Rapport sur l'état d'un élément inscrit sur la liste du patrimoine culturel immatériel nécessitant une sauvegarde urgente

A. Page de couverture

A.1.

État partie

Nom de l'État partie

A.2.

Date du dépôt de l'instrument de ratification, d'acceptation, d'approbation ou d'adhésion

Elle peut être consultée en ligne.

Date of deposit of the instrument of ratification, acceptance, approval or accession

2007-09-19

A.3.

Élément inscrit sur la Liste de sauvegarde urgente qui fait l'objet du présent rapport

Nom de l'élément

Aboxan Musik ǀŌb ǂÂns tsî ǁKhasigu, ancestral musical sound knowledge and skills

Inscrit en

2020

État(s) soumissionnaire(s)

A.4.

Période considérée dans le présent rapport

Veuillez indiquer la période couverte par le présent rapport.

A.5.

Autres éléments inscrits sur la Liste de sauvegarde urgente, le cas échéant

Veuillez établir une liste de tous les autres éléments présents sur le territoire de votre pays qui sont inscrits sur la Liste de sauvegarde urgente et indiquer en quelle année ils y ont été inscrits ; pour ce qui est des éléments multinationaux, veuillez indiquer quels autres États sont concernés.

A.6.

Synthèse du rapport

Veuillez fournir une synthèse du rapport, qui permette au grand public de comprendre l'état actuel de l'élément, mentionne toute incidence positive ou négative de son inscription et fasse état des mesures de sauvegarde mises en œuvre pendant la période considérée et leur possible mise à jour les années suivantes.

A.7.

Personne à contacter pour la correspondance

Donnez le nom, l'adresse et les coordonnées d'une personne à qui toute correspondance concernant le rapport doit être adressée.

Titre (Mme/M., etc.)

-

Nom de famille

KAUTONDOKWA

Prénom

ERASTUS

Institution/fonction

Senior Culture Officer
Ministry of Education, Arts and Culture

Adresse

P/Bag 13186
Windhoek

Numéro de téléphone

+264812268989

Adresse électronique

erastsk@yahoo.com

Autres informations pertinentes

B

-

B. État de l'élément inscrit sur la Liste de sauvegarde urgente

Veuillez vous référer au dossier de candidature ou aux précédents rapports, le cas échéant, pour savoir quand établir un rapport sur l'état actuel de l'élément et ne rendez compte que des changements pertinents survenus depuis la date de son inscription sur la Liste ou depuis le précédent rapport. Les dossiers de candidature, les calendriers spécifiques et les précédents rapports, le cas échéant, sont disponibles à l'adresse suivante : https://ich.unesco.org ou peuvent être demandés au Secrétariat.

L'État partie s'efforce de prêter une attention particulière au rôle du genre et d'assurer la plus large participation possible des communautés, des groupes et, le cas échéant, des individus concernés ainsi que des organisations non gouvernementales pertinentes pendant le processus de préparation de ce rapport ; il lui est demandé au point D ci-dessous de décrire de quelle manière il y est parvenu.

B.1.

Fonctions sociales et culturelles

Expliquez les fonctions, les significations sociales et culturelles de l'élément aujourd'hui, au sein et pour ces communautés, les caractéristiques de ses détenteurs et de ses praticiens et décrivez, entre autres, toute catégorie de personnes exerçant un rôle ou des responsabilités spécifiques vis-à-vis de l'élément. Une attention particulière devrait être accordée à tout changement pertinent susceptible d'avoir des répercussions sur le critère d’inscription U.1 (« L’élément est constitutif du patrimoine culturel immatériel tel que défini à l'article 2 de la Convention »).

