Strengthening the Creative Industries for Development in ... - unctad

40 PART 3. CREATIVE INDUSTRIES POLICY REVIEW
Declaration 102 with a view to facilitate the recognition of studies in Europe and in all the
Commonwealth countries.
Action: A specific project target is to contribute to the further development of the ISAC as soon as
possible. The ISAC already counts with ninety (90) students and in early 2010, it has put in place a
comprehensive curriculum, taking into account the multi-disciplinary nature of the creative economy,
and the interface between cultural, economical, technological and social aspects. Areas related to
cultural management and production, as well as specialized technical services for lightning, sound, coediting
of films, etc., should not be neglected. Possibilities for the creation of incubators and creative
clusters could also be envisaged.
In June 2009, UNCTAD facilitated the initial contacts between the Director of ISAC and some
professors from the Oslo National Academy of the Arts and the Royal Academy of Arts of the United
Kingdom. The purpose was to explore opportunities for North–South partnerships and concrete
initiatives for education, research and training in the area of design and functional creations in
Mozambique. 103 This partnership is taking shape to assist ISAC, as the first higher education art and
design school, to better formulate the curricula of its course and to network with other similar schools
in Africa and elsewhere for the sharing of research and best practices.
Discussions with stakeholders indicated that there are various needs in the domain of education and
training. They include:
(a) Arts education from the primary level to the university level;
(b) Capacity-building in terms of vocational training for artists who would like to improve
their skills for contractual and IPR arrangements;
(c) Capacity-building in terms of entrepreneurial skills and ITC tools for creative business;
(d) Continuous learning in specific creative sectors (e.g. new techniques for music-making);
(e) Capacity-building in terms of institution-building, policy formulation and implementation
for policymakers.
Action: Education and training at all these levels need to be addressed. In the context of this project
the ILO will provide capacity-building on entrepreneurial skills. UNESCO may provide some
assistance in terms of vocational training and continuous learning for creators, artists and associations.
On the basis of funds availability, UNCTAD intends to provide capacity-building in terms of
institution-building and the regulatory framework for enhancing public policies, as well as on trade
and investment-related issues for government officials.
It is imperative to invest in education and vocational training for the creative industries, including
through private sector mobilization and initiatives. Support is needed not only to facilitate the start-up
of creative enterprises but also to monitor quality control and develop a new attitude towards creative
work in which the artists and artisans can feel proud of their native cultures and care for equipment
and materials.
Action: Establish professional encounters and facilitate actions offering a variety of point of views but
always keeping in mind what can be achieved and can remain as added value to the country.
Encouraging a second language at secondary schools to facilitate trade and exchanges would also be
useful.
102
The purpose of the Bologna Process is to create the European higher education area by making academic
degree standards and quality assurance standards more comparable and compatible throughout Europe.
103
UNCTAD organized a workshop in the context of the Europe-Africa Campus for Cultural Cooperation, held
in Maputo in June 2009.