UNESCO INTANGIBLE HERITAGESECTION
National Capacity-Building Workshop
on the Implementation of the
Convention for the Safeguarding of the Intangible Cultural Heritage
Reiko YOSHIDAIntangible Cultural Heritage Section
UNESCO
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
Heritage: from outstanding monuments
to collective traditions and expressions
I tenori, Italy
• 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.”
Early development of cultural heritage policies within UNESCO
Development of policies for cultural heritage
Devastations by WWII
Monuments confirm the promoted past
The effort—concentrated on the tangible aspects of the cultural heritage
Birth of the Convention concerning the Protection of the World Cultural and
Natural Heritage
– 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)
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
2003 –the Convention for the Safeguarding of the Intangible
Cultural Heritage
•1998—Proclamation of Masterpieces of the Oral and Intangible Heritage of Humanity
•Feasibility study—concluded that a new legal instrument is necessary
The Culture Sector
Core functions: – Advocacy– Normative– 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
Kabuki, Japan
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
• 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
Proclamation of Masterpieces of the Oral and Proclamation of Masterpieces of the Oral and Intangible Heritage of HumanityIntangible Heritage of Humanity
Zápara People, Ecuador-Peru
The ICH Convention
Vietnamese Court Music Nha Nhac
• 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
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
DomainsDomains
• Oral traditions and expressions• Performing arts• Social practices,
rituals and festive events• Knowledge and practices
concerning nature and the universe
• Traditional craftsmanship
The Traditional Music of Morin KhuurMongolia
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 viabilitySafeguarding: ensure the viability
PracticeCreation
Maintaining
Transmission
ResearchCollecting
InventoryingClassificationDocumenting
Preservation
Protection
PromotionPresentatio
nRecognitio
n
Revitalization
Transmission
Dissemination
• 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
The Garifuna Language,
Dance and Music, Nicaragua
Role of States PartiesRole of States Parties
National Safeguarding MeasuresNational Safeguarding Measures
• Inventory making• Adopt a general safeguarding
policy– to promote the function of ITH– to integrate safeguarding into
planning programmes• Establish competent
safeguarding bodies• Foster studies and research
methodologies
Shashmaqom Music Tajikistan - Uzbekistan
National Safeguarding Measures (2)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 CommunityCôte d'Ivoire
Education, awareness-raising, Education, awareness-raising, capacity buildingcapacity 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 PartiesICH 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 ConventionMechanism 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 AssemblyGeneral 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• 16-19 June 2008: 2 GA The Al-Sirah Al-Hilaliyyah Epic,
Egypt
Intergovernmental CommitteeIntergovernmental 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
(Febr. 2008)• Istanbul: 3COM
(Nov. 2008)
The Art of Akyns, Kyrgyz Epic Tellers Kyrgyzstan
Functions of the CommitteeFunctions of the Committee
• Prepare Operational Directives for implementation
• Implement the Convention– 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
The Pansori Epic ChantRepublic of Korea
• Group I: Cyprus, Italy, Turkey• Group II: Belarus, Croatia, Estonia, Hungry• Group III: 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
Intergovernmental CommitteeIntergovernmental Committeecomposed of 24 memberscomposed of 24 members
The ListsThe Lists
Criteria for inscription•Prepared by the Committee•Adopted by the General Assembly in June 2008
•Representative List of the ICH of Humanity•List of the ICH in Need of Urgent
Safeguarding
The Garifuna Language, Dance and Music, Belize, Guatemala, Honduras, Nicaragua
CriteriaCriteria
Criteria and nomination procedure have been approved by the General Assembly in June 2008
Urgent Safeguarding List Representative List
U.1. R.1.
ICH as defined in Article 2 of the Convention
U.2. a) urgent need of safeguarding because its viability is at risk or
b) is in extremely urgent need of safeguarding because it won’t survive without immediate safeguarding.
R.2.
Inscription of the element will contribute to ensuring visibility, awareness of the significance of ICH and dialogue
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.
R.3.
Safeguarding measures are elaborated that may protect and promote 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.
The Fund: International AssistanceThe 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 AlgeriaMauritiusJapanGabonPanamaChinaCentral African Rep.LatviaLithuaniaBelarusRepublic of KoreaSeychellesSyriaUnited Arab EmiratesMaliMongoliaCroatiaEgyptOmanDominicaIndiaViet NamPeruPakistanBhutan
NigeriaIcelandMexicoSenegalRomaniaEstoniaLuxembourgNicaraguaCyprusEthiopiaBoliviaBrazilBulgariaHungaryIranBelgiumJordanSlovakiaMoldovaTurkeyMadagascarAlbaniaZambiaArmeriaZimbabwe
CambodiaThe former Yugoslav Rep. of MacedoniaMoroccoFranceCote d’IvoireBurkina FasoHondurasTunisiaSao Tome and PrincipeArgentinaPhilippinesBurundiParaguayDominican RepublicSpainKyrguzstanMauritaniaGreeceLebanonNorwayAzerbaijanSaint 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 HERITAGESECTION
UNESCO
INTANGIBLE HERITAGE SECTION
1, rue Miollis75732 Paris Cedex 15
France
E-mail: [email protected]: 00 33 (0) 1456 84124 Fax: 00 33 (0) 1456 85752
[email protected]/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 valuePractising communities
Government
Adapted from Hewison & Holden 2006
Heritage professionals and institutions (e.g. museums)
Economic value: community developmenttourism
Social value:a sense of belongingtrust and mutual respectvaluing the group (ubuntu)
Intrinsic value: engaging with our past
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 decision-
making?)
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 know-how 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 economiccontexts 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 DocumentationResearch EducationRevitalization
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 inter-generational 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 inter-generational 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 element1.1. 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 element2.1. 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 element3.1. 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: viability4.1. 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 inventorying5.1. 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 FormsCriteria
of the international assistance?
Is the request for emergency assistance?
Is the amount of the request over USD 25,000?
Submit on or before 30 April
The request will be evaluated in the next cycle.
Is this request
for preparatory assistance?
Use FORM ICH-04
Use FORM ICH-05 or FORM ICH-06
Submit anytime
Less than USD 25,000Submit anytime
Is all information required submitted?
A specific timetable for evaluation will be established
on a case-by-case basis
Yes
No
Yes
Is the request submitted on or before the deadline?
Yes
No
Yes
No
Yes
No
International Assistance Procedures (2)
Can the request have been completed 4 weeks before
the scheduled evaluation?
Is the amount of the request over USD 25,000?
The Bureau of the Committee evaluates the request.
The Committee evaluates the request.
It may be completed
for a subsequent evaluation. Examiners shall provide a report on their examination
and a recommendation
Informed the decision within two weeks
A contract is established.Monitoring,
reporting and evaluation.
Is all information required submitted?
Project implementation
No
Yes No
YesNo
Approved
Yes