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Periodic reporting

Submissions and deadlines
Committee documents and in-depth studies

2003 Convention periodic reporting: online form adapted to the Overall Results Framework

The Secretariat has adapted the periodic report form on the implementation of the Convention and on the status of elements inscribed on the Representative List to the Overall Result Framework.
Please find below a preliminary online version of this new form. It is provided publicly exclusively for testing purposes.

Country

Element

Contact

Schedule

Reporting progress

Download in MS Word

Bromzha

01446

Mocked nomination - The haddos - harvest festivals in the Bessaoui mountain range

Mr Test

To be submitted ...

: download report in progress

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C-2020
01446
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A. General information

Name of State Party

Date of Ratification

Question A.1

Executive summary

Please provide an executive summary of the report that will allow general readers to understand the overall status of legislative, regulatory and other measures taken at the national level to implement the Convention. This should follow the organizational structure of the form.

Word count:

Question A.2

Contact information of the focal point for the periodic report

Title (Ms/Mr, etc)

Family name

Given name

Institution/position

Address

Telephone number

E-mail address

Other relevant information

Question A.3

Institutions and organizations involved in the preparation of the periodic report

Governmental institutions

National commission for UNESCO

Cultural centres

Research institutions

Centres of expertise

Universities

Museums

NGOs

Municipalities

Local governments

Charitable bodies

Private sector entities

Others (if yes, specify)

Please provide any comments in the box below

Question A.4

Accredited Non-Governmental Organizations

For information, please find below the list of accredited NGOs located in your country, if any. You can find detailed information on each NGO, by clicking on the question mark symbol.

Please provide in the box below observation(s), if any, on the above-mentioned information.

Question A.5

Participation to the international mechanisms of the 2003 Convention

Question A.5.1

Elements inscribed on the List of Intangible Cultural Heritage in Need of Urgent Safeguarding

For information, please find below the list of elements inscribed on the List of Intangibe Cultural Heritage in Need of Urgent Safeguarding, if any. You can find detailed information on each element, by clicking on the question mark symbol (Periodic reporting on these elements is done under a separate set of guidelines using form ICH-11).

Please provide in the box below observation(s), if any, on the above-mentioned information.

Question A.5.2

Elements inscribed on the Representative List of Intangible Cultural Heritage of Humanity

For information, please find below the list of elements inscribed on the Representative List of Intangible Cultural Heritage of Humanity, if any. You can find detailed information on each element, by clicking on the question mark symbol (the report on these elements will be made in section C of this form).

Please provide in the box below observation(s), if any, on the above-mentioned information.

Question A.5.3

Programmes selected for the Register of Good Safeguarding Practices

For information, please find below the list of programmes selected for the Register of Good Safeguarding Practices, if any. You can find detailed information on each element, by clicking on the question mark symbol.

Please provide in the box below observation(s), if any, on the above-mentioned information.

Question A.5.4

Projects financed through International Assistance (Intangible Cultural Heritage Fund)

For information, please find below the list of projects financed through the ICH Fund in your country, if any. You can find detailed information on each project, by clicking on the question mark symbol.

Please provide in the box below observation(s), if any, on the above-mentioned information.

Question A.6

Inventories

Please provide information on the inventory or inventories of the intangible cultural heritage present in your State’s territory, as referred to in Articles 11 and 12 of the Convention and paragraph 153 of the Operational Directives. The 'Add' tab allows you to add as many inventories as you wish to include. If no inventory has been established yet in your country, leave this section blank.

a. Name of inventory

b. Hyperlink to the inventory (if any)

c. Responsible body

d. Date of establishment

e. Updated since ratification or during the reporting period (provide further details in section 7.3

)

Yes
No

Date of latest update

f. Method and frequency for updating

g. Number of elements included

h. Applicable domains

i. Ordering principles

j. Criteria for inclusion

k. Does the inventory record the viability of each element?

Yes
No

Please provide further details, if appropriate:

l. Does the updating of the inventory reflect the current viability of elements included? (provide further details in section 7.3

)

Yes
No

Please provide further details, if appropriate

m. Does the inventory identify threats to the ICH elements included?

