Circles of living heritage support the work of the FHA in implementing the UNESCO Convention on a voluntary basis. The circles are multidisciplinary networks of actors, through which it is possible to interact with communities, NGOs, museums and other organisations in the field of living heritage. Four circles have been established related to domains of ICH: one in crafts, nature, folk dance and folk music as well as oral tradition. There are over 100 NGOs, museums, institutes and other organisations represented in these circles.

The FHA has called these networks together, was coordinating them in early stages, but now each circle has an organisation (NGO or a museum) responsible for its coordination. A wide variety of organisations and community members representing each field participate in the circles, and they are open to new actors.
The operating model of the circles is a tool that can be used for different aspects of intangible cultural heritage, in large or small communities. The circles make it possible for communities and practitioners of traditions to participate actively in implementing the UNESCO Convention. The FHA participates in the costs of the circles’ activities. A leaflet ABC of the Circles of Living Heritage has been published to communities in Finland and abroad to use this working method.
In addition to these four circles, two other ones have been born as part of the nomination processes to UNESCO. The Sauna circle was established in 2018. The Circle of clinkerboat traditions has been active since 2019.

All of these circles have been fully functional even in the times of the pandemic. It is even easier for individuals and communities from different parts of the country to participate in online meetings, webinars and workshops.

Measures related to the documentation of ICH are implemented in Finland in universities, museums, archives, educational institutions, NGOs and also by individual practitioners. Almost all of these institutions and organizations receive public funding, be it from the state, regional or municipal authorities, either in the form of operating grants and / or individual project grants. In memory organisations, documentation is made by professionals and experts, but community involvement is becoming more into the practise.

The practice in Finland has been documentation as a record of past day practices. There is still much to do to turn documentation to support continued practise and transmission of ICH. There are some good examples however. For example, materials in folk music archives are actively being used by musicians to create new performances. Also dialect archives are being used by NGOs.

Many Universities in Finland works with documenting and researching ICH. These are Aalto University, University of Helsinki, University of Eastern Finland,
University of Jyväskylä, University of Tampere, University of Turku and Åbo Akademi University.

The Finnish Literature Society (SKS) and the Swedish Literary Society in Finland (Svenska litteratursällskapet i Finland, SLS) stores, preserves, studies and promotes Finnish and Finnish-Swedish culture in many ways. The archives supports academic and other research and organises collection campaigns in the field of ICH. One project to mention is the project by Sámi craft Association (Sámi Duodji) in collaboration with the National Museum of Finland, where community members got familiarized with craft items in the collections and created new crafts based on them.

The Finnish Heritage Agency has organised several seminars and workshops in the various domains and themes of ICH during the implementation process to disseminate information and knowledge on the Convention and to strengthen capacities in safeguarding methodologies.

The seminar Living heritage of Finnish-Swedish people in 2016 launched the mapping of the traditions of the Swedish-speaking minority in Finland. In the seminar we will discuss about the Convention and the process of safeguarding intangible cultural heritage.

The Finnish Heritage Agency organised a seminar on Sámi living heritage in cooperation with Sámi archives, The Sámi Museum Siida, The Sámi Education Institute, the Sámi Parliament, and the Arts Promotion Centre Finland in 2018. Presentations were made by representatives of the Sámi cultural organisations. The theme of the seminar was Sámi living heritage and traditions that could be included in the wiki-inventory of living heritage and the role of the ICH Convention in safeguarding Sámi traditions.

The Finnish Heritage Agency organized in 2018 a UNESCO Capacity Building workshop in Helsinki. Forty representatives of local communities, minorities, non-governmental organizations, and government offices took part in the four-day workshop. The workshop aimed to equip participants with the knowledge and skills needed for the development of effective safeguarding plans for living heritage.

Yes

See also indicators 4.1. and 4.3. In general, training offered by community-based or NGO-based initiatives are in the form of workshops, seminars, webinars, or other short-term projects, often in co-operation with other actors and stakeholders.

For example, the Folk Music Institute organises educational events both together with different partners and on their own, publish educational material and participate in joint educational projects. The Institute has organised for example organised and online training for libraries in cooperation with the Finnish Heritage Agency. The education introduced the concepts and phenomena of intangible cultural heritage, presented living heritage from a community perspective, and considered the role of libraries in nurturing the living heritage and supporting traditional communities. Both experts and practitioners from different fields were presenting in the training, and group work was used as a method for considering new ways and possibilities for nurturing intangible cultural heritage in libraries. In 2019, the Folk Music Institute organized the Kaustinen Intangible Cultural Heritage Seminar called The impact of UNESCO nominations on community-based safeguarding of intangible cultural heritage – experiences and practices. The seminar aimed to elaborate the role and impact of UNESCO’s lists of intangible cultural heritage in safeguarding ICH, effects nominations have brought to practitioners in different Baltic and Nordic countries, ways to promote safeguarding practises and NGOs’ role in the safeguarding process.

The Finnish Local Heritage Federation (Suomen Kotiseutuliitto) that organises training for and courses on local heritage and regional work. In the Federation’s project Communities are living! (Yhteisöt elävät! in Finnish) living heritage workshops were organised, where participants learned to recognise intangible cultural heritage and learn ways of integrating it into activities of communities. In the project materials were produced to help members of the federation to organise community workshop on living heritage and to contribute to the wiki-inventory of living heritage.

Yes

Satisfied

Satisfied

The Finnish education and training ecosystem from the viewpoint of ICH is diverse and wide and includes a wide range of actors both formal and informal, those that operate locally and others with national networks, with diverse resources. There is a large and established infrastructure for education, research, cultural memory organisations, cultural institutions, and non-governmental organisations, which supports the preservation and transfer of intangible cultural heritage that play an important part in the transmission of ICH through teaching and learning. Historically, art and cultural education and teaching have played a key role in not only schools but also recreational and NGO activities.

Formal education supports living cultural heritage and its transferring in diverse ways. The Finnish formal education system, from early childhood education to higher education, is comprehensive and open to everyone. In pre-primary and primary education and secondary education, the development of cultural heritage skills is part of the curriculum and the basics of vocational undergraduate degrees; however not always explicitly. Finnish basic education and vocational has a significant role as the teacher and conveyor of several art, craft and technical subjects and traditions. Schools offer opportunities for the maintenance of skills related to intangible cultural heritage. Additionally, vocational education is significant in terms of long-term transfer of skill and the maintenance of professional identity. However, there is no clear idea of the extent to which ICH is addressed at various levels of the education system. Local curricula of education providers and schoolwork plans give education providers free hands in steering education, which means the emphasis varies in different schools and municipalities. Ultimately the teacher's own activity, knowledge, skills, and interest affects the content of the lessons.

In Finland, a broad and highly organised field operates outside the formal education system. Liberal arts education (adult education centres, study centres, summer universities), children's cultural centers, summer universities, open universities, open polytechnics, organizations, federations, associations, companies, art institutions, museums, youth work and independent artists organize a wide range of courses and other activities relevant to ICH. Art and cultural heritage education can also be part of workforce training, integration training, social sector activities, youth work and parish activities. Educators, heritage professionals and art teachers working in various levels of education, both formal and informal, are educated in adult education centre study lines, vocational institutes, universities of applied sciences, and universities.

Several central organisations and thousands of culture and leisure associations operating in Finland are important actors in the transferring of living cultural heritage by organizing recreational activities and related course activities on their own or in cooperation with other actors, where traditions are transmitted. In training, education and recreation, the transmission of tradition is directly in the syllabus or content itself (e.g., folk music or dance, circus). In addition, participating in education, training, and recreation the transfer of traditions has a wider impact by strengthen the sense of community. Through learning and recreational activities, it is possible to locate oneself as part of and in relation to tradition.

For example to the Sámi, Sámi associations are key players in the transmission of living cultural heritage. The activities of the associations are close to the people and are related to everyday cultural activities. The associations are meeting places for Sámi people of different ages are possible and they create a culturally sensitive and safe operating environment.

Most often, ICH is transmitted by both formal and non-formal education. The role of formal education is nowadays strong and can be crucial in safeguarding heritage and traditions. Education strengthens the protection and transmission of tradition by increasing knowledge and skills, but rarely in a community-led way.
For example, education and training related to folk music and dance is organized by e.g., adult education centres, youth clubs and fiddlers' associations, to some extent music colleges and conservatories, two universities of applied sciences and at the Sibelius Academy. At SibA, folk music education has its own degree programme. While folk dance does not have its own degree programme, folk dance is included in the folk music curriculum as compulsory and optional courses for all musicians. In early childhood education and in basic education, education and training is limited, and depends on the school and teachers.

Another example is the tikkuröijy tradition from Hailuoto island in Northern Finland. The local heritage society, Hailuoto-seura, has held a tikkuröijy club in the old rectory of Hailuoto since 2014. The club has an average of 20 to 30 participants, some beginner tikkuröijy knitters, some experienced makers. The members of the tikkuröijy club exchange knitting tips as well as experiences and stories regarding the sweaters. The information about the history of the tikkuröijy sweater is passed on from generation to generation through the club and in homes as oral history. The club instructors gather, and record information related to the sweater tradition. Tikkuröijy tradition has also been present in basic arts education in crafts. However, during the pandemic knitting has become highly popular and also new methods of transmitting the heritage has been established. Online courses are being organised and in the Tikkuröijypiiri Facebook there are over 2400 members.

