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Trainings

Courses


Vision development

After this Module you will have
- A better understanding of what is ICH and entrepreneurship
- Techniques/tools to identify opportunities and develop ideas
- Techniques/tools for goalsetting
- A better understanding of ICH/entrepreneurship challenges
- Knowledge of how to overcome such challenges

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Communication and knowledge transfer

- To be able to use ICTs and social media to communicate online, in order to transfer the knowledge, disseminate and preserve Intangible Cultural Heritage.
- To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.
- To create and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services.

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Key principles of ICH safeguarding

- To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.
-To use ICT Tools for ICH dissemination and knowledge transfer.

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Implementation

Set long-, medium- and short-term goals. Define priorities and form action plans. Follow-up and adapt to unforseen changes.s

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Working with ICH - Developing and valuing your ideas

You will understand more about Intangible Cultural Heritage and basic understanding of the role of UNESCO in safeguarding it.
You will get a basic understanding of different ways to work with ICH
You will learn ways to work further with your ideas and ways to value them.

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Digital Literacy and protection of data for ICH professionals

• Learning Outcome 1: List the best method for planning the data search.
• Learning Outcome 2: Choose the appropriate keywords for searching.
• Learning Outcome 3: List some tools for evaluating digital content.
• Learning Outcome 4: Name four criteria when evaluating internet sources.
• Learning Outcome 5: Prepare at least five questions in evaluating the credibility of an information source.
• Learning Outcome 6: Examine the use of Software Applications regarding data, information and digital content management.
• Learning Outcome 7: Explore effective methods of managing information and preserving digital content.
• Learning Outcome 8: Understand privacy policies and data protection regulation
• Learning Outcome 9: Identify principles, rights and obligations in reference with ICH approach to privacy issues and processing personal data.

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The EntreComp Framework for Intangible Heritage

Valorisation, exploitation and upscaling of new ideas and opportunities for ICH businesses

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Financial Education and Management Literacy for ICH operators

Better proficiency and familiarity with robust, trustworthy and reliable management literature

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Interacting through digital technologies: communication & collaboration

Better proficiency with IT tools and systems for stakeholder identification, involvement and engagement in digital environments

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Knowledge Sharing and Peer Learning

• Tools to undertake an audit of local area to help identify ICH ideas and opportunities.
• Learn what some of the benefits of networks and networking are
• Know the factors to consider when creating a network.
• What peer learning and mentoring is and how it can be applied in the ICH sector.
• Better understand what capacity building and community engagement is.
• Understand the value of participation and community engagement.
• Better understand the process of participation and community engagement.

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Case Study


Icelandic Down

A family-run company on the east coast of Iceland. The company processes products from local eider down. The idea behind the company came up when visiting the local eider down farmers.

The collaboration between the farmers and the company has been successful and both partners see it as a positive cooperation. The local community´s reaction is also positive. New jobs have been created and more economic value will remain in the region, as well as knowledge and skills.

Eider down is the most expensive export product of Icelandic agriculture. Making products out of the down increases the value creation, compared to exporting it as a raw material. Animal welfare and sustainability are highly prioritised. The tradition of process down is believed to have followed Icelanders since the settlement.

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International Flamenco Day: Video highlights the diversity of Spain's universal art form

To celebrate International Flamenco Day, the Fortea Dance School in Madrid, released a promotional video under the motto “Flamenco doesn’t make distinctions, it distinguishes us”.
With this promotional video, this school did both disseminating the school and their work, and contributing to the recognition, knowledge transfer and promotion of Flamenco, as one of Spain’s ICH elements.

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Caballos de Vino (Wine Horses) in La Cartuja, Spain

The equestrian ritual consists of a series of events in which the horse is the protagonist. It involves, for example, dressing the horses in beautiful cloaks richly embroidered in silk and gold thread.

Various parades are then held, showcasing the horses and the cloaks through the streets, accompanied by four horse handlers on foot followed by the entire town. Then a race against the clock up the hill to the castle is held, with the horses running with four handlers up to the fortress, where prizes are awarded for the race and for the embroidered cloaks. Knowledge and techniques relating to caring for, breeding, harnessing and handling the horses are transmitted within families and groups, and the embroidery techniques are learned in workshops and embroidery families.

The House-Museum of Wine horses in Jerez de la Frontera presents through various rooms and audiovisuals, the roots and the present of a celebration that is currently a candidate for Intangible Cultural Heritage of Humanity is transmitted and disseminated.

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The Museum of Icelandic Sorcery and Witchcraft / Galdrasýning á Ströndum

The Museum of Icelandic Sorcery and Witchcraft (n.d.b) is owned by a non-profit organization called Strandagaldur. From the beginning, the aim was to conduct, and collaborate on, research about the witch-hunts in Iceland, folklore, and the heritage of Strandir. Much effort has gone into disseminating stories and facts about history and culture. The Museum hosts storytelling sessions on its social media sites, and the staff are often the authority on Icelandic sorcery and witchcraft in the media and on other occasions. Scholars and university students turn to them for assistance in finding sources. A great deal of reading material is available on their website and in the museum.