Social and cultural functions

The Aboxan musik |ōb, ǂâns tsî ǁkhasigu is a living embodiment of the rich cultural tapestry that represents cultural practices, traditions and defines the daily life of the Nama people in Namibia. Rooted in tradition, this musical heritage resonates with the rhythms and melodies of the Nama people, which carries the history and triumphs from the past to the present generations.
The music is often used as entertainment during communal celebrations, traditional festivals, ritualistic and social events such as weddings, rain-dances, birthdays and the girls’ passage rites, but more importantly, it serves the purpose of educating and instructing members of the community for instance, by creating awareness about the environment. Performing the music during social occasions creates stronger family bonds and strengthen social cohesion amongst people. Importantly, the music serves as a source of income for individual bearers by performing live music and selling the musical products.
Although there has been a generational gap in the skills of performing the music, which was initially performed by older people, there appears to be new injection of the youth’s interest in performing, after the distribution of the musical instruments in the seven village settlements of the three participating regions.
The music empowers young people with skills, fostering pride in their cultural identity, and stimulating artistic creativity. This in return creates opportunities for the youth to participate in creative industries, enhancing cultural tourism prospects and contributing to the socio-economic development of the communities.

The music further encourages intergenerational and intercultural dialogue, and ensuring the knowledge and skills associated with it is safeguarded and transmitted to the younger generation.

B.2.

Analyse de sa viabilité et risques auxquels il est actuellement exposé

Décrivez le degré actuel de viabilité de l'élément, en particulier la fréquence et l'étendue de sa pratique, la vigueur des modes de transmission traditionnels, la composition démographique des praticiens et des publics, et sa durabilité. Veuillez aussi identifier et décrire les facteurs qui, le cas échéant, constituent une menace pour la pérennité de la transmission et de la représentation de l'élément et indiquez le degré de gravité et de proximité de tels facteurs, en accordant une attention particulière à tout renforcement ou affaiblissement de la viabilité de l'élément suite à son inscription.

Assessment of its viability and current risks

After the implementation of the awareness program, there has been an improvement in the music practices. It was initially observed that the music performance lacks the youth involvement and those participating in the performance were the elderly. This information was verified during the scouting of the focal point persons, the identification of crafters and music teaching instructors. Most, if not all were born before the 80s.

It appeared that the loss of interest among the youth that as observed during the initial submission of the request for funds came as a result of lack of music performing instruments. It was the main stumbling block that led to lack of motivation and withdrawal of the youths’ participation. However, after the purchase of the musical instruments and contracting nineteen music instructors in the seven village settlements of the three participating regions, more young people were interested in learning to play the music and there is quite an improvement in the interest and performance amongst the generations that is performing the music.

Altogether, 49 pupils enrolled for music classes in the seven implementing village settlements. However, the number is fluctuating because of the movement of youth and the summer holiday.

B.3.

Mise en œuvre des mesures de sauvegarde

Veuillez rendre compte des mesures de sauvegardes qui ont été décrites dans le dossier de candidature et dans un précédent rapport, le cas échéant. Décrivez de quelle manière elles ont été mises en œuvre et ont contribué de façon substantielle à la sauvegarde de l'élément au cours de la période considérée, en tenant compte des contraintes externes ou internes telles que des ressources limitées. Incluez en particulier des informations sur les mesures prises afin d'assurer la viabilité de l'élément en permettant à la communauté d'en poursuivre la pratique et la transmission. Fournissez les renseignements suivants en ce qui concerne la mise en œuvre de l’ensemble des mesures de sauvegarde ou du plan de sauvegarde :

B.3.a.

Objectifs et résultats

Indiquez quels objectifs principaux ont été atteints et quels résultats concrets ont été obtenus pendant la période considérée.

Objectives and results

The following objectives were identified during the submission of the request for funds.
1. Improve visibility of the element and ICH in general
Results:
Technical equipment such as computers and a video camera for the smooth running of the office to enable promotion of the element and enhance coordination between the head office, regional offices and communities were purchased.
Content of the promotional and educational materials were produced, designed, printed and distributed for the intended purposes in the three Regions and exhibited in the town of Opuwo in Kunene region. The text content of the educational and promotional materials was translated into the local language - Khoekhoegowab (KKG) and printed in both KKG and English. The following educational and promotional materials were produced.
Banners - 8 panels (2250mm x 2250mm) for the exhibition of Aboxan musik |ōb, ǂâns tsî ǁkhasigu specifically, and ICH in general.
4000 double sided A4 copies of flyers for Aboxan musik |ōb, ǂâns tsî ǁkhasigu exhibition and ICH in general.