Most of the education and training in circus happens in a non-formal context in and by circus schools, groups, associations etc. The extended syllabus for basic arts education is available in six circus schools across Finland. Formal vocational circus education in available in one vocational school and one University of Applied Sciences (see indicator 6.1.). The Finnish Youth Circus Association (Suomen Nuorisosirkusliitto) organises training to educators in circus pedagogy and circus as art.
The runosong tradition has been passed, and continues to be passed, to future generations as a living song tradition through homes, but also increasingly through education and publicly performed music. Nowadays, cultural institutions, universities, associations, and organisations in the field of language and culture also take part in maintaining the runosong tradition. The Runosong Academy (Runolaulu-Akatemia) organises courses and training in cooperation with different actors e.g., basic education and uppers secondary schools and music schools, but the training is temporary.

The field of puppet theatre has limited possibilities for formal education in the field. Professionals in the field teach, train, and pass on their knowledge and skills as mentors. In the SAMIedu vocational institute (Ammattiopisto Samiedu) it is possible to obtain a vocational degree in puppet theatre. Puppet theatre teaching and courses are organized, for example, in the Turku University of Applied Sciences Arts Academy of Arts, and courses led by professionals for example in adult education centres and the University of the Arts Helsinki's Theatre Academy. In Finland, puppet theatre teaching and courses are organized, for example, in addition to the Turku University of Applied Sciences Academy of Arts, for courses led by professionals at, for example, adult education centres and the University of the Arts Helsinki's Theatre Academy. Vocational college at SAMIedu can complete a vocational degree in puppet theatre. Numerous seminars, lectures, workshops, and other events are held in Finland every year to discuss. Festivals are part of conveying puppetry to the public.

Many courses central to Roma living heritage have been offered, mostly in language, crafts and music of the Roma. These courses, and especially the courses in crafts, have been very popular. The majority of the courses have been offered as part of projects and are thus often not part of a formal education or permanent activities of institutions, which is a challenge for continuity of the training.

Formal education

One of the basic principles of Finnish education is that all people must have equal access to high-quality education and training. The same educational opportunities should be available to all citizens irrespective of their ethnic origin, age, wealth or where they live
The Finnish education system consists of:
• early childhood education and care
• pre-primary education
• basic education
• general upper secondary education
• vocational education and training/vocational upper secondary level
• higher education
• adult education

Compulsory education applies to all 6–18-year-olds. It includes pre-primary, basic and upper secondary education. After 9 years of basic education there is the general upper secondary or vocational upper secondary education and training level. General upper secondary education leads to matriculation examination and vocational education and training to vocational qualification. The Finnish higher education system comprises universities and universities of applied sciences. Universities engage both in education and research and have the right to award doctorates. Universities of applied sciences are multi-field institutions of professional higher education. Universities of applied sciences engage in applied research and development.

The purpose of basic education is to support pupils' growth into humanity and into ethically responsible membership of society and to provide them with knowledge and skills needed in life. Furthermore, the aim of pre-primary education, as part of early childhood education, is to improve children's capacity for learning. Education shall promote civilisation and equality in society and pupils' prerequisites for participating in education and otherwise developing themselves during their lives. The aim of education shall further be to secure adequate equity in education throughout the country.

The purpose of general upper secondary education is to help students grow into decent, well-rounded, and educated human beings and active members of society and to provide them with the knowledge, skills and capabilities required for engaging in working life and recreational activities as well as to further their versatile personal development. The purpose of the education is also to provide students with the capabilities for lifelong learning and continuous personal development.
Finnish national core curriculum provides a common direction and basis for school education and instruction in primary and secondary education. Education providers, municipalities, and private education providers, draw up a local curricula and annual plans based on the national core curriculum.

The national core curriculum for basic education was extensively reformed in 2014 and the introduction took place in stages from 2016 until 2019 for different grades (see also indicator 12.2). The new core curriculum places an emphasis on transversal competences in instruction. A changing society demands increasingly transversal skills and competences. Therefore, it is important that each subject promotes transversal competences. These include cultural competence, interaction, and self-expression.
Cultural heritage, cultural competence, cultural sustainability, cultural diversity, and support for cultural identity are included in a wide range of common principles in the national core curriculum for basic education, such as the value base of basic education, the function, general objectives, and objectives of broad-based competence. Wide-ranging competence is developed as part of teaching according to the annual grade-specific objectives of each subject.
One of the wide-ranging objectives of the core curriculum covering all subject areas is called Cultural competence, interaction and expression which emphasizes that in basic education, students are directed towards identifying and appreciating the cultural significance of the environment and building their own cultural identity and positive environmental relationship. Students learn to know and appreciate their living environment and its cultural heritage, as well as their own social, cultural, religious, viewing, and linguistic roots. Students are directed to see cultural diversity as a positive resource.

The national core curriculum chapter on specific questions relating to language and culture mentions that teaching draws on the knowledge of pupils, their guardians and their community about nature, lifestyles, history, languages, and cultures in their own linguistic and cultural area
Each school year every school must have at least one clearly defined theme, project or course that combines the content of different subjects and deals with the selected theme from the perspective of several subjects. These are called multidisciplinary learning modules. Schools plan and implement the multidisciplinary learning modules and the topics and duration may vary based on local needs and interests. Pupils participate in planning the modules.
The guidelines for developing school culture are specified in the national core curriculum. The goal is to build a school culture that promotes learning, interaction, participation, well-being, and a sustainable way of living. The principles that guide the development of the school culture emphasise the school as a learning community. In addition, an aim to ensure the well-being and safety of every pupil.

Schools must provide opportunities for experimentation, exploration, active learning, physical activity, and play. Cultural diversity and language awareness are also key principles that guide the development of the school culture. The use of various languages in the school's daily life is seen as natural, and languages are appreciated. According to the curriculum, the school’s community values and explores Finland’s cultural heritage and national languages, as well as its own cultural, linguistic, religious diversity. It highlights the importance of Sámi culture and different minorities in Finland. It develops understanding and respect between individuals and groups. The school community recognizes the right to one's own language and culture as a fundamental right.

The core curriculum describes seven transversal competence areas. These epitomise the aims of education and reflect the competences needed in all spheres of life. The transversal competences relevant from the point of view of intangible heritage include cultural competence, interaction and expression and participation, involvement and building a sustainable future. One of the aims of the core curriculum is a school that functions as a learning community and is aware of different languages and sees culture as a richness. One of the practical main changes in the renewal of the core curriculum for basic education was that the number of lessons in arts and crafts were increased during the nine-year basic education.

New curricula will be introduced at Finnish general upper secondary schools in August 2021. They will be based on the National core curriculum for general upper secondary schools published by the Finnish National Agency for Education in November 2019. Key changes include that all study units at general upper secondary school aim for developing transversal competences.

Vocational education and training (VET) in Finland are part of the upper secondary education even though it is also directed to adults and for example further and specialist vocational qualifications enable people to develop their skills at various stages of their career. The purpose of vocational education and training is to increase and maintain the vocational skills of the population, develop commerce and industry, and respond to its competence needs. Vocational qualifications include upper secondary qualifications (basic level), further qualifications and specialist qualifications. The role of vocational education is thus significant in terms of long-term transfer of practical skills and the maintenance of professional identity, also in the field relevant to ICH such as arts and humanities and more indirectly in several technical fields. The fields humanities and the arts, which is visual expression, library, theatre, dance, circus, and music as well as in the crafts and design sector.

Vocational training is also possible to obtain by studying at the workplace, either based on apprenticeship or on training agreement. Learning at work can be used to acquire competence in all vocational qualifications as well as other training advancing or supplementing vocational skills. Studying at the workplace can cover an entire degree, a module, or a smaller part of the studies. In apprenticeship, most of the competence will be acquired at the workplace through practical work tasks and will be reinforced in other learning environments if needed.

The Sámi Education Institute (Saamelaisalueen koulutuskeskus) is a vocational college with a vital role in developing the needs of its people and the Arctic region. It is the only indigenous people's institute of post-secondary trade school education in Finland, with three campuses in the homeland of the Sámi. It is also the only vocational school in Finland where Sámi is one of the teaching languages. The institution organizes education classes, workshops, and degree programs for young adults and mature students. The core curriculum supports the livelihoods of the Sámi with emphasis on the development of the Sámi languages and Sámi cultures, to promote nature-based occupations and employment. For more information on the Institute and its tuition, see indicator 5.1. and 6.1.

Non-formal education

Liberal adult education

Liberal adult education is the main organiser of voluntary studies open to the public at large. Liberal adult education institutions offer studies that improve civic skills, social studies, general education studies and studies for hobby-based or interest-based information and skills acquisition. The goal of liberal adult education is to promote people's versatile development and wellbeing as well as the realisation of democracy, pluralism, sustainable development, multiculturalism, and internationalism.

