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국기 Mongolia
The National Culture Policy (2011, revised 2023) provid es the basic framework for safeguarding and managing intangible cultural heritage. The National Education Policy (20 19) outlines mother tongue education, inclusive education, and expanded digital access.
The Intangible Cultural Her itage Act is currently underway. There are existing laws protecting intellectual property rights (e.g., copyright la ws) and related legislation guaranteeing the customary rights of local communities.
The Ministry of Culture, Touris m and Civil Aviation is the central authority, and various related institutions such as the Guthi Corporation exist.
Rato Machhindranath Rathjatra, Bisket Jatra, In dra Jatra, and Gathu Pyakha are organized by local communities, where the transmission of traditional skills and know ledge takes place naturally.
In cooperation with the UNESCO Kathmandu Office, the Jirel community carried out intan gible heritage inventorying in a community-led manner, which was conducted as part of capacity-building training.
P olicies and programs are designed to be inclusive of all regions, genders, ages, and ethnic groups, with a broad foun dation for community consultation and participation.
Institutions such as Tribhuvan University, Kathmandu University, and CTEV T operate curricula related to traditional arts, music, and crafts (e.g., woodworking and sculpture). Master’s and d octoral programs in fine arts, music, and traditional crafts are available.
Organizations such as the Nepal Fine Ar ts Academy and the Cultural Corporation provide practice-based training in traditional painting, sculpture, and music . Local NGOs and community organizations also operate training programs considering age and gender inclusivity.
Te acher training programs and training for non-formal education providers incorporate intangible heritage content, and curricula are gradually being revised to reflect this.
Government bodies and related institutions produce books, documentaries, and digital materials on intangible heritage, which are distributed to libraries, schools, and local communities.
At th e primary level, classes based on local languages are offered, and curricular content reflects local customs and trad itions. Students are taught to respect not only their own culture but also other cultures, practicing mutual respect in daily life.
Radio, newspapers, and online platforms are used to promote the importance of intangible heritage. nCommunity participation in festivals and training programs serves as a direct means of awareness-raising.
In collaboration with the UNESCO Kathmandu Office, we promote education, inventorying, and capacity-building activities for local communities.
Support for the continuation of intangible cultural heritage through post-Jin heritage restoration projects. Along with the physical restoration of heritage, intangible cultural heritage activities such as rituals and festivals are also being restored.
Seek linkages with international development plans and policies (e.g. health, environment, disaster response, etc.) to protect ICH.