2. Enhance, preserve and promote the element among youth, community members and the entire country
Results:
Awareness raising campaign was carried out in the three regions and continue to be raised beyond the implementing regions and towns. It appears however that the national broadcaster was not able to create more awareness as per the expectation of the implementing agency. The broadcaster was not able to create a call-in program for the participation of communities to air their view on the importance of the Aboxan musik |ōb, ǂâns tsî ǁkhasigu.
3. Increase the transmission of music performance skills among the youth through non-formal music teaching program
Results:
Music teaching program was introduced in seven village settlements (Utuseb, Vaalgras, Snyfontein, Hoachanas, Maltahohe, Amperbo) in three project implementing regions of Erongo, Hardap and Kharas. A four-month teaching program benefited about fifty learners and out of school youth.

B.3.b.

Activités de sauvegarde

Dressez la liste des principales activités menées au cours de la période considérée pour obtenir ces résultats escomptés. Veuillez décrire les activités en détail en mentionnant leur efficacité et tout problème rencontré dans leur mise en œuvre.

Safeguarding activities

Safeguarding activities

1. Community sensitisation and awareness raising
Due to the Covid-19 pandemic, there has been slow communication between the culture offices and the communities. This necessitated a visit to the concerned Traditional Authorities, Regional Governors and Regional Directors of Education in the concerned regions. Consultations were undertaken from 29 January to 09 February 2023, and it was led by the Deputy Director in the Directorate of National Heritage and Culture Programme and the team comprised ICH members of the Secretariat.
The aim of this activity was to:
a) Sensitize and brief concerned Traditional Authorities, Regional Governors, Regional Education Director, as well as community members at large on the status of the element with regards to its inscription on USL.
b) Strengthen existing relationships with Traditional Authorities and get their inputs.

The team was then joined by the responsible culture officers in their respective regions (//Kharas, Hardap and Erongo).
d) Consultation with governors, Directors of education in the three regions, traditional leaders and community members of Hoachanas, Gibeon, Amperbo, Keetmanshoop, Karasburg, Maltahohe and Utuseb was held.
Traditional Authorities appreciated the implementation of the project. Communities promised support over the project implementation.

2. Development of educational and promotional materials and its launching.

This includes content production, designing, editing and printing educational and promotional materials such as information booklets, banner walls and brochures.
The following were printed: 8 banners panels (2250mm x 2250mm) and 4000 copies of A4 brochure.

Launching ceremony took place on 24 October 2023, amongst one of the participating communities - the ǂAonin (Topnaar), at Utuseb settlement, in the Erongo Region. The event was graced by Ms. Faustina Caley, Deputy Minister of Education, Arts and Culture, Mr. Salomon April, the Governor of Hardap Region, representative of the Regional Governor for Erongo, Chief Stoffel Anamab of the ǂAonin (Topnaar), Gaob (chief) David Hanse of the !Kha Khoe traditional authority, Mr. Florian Donatus, Councilor of the Walvis Bay Rural Constituency and Ms. Anna Madrid Josti, the principal of J.P. Brand, a community school in the area. Music performance was presented by a musical band from ||Kharas region as well as school leaners.

A community sensitization program was carried out and an engagement was organised with the representatives of museums, archives, municipal councils, libraries and arts and culture associations, that enable and enhance accessibility of communities to the exhibition banners by displaying it at their institution’s premises in the regions. The aims were to present the exhibition to stakeholders, request their assistance in availing reasonable exhibition spaces in their institutions and to share ideas on the modalities, responsibilities and accountability issues pertaining the exhibition. The request was accepted, and the responsibility and accountability were ensured.

In addition to the educational and promotional materials, a resource kit for teachers titled Teaching and Learning with Living Heritage in Namibia, adapted from the UNESCO-EU Pilot project was produced and distributed in regions.