The purpose of liberal adult education is to promote people's versatile development and provide education and training that supports the cohesion of society, equality and active citizenship based on the principle of lifelong learning. An essential aspect of liberal adult education is that everyone has the right to apply to take part in it. The education does not provide a degree or qualification, and its content is not governed by legislation.
Studies have found that participants benefit from liberal adult education in many ways. It imparts skills needed in work and studies, improves well-being, promotes agency, and supports an active role as a municipal resident. Liberal adult education creates common good, for example by imparting general knowledge and ability, maintaining heritage activities, offering cultural experiences, providing education in internationality and multiculturalism, promoting integration, and providing another opportunity to complement education.

Educational institutions that provide liberal adult education include adult education centres, folk high schools, learning centres, sports training centres (sports institutes) and summer universities. Education providers make all decisions on the objectives and content of the studies. Liberal adult education providers comprise local authorities, joint municipal authorities, associations, foundations, and limited liability companies. Liberal adult education includes both activities based on various sets of values and those that are neutral. The affiliated organisations can represent various world views or religious beliefs, or act based on local or regional civic needs.

Adult education centres are educational institutions chiefly maintained by local authorities. Some are privately owned. Tuition is available in all municipalities and activities are usually decentralised to various parts of the municipalities. Adult education centres are tasked with responding to local and regional civic needs and enabling self-motivated learning and the development of civic skills. They provide a large part of basic education in the arts. Tuition is offered in a wide variety of subjects, including languages, IT, arts and crafts, music, sports, cooking and wellbeing. The centres also often organise talks and lectures on a range of cultural topics as well as current social and political issues. Many adult education centres also provide Finnish as a foreign language tuition for immigrants. The choice of courses on offer varies between centres and each centre is responsible for designing their own curriculum to ensure that it best reflects the demand of people in their own local area.

Adult education centres are available to everyone, regardless of their age or educational background. Adult education centres have become an integral part of Finnish culture. Every year, more than one in ten Finns, a total of over 600,000 people, attend an adult education centre. Course fees remain highly reasonable as they are subsidised by central government and local authorities. There are a total of 177 adult education centres in Finland, operating across the country. Courses are often provided at a number of venues across the local authority area, including schools during after-school hours. It is common for larger towns and cities to have two or more centres. Centrally to ICH, most teaching in centres is offered in crafts (20 % of all tuition) and music 20%.

Learning centres are maintained by private civic organisations. Half of the organisations that back learning centres are affiliated with political parties or labour unions, and the rest are independent non-governmental organisations. Learning centres provide education independently or in cooperation with their member organisations. The range of studies offered is determined based on the ideologies of the centre's collaborating affiliations. Their objective is lifelong vocational further education, language studies and short-term, non-formal education, for example. They also provide university-level courses in arts and culture, seminars, and events as well as university activities for mature students. Their activities are focused on open higher education as well as on responding to the region's other learning and civic needs, also considering people who already have a degree in higher education.
Finland has national and regional sports training centres (sports institutes) that provide vocational upper secondary and vocational further education and training as well as non-formal education for youths and adults. They function as training centres for athletes and some institutes also provide vocational education in the field of sports and physical exercise.

Basic education in the arts

Basic education in the arts is provided primarily for children and young people on an extracurricular basis. Basic arts education is provided at music institutes and schools, art schools, dance institutes and schools, handicrafts schools and other educational institutions. Basic education in the different fields of art progresses in a purposeful manner from one level to the next and provides students with the skills to express themselves as well as the ability to apply for vocational training and education or higher education in this field.

The task of basic art education is to build a sustainable future through art. The teaching is based on a pluralistic and renewing view cultural heritage. Teaching strengthens the student's skills in self-expression, and interpretation. The studies support the development of students' creative thinking and inclusion. Basic art education strengthens the building of students' identities and the development of cultural literacy. Recognised traditions can also be part of basic arts education tuition, for example the Tikkuröijy tradition in the field of crafts.

The tuition complies with the curricula approved by the education provider, which must be based on the national core curriculum determined by the Finnish National Agency for Education. The curricula outline the objectives and key content of education, and they can include syllabuses of various scopes. The syllabuses for basic education in the arts consist of a general syllabus and an extended syllabus. The core curriculum for the extended and general syllabus has been confirmed for architecture, visual arts, crafts, media arts, music, literary art, circus art, dance, and theatre. Basic arts education if offered in 250 municipalities (approx. 80% of municipalities). Approximately 120 000 pupils participate in basic arts education yearly.

Local authorities make decisions on the provision of basic education in the arts. The state participates in the funding of it by granting municipalities central
government transfers for basic education in the arts based on the municipality's population and an imputed unit price per resident. The Ministry of Education and Culture can grant a municipality the right to central government transfers also based on the number of hours of instruction and an imputed unit price per hour of instruction. Additionally, the Ministry of Education and Culture as well as the Finnish National Agency for Education award grants each year to cover operating costs related to the provision of basic arts education and for the development of activities.

Other examples include a master and apprentice-model, which has been used in transmission of the winter seine fishing and education young fishers in lake Puruvesi. The model has been supported by Eastern Finland kalatalousyhtymä (fishing cooperative). In the model, pairs of masters and apprentices were selected for a year-long project. During the year, the apprentice participated in the practical work with the master fisherman for a total of six months. The periods of practical work were divided in such a way that the apprentice can participate in all fishing methods according to the annual cycle. The aim of the model was to provide interested young people with the opportunity to receive practical training and to try out professional fishing in a way that adapts fishing to current requirements and methods.

In educational programmes and extra-curricular and recreational activities, heritage and traditions are transmitted practical in learning practical, artistic or craft skills, doing and experiencing, and in the environments of learning and doing.

As was mentioned before in indicator 4.1. and 4.2., especially the field of non-formal education is wide and diverse. This is the case also in relation to the support they receive or have in their activities. Some work locally with volunteers, others have well-established resources and nationwide networks. The organization of activities is often supported by municipal and state grants, e.g., funding for youth work, culture and sport, and funding for basic arts education. Volunteering can play a particularly significant role locally. Revenue from running the activities is also obtained from the organization of performances, product sales etc. In addition, training, education, and transmission is supported by and in different development projects, for example in the Tornio Valley region, where projects have bene supported by LEADER.

In Eastern Finland, Kesälahti fishing port and Lumimuutos cooperative have actively promoted the preservation and awareness of professional fishing and culture locally, nationally, and internationally. In 2015, a LEADER project was launched locally, which aims to promote winter fishing and professional fishing in Puruvesi. As part of this project, we have taken children to winter seine fishing.

The Citizens’ Forum (see also indicator 4.1.) offers associations help in planning their training activities and provides also financial support to cover expenses. The educational coordinators at Citizens’ Forum also provide pedagogical support and tips for planning training.

In Finland there are thirty-three children’s cultural centres. Children’s cultural centres provide cultural services for children, young people, families with children, schools, and kindergartens. In their regions, the centres work in close cooperation with various municipal sectors, e.g., early education, schools, and NGOs. Accessibility is the central principle and goal guiding the centres. The centres bring accessible art education into the daily lives of as many children and adolescents as possible and increase their well-being by means of art and culture. Several cultural centres for children have had a decisive influence in the creation and implementation of the cultural education plans (see indicator 5.3.) in their respective regions. The cultural education plan is put into action in collaboration between schools and actors in the culture and art sectors. The education and culture sectors pledge to comply with the common plan together with art institutions, such as libraries, museums, and theatres. This cooperation guarantees the children and youth in the municipality or region equal access to local culture in a multifaceted way.

Mánnu is the Sámi Children’s cultural centre. The content areas of Mánnu's activities include Sámi stories, songs, yoik, games, excursions, traditional food, and visual arts. At the beginning of the year, the detailed plans for the centre are created and all three Sámi language groups are considered in the planning. Wishes or suggestions on content can be submitted directly to the centre. Mánnu's activities are funded by the Ministry of Education and Culture, the Sámi Parliament, and the municipalities of the Sámi region.

The Ministry of Education and Culture grants subsidies to children's cultural centres and national children's arts and cultural events. The purpose of the grant for children's cultural centres is to promote the equal participation of children in art and culture throughout the country, to support the activities of children's cultural centres and their networking. The grant is awarded to children's cultural centres, where arts and cultural professionals provide children's cultural services primarily to children, and to the coordination of the children's cultural network.

The Folk Music Institute organises educational events both together with different schools and on their own. Every other year the Institute arranges a learning period in Kaustinen for the students of all Finnish learning institutions focusing on folk music and dance. The Institute also participates in organizing and developing the folk music based Näppäri courses for children and youth with Kaustisen Näppärit ry and other operators. The Institute oversees coordinating the Näppäri short courses. The Institute also develops tradition based cultural activities for children and youth locally with e.g., our Näppäri school and with the Children's Cultural Centre Lykky.
Finnish Crafts Organization Taito (see indicator 1.2.) offers an extensive service network of craft centres for crafts skills in Finland. Annually, its courses in the craft centres are attended by 27.000 people. At Crafts Centres, people have also an opportunity to meet other people who share their interests. In addition to courses the organisation organises training In Taito Crafts Schools across Finland that provide education in crafts in line with the Basic Education in the Arts curriculum for 4–16-year-old children and teenagers, as well as adults.