Yes
No

If yes, what are the main threats you have identified?

n. Is this a specialized inventory or an inventory of specific scope? (provide further details in section 7.2

)

Yes
No

Name of the associated element, domain, ethnic group, geographical region, etc.

o. Is access to the inventory facilitated while respecting customary practices governing access to specific aspects of ICH? (provide further details in section 7.4

)

Yes
No

p. Do communities, groups and NGOs participate inclusively in the inventorying process? (provide further details in section 8.1

)

Yes
No

q. Does the inventory respect the diversity of ICH and its practitioners, including the practices and expressions of all sectors of society and all regions? (provide further details in section 8.2

)

Yes
No

r. Does the inventory include the practices and expressions of all genders? (provide further details in section 8.2

)

Yes
No

Question A.7

Synergies with other international frameworks

States Parties are invited to share examples of concrete activities developed within other international frameworks which contributed to the safeguarding of ICH:

Programme/Convention /Organization

Activity/project

Contributions to the safeguarding of intangible cultural heritage

B. Reporting against core indicators

The Section B of the form will allow you to report on your safeguarding activities and priorities according to the Overall Results Framework approved in 2018 by the General Assembly of States Parties to the 2003 Convention. Distributed in eight thematic areas, 26 core indicators have been established. To each of the indicators correspond assessment factors.

Each tab under Section B corresponds to one of the 26 indicators. The answers provided for each assessment factor determine the extent to which the indicator is satisfied. It constitutes your baseline and it is represented by a scale. You are invited to define a target for the next reporting exercise in six-year time and to explain how you intend to achieve this target, referring to the specific aspects and assessment factor(s) that the State may wish to address.

1. Extent to which competent bodies and institutions and consultative mechanisms support the continued practice and transmission of ICH

Guidance note corresponding to indicator 1 of the Overall Results Framework: English|French|Spanish

Question 1.1

Have one or more competent bodies for ICH safeguarding been designated or established?

Yes
No

Name of the body

Brief description of the safeguarding functions of the body

Website

Contact details

Address

Telephone number

E-mail address

Question 1.2

Do competent bodies for safeguarding specific ICH elements exist in your country? (whether or not inscribed on one of the Lists of the 2003 Convention)

Yes
No

Name of the body

Select the element if it is inscribed on one of the Lists of the 2003 Convention

Name of the element concerned (if it is not inscribed on one of the Lists of the 2003 Convention)

Brief description of the safeguarding functions of the body

Website

Contact details

Address

Telephone number

E-mail address

Question 1.3

Do any consultative bodies or coordination mechanisms encourage and support broad and inclusive involvement of communities, groups and individuals in ICH safeguarding and management?

Yes
No

Explain briefly how such bodies or mechanisms involve/encourage communities, groups and individuals in ICH safeguarding and management.

Question 1.4

Are institutions, organizations and/or initiatives for documenting ICH fostered and supported by the State?

Yes
No

Describe briefly how the State supports such institutions, organizations and/or initiatives for documenting ICH.

Are the documentation materials produced utilized to support the continued practice and transmission of ICH?

Yes
No

Describe briefly how the documentation materials are utilized for these purposes.

Question 1.5

Which of the following institutions contribute towards ICH safeguarding and management?

Cultural centres

Centres of expertise

Research institutions

Museums

Archives

Libraries

Others

Baseline and target

The first scale below automatically indicates the extent to which this indicator is met based on the information provided above. It constitutes a baseline for future reporting.
The second scale allows you, on a voluntary basis, to define a target for the next reporting exercise, in six-year time, and a text box allows you to explain how you intend to achieve this target.

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

Briefly explain why the State decided to establish this target for the next reporting cycle and how it will try to achieve it. In doing so, you can refer to the specific aspects and assessment factor(s) for this indicator that the State may wish to address:

2. Extent to which programmes support the strengthening of human capacities to promote safeguarding and management of ICH

Guidance note corresponding to indicator 2 of the Overall Results Framework: English|French|Spanish

Question 2.1

Do tertiary education institutions offer curricula and degrees in ICH safeguarding and management, on an inclusive basis?

Yes
No

Describe briefly, using examples and focusing on the course content relevant to ICH safeguarding and management.

Do these programmes ensure inclusivity?

Yes
No

If yes, describe briefly how these programmes ensure inclusivity.

Question 2.2

Do governmental institutions, centres and other bodies provide training in ICH safeguarding and management on an inclusive basis?

Yes
No

Describe briefly, using examples and focusing on the nature of the training offered and the body providing it.

Do these programmes ensure inclusivity?

Yes
No

If yes, describe briefly how these programmes ensure inclusivity.

Question 2.3

Do community-based or NGO-based initiatives provide training in ICH safeguarding and management, on an inclusive basis?

Yes
No

Describe briefly, using examples and focusing on the training offered and the organization providing it.

Do these programmes ensure inclusivity?

Yes
No

If yes, describe briefly how these programmes ensure inclusivity.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

3. Extent to which training is operated by or addressed to communities, groups and individuals, as well as to those working in the fields of culture and heritage

Guidance note corresponding to indicator 3 of the Overall Results Framework: English|French|Spanish

Question 3.1

Do training programmes provide capacity building in ICH addressed to communities, groups and individuals?