3. Purchase of technical equipment to enable the functionality of the coordinating office.
Technical equipment was purchased to enhance better communication, coordination, collection and organise information for the project during awareness raising, safeguarding and promotional programs. This equipment played an important role in improving visibility of the element, promoting safeguarding mechanisms, capacity building and awareness raising programs. The purchased equipment is listed as follow:
6xGuitars and sets of strings
6xguitar bag
14xHarmonica
5x Accordions
7xKeyboards and adaptors
2 x keyboard stand
1 x Marimba
1 x Bongo set

4. Awareness raising through radio program
Two meetings between members of the ICH Secretariat and the Namibia Broadcasting Corporation (NBC) representatives were held to discuss the modality of broadcasting the project and the content of the program. NBC agreed to broadcast the program starting in May 2023.
However, it appeared that there have been some stumbling blocks in executing the exercise as there was no evidence that it further continued the program by inviting guest speakers and the general community to express their views on the element and the importance of ICH safeguarding after it carried out an interview with the official responsible for cultural activities in Hardap.

5. Promotion of the music through participation in the Nama Cultural Festival
Officials participated in the Nama Cultural Festival exhibited and distributed the awareness raising visual materials from the 25-28 May 2023, at Keetmanshoop, //Kharas Region.
They further provided information regarding the project, engaged with community members on the project implementation as well as gathered information with regards to the music.

6. Mid-term assessment and evaluation of the project activities
A two days’ workshop was convened to report and assessed the progress and effectiveness of the project implementation, lessons learned and provided advice on further strategies to be followed. Seven community representatives, three regional culture officers and Officials from the head office attended the workshop which was held on 5-6 March 2024. The following input derived from the meeting.
1. The number of towns where the music is taught should be increased from five to seven.
2. The number of music instructors should be increased from one to 3 per town.
3. The same instructor should be the one to carry out both music teaching and skills transfer for making musical instruments.

7. Carry-out community awareness campaign and identify the Bearers as focal persons
Awareness campaign meetings were held in Berseba, Gibeon, Maltahohe, Hoachanas, Karasburg, Amperbo, Mariental and Utuseb. Community members attended these meeting, provided information and guidance on the safeguarding mechanisms. Bearers of the music were identified and most of them became the official focal-point persons.

8. Identification of Crafters to train youth in crafting traditional instruments, as well as introducing a music teaching program for the element: school children, youth and adults. Crafters were identified in the different towns of Hardap, ||Kharas and Erongo regions. Altogether, 21 music instructors were identified in seven towns (Vaalgras, Blouwes, Snyfontein, Hoachanas, Maltahohe, Amperbo, Utuseb) of the three regions. Contracts have already been signed with instructors, learners have started classes for both crafting instruments and music teaching on June 01, 2024.

9. Workshop on Community-based inventorying 04-08 November 2024.

B.3.c.

Participation de communautés, de groupes ou d'individus aux activités de sauvegarde

Veuillez décrire de quelle manière les communautés, les groupes ou, le cas échéant, les individus ainsi que les organisations non gouvernementales pertinentes ont participé de façon effective à l'exécution des mesures de sauvegarde, y compris en termes de rôles du genre. Décrivez le rôle joué par l'organisation ou l'organe chargé de l'exécution (dénomination, informations de référence, etc.) et les ressources humaines qui ont été mises à disposition pour la mise en œuvre des activités de sauvegarde.

Participation of communities, groups or individuals in the safeguarding activities

Traditional Authorities offices and members of the communities as custodians have taken the ownership of the element and safeguarding programs. They have been instrumental in planning of community meetings, decision making and mobilisation of community members in their respective regions. As the regions are vast, culture officials consult the traditional offices and focal-point-persons to mobilise community members for meetings.
Community members were instrumental during the preparation of the educational materials. They take the lead in the collection of information and relevant images in the creation of material content.
During the official launch of the Aboxan musik |ōb, ǂâns tsî ǁkhasigu exhibition, community members were instrumental in planning and mobilising community members to attend the meeting. They planned for the meeting venue, and the catering for the participants including the councillor, regional governor and deputy minister. Catering service was selected from the same community and prepared lunch for the entire event. With regards to the change of the name of the element to Aboxan musik |ōb, ǂâns tsî ǁkhasigu, community members provided valuable information regarding the name change and its relevance.
On the purchase of the musical instrument, bearers of music played a pivotal role in advising on the types of musical instrument to be purchased, the towns where the music lessons could be conducted and the necessity for a number of instructors in each town, hence, three instructors were agreed upon. They sourced quotations from musical suppliers on the types of instruments required by specific towns and discussed these items with the officials.
In addition, community members were part of the ground planning on how the music lessons could be conducted, and the place; and played a pivotal role as planners and advisors during identification of music instructors. During the overview of the project activities, community played yet another role in deciding which instruments best suit their town, advising and deciding the need for more towns to be part of the project, advising on the need for three teachers per town, and who should be taking responsibility and accountability where the instruments should be stored for easy access by the music instructors whenever they carry out music classes.