The Martha Organization (Marttaliitto) offers training and courses in subjects related to food and nutrition, home gardening and environmental protection and household economics and consumer issues. Before Covid-19 pandemic in 2019 the Martha Organization organized 31 000 events and the events were participated 1 079 000 times. Even during the pandemic in 2020, the Organization had 17 000 events and they were participated 293 800 times.

In the Åland Islands, the Government of Åland is financially supporting NGOs offering educational programs in ICH. Examples of actors, elements and sums financed in year 2021 are: (1) Föräldraföreningen Bild- och Formskolan r.f; visual arts; 60.000 €, (2) Alandia Strings r.f; folk music; 32.000 €, (3) Teater Alandica r.f; performing arts; 30.000 €, and (4) Kodarklubben r.f; computer programming; 11.000.

The organising of the leisure activities following the Finnish model of hobbies (see indicator 5.1. and 11.2.) will be arranged in cooperation with associations and other operators in the municipalities. During the pilot season, the operating model will be planned, built, and evaluated in cooperation with the operators providing the activities. The goal is to create new cooperation models between schools and activity providers. Partners are being sought from among clubs, associations, companies, and other actors that organise cultural or other leisure activities for children and young people. The school premises are given to clubs for children and adolescents free of charge, which opens new opportunities for clubs, art and cultural activities and increases cooperation which supports education. The Ministry of Education and Culture grants subsidies to municipalities through Regional State Administrative Agencies.

There are several organisations and initiatives in Finland to support teacher and trainers in integrating ICH themes into education in basic education and non-formal training.

The National Board of Education produces support material that provides information on materials for teaching in Sámi, Roma, sign language and other languages.
The Association of Cultural Heritage Education (Kulttuuriperintökasvatuksen seura) in Finland is a national non-governmental expert organization. The mission of the association is to serve as an expert, influencer, promoter, developer, and communicator of cultural heritage education and education of culturally sustainable development. The target of the Association is to strengthen the cultural competence of especially children and youth – information, skills, and experiences regarding diverse cultural heritage – and to support identity building, involvement in culture and society, and the fulfilment of cultural rights.

The Association provides educators and other professionals with information, material, expertise, ideas for activities, operating models, and new networks. The association co-operates with actors of education, culture, environment, and youth sectors. The partners of the association include the Ministry of Education and Culture, the Ministry of the Environment, the Finnish National Agency for Education, and the Finnish Heritage Agency as well as different organizations and associations, schools and educational establishments, museums, archives, World Heritage Sites, and many professionals and experts in different fields.
Learn about Intangible Heritage –(opi.aineetonkulttuuriperinto.fi) is a website developed in co-operation with The Finnish Heritage Agency and the Finnish Society for Cultural Heritage Education as part of the implementation of the ICH convention. The website has educational materials for schools to use, which offers a wide range of opportunities to address the theme among people of different ages. The idea is to activate children and young people to reflect on their own living heritage and to share it in the form of videos and pictures. The website is bilingual (Finnish-Swedish). https://opi.aineetonkulttuuriperinto.fi/fi/

Learn about World Heritage! -website (Opi maailmanperinnöstä! in Finnish) offers materials to support world heritage education and basic education. The site is intended as a material bank for teachers or for learning about world heritage, sustainable development, and intangible cultural heritage. The material has been produced in co-operation with the Finnish Association of World Heritage Sites and the Finnish Society for Cultural Heritage Education as part of the Material in Support of World Heritage Education project funded by the Finnish Heritage Agency in 2020-2021. https://www.maailmanperinto.fi/materiaali/

The Finnish Association of Nature and Environment Schools (Suomen luonto- ja ympäristökoulujen liitto) organizes and develops a network (LYKE) that offers environmental education services for schools and kindergartens on local level. It also promotes nature and environmental education in Finland. LYKE-network consists of centres governed by municipalities, governmental organizations, enterprises, and associations. As part of the activities of the Association, trainings are also organized for teachers and educators on, for example, outdoor learning, environmental education and sustainable development themes, and schools and kindergartens are supported in their work on sustainable development. The association gives support to the network members, deliver good practices, and help in co-operation with municipalities and schools. Webpage Mappa.fi includes teaching materials to be used in environmental education in basic education and in relation to the national core curriculum.

The National Board of Education has published on their website support material for teachers called Cultural heritage education in Ethics and Religion, which discusses how the teaching of ethics and religion strengthens cultural competence and the appreciation of cultural heritage and helps children and young people to build their cultural identity. The themes of the material are: What is cultural heritage?, Intangible cultural heritage, Difficult cultural heritage, World Heritage, What is cultural identity?, What is culturally sustainable education? The material also contains links to teaching materials and international agreements produced by third-sector operators. The support material also encourages schools and educational institutions to participate in the cultural heritage process, including proposing intangible cultural heritage themes to the ICH wiki-inventory. The Lists of Intangible Cultural Heritage provide a wealth of information and material on religious traditions, cultures, and lifestyles in Finland and around the world, and can be used in a wide range of subjects.

In the education of subject teachers, e.g., crafts teachers, the transmission and safeguarding of related ICH is implicitly built in the studies, teaching, and learning methods and environments. ICH themes are also present in general teacher education curricula in Finnish universities, usually as part of courses on cultural heritage in general, or world heritage, for example. An example is the University of Jyväskylä Department of Teacher Education that offered in spring 2021 a course to future teachers on world heritage, including intangible cultural heritage, as an integrative cross-curricular theme. In the course, the Finnish ICH Wiki-inventory was utilized.
In Finland, in cities with universities that offer teacher education there are so called Normal schools (Normaalikoulu) where future teachers practise. These schools are part of the UNESCO Associated Projects Network. UNESCO school activities are visible in schools at curriculum level, everyday activities, and practical schoolwork, as well as in practical teacher training.

In teacher education, the University of Oulu offers a degree programme in Intercultural Teacher Education focusing on social justice, ethics, educational diversity and in supporting equality. In the University of Helsinki, it is possible to study Romani and Roma culture at university level enables the future supply of qualified Romani language teachers. The subject is available to degree students as well as at the Open university. The Giellagas Institute and the Faculty of Education of the University of Oulu organise separate studies (Ketterä korkeakoulu) for those aiming to work as teacher using the Sámi languages as the teaching language or to teach the Sámi languages. Studies are offered in languages, Sámi literature and pedagogy. In the degree, the student can choose either Inari Sámi, Skolt Sámi, or Northern Sámi studies.

An example from continuing education, Metropolia University of Applied Sciences has offered a course called ”Cultural heritage to teachers,” which is aimed at teachers in basic education, uppers secondary education or liberal adult education. The course has focussed on knowledge and skills on various traditional materials and the history of their use from the point of view of conservation of furniture, textiles, objects and interiors of cultural historical value, paper materials and painting.

Sykli Environmental School of Finland (Suomen ympäristöopisto Sykli) offers adults preparatory training, short training courses, consultation, and other expert services. Sykli offers courses and qualification in environmental education for all level teachers and others working in organizations that educate children and youth, for example a course Out of the box – environmental education and outdoor learning in Finland. Course themes include environmental education and outdoor education, creativity in teaching and interdisciplinary and phenomena-based environmental outdoor education methods of teaching.

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The submissions from various domains have been received from all over the country. The traditions included can relate to celebrations, food, crafts, music and dance, performing arts, games, nature, or oral traditions. Good practices, projects or methods for the safeguarding of ICH can also be presented. The Wiki-inventory works in three languages (Finnish, Swedish and English) and in additional languages. The platform has become a place of interest and an avenue of expression for many heritage communities and groups.

Finland is a country of 5 million people, two official languages, old and new minorities and diverse subcultures. The aim of the Wiki-inventory for Intangible Cultural Heritage was to create a participatory, low-threshold tool for inventorying and presenting intangible heritage in Finland. The tool makes this entry-level inventory as simple and as participatory as possible, in order to provide the possibility for various groups, associations, and other communities to display, present and make known such intangible heritage that is living, important and meaningful for them.

The Wiki is an inclusive way of presenting diverse intangible cultural heritage and making it visible. Geographically the whole of country is quite well presented. The wiki includes a map with all regions and all municipalities in Finland, which also encourage communities to present their local heritage. In terms of the age of the participants, there is ICH related to both young and senior citizens. For example, hobby horses are a wonderful example of a flourishing form of ICH among Finnish children and summer theatre of a thriving youth movement.

Special attention has been paid to emphasize the diversity of intangible cultural heritage in Finland. Though being a relatively heterogeneous society, Finland has a Swedish-speaking minority (290 000 people), indigenous people Sami (10 000) and the Roma people (10 000). People with foreign nationalities form around 4% of the population (over 200 000 people). Among the first entries on the Wiki were the Romani song tradition, Sami handicrafts, the minuet tradition in Finland’s Swedish-speaking community, and African dance and music in Finland. Later on for example the National Culture Days of the Deaf has been added to the inventory.
More could be done though to make the new minorities visible in the inventory. Efforts have been made along the years, seminar and workshops on ICH have been organized together with NGOs working with immigrant communities for example. It needs time and resources to engage communities more into inventorying work. The inventory is still relatively recent and continue to be a work in progress.

