Transcultura: Integrating Cuba, the Caribbean and the European Union through Culture and Creativity
UNESCO Office in Havana
(
Intergovernmental organization
)
#SDGAction54450
Description
The Transcultura programme is a five-year regional initiative implemented by UNESCO and funded by the European Union. It aims at deepening cultural integration in the Caribbean and strengthening cooperation in the Caribbean and with the European Union. It does so by professionalizing the cultural and creative sector in the Caribbean and creating opportunities for entrepreneurship. It targets young professionals in the cultural and creative sector, between the ages of 18 and 35, from the 17 Member States of the Caribbean Community (CARICOM), the Caribbean Forum (CARIFORUM) and the Organization of Eastern Caribbean States (OECS), all of which are SIDS.
The Programme is structured around two complementary outcomes: i) capacity building to strengthen professionalization in the cultural and creative sectors and ii) generating new opportunities for socioeconomic development and cultural cooperation. Both contribute to the overall objective of stronger cultural and socio-economic integration within the linguistically diverse Caribbean region.
The first outcome is achieved through the establishment of a Caribbean Cultural Training Hub, bringing together seven educational institutions from all over the Caribbean, and the related development and delivery of online and face-to-face capacity-building courses in different areas related to the cultural and creative industries, in three languages (English, French and Spanish). Building upon the ongoing restoration of the Santa Clara Convent being carried out by the Office of the Historian of the City of Havana, the Programme provides technical assistance and complementary funding for the acquisition of materials to ensure its completion. Following its restoration, the Santa Clara Convent will serve as a training venue for the Cultural Training Hub. Procurement of technical equipment is conducted in the context of the programme in order to offer quality training and reinforce the practical application of the knowledge and skills developed through the course offerings.
In addition to the Caribbean Cultural Training Hub, Massive Open Online Courses on the cultural and creative industries are developed, with the purpose to strengthen knowledge, skills and abilities of as many young people as possible and to ensure the sustainability of the programme.
The second outcome is achieved by:
a) Fostering cultural entrepreneurship and innovation through the implementation of an incubator programme and the delivery of capacity-building on project proposal development and grant proposal writing;
b) Promoting cultural exchange and cooperation in the Caribbean and between the region and the European Union through twinnings, exchanges and joint actions; and
c) Enhancing capacities for Caribbean tourism destination management to generate opportunities for regional integration and sustainable cultural tourism.
All activities supported by the Transcultura programme must have a regional scope, namely allow the participation of beneficiaries from the three linguistic areas of the programme and be implemented in different countries.
The Programme engages authorities in charge of culture and tourism to facilitate its implementation and sustainability. European governments and institutions, cooperate within the components of the Programme.
The cultural and creative industries included within the scope of the Transcultura Programme have been defined based on those included in the UNESCO 2009 Framework for Cultural Statistics.
The Caribbean Cultural Training Hub implements a capacity building programme on thematic areas. These areas include restoration, conservation, management and valuing of tangible cultural heritage; safeguarding and valuing of intangible cultural heritage; and the creative industries (music, performing arts, cinema, fashion and others); in addition to courses on gender equality, marketing and project proposal development.
Regional training needs have been identified based on consultations with experts from all over the region. Based on their comparative advantages and expertise, participating institutions have then developed training courses. Caribbean Cultural Training Hub member institutions develop and implement offerings and materials in Spanish, English and French, according to demand, and ensure that course offerings take the Caribbean context into consideration.
Enhancement of infrastructure and equipment of participating institutions is provided to support the Cuban government’s efforts to offer quality training, host regional and Cuban beneficiaries, and reinforce the practical application of the knowledge and skills developed through the course offerings. In addition to improving institutional capacities to deliver training courses, restoration of infrastructure – especially in the Santa Clara Convent – also directly benefits the surrounding community and its residents.
A scholarship programme has been developed to enhance regional mobility and access to the Cultural Training Hub. Recipients of training scholarships will commit to promote knowledge sharing and exchange on course subjects through advocacy, media or other visibility activities or, when feasible, replicate the training or parts of the training. In addition, they are encouraged to apply for project funding through the ACP EU Culture Programme and other funding sources and to develop partnerships with relevant regional and European actors.