B.3.d.

Calendrier

Indiquez, sous forme de calendrier, les dates de mise en œuvre de chacune des activités.

Timetable

1. 2021 - August 2022
Develop, design, edit and print educational and promotional materials such as information booklets, mobile exhibition banner walls, brochures and purchase office stationaries.

24 October 2023
Official launch of the education and promotional materials

2. May 2021 - December 2023
Raising awareness on the element and identify the bearers from the targeted community
Regional officials visiting different towns within their regions to identify bearers and further collect information regarding the element

29 January – 09 February 2023
Technical Committee visit different traditional authorities, offices of the governors (Hardap, /Kharas, Erongo) and community representatives, in order to raise awareness on the project in regions and to present inscription certificates to rightful custodians of the music and the regional Governors.


3. January 2023
Purchasing of technical equipment such as a projector, a video recording camera, a laptop, projecting screen and photo editing software.


4. August - September 2023
Radio program to raise awareness, promote the safeguarding strategies of the element and aired.


5. 25 May - May 2024
Participate in trade fair exhibitions/shows
Nama Festival
Opuwo exhibition

6. 05-06 March 2024
Assessment and evaluation workshop on the progress of the project implementation


7. May 2021 – May 2024
Identification of crafters to train youth in crafting traditional instruments


8. May 2024
Purchase of musical equipment for the teaching program


9. 03 June – 30 September 2024
Introduce a music teaching program for the element: school children, youth and adults

B.3.e.

Dépenses budgétaires

Veuillez fournir le détail des montants des fonds utilisés pour la mise en œuvre de chaque activité (si possible, en dollars des États-Unis), en indiquant dans chaque cas l’origine du financement (sources gouvernementales, contributions en nature des communautés, etc.).

Budget

1. August 2021 - August 2022
Design, edit and print educational and promotional materials such as information booklets, mobile exhibition banner walls, brochures and stationaries.
ICH Fund - U$8 372.80

24 October 2023
Official launch of the education and promotional materials
ICH Fund - U$2 303.53

2. January 2023
Purchasing of technical equipment such as a projector, a video recording camera, a laptop, projecting screen and photo editing software.
ICH Fund - U$8 093.39

3. May 2021 - December 2023
Raising awareness on the element and identify the bearers from the targeted community
Regional officials visiting different towns within their regions to identify bearers and further collect information regarding the element
STATE FUND - U$337.00

29 January – 09 February 2023
Technical Committee visited different traditional authorities in the three regions (Hardap, /Kharas, Erongo), offices of the governors and community representatives, in order to raise awareness on the project in regions and to present inscription certificates to rightful custodians of the music and the Regional Governors.

ICH FUND- U$2 103.91
STATE FUND – U$337.04

4. August - September 2023
Radio program to be aired in order to raise awareness and promote the safeguarding strategies of the element.
ICH FUND - U$126.18

5. 25-28 May 2023 -Nama Cultural Festival
Participate in trade fair exhibitions/shows
ICH FUND - U$773.19

6. 05-06 March 2024
Assessment and evaluation workshop on the progress of the project implementation
ICH FUND - U$2 964.79
STATE FUND - U$592.43

7. March - May 2024
Purchase of musical equipment for the teaching program
ICH FUND - U$10 270.39

Hand-over of the equipment to the concerned communities
ICH FUND - U$1 248.40
STATE FUND - U$1 446.50

8. 03 June – 30 September 2024
Introduce a music teaching program for the element: school children, youth and adults
ICH FUND - U$7 485.38

B.3.f.