In Finland some of the fields of ICH have created inventories. These specialized inventories add to the diversity of the inventories under the Convention by examining closely associated elements of broader ICH. These inventories have also allowed for a more inclusive inventorying process by examining the various aspects of the element and the persons involved with its continued practice. In the present day these especially methods of crowd-sourcing are becoming more usual.

Craft Museum of Finland maintains the largest collections dealing with ICH on crafts field. The collections of the Craft Museum of Finland are documented as a subinventory in the national Finna database. The inventory includes materials related to the phenomena of crafts, photographs, audiovisual material and archival material. The collections contain material from crafts companies and associations, as well as private artisans and enthusiasts. The inventory includes also photographs of the museum’s own exhibitions and events. At the moment, The Finnish Handicraft Museum is building a CraftStories website, which provides information on handicrafts, products and exhibitions. The site is intended to become a gathering place for craft events, authors, publications and current affairs. The first versions of the site will be in test use at the end of 2021.

The National Costume Association Raita ry has an ongoing National Costume Information Coffin (Kansallispukujen Tietokirstu) project, the aim of which is a comprehensive and up-to-date national costume database. The project has progressed to the preliminary study phase, and during 2021 the first parts of the databases are expected to be released for trial use. The design of the database has been carried out using participatory methods so that the database connects those working with national costumes. The project has been supported by the FHA grants for ICH.

Punomo is a website where ideas, instructions, information and learning materials about handicrafts are added. The website was set up 25 years ago for the needs of craft education, but it is open to anyone interested in crafts. Craft teachers have access to more extensive teacher material from the site under license.
At the field of folk music and dance, the website Kamukanta.fi contains current information such as news and an event calendar. Different organisations and persons involved with the field can present themselves with profile pages providing more information about them and contact information. The website also administrates a list of publications in the fields as well as video content, including separate videos to streamed events. The main part of the content is available in Finnish only, but the users have the opportunity to upload information in both Finnish, Swedish and English.

Tanssinriemu.fi (Joy of Dance) is a platform offered by the Finnish Youth Clubs, where the dance programs produced by the Association are distributed to folk dance groups. The menu contains various direct searches for materials to make it easier to find. For each dance and content, a possible dance instruction, sheet music and music, if only available, have also been compiled. The project has been supported by the FHA grants for ICH.
Tanhuvakka.fi is recently opened website for traditional Finnish dances online. For the website, videos from practitioners all over the country are collected in order to compile a video playlist that brings together more than 200 recorded Finnish folk dances. Existing public folk dance videos have been compiled into the database, and new videos of previously unrecorded folk dances are filmed for this purpose.

Sirkka Database collects information online on Finnish circus companies, artists and shows as well as magicians and circus teachers. In addition to an artist or a circus teacher profile, users can also fill in data on shows and companies. The database is linked with the performance calendar and shows and artists section on our site. The service is open for anyone interested in circus, eg. circus professionals, cultural journalists and researchers.

MAPPA.fi is a material bank for outdoor learning, environmental education and sustainable living maintained by the Finnish Association of Nature and Environmental Schools. The materials are mainly intended for teaching, upbringing and youth work. The materials and tools on the site can be compiled into packages suitable for your own use.

The inventories under the Convention are updated every three years based on the date when they are originally submitted to the Wiki. The updating is done by the communities behind the entries. The Agency follows up the updating, reminds the communities if needed, asks for further questions and provides technical assistance when necessary. The updates are usually about recent development, project, campaigns or courses related to the element so contributing namely to the viability. The texts can be updated, new photos, videos or other links can be updated.

Because of the big number of the elements in the inventory and the scarce human resources, it is not possible to interview communities on the update or make visits to sites in a structured manner.

The Wiki-inventory for Living Heritage has proved to be an efficient tool in awareness-raising and gaining new audiences for ICH elements. The Wiki-Inventory has attracted wide interest in the public. In 2021 alone there has been around 100 000 individual visitors. 90% of them are new visitors and 20 % of these visits come from outside Finland. Follow-up of visitors of the Wiki is done with Google Analytics. The web use metrics alone show that the Wiki-Inventory of Living Heritage has managed to find a vast interested and international audience, and contributed in a significant way to the visibility of intangible heritage in Finland.
The Wiki has gained a lot of attention in both regional and national media with tens of articles and radio programs all over the country.

Social media is important in widening the accessibility. Dedicated Facebook-page (Elävä Perintö) of the implementation of the Convention in Finland has 1500 followers to date. The pages publish approximately three times per week and reach from 100 up to 1000 viewers per publication. Posts about elements from the Wiki are regularly made. Also the Elävä perintö Youtube Channel brings people to the Wiki. The over 100 videos in the channel has been showed over 80 000 times since the opening of the channel in 2016. Communities taking part of the presenting their traditions are also sharing news on the Wiki. In this way, we have reached new audiences and further raised awareness of safeguarding intangible cultural heritage.

In addition the two websites managed by the Agency under the Convention (aineetonkulttuuriperinto.fi and the educational website opi.aineetonkulttuuriperinto.fi) bring furthermore new audiences to the Wiki. The website dedicated for study material on ICH has brought school kids all over the country to the Wiki.
The information on the Wiki is shared only with the permission of the communities behind. Only information provided with consent for public dissemination is made available on the website. It is also possible to give feedback on the elements via the Wiki or contacting directly the Agency and/or the communities behind.

Inventories are mainly seen as a tool for awareness raising by the communities themselves. In some of the elements however, inventorying has proven to be a start for bigger understanding and launching a process to make more efforts on safeguarding.

Clinic of Living Heritage is a concept developed by FHA in cooperation with the Circle of Folk Dance and Folk Music. Clinics have been organized in various events in the field, e.g. at the Kaustinen Folk Music Festival, Pispala Sottiis in Tampere and Samuel's Polonese in Oulu. In a 1-2 hour clinic the participants learn more about ICH safeguarding and the Convention. Based on the wished of the participants, elements of ICH are selected as basis for discussion that follows the questions in the wiki, with a special emphasis on safeguarding. The idea is to combine the festival setting with the clinics in order to attract new people to learn more about ICH and at the same time understand more about their own heritage. In the future it would be interesting to use the Clinic-model also in virtual settings.

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The Wiki-platform has already attracted a big variety of communities all around the country and has enriched the picture of intangible cultural heritage as such. The Wiki contains a map of Finland with all regions and all municipalities. This map is a good tool to follow that all parts of the country participate in the inventorying process. Furthermore, the map is a good way to encourage municipalities and especially the local heritage associations to make their ICH visible in the inventory.
The Wiki contains traditions related to people of all ages. Some relate more to senior citizens (taking candles to the graveyard on Christmas eve), some to youth or young adults (tech student traditions, conferment of master’s degrees) and also to children (bedtime stories, hobby horses). In addition, the Wiki-inventory for Living heritage contains articles made by children and youth. These articles have been given the label “Meidän perintö" (Our Heritage).

Furthermore, ICH related to different genders are visible in the Wiki, eg. Finnish spitz and safeguarding the hunting tradition or Making of Tommi knives, which both have more male practitioners. Some ICH such as Whitsunday festivities in Ritvala village or Rotina tradition related to newborn babies are more in the sphere of women. Also sexual minorities are presented in the Wiki with one element related to the festivities of this minority, leimarit.

In addition to the “usual suspects”, the traditionally heritage-driven communities, links have been created and interest raised also with non-traditional groups or unusual audiences, such as the Finnish Baseball players or Finnish Spitz (dog breed) owners. The platform has managed to become a place of interest and an avenue of expression for many heritage communities and groups.

A primary objective of the inventorying process is to promote respect and appreciation for the diversity of ICH and cultural practitioners in Finland. It is important that the diversity of heritages is visible in the inventory. Among the first entries on the Wiki were the Romani song tradition, Sami handicrafts, the minuet tradition in Finland’s Swedish-speaking community, and African dance and music in Finnish African communities. However, there is much more to be done to make the Wiki even more inclusive in the coming years.

The implementation of a national inventory in such a participatory manner creates multiple benefits both for cultural heritage and for communities. Long term impacts of the Wiki can be significant. In addition to safeguarding heritage and preserving its diversity, the work with safeguarding and promoting intangible cultural heritage creates respect for cultural diversity, increases mutual respect among communities, groups and individuals, and advances sustainable development. The Wiki can also be used as a tool to enhance intercultural dialogue and understanding, and to well-being.

