Report on the implementation of the Convention
n, a curriculum covering intangible cultural heritage is included in all stages of the formal education school curriculum and children can learn about their living culture also as part of lessons on morals, during school meals and by being introduced to traditional instruments in music classes. Many schools also organize workshops for children on s...
of the current state of these measures and their potential effectiveness can be made. Since 2015, 100 high school children were given apprenticeship training which, if this continues to their final year (affecting pupils from 11 to 18 years-of-age), could double the number of practising paghjellaghi within the next 10 years. Indeed, the demand fro...
Report on the implementation of the Convention
g programmes take place during exhibitions and festivals, as side programmes. Educational curricula in high schools now include various domains of intangible cultural heritage. The publication ‘Cultural heritage and the youth’ (2012) was distributed to kindergardens and elementary schools as part of the project for the promotion of intangible c...
Report on the implementation of the Convention
ather than on the safeguarding of intangible cultural heritage itself. The institutions offering training are the School of Anthropology, the Central University of Venezuela; the Anthropology Department at the Universidad of Zulia (LUZ) (includes research in heritage studies); the ''Centro de investigaciones Etnológicas'' (CIET...
Report on the implementation of the Convention
nistry of Education promotes intangible cultural heritage among children and youth (7-18 years) through school curricula. In formal education (1st to 9th grades), intangible cultural heritage is addressed in various subjects. In Vocational Secondary Schools, more specialized subjects are taught (e.g. brocade making, wood carving, mosaic and shell i...
Report on the implementation of the Convention
15. Educational programmes on regional intangible cultural heritage are offered in primary and secondary school curricula and there are also elementary art schools that focus on folklore. NIFC issued a manual in 2015 to provide guidance for teachers on integrating intangible cultural heritage into school curricula and also organizes lectures in pri...
First report of Croatia on the status of the element "Ojkanje singing"
t and cultural programmes; (vi) teaching of Ojkanje singing as an extra-curricular subject in a primary school; (vii) and the preparation of a television documentary on the element. Some local tourism offices have also organized festivals and performances by traditional singers, especially for foreign tourists. The report shows some evidence of a...
Report on the implementation of the Convention
s in ethnology and anthropology at the Universities of Rome, Milan and Perugia, and several research schools operate in close contact with the relevant communities. In addition to work on anthropological theory, such programmes include professional internships and practical training in the safeguarding and enhancement of cultural heritage, in parti...
Report on the implementation of the Convention
in charge of Regional Directorates, associations working in the area of intangible cultural heritage, school and university students and members of communities. Intangible Cultural Heritage Days have also been organized as a vehicle for awareness-raising through debates, exhibitions, etc. A bilingual book of the culture and woodworking knowledge o...
Report on the implementation of the Convention
blishment of IRCAM (in 2001) and the official recognition of the Amazigh (Berber) language in 2011 and its inclusion in the school curriculum have greatly contributed to safeguarding the Berber language and culture which was, in many aspects, under threat of disappearance. The integration of intangible cultural heritage into school curricula has ot...