Strandagaldur has throughout the years welcomed all kinds of collaboration in Iceland and abroad. They have collaborated with writers, filmmakers and musicians, for example. Collaboration with various designers and artists has, among other things, resulted in new products that refer to Icelandic magic and are sold in the museum shop of the Magic Exhibition.

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UNESCO Privacy Policy

The privacy policy refers to an overview of what will happen with your personal data when you visit the website of the organization. The term “personal data” comprises all data that can be used to personally identify you.
By accessing the UNESCO website, certain information, such as Internet protocol (IP) addresses, navigation behaviour through the website, the software used and the time spent, along with other similar information, will be stored on UNESCO servers. These will not specifically identify you. The information will be used internally only for website traffic analysis.
If you provide unique identifying information, such as name, email address, postal address and other information on forms stored on the website, such information will be used only for statistical purposes and will not be published for general access nor disclosed or sold to third parties. UNESCO, however, assumes no responsibility for the security of this information.

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Junior Achievement Sweden

In Sweden there is an organization working with Swedish students to give them tools to start their own companies in the future. This organization is called JA Sweden and their most recognized educational program is called the Company Program (UF-företagande) where students are taught about entrepreneurship. There are many parts in this work of course but one of the important parts is to work with setting short-, medium- and long-term goals and to evaluate your work.

The following information is from JA Sweden’s own website:
“About JA Sweden
Junior Achievement Sweden is a non-profit organization working to promote entrepreneurship among Swedish students and to facilitate relationships between industry and the Swedish school system.

Entrepreneurship can be taught
Junior Achievement Sweden provides educational programs in entrepreneurship for elementary to high school students to ensure the progression of entrepreneurship education within the Swedish school system. The programs are designed to stimulate creativity and entrepreneurship, give students insight into /.../ business conditions and driving forces and to raise awareness of the importance of entrepreneurship. The cornerstone of Junior Achievement Sweden philosophy is that entrepreneurship can be taught. Junior Achievement Sweden is part of the global organization Junior Achievement Worldwide.

(https://www.jaworldwide.org/] my comment).
Three teaching curriculums
Entrepreneurship in elementary and middle school is about creativity, innovation, and activity. The objective is to secure a teaching environment that is characterized as being creative and dynamic and motivates pupils and teachers to learn and teach. Junior Achievement Sweden offers three teaching curriculums, Our Community, Its My Business and Economics for Success, reaching approximately 60 000 students yearly.
450 000 students
Junior Achievement Sweden's most recognized educational program is called the Company Program (UF-företagande). The Company Program provides high school students the opportunity to start and run a business during an academic year. Students experience first-hand an entire life cycle of a business from recognizing an unfulfilled market need, writing a business plan, setting up their company, raising capital to produce/develop the product, marketing and sales of the product and finally liquidating operations and paying out any dividends.
/.../

Through trade shows and competitions, students focus on product innovation, entrepreneurship and commercial competencies. In 2019/20 school year, over 33 700 students have participated in the Company Program and more than 450 000 students have participated in the education program since 1980.

Junior Achievement Sweden launched an alumni network in 2010 to continue to stimulate entrepreneurship among former students and allow young entrepreneurs to share their experiences. Today, the network consists of alumni who meet regularly throughout the year at educational workshops and meetings.

Two studies

Karl Wennberg, PhD, Stockholm School of Economics, Center for Entrepreneurship, has studied and released two studies on Junior Achievement Sweden Company Program graduates. The 2011 study reported that Junior Achievement Sweden Company Program graduates were more like to start a company than people without Company Program experience and that those companies started by Company Program graduates had higher revenue, job creation and company longevity. The 2013 study reinforced that Junior Achievement Sweden Company Program graduates were more likely to start a company. In addition, the study found that Company Program graduates who chose to seek employment had a higher level of labour market establishment than those students without Company Program experience. These studies showed entrepreneurship training has a positive role in the individual’s entrepreneurial career and in workforce readiness and reinforces that Junior Achievement Sweden’s mission is important for the continued entrepreneurial development of Sweden”

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Pluggable Social Platform for Heritage Awareness and Participation

Pluggable Social Platform for Heritage Awareness and Participation (PLUGGY) will support citizens in shaping cultural heritage and being shaped by it. PLUGGY will enable them to share their local knowledge and everyday experience with others. The participation will include the contribution of cultural institutions and digital libraries, building extensive networks around a common interest in connecting past, present and future.

