{"id":1702,"date":"2025-10-02T19:58:14","date_gmt":"2025-10-02T16:58:14","guid":{"rendered":"https:\/\/inthrace.unitbv.ro\/?post_type=lesson&p=1702"},"modified":"2025-10-02T19:58:29","modified_gmt":"2025-10-02T16:58:29","slug":"lesson-2-national-level-of-ich-protection","status":"publish","type":"lesson","link":"https:\/\/inthrace.unitbv.ro\/index.php\/lesson\/lesson-2-national-level-of-ich-protection\/","title":{"rendered":"Lesson 2. National Level of ICH Protection"},"content":{"rendered":"\n

Introduction<\/h3>\n\n\n\n

While safeguarding intangible cultural heritage (ICH) begins at the local level, national governments play a central role<\/strong>in providing the legal, institutional, and financial frameworks that ensure protection across the country. States that ratified the UNESCO 2003 Convention<\/strong> are obliged to design policies, maintain inventories, and support safeguarding measures for both tangible and intangible heritage.<\/p>\n\n\n\n

At the national level, safeguarding is no longer only about local customs but about building a coordinated system<\/strong>: connecting communities, municipalities, ministries, and cultural institutes.<\/p>\n\n\n\n

Core responsibilities of national authorities<\/h3>\n\n\n\n
    \n
  • Legal framework<\/strong>: passing laws that define and protect ICH.<\/li>\n\n\n\n
  • National inventories<\/strong>: identifying and recording traditions across regions.<\/li>\n\n\n\n
  • Institutional structures<\/strong>: ministries of culture, heritage institutes, national commissions for UNESCO.<\/li>\n\n\n\n
  • Funding mechanisms<\/strong>: grants for research, festivals, apprenticeships, crafts.<\/li>\n\n\n\n
  • Capacity building<\/strong>: training heritage professionals, educators, and cultural managers.<\/li>\n\n\n\n
  • National awareness campaigns<\/strong>: media, school curricula, cultural programs.<\/li>\n<\/ul>\n\n\n\n

    The national level therefore acts as a\u00a0bridge<\/strong>\u00a0between international policies (UNESCO, EU) and community-level practice.<\/p>\n\n\n\n

    Case studies<\/h3>\n\n\n\n
      \n
    • Romania<\/strong>:\n
        \n
      • Established a\u00a0National Inventory of ICH<\/strong>\u00a0following the 2003 Convention.<\/li>\n\n\n\n
      • Practices like\u00a0Colindatul de ceat\u0103 b\u0103rb\u0103teasc\u0103<\/em>\u00a0and\u00a0Doina<\/em>\u00a0were inscribed on the UNESCO Representative List.<\/li>\n\n\n\n
      • Cultural institutes and universities conduct research and documentation projects.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
      • France<\/strong>:\n
          \n
        • National system of \u201cLiving Human Treasures\u201d recognizes individuals with outstanding skills in traditional crafts and arts.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
        • Japan<\/strong>\u00a0(pioneer, even before UNESCO 2003):\n
            \n
          • Legal system for \u201cImportant Intangible Cultural Properties\u201d and designation of \u201cLiving National Treasures.\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n

            These examples show how national policies give visibility, recognition, and resources<\/strong> to traditions that may otherwise remain local.<\/p>\n\n\n\n

            Application \u2013 Student activity<\/h3>\n\n\n\n

            Task:<\/strong><\/p>\n\n\n\n

              \n
            1. Select one example of ICH inscribed in your country\u2019s national inventory.<\/li>\n\n\n\n
            2. Research how it was identified, documented, and promoted at the national level.<\/li>\n\n\n\n
            3. Discuss in groups:\n
                \n
              • What role did the state play?<\/li>\n\n\n\n
              • What role did local communities play?<\/li>\n\n\n\n
              • Was cooperation balanced, or dominated by one side?<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n

                Reflection questions<\/h3>\n\n\n\n
                  \n
                • Why is a national inventory important for safeguarding ICH?<\/li>\n\n\n\n
                • Can a top-down national policy risk overshadowing community voices?<\/li>\n\n\n\n
                • Should states focus more on protecting endangered practices or on promoting those that are already strong?<\/li>\n\n\n\n
                • In your opinion, what would be the most effective way to connect local, regional, and national safeguarding efforts?<\/li>\n<\/ul>\n\n\n
                  \n
                  \n\n\n\n\n\n<\/div><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_angie_page":false,"_initial_content":"","_new_post":false,"_quiz_has_questions":false,"_lesson_complexity":"easy","_lesson_length":10,"_lesson_course":1307,"_lesson_preview":""},"lesson-tag":[],"class_list":["post-1702","lesson","type-lesson","status-publish","hentry","module-legislation-and-regulations-at-local-national-and-eu-level","post"],"lang":"en","translations":{"en":1702},"is_coteacher":false,"pll_sync_post":{},"_links":{"self":[{"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/lessons\/1702","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/lessons"}],"about":[{"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/types\/lesson"}],"replies":[{"embeddable":true,"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/comments?post=1702"}],"version-history":[{"count":2,"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/lessons\/1702\/revisions"}],"predecessor-version":[{"id":2008,"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/lessons\/1702\/revisions\/2008"}],"wp:attachment":[{"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/media?parent=1702"}],"wp:term":[{"taxonomy":"lesson-tag","embeddable":true,"href":"https:\/\/inthrace.unitbv.ro\/index.php\/wp-json\/wp\/v2\/lesson-tag?post=1702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}