Efficacité globale des activités de sauvegarde

Procédez à une évaluation globale de l'efficacité des activités menées pour parvenir aux résultats escomptés et de l'utilisation des fonds nécessaires à leur mise en œuvre. Veuillez indiquer de quelles manières les activités ont contribué à l’obtention des résultats et si d'autres activités auraient été mieux adaptées à cette fin. Indiquez aussi si les mêmes résultats auraient pu être obtenus avec de moindres ressources financières, si les ressources humaines disponibles étaient appropriées et si les communautés, groupes et individus concernés auraient pu participer davantage.

Overall effectiveness of the safeguarding activities

The community sensitization was an effective strategy to create awareness on the identification of ICH present in communities and the importance of its safeguarding. Although community members are the custodians, at some points they perceive specific heritage as less valued. However, after the awareness creation, some of the musicians came out openly and expressed their interest on the music, and that lack of instruments has been hindering their practices.
Consultation with Governors, Directors of Education in the three regions, traditional leaders and community members provided an insight, not only on the project itself, but also on the ICH in general. This yielded much support from government structures, education and traditional authorities. Hence, promotional events have been graced by senior leadership.
Under these activities, community members could have been more involved if the budgetary provision was sufficient to cater for more training and travelling to different areas. Community members would have made more impacts if they were the one to create awareness as they speak the same languages and understand it better.

The production of educational and promotional materials was an effective method of further creating national awareness as these materials especially banners has been requested and displayed at different places and attracted a large number of audiences.
However, material production could have been better strengthened if the budget could have been enough for each implementing region to have its own banners. This was not the case as even the produced materials exceeded the approved budget line.
In addition to the educational and promotional materials, a resource kit for teachers titled Teaching and Learning with Living Heritage in Namibia, adapted from the UNESCO-EU Pilot project was produced and distributed in regions.

Purchase of technical equipment to enable the functionality of the coordinating office. Having a fully functional office equipped with better facilities enabled smooth coordination and implementation of the project activities. This equipment played an important role in improving visibility of the element, promoting safeguarding mechanisms, capacity building and awareness raising programs.
The vastness of the project participating regions requires that the coordinator should travel hundreds of kilometres from one region to another, which at some points pose strain to endorsements.

Although the National Broadcaster initially perceived as the most outreaching method for creating national awareness, it appeared that the program aired less than the expected outcome. Interviews has been conducted with the officials responsible for the project implementation, however, it appeared that there have been some stumbling blocks in executing the exercise as there was no evidence that it further continued the program by inviting guest speakers and the general community to express their view on the element and the importance of ICH safeguarding after it carried out an interview with the official responsible for cultural activities in Hardap Region.

Purchasing and distributing musical instruments to seven village settlements has immensely fuelled community member’s interest and participation in the transmission of the knowledge and skills of performing the music. Evidently, some of the musicians have been using their own instruments to supplement the purchased one, to transfer skills to the youth.

The indication shows that although the budgeted amount for purchasing instrument, has been exceeded with more than U$3000.00, more instruments could have been purchased as each enrolled student needed to use an instrument to learn the music. The interest from music teachers and learners also shows that the music teaching program, which was set for four months, and extended for one month, could have been extended further, if enough fund was available.

C

KAUTONDOKWA

C. Mise à jour des mesures de sauvegarde

C.1.

Plan de sauvegarde mis à jour

Veuillez fournir une mise à jour du plan de sauvegarde inclus dans le dossier de candidature ou dans le précédent rapport. En particulier, veuillez donner des informations détaillées comme suit :

1. a. Quels sont les objectifs principaux visés et les résultats concrets attendus ?
2. b. Quelles sont les activités principales à mener pour atteindre ces résultats attendus ? Veuillez décrire les activités en détail et dans l'ordre d'exécution, en démontrant leur faisabilité.
3. c. Comment le ou les États parties concernés soutiennent-ils la mise en œuvre du plan de sauvegarde mis à jour ?

Updated safeguarding plan

Objective 1:
1. Increase visibility of the element and ICH in general
RESULT: Visibility of the element improved nationally
KEY ACTIVITIES:
1. Awareness raising through public exhibitions and broadcast.