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The process of outlining and writing the first national cultural heritage strategy makes of use of research, starting from the background study that supports preparing the strategy. The background study (Pauliina Latvala-Harvilahti, 2021) explicitly discusses, among other things, ICH and its roles in contemporary contexts involving challenges for sustainable development, need for reliable information, cultural diversity and several other issues relating to education, skills, and creativity. Based on research literature, various reports, documents and expert interviews, the study is an example of synthetizing and distributing various research and investigation results and thus utilizing them in policy-making. Different background studies and investigations preceded also other recent policy-making processes including the Museum Policy Programme 2030 (2018), the Cultural Environments Strategy 2014–2020 (2014) and the Children’s Cultural Policy Programme (2014) that was implemented in 2016–2020 as Government key project and that among other things emphasized children’s participation in cultural heritage activities.

There are recognized, however, some thresholds in utilizing research results especially in cross-sectoral policy-making efforts, and some researchers of the cultural heritage field maintain that research information reaches decision-makers only poorly. In the background, there can be recognized certain path-dependencies and tendencies related to research traditions. In the field of cultural heritage, for example, co-operation with different public memory organizations is well established while finding channels of dialogue with e.g. other sectors of public administration is at the moment still in process. Certain path-dependencies and traditions pinnacle in the use of specific concepts that are well-adopted in some fields of research and administration but are less known in other sectors. Also, research communities can view some concepts from a different angle compared to how the concept is seen in administration or policy-making.

Different interests and pressures can affect the flows of information and how research results reach policy-making. On the one hand, decision-makers have limited resources to obtain and access research information, which means that the information is expected in a concise and easily accessible form in order to be part of decision-making. Researchers, on the other hand, may rather address research results to academic peers instead of outlining edited summaries to be utilized in administration and policy-making. Typical hampering factors at both ends include the sense of hurry and distance between different parties. In Finland, often mentioned hampering factors also include the co-called ‘sectoral silos’ in public administration. This issue, however, has been addressed many times through initiatives that aim at increasing co-operation between ministries. Recognizing and acknowledging mentioned issues can help in strengthening dialogue between researchers, administration and policy-making.

As was discussed under question 9, explicit research on ICH safeguarding, safeguarding methods and impacts is currently rather limited, although cultural heritage as a research topic is approached within different disciplines and several Finnish universities hold established chairs in heritage related research and education that are continuously active also in international scholarly networks. However, the concept of ICH at the moment seen more often used at the related administrative and organizational levels instead of academic research. This would encourage to more exchange and dialogue between these parties and more public debate on the topic.

Other good examples of utilizing research results for policy-making include the Kalevala Traditional Treatment Foundation (Kalevalainen kansanparannus -säätiö) that has been able to promote cooperation and dialogue with the authorities. They make government initiatives in order to improve the position of custody practices in health care and to integrate traditional therapies more widely into health care, as evidence of treatment response increases. There are more examples elsewhere from the cultural sector, including, for example, the Circus Information Center (Sirkuksen Tiedotuskeskus) that compiles every year statistics on Finnish circus activities for decision-makers to support and influence cultural policy and decision-making to develop the status of circus activities in society.

The utilization of research results in policy-making, as discussed in 10.2, can directly feed to the improving of ICH safeguarding. There is, however, need for more nuanced takes on research-based development of ICH safeguarding.

The tradition of safeguarding ICH is more practical than research based. Overall, there is little research on ICH and it is related to the pursuit of cultural heritage, practitioners and results or products. Some results of the research have been applied to safeguarding measures where the research project is clearly focused on conservation: for example, the national plant genetic resources program and the research program related to the use of natural dyes. In some fields of research, the concepts of protection and safeguarding are considered problematic, protection is perceived as both demanding and limiting. For this reason, the safeguarding perspective is rarely included in the research concept. There is also limited information in the research context on the content of the safeguarding ICH.
Research on the safeguarding on ICH has often, because of research traditions, been an elucidation and study of archiving and its principles. The safeguarding of the ICH has meant the archiving of related material, in which case the choice to be archived is an essential protection measure. The material in the archives is often the basis for the study of cultural heritage sites, but they are used in various ways for other safeguarding activities.

The contents of ICH and scientific research do not necessarily encounter: university research is based on disciplines that are different from those of ICH. Research on the communities and activities of a particular ICH can be done in a number of disciplines, in which case locating the research requires knowledge of the research areas. For example, research on craft traditions is conducted in the disciplines of craft science, ethnology, folkloristics, art history, education, art education, design, sociology and social psychology. Research on the ICH is also present in multidisciplinary projects that may not be easily accessible from outside the scientific community.

The protection measures of organizations are usually based on practical findings, not research results. The organizations collaborate with memory organizations and make conservation work visible in exhibitions and publications. The protection of cultural heritage is studied in a practical way, for example in museum workshops. In principle, the Finnish education system has a dual model: universities conduct scientific research and polytechnics apply it. Polytechnic theses always involve a working life context, so they also contain some examples of policies developed to protect the ICH. For example, in the field of conservation, research is being done that directly targets the protection of the ICH.

Åland Museum is actively working with the UNESCO Convention for Safeguarding ICH and developing the Åland inventory and research and documentation is an inherent part of the work. The research and documentation are utilized for improving safeguarding.

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• Gender equality
  
  Finland is one of the world's leading countries in fostering equality. Finland was the first country in the world to grant women full political rights. A general prohibition of discrimination was introduced into the new constitution in 2000, and a registered partnership became possible a year later. The paternity month was added to family leave in 2003. The Equality Act was renewed in 2005. The debate has diversified, with themes breaking down gender stereotypes and an analysis of femininity and masculinity. Female and male models and roles have diversified. Gender bipolarism has led to gender diversity. The gender-neutral marriage law entered into force in Finland in 2017. The equality debate has been extended to early childhood education and the school world. All of these measures influence the safeguarding of ICH though it is not explicitly mentioned.

• Knowledge and practices concerning nature and the universe
  
  Under Article 8(j) of the Convention on Biological Diversity, Finland has undertaken to respect, preserve and maintain the knowledge, innovations and practices of indigenous peoples and local communities relevant for the conservation of biological diversity and to promote their wider application with the approval of knowledge holders and to encourage equitable sharing of benefits arising out of the use of biological diversity. The Akwé: Kon guidelines aim to improve environmental decision-making in the home regions indigenous populations. In Finland, the Akwé: Kon guidelines are intended to be used in the Sámi homeland to assess the cultural, environmental, and social impacts of projects and plans that may affect Sámi culture, livelihoods, and cultural heritage. The Akwé: Kon method has been used in Finland for example in Metsähallitus' national park management plans.
  
  The Finnish Strategy for Artic Policy (see Climate Change) also emphasizes the importance of the Sámi traditional knowledge

• Climate change
  
  Finland’s Strategy for Arctic Policy was published in 2021. The policy strategy sets out Finland’s key objectives in the Arctic region. According to the policy, all activities in the Arctic region must be based on ecological carrying capacity, climate protection, principles of sustainable development, and respect for the rights of indigenous peoples. The strategy extends to the year 2030.
  
  The policy includes measure relating to the Sámi in several different priority areas. As concrete measures to achieve the objectives, a Sámi Climate Council will be established to promote the integration of traditional Sámi knowledge into climate policy decision-making. Arctic food security will be promoted by ensuring the continuation of local livelihoods, especially in reindeer husbandry and other traditional livelihoods. The proposal to draw up a Sámi climate change adaptation programme will be examined and developed in cooperation mechanisms for the use of natural resources and protected areas together with the Sámi. Sámi and Sámi language teaching and language nest activities will be strengthened and international partnerships between indigenous peoples will be strengthened to protect traditional cultural expressions and traditional knowledge.
  
  Indigenous peoples’ cultural expressions will be valued and, if necessary, protected as intellectual property. Indigenous artists can create unique cultural products and services and offer them using various digital tools. National measures concerning issues related to protecting Sámi intellectual property as well as research will be continued together with the Sámi Parliament.
  
  Finland has ratified the Convention on Biological Diversity. A process to prepare a new National Biodiversity Strategy and an action plan to 2030 related to this is currently underway. In addition to national objectives, the strategy considers the objectives of the UN Convention on Biological Diversity and the new EU Biodiversity Strategy. This process should be completed in the early part of 2022.
  
  The previous strategy (2013–2020) stressed the need to mainstream issued related to the natural environment to all sectors of society, involvement of new actors to work for the benefit of nature, decision-making based on solid scientific knowledge and, as part of the international community, Finland’s responsibility for natural environments on the global scale. The strategy also outlined ways to link the traditional knowledge of the Sámi people to the protection of biodiversity.
  