Yes
No

Describe briefly, using examples and referring to capacities built/strengthened, the training provider and the participants (incl. age and sex).

Do these programmes ensure inclusivity?

Yes
No

If yes, describe briefly how these programmes ensure inclusivity.

Are any of these training programmes operated by communities themselves?

Yes
No

Provide examples of such trainings, describing the involvement of communities in operating these programmes

Question 3.2

Do training programmes provide capacity building in ICH addressed on an inclusive basis to those working in the fields of culture and heritage?

Yes
No

Describe briefly, using examples and referring to capacities built/strengthened, the training provider and the participants (incl. age and sex).

Do these programmes ensure inclusivity?

Yes
No

If yes, describe briefly how these programmes ensure inclusivity.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Partially Largely Satisfied
Target for the next report:	Not satisfied Partially Largely Satisfied

4. Extent to which both formal and non-formal education strengthen the transmission of ICH and promote respect for ICH

Guidance note corresponding to indicator 4 of the Overall Results Framework: English|French|Spanish

In your country, is ICH transmitted through or used as a medium of teaching and learning in the following?

formal education
non-formal education

Question 4.1

Are practitioners and bearers involved in designing and developing ICH education programmes and/or are actively presenting and transmitting their heritage?

Yes
No

Explain briefly how practitioners and bearers are involved in these activities.

Question 4.2

Are modes and methods of transmitting ICH that are recognized by communities, groups and individuals, included or strengthened in formal and non-formal educational programmes?

Yes
No

Explain briefly, using examples, how such modes and methods of transmission are included and/or strengthened.

Question 4.3

Do communities, groups, NGOs or heritage institutions offer educational programmes and/or extra-curricular activities concerning ICH and strengthening its transmission, and do they receive any support?

Yes
No

Explain briefly, with examples, how these programmes strengthen ICH transmission and who provides them.

Provide additional details here of the nature of any support (financial, technical, in-kind or other) they receive.

Question 4.4

Do teacher training programmes and programmes for training providers of non-formal education include methods for integrating ICH and its safeguarding into education?

Yes
No

Provide additional details here of these training programmes, in particular the methods taught and the target audience.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

5. Extent to which ICH and its safeguarding are integrated into primary and secondary education, included in the content of relevant disciplines, and used to strengthen teaching and learning about and with ICH and respect for one’s own and others’ ICH

Guidance note corresponding to indicator 5 of the Overall Results Framework: English|French|Spanish

Question 5.1

How is ICH included in the content of relevant disciplines? (you may check several)

As a stand-alone subject

As a means of explaining or demonstrating other subjects

Others

Question 5.2

Do school students learn to respect and reflect on the ICH of their own community or group through educational programmes and curricula?

Yes
No

Explain briefly, with examples, how school students learn this.

Do school students learn to respect and reflect on the ICH of others through educational programmes and curricula?

Yes
No

Explain briefly, with examples, how school students learn this.

Question 5.3

The diversity of learners’ ICH is reflected through educational curriculum via:

Mother tongue education

Multilingual education

Inclusion of 'local content'

Question 5.4

Do educational programmes teach about the protection of natural and cultural spaces and places of memory whose existence is necessary for expressing ICH?

Yes
No

Briefly explain, giving examples, how educational programmes teach this

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

6. Extent to which post-secondary education supports the practice and transmission of ICH as well as study of its social, cultural and other dimensions

Guidance note corresponding to indicator 6 of the Overall Results Framework: English|French|Spanish

Question 6.1

Do post-secondary education institutions offer curricula and degrees that strengthen the practice and transmission of ICH in the following fields?

Music

Arts

Crafts

Technical education/training

Vocational education/training

Others

Question 6.2

Do post-secondary education institutions offer curricula and degrees for the study of ICH and its social, cultural and other dimensions?

Yes
No

Describe briefly, giving examples, how these programmes and degrees relate to the study of ICH.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Partially Largely Satisfied
Target for the next report:	Not satisfied Partially Largely Satisfied

7. Extent to which inventories reflect the diversity of ICH and contribute to safeguarding

Guidance note corresponding to indicator 7 of the Overall Results Framework: English|French|Spanish

Question 7.1.a

To what extent are the inventories identified in section A.6

oriented towards safeguarding of ICH?

Fully
Largely
Partially
Minimally
Not at all

Explain briefly, giving examples, how these inventories are oriented towards safeguarding of ICH. If you have answered ‘Not at all’ or ‘Minimally’, explain what obstacles you face in having them do so.