As a continuous program, radio program on the safeguarding of heritage will be more strengthened by including discussion focusing specifically on the safeguarding of the specific element.

2. Carry-out community awareness campaign and enhance, preserve and promote the element among youth, community members and the entire country.

It is expected that community awareness campaign on the element and ICH in general should continue through community cultural festivals. Educational brochures will continuously be produced and distributed in all parts of the country to sensitise communities in this regard. The produced brochures and banners will be exhibited during public events, at public places in all relevant towns.

OBJECTIVE 2.
Increase the transmission of music performance skills among the youth through non-formal music teaching program.
RESULTS: Community non-formal music teaching outreach program strengthened, and youth acquire knowledge on the music performance and safeguarding methods there-of

KEY ACTIVITY:
continue the music teaching program for the element: school children, youth and adults AND increase the transmission of music performance skills among the youth through non-formal music teaching program.
With the provision of the musical instruments in the selected village settlements, it is expected that the community members, especially the music custodians, should voluntarily continue with skill transfer in their respective village settlements.

OBJECTIVE 3
Enhance national capacities in inventorying and documentation among community members
RESULT: National capacities in inventorying and documentation enhanced

KEY ACTIVITIES:
Capacity building workshop in community-based inventorying, documentation and safeguarding.
As an ongoing process, State officials will continue to provide capacity building workshops at all times. Officials will be supported by the trained community members as ToT in their respective villages.

C.2.

Calendrier des activités à venir

Veuillez fournir un calendrier du plan de sauvegarde mis à jour (sur une période d’environ quatre ans).

Timetable

1. Awareness raising through radio program (2025 - 2027)

As a continuous program, radio program on the safeguarding of heritage will be more strengthened by including discussion focusing specifically on the safeguarding of the specific element.

2. Carry-out community awareness campaign and enhance, preserve and promote the element among youth, community members and the entire country (2025 - 2027)

Community members will carry out awareness campaign in towns where the music performance has been slowing down. Music facilitators as well as the trained youth from towns that received musical instrument will make round visit to other towns and introduce performing skills to the interested community members. They will be performing during community cultural festivals and other gathering such as trade exhibitions. Brochures will continuously be produced and distributed in all parts of the country, especially in village towns such as Fransfontein and Sesfontein in the Kunene Region where awareness creation needs a boost. The program will further sensitise communities on the safeguarding activities.

The produced brochures and banners will be exhibited during public events, at public places in all relevant towns.

3. Increase the transmission of music performance skills among the youth through non-formal music teaching program (2025 - 2028)
Music facilitators that have been contracted under the project vowed to continue with the transmission through teaching programs and expand it to other village settlements.

4. Capacity building workshop in community-based inventorying, documentation and safeguarding (2026, 2029)

5. Writing note music for the different instruments which are being taught (2025-2026)

C.3.

Budget des activités à venir

Veuillez fournir les estimations des fonds requis pour la mise en œuvre du plan de sauvegarde actualisé (si possible, en dollars des États-Unis), en identifiant les ressources disponibles (sources gouvernementales, contributions en nature des communautés, etc.)

Budget

An estimated amount of USD96 500.00 would be required to implement the updated safeguarding plans in different village settlements in the country.

1. Awareness raising through electronic media (2025 - 2027)

(U$12 000.00) payment for the radio program, daily subsistence assistance and fuel for officials and community members to attend public exhibitions.

2. Carry-out community awareness campaign and enhance, preserve and promote the element among youth, community members and the entire country (2025 - 2027)

(USD10 400) - production of print materials for promotion purpose.

(USD17 500.00) - cater for fuel, incentives for the music facilitators in different village settlements and DSA for officials coordinating the program.

