For centuries, the people of the central Caroline Islands have relied heavily on their voyaging canoes as their primary means of transport. They made voyages to islands near and far to obtain food, tools, and other valuables. In some instances, following devastating natural calamities, their canoes are used to relocate to a different island as was the case for the Carolinians who now reside in the Commonwealth of the Northern Marianas (CNMI). Today, the art of canoe building and traditional celestial navigation continues in these remote islands of the Federated States of Micronesia. Although at a smaller scale than what it used to be, the important knowledge of their ancestors is being passed on to younger generations. Waa’gey is a community-based organization working with island communities to transfer traditional skills and knowledge. Realizing the challenges brought to the shores of Micronesia by globalization and environmental issues including climate change and rising sea levels, the people of Lamotrek Atoll in Yap worked with Master Navigator Larry Reigetal and his crew to build an outrigger canoe named The Lucky Star1.. Using only traditional seafaring methods and no modern navigation technology, the eight-man crew led by master Reigetal braved storms and powerful ocean currents to travel over five hundred miles to Guam over five days to showcase the Micronesian culture at the Festival of Pacific Arts in May 2016. After the festival, the crew sailed back to Lamotrek over a period of ten days.\n\nThe crew brought along a traditional pandanus sail woven by the people of Lamotrek to use during the festival and to display the skills used to create it. The entire process of weaving the sail took more than six months, with over thirty people contributing to its construction. Due to modern seafaring technologies, the traditional weaving techniques in Lamotrek had not been in practice for over half a century. However, through this project, Waa’gey was able to enlist the help of a 95-year-old Maria Labusheilam, the last master weaver in Lamotrek. She taught the skills to twenty women apprentices, led by her daughter Maria Ilourutog, granddaughter Pualina Lairegiyalo, and daughter-in-law Esther Letalimepiy. The men of Lamotrek, led by Xavier Yarofaliyango, cut and stretched the leaves and stitched the sail together. Labusheilam died two weeks after passing on the knowledge. She did not see the final outcome of her work. The pandanus sail is woven from the Pandanus odoratissimus (screwpine) commonly grown on beaches of tropical islands. The leaves are harvested, dried under the sun, and stripped into single fibers. They are then woven into longer strips of sheets that are then strengthened by stretching and wrapping the sheets around coconut trees. The sheets are then sewn together with sennit twine ropes made from coconut fibers. Sail weaving is not the same as weaving sleeping mats, as they need to be doubled and overlapped to ensure strength and durability.\n\nThe sail was displayed at the University of Guam and the Honolulu museum. It is now in Hawaii and will make its way to New York where it will be the main art display at the UN Headquarters during the Ocean Conference. It will then travel to Europe, Asia, and Australia before making its final voyage to the Federated States of Micronesia in 2018 to sail the MicroGames torch in Yap . It is autographed by all the people from Lamotrek and the president of the FSM, H.E. Peter Christian.\n\nPhoto : Master Navigator Larry Raigetal and his crew entering Guam harbor on their canoe the Lucky Star during the opening ceremony of the 12th Festival of Pacific Art and Culture © Waa’gey

India is the repository of an astounding wealth of intangible heritage with distinctive qualities of its own. The variety of geophysical features of India reflects its cultural diversity, from the Himalayan peaks to the sea coast, river-fed plains, marshlands, and deserts, all of which has helped shape its intangible culture in consonance with nature. India is a pluralistic society that combines different religions, faiths, racial communities, languages, and cultures. It has a wide range of artistic activities, traditional knowledge systems, folklore, performing arts and festivals, with about eight hundred dialects, and more than twenty officially recognized languages, several faiths, various styles of art, architecture, literature, music, dance, and lifestyle patterns from the urban and rural to the tribal.

Knowledge is the foundation of indigenous cultures. As an expression of a given culture, it establishes relationships among an indigenous community with respect to its ancestral territory. The concept of knowledge or traditional knowledge is closely related to intangible cultural heritage. Intangible cultural heritage shapes the spirit of a culture, and central to its promotion and protection, is the revitalization and safeguarding of knowledge and cultural systems.

After the Angkor was inscribed on the World Cultural Heritage List, it was necessary to establish working mechanisms to promote national and international collaboration.

In mid-April every year, Sri Lankans celebrate the Sinhala and Hindu New Year with distinctive rituals that fuse Hindu and Buddhist elements. With the introduction of Buddhism in the third century BCE, traditional Hindu New Year rituals were reinterpreted. While historians and sociologists believe these rituals were closely related to sun worship because they coincided with ancient myths about the sun moving from one celestial house to another—the major rituals today embody a sense of cultural heredity and tradition.