The PLUGGY Social Platform will facilitate a continuing process for creating, modifying and safeguarding heritage where citizens will be prosumers and maintainers of cultural activities. It will be web based, easily accessed and will allow the development of shared identity and differentiation. PLUGGY Social Platform’s users will curate stories using the PLUGGY Curatorial Tool. Content will be both crowdsourced and retrieved from digital collections, allowing users to create links between seemingly unrelated facts, events, people and digitized collections, leading to new approaches of presenting cultural resources, and new ways of experiencing them.

PLUGGY will provide the necessary architecture for the creation of pluggable applications, allowing for beyond-the-project, not yet imagined ways to utilize the content on the social platform, while focusing on the design of the social interaction, helping to build new virtual heritage communities. The PLUGGY consortium spans 5 countries and includes 4 academic partners (ICCS, TUK, UMA, ICL), a total of 10 museums (PIOP, ESM) and 3 SMEs (CLIO, VIA, XTS) in the fields of cultural heritage and creative applications. They cover the areas of cultural heritage, social platforms, authoring tools, VR/AR, knowledge management, semantics and 3D audio.

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Emotive Virtual cultural Experiences through personalized storytelling

Storytelling applies to nearly everything we do. Everybody uses stories, from educators to marketers and from politicians to journalists to inform, persuade, entertain, motivate or inspire. In the cultural heritage sector, however, narrative tends to be used narrowly, as a method to communicate to the public the findings and research conducted by the domain experts of a cultural site or collection.
The principal objective of the EMOTIVE project is to research, design, develop and evaluate methods and tools that can support the cultural and creative industries in creating Virtual Museums which draw on the power of 'emotive storytelling'.

This means storytelling that can engage visitors, trigger their emotions, connect them to other people around the world, and enhance their understanding, imagination and, ultimately, their experience of cultural sites and content. EMOTIVE will do this by providing the means to authors of cultural products to create high-quality, interactive, personalized digital stories.

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StimUlate finanCial eduCation to foster EntrEpreneurship and Development

The main objective of this project is to strengthen entrepreneurship by increasing the financial skills of (future-)entrepreneurs
All project results are freely available through the project website: www.succeedproject.eu
They are:
- A clear methodology to detect skills gaps in financial educations and beyond;
- A National analysis for each partners' Countries;
- A general analysis which compared the skill gaps in partners' Countries;
- SUCCEED Training material (13 chapters created by the consortium and a Web Series);
- SUCCEED Learning platform - FELIPE where the training materials and the web series are presented in an innovative and user-friendly way
- SUCCEED "Manual for trainers" is a manual on how to recreate a training course similar to SUCCEED. It aims at presenting the operative steps followed by the consortium in creating SUCCEED training, and therefore, it aims at empowering other organizations.
- SUCCEED" CASE STUDIES FOR IMPLEMENTING FINANCIAL EDUCATION (EN)" it is a complement of the Manual and it is intended to support trainers in implementing SUCCEED training course in their educational offer.

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Financial and forecasting models for entrepreneurs

The project innovativeness was to create an agile toolkit, capable to support investment choices, through the development of basic but fundamental competences. In drafting the proposal, partners realized that to make responsible economic, financial & investment choices, micro entrepreneurs require more understanding of finance. In boosting financial literacy amongst micro enterprises, partners were confident that this would help sustain their survival and help them stay stable on the market and foster local economies. Growth would also support further employability.
The objectives that the INVEST project were to
- create a training model addressing the main topic of the financial literacy to boost entrepreneurs capacity of undertake responsible financial choices
- create training contents adapted on the needs of the target group and available online translated in all consortium languages, free to use
- create tools, instruments needed to develop financial competences through the use of edutainment methodology
- develop the transparency and recognition tools – ECVET in order to ensure transfer of competences and transparency of learning outcomes
The main results of the project were a training model addressing the main topic of the financial literacy to boost entrepreneurs capacity of undertake responsible financial choices with training contents adapted on the needs of the target group and available online translated in all consortium languages, free to use- creation of the tools, instruments needed to develop financial competences through the use of edutainment methodology- development of the transparency and recognition tools .The support tools have been translated into the language of business more comprehensible and adequate towards the needs of European smaller businesses.

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Madonna degli Angeli

Please consult the PPT, the case study is part of the “extra” unit

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The Dry Stone Wall Association of Ireland

Dry Stone Construction is a recognised Intangible Cultural Heritage or Living Heritage. The Dry Stone Wall Association of Ireland (DSWAI) was founded in 2009. It is a non-profit organisation which is run entirely by volunteers. The current committee is mixture of professional stonemasons and those with an interest/background in the area. The aim of DSWAI is to create an awareness of the need for preserving the craft of ‘dry’ stone building in Ireland. They hope to advance the education of the public and professionals in the knowledge, understanding and appreciation of the craft of building and repairing traditional dry stone walls in Ireland.

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