(State contribution USD9 000.00)- fuel

3. Increase the transmission of music performance skills among the youth through non-formal music teaching program (2025 - 2028)

(USD7 000.00) incentives for the community music facilitators and
(USD 2 800.00) DSA for officials responsible for coordinating the program

4. Capacity building workshops in community-based inventorying, documentation and general safeguarding (2026, 2029)

(USD15 000.00) workshop in 2026, to cover accommodation, meals and transportation for community members participating in the workshop

(USD4 000.00) - workshop facilitators

(USD14 700.00) workshop in 2029, to cover accommodation, meals and transportation for community members and officials participating in the workshop

(USD4000.00) - workshop facilitators

5. Writing note music for the different instruments which are taught
(USD800.00 - for the facilitator that will be writing note)

C.4.

Participation des communautés

Veuillez décrire comment les communautés, groupes et individus ainsi que les organisations non gouvernementales pertinentes ont été impliqués, y compris en termes de rôles du genre, dans la mise à jour du plan de sauvegarde et comment ils seront impliqués dans sa mise en œuvre.

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Community participation

A workshop was held from the 05-06 March 2024, to review the implementation and effectiveness of the project. Focal point persons who are mostly musicians and community representatives were invited to attend. Through this meeting, musicians made recommendation on how further safeguarding plans which includes the continuation of musical teaching classes after the completion of the project in village settlements where the musical instruments were donated.

Although there has not been gender parity as the music is mostly played by men, and women are mostly dancing to the tune, there has been a good representation of both genders.

The second workshop on inventorying, documentation and safeguarding was held from 04 - 08 November 2024. Discussion topics under this workshop covers further safeguarding plans and the execution strategy beyond the completion of the project. Apart from the workshop facilitators, sixteen community representatives from the village settlements in the regions and seven officials attended the workshop.

Community representatives discussed a number of safeguarding plans including awareness creation and the continuation of the music teaching program at schools through non-formal education. The establishment of a non-governmental organisation to deal with the issues of safeguarding ICH in the country was strongly emphasised, and representatives vowed to face it head-on.

C.5.

Contexte institutionnel

Veuillez indiquer quelles institutions sont en charge de la gestion locale et de la sauvegarde de l'élément inscrit sur la Liste de sauvegarde urgente, notamment :

1. a. l'(les) organisme(s) compétent(s) impliqué(s) dans sa gestion et/ou sa sauvegarde ;
2. b. l'(les) organisation(s) de la communauté ou du groupe concernée(s) par l'élément et sa sauvegarde.

2007-09-19

Institutional context

1. The Namibian National Commission for UNESCO: Since its inception in 1992, NATCOM has been involved in the implementation and management of funds for several contracts and programmes related to UNESCO's ICH promotion activities in Namibia.

2. The Directorate of National Heritage and Cultural Programme

3. Individual Nama Traditional leaders

D

ERASTUS

D. Participation des communautés à l'établissement du présent rapport

Décrivez les mesures qui ont été prises pour assurer la plus large participation possible des communautés, des groupes et, le cas échéant, des individus ainsi que des organisations non gouvernementales pertinentes concernés pendant la préparation du présent rapport.

Participation of communities in preparing this report

The Directorate of Education, Arts and Culture send out call for participation and contribution to the report. This call was sent out on June 20, 2024, through Culture Offices of the three Regions that are participating in the Aboxan Musik ǀŌb ǂÂns tsî ǁKhasigu project. Due to vastness of the regions, language barriers and logistics such as transport, participation and contributions to the overall report has been slowly taking shape.

On the 04-08 November 2024, a workshop on the safeguarding of ICH elements was organised. Sixteen community representatives and 7 officials from 5 regions (||Kharas, Hardap, Erongo, Omaheke, Kunene) attended the workshop. Amongst other issues, the preparation of the report and the strategies for further awareness raising and transmission through non-formal teaching after the project ceased, formed part of the discussion.

It was during this workshop that community representatives vowed to work toward establishing a non-governmental organisation to deal with cultural aspects in their respective region.

E

Senior Culture Officer
Ministry of Education, Arts and Culture

E. Signature au nom de l'État partie

Le rapport doit être signé par un responsable habilité à le signer pour le compte de l’État, avec la mention de son nom, de son titre et de la date de soumission.

Nom

Gerard N. Vries

Titre

Deputy Executive Director, Ministry of Education, Arts and Culture

Date

26-11-2024

Signature

Chargement du rapport périodique signé