Question 7.1.b

To what extent do these inventories reflect the diversity of ICH present in your territory?

Fully
Largely
Partially
Minimally
Not at all

Explain briefly, giving examples, how these inventories reflect the diversity of ICH. If you have answered ‘Not at all’ or ‘Minimally’, explain what obstacles you face in so doing.

Question 7.2

Do specialized inventories and/or inventories of various scopes also contribute to the safeguarding of ICH and reflect its diversity?

Yes
No

Based on your response in section A.6 Inventories

, explain how such specialized inventories and/or inventories of various scopes contribute to the safeguarding of ICH and reflect its diversity

Question 7.3

To what extent are existing inventories regularly updated, taking into account the current viability of the elements included therein?

Fully
Largely
Partially
Minimally
Not at all

Based on your response in section (f) and (l) of A.6 Inventories

, explain the method(s) of updating the inventories, giving examples of how those take into account and reflect the current viability of the inventoried elements.

Question 7.4.a

To what extent is access to ICH inventories facilitated, while respecting customary practices governing access to specific elements of ICH?

Fully
Largely
Partially
Minimally
Not at all

Based on your response in section (o) of A.6 Inventories

, explain briefly, giving examples, how this is accomplished.

Question 7.4.b

To what extent are ICH inventories utilized to strengthen safeguarding?

Fully
Largely
Partially
Minimally
Not at all

Explain briefly, giving examples, how the ICH inventories are utilized to strengthen ICH safeguarding. If you have answered 'Not at all' or 'Minimally', please explain what obstacles you face in having them do so.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

8. Extent to which the inventorying process is inclusive, respects the diversity of ICH and its practitioners, and supports safeguarding by communities, groups and individuals concerned

Guidance note corresponding to indicator 8 of the Overall Results Framework: English|French|Spanish

Question 8.1

To what extent do communities, groups and relevant NGOs participate inclusively in inventorying, thus informing and strengthening their safeguarding efforts?

Large
Some
Limited
Not at all

Based on your response in section (p) of A.6 Inventories

, explain briefly, giving examples, how this is accomplished.

Question 8.2

To what extent does the inventorying process in your country respect the diversity of ICH and its practitioners, including the practices and expressions of all sectors of society, all genders and all regions?

Fully
Largely
Partially
Minimally
Not at all

Based on your response in section (q) and (r) of A.6 Inventories

, explain briefly what measures are taken to ensure respect for diversity of ICH and its practitioners as well as gender inclusiveness in the inventorying process.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Partially Largely Satisfied
Target for the next report:	Not satisfied Partially Largely Satisfied

9. Extent to which research and documentation, including scientific, technical and artistic studies, contribute to safeguarding

Guidance note corresponding to indicator 9 of the Overall Results Framework: English|French|Spanish

Question 9.1

Are there any financial or other forms of support oriented towards safeguarding in one or more of the fields below? (please only include those in conformity with the Ethical Principles):

Research, scientific, technical and artistic studies

Documentation and archiving

Question 9.2

Is research on approaches towards, and the impacts of, safeguarding ICH in general and of specific elements (whether or not inscribed) encouraged and/or supported?

Yes
No

Describe briefly the research conducted, in particular the impacts studied.

Question 9.3

Do ICH practitioners and bearers participate in the management, implementation and dissemination of research findings and scientific, technical and artistic studies, and with their free, prior, sustained and informed consent?

Yes
No

Describe briefly the nature of practitioners’ and bearers’ participation and how their consent is secured.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

10. Extent to which research findings and documentation are accessible and are utilized to strengthen policy-making and improve safeguarding

Guidance note corresponding to indicator 10 of the Overall Results Framework: English|French|Spanish

Question 10.1

Are documentation and research findings made accessible to communities, groups and individuals, while respecting customary practices governing access to specific aspects of ICH?

High
Some
Limited
No access
Not applicable

Provide any additional details here.

Question 10.2

Are the results of research, documentation, and scientific, technical and artistic studies on ICH utilized to strengthen policy-making across different sectors?

High
Some
Limited
No access
Not applicable

Provide any additional details here.

Question 10.3

Are the results of research, documentation, and scientific, technical and artistic studies on ICH utilized to improve safeguarding?

High
Some
Limited
No access
Not applicable

Provide any additional details here.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

11. Extent to which policies as well as legal and administrative measures in the field of culture reflect the diversity of ICH and the importance of its safeguarding and are implemented

Guidance note corresponding to indicator 11 of the Overall Results Framework: English|French|Spanish

Question 11.1

Have cultural policies and/or legal and administrative measures been established (or revised) and implemented that incorporate ICH and its safeguarding and reflect its diversity?

