Human-Anito-Nature Relationship: Indigenous/Local Knowledge, Anitism, and Sustainable Development\t\nBobby dG. Lopez (PhD Researcher, University of the Philippines, Diliman)

All aspects of curriculum development at the University of the South Pacific requires intra-regional work especially within and across our 12 member countries. These are Cook Islands, Fiji, Kiribati, Nauru, Niue, Republic of Marshall Islands, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. This engagement includes both the needs assessment and endorsement of new courses and programmes. For the Professional Certificate, the UNESCO Pacific Heritage Hub Steering committee and UNESCO Apia Office were also instrumental in development. The programme design and proposed courses and structure were also presented at the 2016 and 2018 Council of Pacific Arts Meeting and the Pacific Culture Minister’s Meetings held in Guam and Fiji Respectively. We have not thus far leaned into inter-regional cooperation but are exploring the potential for this after the first roll out of the programme to determine what opportunities might exist for inter-regional cooperation and exchange. Dr Frances C Koya Vaka’uta talks about strengthening heritage management capacity in the Pacific Islands. \n\nASSOCIATE PROFESSOR DR. FRANCES C. KOYA VAKA’UTA is Director of the Oceania Center for Arts, Culture and Pacific Studies and the Pacific Heritage Hub, at the University of the South Pacific (USP) in Suva.

"Kazakhstan is home to many major local festivals, and the vibrant communities that help these festivals come to fruition are part networks that help promote the festivals. As a result, the local festivals have turned into multinational events. As an example, the World Nomadic Games (WNG) is held biennially and has grown considerably, in 2018, 3,000 athletes from 77 countries. The WNG has contributed to science in cultural heritage and transmission of the ICH in general. Traditional game federations have established networks in a number of counties- Salbuurun Federation (seventeen countries), Kök Börü Federation (ten countries), Alysh Federation (sixty-three countries), Kyrgyz Kürösh Federation (twenty-eight countries), Toguz Korgool Federation (thirty-three countries), Er Engish Federation (thirteen countries) and Ordo Federation (six countries). As a result, ICH festivals became one of the main attractions for international tourists in Kyrgyzstan that contribute to the local economy and to the livelihoods and well-being of concerned communities as well."

Injee Kim, Culture Programme Officer, UNESCO Bangkok Office shares UNESCO' experience in building networks in the fields of ICH and Heritage Management. \n\nINJEE KIM is an Assistant Programme Officer at at Culture Unit of UNESCO Bangkok. She coordinates the UNESCO Asia-Pacific Awards for Cultural Heritage Conservation. She has been involved in a number of UNESCO projects since 2016 including the development of a Competence Framework for Cultural Heritage Management in the Asia-Pacific region.

Seong-Yong Park talks about the importance of ICH for the sake of sustainable development along with the characteristics of Silk Roads region. He also discusses the various Information and networking programs ICHCAP has implemented in collaboration with Central Asian nations, especially nations along the Silk Roads, showing ICHCAP’s interest in developing projects along the Silk Roads. At the same time, He proposes to develop a broader network targeting the Silk Roads region with upgraded functions of sharing information and building networks. In addition, he argues that for better opportunities for future collaborations, establishing a Silk Roads ICH Network would be a meaningful journey through cooperative and multilateral partnerships among the stakeholders to recreate the glory of the Silk Roads through ICH.

UNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\nThe public webinar aims to raise awareness for the benefits and challenges of monitoring living heritage in education by sharing the results of the above-mentioned intersectoral expert meeting. It will include a brief presentation on the education-related indicators of the ORF and how they can inform the monitoring system of SDG 4. Speakers will be invited to share their experiences and discuss the benefits of this intersectoral monitoring to inspire relevant stakeholders from the education and culture fields to undertake their own initiatives in this innovative intersectoral field. \n\nThe children's Museum in Cairo: Educational activities and partnerships with schools to strengthen the safeguarding or intangible cultural heritage by Ms. Fatma Mostafa, museum specialist (Egypt)

UNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\nThe public webinar aims to raise awareness for the benefits and challenges of monitoring living heritage in education by sharing the results of the above-mentioned intersectoral expert meeting. It will include a brief presentation on the education-related indicators of the ORF and how they can inform the monitoring system of SDG 4. Speakers will be invited to share their experiences and discuss the benefits of this intersectoral monitoring to inspire relevant stakeholders from the education and culture fields to undertake their own initiatives in this innovative intersectoral field. \n\nThe Socio-festive and productive calendar: A pedagogical device for inter-cultural bilingual education by Mr. Luis Enrique Lopez, senior education specialist (Peru)

UNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\nSession 3: Panel on Living Heritage in Education: Benefits of (Intersectoral) Monitoring by Ms. Lynette Schultz, senior specialist in Global Citizenship Education (Canada)

UNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\nThe public webinar aims to raise awareness for the benefits and challenges of monitoring living heritage in education by sharing the results of the above-mentioned intersectoral expert meeting. It will include a brief presentation on the education-related indicators of the ORF and how they can inform the monitoring system of SDG 4. Speakers will be invited to share their experiences and discuss the benefits of this intersectoral monitoring to inspire relevant stakeholders from the education and culture fields to undertake their own initiatives in this innovative intersectoral field. \n

The UNESCO Silk Roads Program Overall Goal is in line with the objectives of the UN 2030 Agenda, in particular with SDG16 (Sustainable Peace and Development), advocating for intercultural dialogue and mutual understand and respect as well as social inclusion and cohesion. Interactions along the Silk Roads have played a vital role in connecting cultures and people across many borders. It is an instructive example of a long-lasting legacy of exchange, influence and cooperation. In the first phase, roads of dialogue among the people of Eurasia began in 1988 and the five expeditions along the Silk Roads collected information for analysis about shared heritage. During the second phase, the major goal was to raise awareness about the shared heritage along the Silk Roads. This occurred by empowering youth through an annual photo contest and a Silk Roads youth research grant. The third structure was to develop, compile and disseminate knowledge through a Silk Roads online platform. This work promotes interactive possibilities for an ICH Silk Roads network with ICHCAP and IICAS by identifying and promoting concrete fields and elements that have facilitated and have been generated through cultural interactions and exchanges along the Silk Roads.

UNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\nThe public webinar aims to raise awareness for the benefits and challenges of monitoring living heritage in education by sharing the results of the above-mentioned intersectoral expert meeting. It will include a brief presentation on the education-related indicators of the ORF and how they can inform the monitoring system of SDG 4. Speakers will be invited to share their experiences and discuss the benefits of this intersectoral monitoring to inspire relevant stakeholders from the education and culture fields to undertake their own initiatives in this innovative intersectoral field. "he intersectoral expert meeting that was held in three sessions in December 2020 was a platform for international experts in the field of culture and education from across the world to deepen the understanding of the education-related indicators and demonstrate more clearly the linkages this has with the reporting on the progress towards quality education for sustainable development and peace. It generated important knowledge on the interface between living heritage and education, identified examples to illustrate this relationship and provided advice for future monitoring and reporting in these related fields. The webinar welcomes all governmental and non-governmental stakeholders interested in culture and education to join this debate on monitoring living heritage in education.

Of the 17 Sustainable Development Goals (SDGs) of the UN 2030 Agenda for Sustainable Development, one in particular, SDG 14 Life Below Water, encompasses the conservation and sustainable use of “the oceans, seas and marine resources for sustainable development.” To this end, UNESCO Intergovernmental Oceanographic Commission (IOC) laid the foundation for the UN Decade of Ocean Science for Sustainable Development (2021-30) (hereafter Decade), which is about to start its Implementation Phase. The Decade is a vital opportunity to improve focus on the ocean’s cultural heritage including intangible/indigenous/traditional culture that can be safeguarded in order to reach a sustainable future in the face of modernisation or climate change. Networks created by stakeholders focusing on Maritime Living Heritage ensure that cultural heritage can be acknowledged as a medium for engaging the public in addressing the sustainability of our coasts, seas, and oceans.