Technology transfer takes place in the form of the provision of a digital platform to host Massive Open Online Courses (MOOC) in different subjects related to the cultural and creative industries, but also in terms of dedicated capacity-building on digital education methodologies, as well as the development of online educational resources.
The Transcultura programme foresees three coordination mechanisms:
1) The Steering Committee, which oversees and approves the general direction and activities of the Programme and reviews its performance, identifies opportunities and risks, and ensures the coherence of overall implementation. It meets annually and brings together representatives from the: UNESCO Regional Office for Culture in Latin America and the Caribbean; European Commission; Delegation of the European Union in Cuba; UNESCO Kingston Cluster Office for the Caribbean; Ministry of Culture of the Republic of Cuba; Office of the Historian of the City of Havana; and University of the West Indies.
2) The Coordination Committee, which monitors programme implementation on an ongoing basis, meets once every three months and brings together representatives of the four programme implementing partners: the UNESCO Regional Office for Culture in Latin America and the Caribbean, the Ministry of Culture of the Republic of Cuba, the Office of the Historian of the City of Havana and the Cuban National Commission for UNESCO;
3) The Caribbean Cultural Training Hub Board, which has the mission of coordinating and making decisions relative to the functioning and scope of the Caribbean Cultural Training Hub, including academic management, coordination and communication between institutions, monitoring and reporting, and sustainability of the Hub. It meets once every three months and brings together representatives of institutions with an educational/training scope that form part of the Hub, namely the International Film and Television School (EICTV), the University of the Arts (ISA), the Higher Institute of Design (ISDi), the San Gerónimo de La Habana University College, the Gaspar Melchor de Jovellanos Workshop School, the Santa Clara College for Training in the Arts and Restoration Trades of Cuba and the Caribbean and the University of the West Indies.
Ad-hoc coordination mechanisms also exist, such as meetings with representatives of each of the 17 beneficiary countries or European Union Member States.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
Goal 11
Make cities and human settlements inclusive, safe, resilient and sustainable
11.1
By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums
11.1.1
Proportion of urban population living in slums, informal settlements or inadequate housing
11.2
11.2.1
Proportion of population that has convenient access to public transport, by sex, age and persons with disabilities
11.3
11.3.1
Ratio of land consumption rate to population growth rate
11.3.2
Proportion of cities with a direct participation structure of civil society in urban planning and management that operate regularly and democratically
11.4
Strengthen efforts to protect and safeguard the world’s cultural and natural heritage
11.4.1
Total per capita expenditure on the preservation, protection and conservation of all cultural and natural heritage, by source of funding (public, private), type of heritage (cultural, natural) and level of government (national, regional, and local/municipal)
11.5
By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
11.5.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
11.5.2
Direct economic loss attributed to disasters in relation to global domestic product (GDP)
11.5.3
(a) Damage to critical infrastructure and (b) number of disruptions to basic services, attributed to disasters
11.6
By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
11.6.1
Proportion of municipal solid waste collected and managed in controlled facilities out of total municipal waste generated, by cities
11.6.2
Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted)
11.7
11.7.1
Average share of the built-up area of cities that is open space for public use for all, by sex, age and persons with disabilities
11.7.2
Proportion of persons victim of non-sexual or sexual harassment, by sex, age, disability status and place of occurrence, in the previous 12 months
11.a
Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning
11.a.1
Number of countries that have national urban policies or regional development plans that (a) respond to population dynamics; (b) ensure balanced territorial development; and (c) increase local fiscal space
11.b
By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
11.b.1
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015–2030
11.b.2
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
11.c
Support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Action Network
Share
Timeline
Entity
More information
Countries
SIDS regions
- Caribbean
Samoa pathway priority area
- Sustained and Sustainable, Inclusive and Equitable Economic Growth with Decent Work for All
- Gender Equality and Women’s Empowerment
Contact Information
Alessandra, Senior Programme Coordinator
There are currently no comments. Please log in to comment.