Yes
No

It is a

Cultural policy
Legal measure
Administrative measure

Name of the policy/measure

Established

Revised

Is the policy/measure being implemented?

Yes
No

Brief description

Question 11.2

Have national or sub-national strategies and/or action plans for ICH safeguarding been established (or revised) and implemented?

Yes
No

Describe briefly the strategies and/or action plans and how they contribute towards safeguarding ICH.

Are there plans designed for safeguarding specific elements (whether or not inscribed on the Lists of the 2003 Convention)?

Yes
No

If yes, provide details.

Question 11.3

Is public financial and/or technical support for the safeguarding of ICH elements (whether or not inscribed on the Lists of the 2003 Convention) provided on an equitable basis in relation to the support given to culture and heritage as a whole?

Yes
No

Describe briefly, giving examples, the nature of the support provided and how equitability is ensured.

Do these forms of support prioritize ICH in need of urgent safeguarding?

Yes
No

Please explain how this is done or, if not, why this is the case.

Question 11.4

Are cultural policies and/or legal and administrative measures that incorporate ICH and its safeguarding informed by the active participation of communities, groups and individuals?

High
Some
Limited
No access
Not applicable

Explain briefly, giving examples, how these policies and/or measures are informed by the active participation of communities, groups and individuals.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

12. Extent to which policies as well as legal and administrative measures in the field of education reflect the diversity of ICH and the importance of its safeguarding and are implemented

Guidance note corresponding to indicator 12 of the Overall Results Framework: English|French|Spanish

Question 12.1

Have policies and/or legal and administrative measures for education been established (or revised) and implemented to ensure recognition of, respect for and enhancement of intangible cultural heritage?

Yes
No

It is a

Education policy
Legal measure
Administrative measure

Name of the policy/measure

Established

Revised

Is the policy/measure being implemented?

Yes
No

Brief description

Question 12.2

Have policies and/or legal and administrative measures for education been established (or revised) and implemented to strengthen transmission and practice of ICH?

Yes
No

It is a

Education policy
Legal measure
Administrative measure

Name of the policy/measure

Established

Revised

Is the policy/measure being implemented?

Yes
No

Brief description

Question 12.3

Have policies and/or legal and administrative measures for education been established (or revised) and implemented that promote mother tongue instruction and multilingual education?

Yes
No

It is a

Education policy
Legal measure
Administrative measure

Name of the policy/measure

Established

Revised

Is the policy/measure being implemented?

Yes
No

Brief description

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

13. Extent to which policies as well as legal and administrative measures in fields other than culture and education reflect the diversity of ICH and the importance of its safeguarding and are implemented

Guidance note corresponding to indicator 13 of the Overall Results Framework: English|French|Spanish

Question 13.1

Are the Ethical Principles for Safeguarding Intangible Cultural Heritage respected in development plans, policies and programmes?

Yes
No

Provide additional explanation, indicating the sector involved.

Question 13.2

Have policies or legal and administrative measures for inclusive social development and environmental sustainability been established or revised to give consideration to ICH and its safeguarding?

Yes
No

In which of the following themes, policies and/or legal administrative measures have been established or revised?

Food security

Health care

Gender equality

Access to clean and safe water, and sustainable water use

Knowledge and practices concerning nature and the universe

Climate change

Others

Question 13.3

Have policies and/or legal and administrative measures that respond to situations of natural disaster or armed conflict been established or revised to include the ICH affected and recognize its importance for the resilience of the affected populations?

Yes
No
Not applicable

Provide any additional details

Question 13.4

Have policies and/or legal and administrative measures for inclusive economic development been established that consider ICH and its safeguarding?

Yes
No

In which of the following themes, policies and/or legal administrative measures have been established or revised?

Income generation and sustainable livelihoods

Productive employment and decent work

Impact of tourism on ICH safeguarding

Others

Question 13.5

Have favourable financial or fiscal measures or incentives been established or revised to facilitate and/or encourage the practice and transmission of ICH?

Yes
No

Do they ensure the availability of natural and other resources required for the practice of ICH ?

Yes
No
Not applicable

If yes, explain how measures or incentives ensure the availability of natural and other resources required for the practice of ICH.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

14. Extent to which policies as well as legal and administrative measures respect customary rights, practices and expressions, particularly as regards the practice and transmission of ICH

Guidance note corresponding to indicator 14 of the Overall Results Framework: English|French|Spanish

Question 14.1

Are forms of legal protection, such as intellectual property rights and privacy rights, available to communities, groups and individuals when their ICH is exploited by others for commercial or other purposes?

Yes
No

Provide any details with regard to (a) intellectual property rights and (b) privacy rights.