Closely linked to human dignity and identity, cultural heritage embodies resources that enable the cultural identification and development of individuals and communities, through which they express their humanity, give meaning to their existence, build their worldviews, and articulate their encounters with the external forces affecting their lives.

In 2013, the UNESCO Office in Bangkok, in collaboration with the Islamabad, Hanoi, Apia, and Tashkent offices, undertook a project to experiment how intangible cultural heritage (ICH) could be used as part of a pedagogical approach to raise awareness about sustainable development. Activities, implemented thanks to the generous support of the Japanese government, were framed around the themes of the Decade of Education for Sustainable Development (2005-2014). The pilot project produced guidelines and sample lesson plans for teachers to guide them into developing educational materials grounded in local knowledge and practices. Seventeen schools in four countries—Pakistan, Palau, Uzbekistan, and Vietnam— participated in the pilot. The emphasis was not on teaching pure cultural content, but rather on using ICH as a vehicle to enrich the teaching of existing school subjects.

The concept of sustainable development is at the heart of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, which recognizes in its preamble the importance of the intangible cultural heritage as a mainspring of cultural diversity and a guarantee of sustainable development. Furthermore, Article 2.1 of the Convention, dedicated to the definition of intangible cultural heritage, stipulates that consideration will be given solely to such intangible cultural heritage as is compatible with existing international human rights instruments as well as with the requirements of mutual respect among communities, groups, and individuals, and of sustainable development.

Folkland, International Centre for Folklore and Culture is a nonprofit NGO devoted to promoting folklore and culture. Headquartered in Kerala in south-western India, Folkland has three main centers and several chapters in India and associations with other organizations abroad through MOUs and collab-orative partnerships. Folkland has been affiliated with the UNESCO ICH sector since 2010. Folkland envisions a society that respects cultural heritage by conserving arts and cultural traditions and transmitting them to future generations. As such, Folkland is proudly dedicated to promoting Indian culture and values with a focus on intangible cultural heritage. The center provides access to knowledge and information about intangible cultural heritage and is known for promoting indigenous culture that inspires audiences to explore the cultural and artistic heritage of Kerala. The main domains covered by Folkland are performing arts; oral traditions and expressions; social practices, rituals, and festivals; and traditional crafts. Folkland documents oral traditions and practices and extends training to younger genera-tions to revitalize old and near-extinct traditional art forms. One ICH element of particular interest to Folkland is tolpavakoothu (shadow puppetry).

In 2003, the Bose Levu Vakaturaga (Great Council of Chiefs) and the vanua (confederacies) of Fiji raised concerns about the need to safeguard the traditional knowledge systems of the iTaukei as well as the cultural expressions of the people. However, to implement legal safeguarding mechanisms, villagers needed to establish some kind of an inventory to see what rituals, ceremonies, dances, customary practices, etc. existed in their territories. Thus there was a need to develop a system by which the vanua and different tribes could freely participate and thus ensure that their stories and traditional knowledge could be documented. In other words, to satisfy their various needs in relation to intangible heritage safeguarding, the Cultural Mapping Initiative was established.

I have had the opportunity to live in a small village, Amaravathi, in Andhra Pradesh, South India, for the past two years. It has been continually inhabited for almost 2,400 years, a 300-acre landscape or ecomuseum that is embedded with rich layers of heritage values of significance. It is the birthplace of Mahayana Buddhism. I could engage with universities and the School of Planning and Architecture from the state to scope their role in safeguarding the intangible cultural heritage (ICH) of the region. We organized two major festivals on ICH, one at the regional and another at the national level. This immersion of living among ICH carriers and transmitters and fluency in Telugu language and its local dialects enables me to make the following observations. These are also drawn from teaching designated courses on ICH and associated domains since 1985 in Australian, Indian, and Vietnamese universities and working on the living heritage of communities from Ethiopia to Bangladesh, from India to Korea. Understanding and maximizing on the role of higher education institutions such as universities in promoting and safeguarding ICH is critical for the continuity of the cultural diversity of all forms of heritage across the world.

The geography of Korea is ideal for growing lacquer trees. Optimal climate, topography, and soil conditions can be found across the country, and the lacquer produced is of the highest quality. This led to lacquerware crafts being highly valued in Korea over the years, and a uniquely Korean culture of lacquerware being developed.