  

• Others
  
  Inclusive social development
  
  The National Roma Policy for 2018–2022 (ROMPO2) has been mentioned earlier in relation to cultural and educational policies. The main objective of the policy is to support the societal integration of Roma in all aspects of society. The policy programme is based on the premise that Finland’s current legislation and comprehensive service system provide a good foundation for the promotion of the equality of the Roma population. The mainstreamed actions and measures targeted specifically at the Roma population set out in the National Roma Policy will create further capacities for considerable improvements in the human rights and socioeconomic status of Roma. The policy from the point of view of cultural policy, see indicator 11.1.; for educational measures, see indicator 12.3)
  Indigenous peoples have experienced and may still be subjected to racism and discrimination, including by states and authorities in Finland. In its session in October 2021, the Finnish Government appointed the Truth and Reconciliation Commission Concerning the Sámi People. The commission was prepared in close cooperation with representatives of the Finnish state, the Sámi Parliament, and the Skolt Sámi Siida Council. The aim of the commission is to collect Sámi people’s experiences of the actions of the Finnish state and its various authorities and to make this information visible to the public. The purpose of the truth and reconciliation process is to identify and assess historical and current discrimination, including state assimilation policy, and violations of rights; to find out how these injustices affect the Sámi people and their communities today; to propose ways to promote links between the Sámi and the state of Finland and among the Sámi people, and to raise awareness about the Sámi as the indigenous people of Finland.
  A further aim is to ensure that, because of the truth and reconciliation process, the state of Finland will bear responsibility for its actions and, together with the Sámi Parliament, the Skolt Sámi Siida Council and other Sámi operators, will work to strengthen the realisation of the rights of the Sámi people in Finland. Psychosocial support is an integral part of the implementation of the truth and reconciliation process.
  The commission will draw up a report on its work that includes proposals for measures. The report will be submitted to the Government, the Sámi Parliament, and the Skolt Sámi Siida Council by 30 November 2023.

The main measures adopted in Finnish cultural policies to help arts and culture operators and actors in he field during the Covid-19 pandemic have included information gathering efforts, emergency funding tools and information guidance. The immediate first step in the crisis management was to start the collection of data on the effects of the pandemic. The first main survey regarding the wider sectors of arts, culture, and creative industries was sent out in April 2020 by the Ministry of Education and Culture to gather information on the effects of the pandemic to support the formulation of rapid conclusions and policy responses and to plan longer-term policies and actions. Around 1?600 actors responded to the survey. In May 2020, the Ministry of Education and Culture sent out a survey to Finnish municipalities regarding the local effects of the pandemic on cultural activities. The data collection has continued along with the pandemic. In January 2021, the Ministry launched a third survey on the impacts of the pandemic on the activities of actors in arts and culture. The Ministry of Education and Culture has been the main initiator of the data collection efforts conducted by the state in the field of arts, culture, and heritage. The surveys were conducted by the Ministry’s Department for Art and Cultural Policy and the Finnish Heritage Agency (in collaboration with Finnish Museums Association and the Ministry).

During 2020, the Finnish state launched multiple support initiatives to keep cultural and creative industries afloat and compensate at least some of the losses caused by the pandemic. In comparison to the general arts and culture funding, the amounts channelled through various emergency funding instruments have been significant. The state co-operated with private foundations in some funding initiatives, but mostly the emergency funding was channelled through various government institutions, including the Arts Promotion Centre Finland (Taike). In addition to the state, several third-sector organisations have launched their own crisis support mechanisms and initiatives. The emergency funding and other supporting measures have included emergency aid and discretionary crisis grants, special working grants, provision of work opportunities, diverse aid for artists and freelancers, and lists of good practises. In addition, but less frequently, funding has been provided for artistic proposals or projects and documentation of the COVID-19 crisis.

In 2021 the Finnish Minister for Culture and Science launched a working group to support cultural reconstruction work, to support the fields of arts and culture hard hit by Covid-19 pandemic and to underline the social and economic importance of arts, culture, and creative industries as part of Finland’s sustainable growth programme and other initiatives (see also indicator 11.2.).

• Income generation and sustainable livelihoods
  
  See indicators 13.5. and 14.2. on measures to safeguard and promote the livelihoods of the Sámi.

• Impact of tourism on ICH safeguarding
  
  For a long time, the Sámi community has brought up the issues of inappropriate uses of Sámi costume and other Sámi symbols in Finland. In 2018 the Sámi Parliament adopted Principles for Responsible and Ethically Sustainable Sámi Tourism. The primary purpose of the ethical guidelines is to terminate tourism exploiting Sámi culture and to eliminate incorrect information about the Sámi distributed through tourism. The second priority is to safeguard the cultural practices and traditions of Sámi population outside the travel industry. The ethical guidelines are primarily meant for tourism actors and operators outside the Sámi community who carry out touristic productization, representation, marketing, and communications of Sámi culture. Furthermore, the guidelines are for visitors arriving in Sámi Homeland. The guidelines were drafted as part of a project on Culturally Responsible Sámi Tourism carried out by the Sámi parliament and funded by the Ministry of Education and Culture. Sámi Parliament in Finland has received financing from the Ministry of Education and Culture to implement Sámi tourism projects almost continuously since February 2017.
  
  The currently ongoing project is called Responsible Sámi Tourism: Visitor Guidance and Teaching Material for Travel Industry to Safeguard Sámi Culture. The objective of the project is to improve the equity and equality of the Sámi community, and advance Sámi culture’s maintenance, development, and enablement of its inter-generational transmission. The project aims at promoting equality between various ethnic groups by eradicating objectification of the Sámi in tourism, improving equality by strengthening positive portrayal of the Sámi by distributing accurate information, participation by highlighting the opinions of the Sámi, mutual respect by paying attention to different cultural customs and practices, and sustainable development that lies at the heart of Principles for Responsible and Ethically Sustainable Sámi Tourism – guidelines. The project supports responsible conduct aiming at improving and/or ensuring the safeguarding of meaningful life on equal basis also to the part of the Sámi population who is not involved in tourism at pressures of constantly increasing tourism and the loss of the natural habitats and resources.
  
  The National Strategy for Arctic policy (see indicator 13.2.) states that when developing sustainable and responsible tourism, not only environmental aspects but also social, cultural, and economic perspectives must be addressed extensively.
  
  Sustainable Travel Finland (STF) is a program and label of Visit Finland, a unit of Business Finland responsible for promoting travel from abroad to Finland. The program and label are designed to promote responsible tourism in Finland and allow international travel trade to easily identify sustainable tourism providers. STF also encourages collaboration between the government, regional tourism bodies and companies, enabling all parties are working together to ensure a responsible and sustainable future for tourism in Finland. The Sustainable Travel Finland program is open to all tourism companies and all regions in Finland, regardless of whether they already have a sustainability policy in place. There is no admission fee to the program. The program provides the participants with a roadmap and a comprehensive toolkit including tailormade training courses, online manuals, and a digital working environment to help them to qualify for the STF label.

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Public access rights, or so-called everyman's rights (jokamiehenoikeudet), refer to the right of everyone in Finland to enjoy outdoor pursuits regardless of who owns or occupies an area. You do not need the landowner's permission, and there is no charge. The rights give everyone the freedom to roam the countryside, forage, fish with a line and rod, and to use natural areas. The related obligations mean that you must not damage the environment or disturb others while exercising public access rights. Finland does not have direct legislation on everyman’s rights but there are approximately 30 different pieces of legislation that in various ways either grant rights to act in nature, restrict people’s rights, or prohibit certain actions completely. Everyman’s rights are widely known of, valued, and used. They apply to everyone who resides in Finland, regardless of their nationality. Everyman’s rights are included in the Finnish National Inventory of Living Heritage (since 2017).
The Sámi Parliament (Sámediggi) is the self-government body of the Sámi, legislated (the Act on the Sámi Parliament (974/1995) in 1996. Its main purpose is to plan and implement the cultural self-government guaranteed to the Sámi as an indigenous people. The Sámi Parliament is the supreme political body of the Sámi in Finland. It is an independent legal entity of public law which, due to its self-governmental nature, is not a state authority or part of the public administration. The Sámi Parliament functions under the administrative sector of the Ministry of Justice. The Sámi Parliament represents the Sámi in national and international connections, and it attends to the issues concerning Sámi language, culture, and their position as an indigenous people. The Sámi Parliament can make initiatives, proposals, and statements to the authorities.

The Act on the Sámi Parliament and other legislation provide linguistic and cultural autonomy to the Sámi (legislation one education, see indicators 12.2 and 12.3).
The main legislation concerning the rights to nature ecosystems and customary rights of the Sámi include the renewal of the Antiquities Act and the report commissioned by the Ministry of Education and Culture on the rights of the Sámi to the Working and Monitoring Group for the Reform of the Antiquities Act in 2021 (see indicator 11.1.), the Nature Conservation Act (1096/1996), the Wilderness Act (62/1991), the Mining Act (621/2011), the Water Act (587/2011), the Skolt Act (253/1995) and the Reindeer Husbandry Act (848/1990).

According to the Nature Conservation Act (16 §) conditions for the maintenance and development of the Sámi culture shall be secured in national parks and strict nature reserves located in the Sámi homeland. When an area is being established, the specific objectives of its safeguarding and, if the area to be established is a national park, the interests of visitors to the area shall be considered in an appropriate manner

The Wilderness Act section 1 states that wilderness areas are established to preserve the wilderness nature of the areas, to safeguard the Sámi culture and natural industries, and to develop the diverse use of nature and its conditions.