Question 14.2

Do policies and/or legal and administrative measures recognize the importance of protecting the customary rights of communities and groups to land, sea and forest ecosystems necessary for the practice and transmission of ICH?

Yes
No

Explain briefly, giving examples, how policies and/or legal and administrative measures recognize this.

Question 14.3

Do policies and/or legal and administrative measures recognize expressions, practices and representations of intangible cultural heritage that contribute to peaceful conflict prevention and resolution?

Yes
No

Explain briefly, giving examples, how policies and/or legal and administrative measures recognize these.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

15. Extent to which the importance of ICH and its safeguarding in society is recognized, both by the communities, groups and individuals concerned and by the society at large

Guidance note corresponding to indicator 15 of the Overall Results Framework: English|French|Spanish

Question 15.1

Do communities, groups and individuals use their ICH for well-being, including in the context of sustainable development programmes?

Yes
No

Describe briefly, giving examples, how they do so.

Question 15.2

Do communities, groups and individuals use their ICH for dialogue promoting mutual respect, conflict resolution and peace-building?

Yes
No

Describe briefly, giving examples, how they use their ICH for one or more of these purposes.

Question 15.3

Do development interventions recognize the importance of ICH in society?

Yes
No

If so, how do development interventions recognize the importance of ICH?

As a source of identity and continuity

As a source of knowledge and skills

As a resource to enable sustainable development

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

16. Extent to which the importance of safeguarding ICH is recognized through inclusive plans and programmes that foster self-respect and mutual respect.

Guidance note corresponding to indicator 16 of the Overall Results Framework: English|French|Spanish

Question 16.1

Are ICH safeguarding plans and programmes inclusive of all sectors and strata of society, including:

Indigenous peoples

Groups with different ethnic identities

Migrants, immigrants and refugees

People of different ages

People of different genders

Persons with disabilities

Members of vulnerable groups

Others

Question 16.2

Do safeguarding plans and programmes for ICH in general and/or for specific elements of ICH (whether or not inscribed on the Lists of the 2003 Convention) foster self-respect within and mutual respect between communities, groups and individuals?

Yes
No

Explain briefly how they foster self-respect within and mutual respect between communities, groups and individuals, providing examples.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Partially Largely Satisfied
Target for the next report:	Not satisfied Partially Largely Satisfied

17. Extent to which communities, groups and individuals participate widely in raising awareness about the importance of ICH and its safeguarding

Guidance note corresponding to indicator 17 of the Overall Results Framework: English|French|Spanish

Question 17.1

Do awareness-raising actions reflect the widest possible and inclusive participation of the concerned communities, groups and individuals?

Yes
No

Describe briefly, giving examples, how participation is ensured. If it is not, please explain why.

Question 17.2

Do awareness-raising activities concerning specific elements of intangible cultural heritage secure free, prior, sustained and informed consent of the concerned communities, groups and individuals?

Yes
No

Describe briefly, giving examples, how their consent is secured.

Question 17.3

Are there mechanisms in place that duly protect the rights of communities, groups and individuals, and their moral and material interests during awareness raising activities about their ICH?

Yes
No

Explain briefly, giving examples, how these mechanisms protect the rights of communities, groups and individuals and their moral and material interests during awareness raising activities.

Question 17.4

Are there mechanisms in place that facilitate the active engagement of youth in awareness-raising activities?

Yes
No

Describe briefly, giving examples, what mechanisms exist to facilitate their active engagement. If ‘no’, please explain why not.

Are youth engaged in collecting and disseminating information about the intangible cultural heritage of their communities or groups?

Yes
No

Describe briefly how young people are engaged, giving examples.

Question 17.5

Do communities, groups and individuals use information and communication technologies or any other form of media, in particular new media, for raising awareness of the importance of ICH and its safeguarding?

Yes
No

Explain briefly, giving examples, which ICTs and media are used for awareness raising and how they are used.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

18. Extent to which media are involved in raising awareness about the importance of ICH and its safeguarding and in promoting understanding and mutual respect

Guidance note corresponding to indicator 18 of the Overall Results Framework: English|French|Spanish

Question 18.1

Does media coverage:

Raise awareness of the importance of ICH and its safeguarding?

Promote mutual respect among communities, groups and individuals?

None of the two

Question 18.2

Do various ICH stakeholders and media organizations jointly establish and implement specific cooperation activities or programmes concerning ICH, including capacity-building activities?

Yes
No

Describe, using examples, such joint cooperation activities or programmes.

Describe in particular any capacity-building activities in this area, with examples.

