Short Abstract:

Using the Capability Approach (CA), this study aims to explore stakeholder views, experiences, and perspectives on the contribution of the Bachelor of Arts in Intangible Cultural Heritage at the University of Zambia to safeguarding intangible cultural heritage (ICH) for sustainable human development.

Long Abstract:

Though Watene and Yap (2015) argue that the Sustainable Development Goals (SDGs) and Millennium Development Goals (MDGs) sideline culture as a dimension of development, the partial inclusion of culture in the SDGs still demonstrates that culture, including intangible cultural heritage (ICH) matters for development, as Sen (2004) alluded to. Because the SDGs were formulated in 2015 and the University of Zambia (UNZA), with support from UNESCO, introduced a Bachelor of Arts in Intangible Cultural Heritage (BA ICH) in 2018, adopting it could be viewed as a contribution towards the goals set in the SDGs, especially Target 11.4, which speaks to strengthening efforts to protect and safeguard the world’s cultural and natural heritage as well as Target 4.7 which refers to the appreciation of cultural diversity and culture’s contribution to sustainable development (UN General Assembly, 2015). However, there is insufficient scholarly data (or evidence) on the relevance and applicability of this programme to the Zambian community and graduates despite cultural practices, as detailed by Mkandawire, Simooya, and Monde (2019), being evident in the everyday lives of Zambian people. In addition, it remains unknown how this specific programme informed and supported by the development agency UNESCO, contributes to (sustainable) human development and building capabilities of the individuals who participate in the BA ICH because research on ICH in Zambia has focused on specific ICH practices of different ethnic groups, tourism, and the role of museums. Looking at the facets of ICH safeguarding, which include research, preservation, and identification, higher education (HE) can contribute to building capacity for ICH safeguarding. The incomplete scholarship on ICH in Zambia, the limited research on the role of HE in safeguarding ICH, and the potential to learn from this new and unique programme not just in Zambia but the region necessitates the study.

Using the Capability Approach (CA), this study aims to explore stakeholder views, experiences, and perspectives on the contribution of UNZA’s BA ICH to safeguarding intangible cultural heritage for sustainable human development. There are four objectives which include 1. To examine the role of the BA ICH at UNZA in developing and enhancing the cultural capabilities of students, graduates, and lecturers. 2. To determine how the BA ICH at UNZA develops students into agents of ICH safeguarding. 3. Explore how the BA ICH at UNZA contributes to the local community's understanding and safeguarding of ICH. 4. To explore the connection between intangible cultural heritage safeguarding, higher education, and sustainable human development in Zambia.

The study is targeting a total of 38 participants, including fifteen (15) BA ICH students, ten (10) BA ICH graduates, five (5) lecturers, and the Head of Department for Historical and Archaeological Studies, to which the BA ICH is part. The study also includes stakeholders in intangible cultural heritage safeguarding: one (1) representative from the National Heritage Conservation Commission, the Senior Programme Officer in charge of culture at the Zambia National Commission for UNESCO, the Assistant Director of Culture and Traditional Affairs at the Ministry of Tourism one (1) official from the Lusaka National Museum.

Though the study is still in its inception as data collection has just started, Initial indications from the interviews so far show that ICH is cardinal for re-enforcing the identity of communities, encouraging communities to work together, and promoting peace. Additionally, graduates of BA ICH attest to having enhanced skills and knowledge about ICH, which has contributed to better working relations with communities in ICH safeguarding. Though the graduates of the BA ICH indicate some level of agency, there seems to be a lack of agency at UNZA (at the institutional level) because the introduction of the BA ICH may have been largely motivated by the available funding from UNESCO, which may have overshadowed the required introspection about how best to implement the programme and its place in enhancing cultural capabilities of both students and lecturers. Since the funding from UNESCO elapsed, the number of students in the BA ICH has drastically reduced, and the programme's sustainability remains to be determined.

The study is important as it aims to contribute to scholarship on safeguarding ICH through higher education and add to the field of development studies by highlighting the aspect of cultural heritage and its relation to development. Using the Capability Approach in this study will provide a unique understanding of expanding freedoms related to ICH safeguarding and cultural heritage through HE for sustainable human development. Additionally, the study will give policymakers and universities insights into how HE can promote and safeguard ICH.

Key words: intangible cultural heritage, culture, higher education, sustainable human development, capability approach, Zambia.