WIPO Community Cultural Entrepreneurship Work: Rastafari and Maroon Training Program
World Intellectual Property Organization (WIPO)
#SDGAction39973
Description
The training program consisted of three-and-a-half days of formal in-class training at the Jamaican Intellectual Property Office (JIPO) headquarters in Kingston and two field trips to the Charles Town Maroon community and to the Rastafari Trench Town Culture Yard in Kingston. The event was attended by self-funded participants identified by JIPO.The first two phases of the project were completed in December 2011 and January 2013, and preliminary discussions are underway towards developing a follow-up project involving a detailed valuation of community cultural intellectual property (IP) assets, the provision of international legal advice and representation and expert assistance in the development of IP management strategies.
The training program for communities helps them to record, document and preserve their own cultural traditions and creative expressions while simultaneously managing their IP interests. The program enables communities to acquire the requisite technical skills and provides the equipment to record, document and digitize their cultural heritage.
The project entailed collaboration between WIPO's Traditional Knowledge Division and Caribbean Unit, Regional Bureau for Latin American and the Caribbean, the Jamaica Intellectual Property Office (JIPO), and the Ethio-Africa Diaspora Union Millennium Council, for the benefit of the Rastafari and Maroon communities, in partnership with the American Folklife Center at the Library of Congress and the Center for Documentary Studies at Duke University, USA.
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
SDG 14 targets covered
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- Europe
- North America
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Contact Information
Mr. Wend Wendland, Director, Traditional Knowledge Division, Department of Traditional Knowledge and Global Challenges, WIPO