Question 18.3

Media programming on ICH:

Is inclusive

Utilizes language(s) of the communities and groups concerned

Addresses different target groups

None of the three

Question 18.4

Is media coverage of intangible cultural heritage and its safeguarding in line with the concepts and terminology of the Convention?

High
Some
Limited
No access
Not applicable

Provide any additional explanation.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

19. Extent to which public information measures raise awareness about the importance of ICH and its safeguarding and promote understanding and mutual respect.

Guidance note corresponding to indicator 19 of the Overall Results Framework: English|French|Spanish

Question 19.1

Do policies and programmes publicly acknowledge the practitioners and bearers of ICH on an inclusive basis?

Yes
No

Describe briefly, giving examples, how policies and programmes do this.

Describe in particular measures to ensure that they do so inclusively.

Question 19.2

Are public events organized that concern ICH, its importance and safeguarding, as well as the Convention?

Yes
No

Are these events organized for:

Communities, groups and individuals

General public

Researchers

Media

Other stakeholders

Question 19.3

Are programmes for promotion and dissemination of good safeguarding practices encouraged and supported?

Yes
No

Explain briefly, giving examples, how such programmes are encouraged and supported.

Question 19.4

Does public information on ICH promote mutual respect and appreciation within and between communities and groups?

Yes
No

Explain briefly, using examples, how public information on ICH promotes this.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

20. Extent to which programmes raising awareness of ICH respect the relevant ethical principles

Guidance note corresponding to indicator 20 of the Overall Results Framework: English|French|Spanish

Question 20.1

Are the Ethical Principles for Safeguarding Intangible Cultural Heritage respected in awareness-raising activities?

Yes
No

Describe briefly, giving examples, how the Ethical Principles are respected in awareness-raising activities.

Question 20.2

Are ethical principles, as embodied in relevant professional codes or standards, respected in awareness-raising activities?

Yes
No

Describe briefly how professional codes and standards are respected in awareness-raising activities.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Partially Largely Satisfied
Target for the next report:	Not satisfied Partially Largely Satisfied

21. Extent to which engagement for safeguarding ICH is enhanced among stakeholders

Guidance note corresponding to indicator 21 of the Overall Results Framework: English|French|Spanish

Question 21.1

Do communities, groups and individuals participate on an inclusive basis, and to the widest possible extent, in the safeguarding of ICH in general or specific elements, (whether or not inscribed on the Lists of the 2003 Convention)?

High
Some
Limited
Not at all
Not applicable

Describe briefly, giving examples, how community, group and individual participation is secured.

Describe in particular measures to ensure that this is inclusive.

Question 21.2

Do NGOs and other civil society actors participate in the safeguarding of ICH in general and of specific elements of ICH (whether or not inscribed)?

Not applicable
Not at all
Limited
Some
High

Explain briefly, giving examples, how NGO and civil society participation in ICH safeguarding is ensured.

Question 21.3

Do private sector entities participate in the safeguarding of ICH, and of specific elements of ICH (whether or not inscribed), while respecting the Ethical Principles of Safeguarding of ICH?

Not applicable
Not at all
Limited
Some
High

Describe private sector participation in ICH safeguarding briefly, giving examples, and explain how the Ethical Principles are respected.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

22. Extent to which civil society contributes to monitoring of ICH safeguarding

Guidance note corresponding to indicator 22 of the Overall Results Framework: English|French|Spanish

Question 22.1

Does an enabling environment exist for communities, groups and individuals to monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measures?

Yes
No

Describe briefly, giving examples, how communities, groups and individuals can monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measures.

Question 22.2

Does an enabling environment exist for NGOs and other civil society bodies to monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measures?

Yes
No

Describe briefly, giving examples, how NGOs and other civil society bodies can monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measures.

Question 22.3

Does an enabling environment exist for scholars, experts, research institutions and centres of expertise to monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measures?

Yes
No

Describe briefly, giving examples, how scholars, experts, research institutions and centres of expertise can monitor and undertake scientific, technical and artistic studies on ICH safeguarding programmes and measure.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
State Party-established target	Not satisfied Minimally Partially Largely Satisfied

23. Number and geographic distribution of NGOs, public and private bodies, and private persons involved by the Committee in an advisory or consultative capacity (this indicator is monitored and reported by the Secretariat at the global level)

Guidance note corresponding to indicator 23 of the Overall Result Framework: English|French|Spanish

24. Percentage of States Parties actively engaged with other States Parties in cooperation for safeguarding

Guidance note corresponding to indicator 24 of the Overall Result Framework: English|French|Spanish

Question 24.1

Is there cooperation to implement safeguarding measures for ICH in general at:

Bilateral level

Regional level

International level

Question 24.2

Is there cooperation to implement safeguarding measures for specific elements of ICH, in particular those in danger, those present in the territories of more than one State, and cross-border elements at:

Bilateral level

Regional level

International level

Question 24.3

Are information and experience about ICH and its safeguarding, including good safeguarding practices, exchanged with other States Parties?