According to the Mining Act (621/2011) the activities referred in the Act must be adapted in the Sami Homeland, to secure the rights of the Sami as an indigenous people. The Act stipulates on the procedures on granting exploration, mining or gold panning permits in the Sámi Homeland and requires the permit authorities to investigate, in co-operation with the Sámi the effects of the activities on the rights of the Sámi to maintain and develop their language and culture.
The Water Act states that a water resources management project located in the Sámi homeland or that has impacts on this shall be implemented in a manner that does not undermine to no more than a minor extent the possibilities of the Sámi to exercise their right as an indigenous people to maintain and develop their culture and practise their traditional livelihoods.

Metsähallitus has a statutory obligation (Act on Metsähallitus) to safeguard the prerequisites for Sámi culture in the Sámi Homeland and to preserve cultural heritage in many national parks. The authority responsible for taking care of cultural heritage in conservation areas is Parks & Wildlife Finland.
The Skolt Act maintains and promotes the living conditions, livelihoods and culture of the Skolt and the Skolt area. The Act also contains provisions on the village councils, which maintain the old village administration of the Skolts and form an official way of representing the group towards the Finnish state. See also indicator 13.5.
Reindeer husbandry is regulated in Finland by the Reindeer Husbandry Act. It defines, inter alia, the area specifically intended for reindeer husbandry and the right to practice reindeer husbandry in that area.

In 2021 the Sámi Parliament published a guide to the interpretation and application of legal norms concerning the Sámi in matters related to the environment and land use. The guide serves as a legal manual in the work and mutual co-operation of the Sámi Parliament as well as state and municipal authorities and other key actors. Its purpose is to provide up-to-date information and thus to promote the effective realization of Sámi rights, e.g., in the development of legislation, law enforcement and the work of courts and other law enforcement officials.

Finland has ratified the Convention on Biological Diversity, which includes requirements to protect the traditional knowledge of indigenous and traditional local populations (article 8j, see indicator 13.2). Finland has not yet ratified the ILO-169 Treaty.

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Based on the survey related to the report, ICH communities in Finland see the appreciation of their own cultural heritage as the basis for valuing others. If people speak different languages, traditions are seen as a common language between practitioners of different traditions. Taking part in cultural activities creates insight into set of values in society and individual life. Cultural traditions show in practice that in human communities, there is more in common than distinguishing factors between people.

There are several organizations that work specifically on the issue of cultural diversity and promoting mutual respect, here are presented a few examples how the work is organized through NGO’s. To start with, The Culture for All service operates nationwide in the field of art and culture since 2003. Its mission is to provide information and support to cultural actors on issues of accessibility, diversity and equality. The service collaborates not only with arts and cultural organizations but also with various audience groups, artists and other cultural actors. The Culture for All service is supported by the Ministry of Education and Culture. The Association for Equal Culture is responsible for the activities. The Culture for All service coordinates several projects to promote cultural equality. For example, in 2021, a Diversity Agent Course and Diversity Clinic project were launched, focusing on matters related to racial issues and racism. The project provides art and cultural institutions across Finland with tools for anti-racist work and consideration of diversity.

The Culture and Religion Forum FOKUS (Kulttuuri- ja uskontofoorumi FOKUS ry) is a national NGO founded in 1947, which promotes the interaction between cultures, views and religions through science, art and education. The goal of their activities is to build a socially and culturally sustainable future and to promote social well-being and social peace. The materials created by the NGO support dialogue in many ways. The website Dialogikasvatus.fi contains material and current information to support culture-, view- and language-conscious education. The Festive Calendar (Juhlakalenteri) introduces the festive traditions of different cultures. Furthermore, the Dive into the Sámi culture - digital game deals with the Sámi languages, livelihoods, Sámi costumes and cultural ownership. Songbook Variety of songs! has been put together for anyone to learn about the diverse singing traditions in Finland. The songbook is aimed at basic education and early childhood education to support the child's cultural and viewing dialogue education through music.

Another example is the Finnish Local Heritage Federation's project “Everyone has the right to local heritage” (Kaikilla on oikeus kotiseutuun 2019-2020) that encouraged encounters and dialogue in local heritage work in Espoo city. The project promoted encounters between immigrants and actors from Espoo's district associations, volunteers in the local area, in the spirit of working together. During the project, models were created for the principle of co-design for resident-based integration. The results of the project were collected to a guide for culturally diverse local heritage work.

Åland's mulicultural Society aims at providing information on the different cultures that are represented on Åland, and support activities where different cultures work together uniting all who are interested in activities arranged by the NGO and support new immigrants to integrate into Åland’s society; learning about the world through meeting people from different countries.

• As a source of identity and continuity
  
  The active implementation of the Convention has brough to the foreground the importance of ICH in society as a source of identity and continuity. Along the years, numerous seminars, webinars and workshops have been organised in different parts of the country. Regional seminars have gathered together ICH actors from all domains in that particular area to discuss their heritage from different viewpoints, to share good examples and also to inventory living heritage. Thematic seminars have also been organized in all domains gathering hundreds of people. These events have also raised interest in local and regional media.
  
  Many efforts have been made to raise awareness about the importance of different minority cultures. In recent years, several events have been organised related to the Sámi people, the Roma people, migrant communities and also the Finnish-Swedish speaking community. All these events have been organised together with the respective communities, the institutions and NGOs related to them. The purpose of these events has been awareness raising, but also to identify various measures dealing with the safeguarding and continuation of ICH and issues that the actors in the field see as obstacles to the continuation of their ICH.
  The work with the Sámi community has taken place both in national and pan-Nordic level. Attention has been given to discuss safeguarding traditional knowledge and using intellectual property protection to protect the economic and strategic interests of the Sámi community.
  
  On the other hand, according to the survey connected to the reporting, many municipalities have found it difficult to maintain cultural work with minorities in a tightening economy. Participatory budgeting based on municipal initiatives, for one, has been seen helpful in taking account of small communities needs as well. However, it has also been noted that participatory budgeting often reaches communities already active and may not serve in allocating resources to those who are otherwise vulnerable.
  
  

• As a source of knowledge and skills
  
  One way to support ICH in society as a source of knowledge and skills in Finland, are the Grants for cooperation and development projects under the ICH Convention by the FHA. The purpose of the grant is to promote the implementation of the Convention, to raise awareness about it and to increase the opportunities for community participation in the cultural heritage covered by the Convention. Grants may be applied for cooperation and development projects that promote the implementation of the Convention. In the past three years altogether 30 projects have been supported with 300 000 euros. Many of these projects are related to transmitting skills in the various domains of ICH.
  
  Here are some examples:
  In the project by the Finnish Wooden Boat Builders (Suomen Puuveneveistäjät) a new model of a clinker-boat has been modelled. Based on old boat drawings, boat designers were asked to submit proposals on a new model. A jury chose the best example of which a new boat is being built. The boat type will be easily customizable and designed with sustainable development in mind. The type model will be available to boatbuilders and schools alike.
  
  The Finnish Youth Association (Suomen Nuorisoseurat) worked in 2019-2020 on the project ’Whole Finland dances Sottiisi’ where pair dance workshops were organised in different parts of the country. One concept created was the ambassador of pair dancing. Also, online teaching materials were created.
  In the project by the Finnish Crafts Organization Taito ‘To expertise together’ (Yhdessä asiantuntijaksi), opportunities for communities and practitioners of crafts are offered. In addition, the local Craft Associations promote crafts typical for their region, for which they have named themselves as godparents, and present the crafts on their website. The project trains the staff of the Finnish Craft Organisation, both advisers and teachers of basic arts education on the implementation of the Convention for the Protection of the Intangible Cultural Heritage. The nationwide network of the Craft Organization includes 16 local Craft Associations with 14 Taito handicraft schools.
  
  Following a government program (2008–2011) on promoting Finnish food and appreciation of ingredients, the Local Food program started in 2013 and updated 2021 securing continuity to the program until 2025. Run by the Ministry of Agriculture and Forestry, the goal of the program is to increase local food production and its demand. In the program, local food refers in particular to food that is based on local food stuff and raw materials and that is marketed and consumed near to its origin. In this way, the program promotes local economies, employment and local food cultures. Although the goals and guidelines of the program have been made at the national level, it is implemented in Finland’s different regions according to their own needs and starting points, with respect to and utilizing the food culture of each region.
  
  A good example of achievements based on the program is the first the “European Region of Gastronomy” recognition that the City of Kuopio and Northern Savonia (Pohjois-Savo) received for 2020-21. In addition to culture, the recognition develops regional gastronomy and food events, agriculture, education and entrepreneurship. The recognition is a step towards the nationally and internationally known food region of Northern Savonia and an attractive destination for food tourism.
  
  In Northern Karelia (Pohjois-Karjala), an eastern province bordering Russia, the companies belonging to the Karelia à la Carte network respect and utilize their own cultural heritage and adhere to common values in all their activities: locality, karelianism, distinctiveness, hospitality and nature.
  
  Finland Eats and Drinks (Suomi syö ja juo) was a communication project carried out by the Hotel and Restaurant Museum (Hotelli- ja ravintolamuseo) in 2018-20 and co-funded by the Ministry of Agriculture and Forestry of Finland that shared through blogs and a picture bank true stories and facts about Finnish food culture through the years. With this communication material, the public was introduced to Finnish food and beverage traditions and helped to understand the backgrounds of today's food phenomena.