
• Capacity building in the field of safeguarding intangible
cultural heritage
International Assistance
Procedures (1)
Is the request conformity with:
Purposes
Forms
Criteria
of the international assistance?
No
Yes
Is this request
for preparatory assistance?
No
Is the amount of the request
over USD 25,000?
Yes
Less than USD 25,000
Submit anytime
Yes
Yes
Use FORM ICH-05
or FORM ICH-06
Use FORM ICH-04
No
Is the request
for emergency assistance?
Submit on or before 30 April
Yes
Is the request submitted
on or before the deadline?
Submit anytime
No
Is all information required
submitted?
The request will be
evaluated in the next cycle.
A specific timetable for
evaluation will be established
on a case-by-case basis
International Assistance
Procedures (2)
Can the request have been
completed 4 weeks before
the scheduled evaluation?
No
Is all information required
submitted?
Yes
Is the amount of the request
over USD 25,000?
Yes
No
Examiners shall provide
a report on their examination
and a recommendation
The Bureau of the Committee
evaluates the request.
Approved
A contract is established.
Yes
No
It may be completed
for a subsequent evaluation.
The Committee
evaluates the request.
Informed the decision
within two weeks
Project implementation
Monitoring,
reporting and evaluation.