Yes
No

Explain briefly, using examples, how such exchanges operate, their purpose(s) and outcome(s).

Question 24.4

Have you ever shared documentation concerning an element of ICH present on the territory of another State Party with it?

Yes
No

Describe any relevant case(s), naming the element and the other State(s) Party(ies) involved.

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

25. Percentage of States Parties actively engaged in international networking and institutional cooperation

Guidance note corresponding to indicator 25 of the Overall Result Framework: English|French|Spanish

Question 25.1

Do you participate in the activities of any category 2 centre for ICH?

Yes
No

Choose a category 2 centre

Describe the activities and your country’s involvement.

Question 25.2

Is international networking among communities, groups and individuals, NGOs, experts, centres of expertise and research institutes that are active in the field of ICH encouraged and supported?

Yes
No

Describe briefly, giving examples, specifying the partners involved and how networking is encouraged and supported.

Question 25.3

Do you participate in ICH-related activities of international and regional bodies other than UNESCO?

Yes
No

International and regional bodies

ICH-related activity/project

Contributions to the safeguarding of intangible cultural heritage

Baseline and target

Extent to which the current indicator is met:	Not satisfied Minimally Partially Largely Satisfied
Target for the next report:	Not satisfied Minimally Partially Largely Satisfied

26. ICH Fund effectively supports safeguarding and international engagement (this indicator is monitored and reported by the Secretariat at the global level)

Guidance note corresponding to indicator 26 of the Overall Result Framework: English|French|Spanish

C. Status of elements inscribed on the Representative List

Please complete all points below for each element of intangible cultural heritage present in the State's territory that has been inscribed on the Representative List. Refer to the nomination file as the basis for reporting on the current status of the element and report only on relevant changes since the date of inscription on the List or since the last report. Nomination files and earlier reports are available at https://ich.unesco.org or on request at the Secretariat.

The State Party shall pay special attention to the role of gender and shall endeavour to ensure the widest possible participation of the communities, groups and, where applicable, individuals concerned as well as relevant non-governmental organizations during the process of preparation of each report, and is asked in point C.7 below to describe how it has done so.

Question C.1

C.1. Social and cultural functions

Explain the social and cultural functions and meanings of the element today, within and for its community, the characteristics of the bearers and practitioners, and any specific roles or categories of persons with special responsibilities towards the element, among others. Attention should be given to any relevant changes related to inscription criterion R.1 (‘the element constitutes intangible cultural heritage as defined in Article 2 of the Convention').

Word count:

Question C.2

C.2. Assessment of its viability and current risks

Describe the current level of viability of the element, particularly the frequency and extent of its practice, the strength of traditional modes of transmission, the demographics of practitioners and audiences and its sustainability. Please also identify and describe the threats, if any, to the element's continued transmission and enactment and describe the severity and immediacy of such threats.

Word count:

Question C.3

C.3. Contribution to the goals of the List

Describe how the inscription of the element has contributed to ensuring visibility of the intangible cultural heritage and raising awareness at the local, national and international levels of its importance. Explain how its inscription has contributed to promoting respect for cultural diversity and human creativity, and mutual respect among communities, groups and individuals.

Word count:

Question C.4

C.4. Efforts to promote or reinforce the element

Describe the measures that have been implemented to promote and reinforce the element, particularly detailing any measures that might have been necessary as a consequence of its inscription.

Word count:

Question C.5

C.5. Community participation

Describe the participation of communities, groups and individuals as well as relevant non-governmental organizations in safeguarding the element and their commitment to its further safeguarding.

Word count:

Question C.6

C.6. Institutional context

Report on the institutional context for the element inscribed on the Representative List, including:

the competent body(ies) involved in its management and/or safeguarding;
the organization(s) of the community or group concerned with the element and its safeguarding.

Word count:

Question C.7

C.7. Participation of communities in preparing this report

Describe the measures taken to ensure the widest possible participation of the communities, groups and, where applicable, individuals concerned as well as relevant non-governmental organizations during the process of preparation of this report.

Word count:

Question D

Signature on behalf of the State

The report should conclude with the original signature of the official empowered to sign it on behalf of the State, together with his or her name, title and the date of submission.

Name

Title

Date

You have to attach the signed version of the report in PDF version. You may also attach the periodic report in other linguistic versions, when the national language(s) is (are) not English nor French.

Signature

1 - Document type
2- Language
3 - File to load