"Traditions of telling humorous and satirical stories about Khoja Nasriddin - a folklore character of the peoples of the Muslim East. \nKhoja Nasreddin is a collective image devoid of spatial and temporal boundaries. He is a connecting link in a chain of cultural phenomena that are far from each other; in the end, he constitutes a single cultural layer. The first appearance of anecdotes about Khoja Nasreddin dates back to the 10th century.\nThe literary character of Nasruddin is eclectic and combines in himself the image of a sage and a simpleton at the same time, an internally contradictory image of an antihero, a vagabond, a freethinker, a rebel, a fool, a holy fool, a sly man, a rogue and even a cynical philosopher, a subtle scientist-theologian and a Sufi. He makes fun of human vices, misers, bigots, hypocrites, bribe judges, etc."\n

Under UNESCO Living Human Treasures Program, the project ‘Introducing UNESCO Living Human Treasures System in Mongolia’ has been successfully implemented in order to realize efforts in safeguarding intangible cultural heritage in Mongolia.\nThe main objective of this project aims to introduce and implement UNESCO Living Human Treasures System in Mongolia and so protect, maintain and encourage intangible cultural heritage and bearers in Mongolia within implementation efforts of the 2003 Convention.\n\nThe following activities have been defined and planned to implement within the project implementation work:\n\n1. Review and analyze previous research study materials, data information and field survey findings on intangible cultural heritage and its bearers in Mongolia, and make general overviews upon current situations of intangible cultural heritage\n2. Develop recommendations on designing a relevant legal framework for implementing UNESCO Living Human Treasures program in Mongolia and submit them to responsible governmental institutions for further approval and actions\n3. Organize exchange tours of expert teams implementing the project in South Korea and Mongolia and so share viewpoints and experiences in safeguarding and maintaining intangible cultural heritage in reality\n4. Appoint and send field research teams to some areas of Mongolia, namely some Western and Mongolian regional aimags in order to identify, survey, determine and document locations and distributions of certain bearers of intangible cultural heritage\n5. Develop draft proposals of ‘List of types and forms of Intangible Cultural Heritage in Mongolia’, ‘The List of Intangible Cultural Heritage in Need of Urgent Safeguarding’, ‘The Representative List of the Intangible Cultural Heritage of Mongolia’ and submit them to MECS\n6. Design an initial draft of reference manuals of intangible cultural heritage in Mongolia based on results and findings of all above reviews and research analysis. During the joint seminar meetings held on 12-13 December, 2008 the Mongolian and Korean expert teams withdrew general feedback upon ongoing implementation processes of the project and shared comments on achievements of project goals and objectives, in addition to defining some specific areas of further activities. It definitely contributed considerable inputs in efforts introducing ‘Living Human Treasures’ Program and thus safeguarding intangible cultural heritage in Mongolia

Under UNESCO Living Human Treasures Program, the project ‘Introducing UNESCO Living Human Treasures System in Mongolia’ has been successfully implemented in order to realize efforts in safeguarding intangible cultural heritage in Mongolia.\nThe main objective of this project aims to introduce and implement UNESCO Living Human Treasures System in Mongolia and so protect, maintain and encourage intangible cultural heritage and bearers in Mongolia within implementation efforts of the 2003 Convention.\n\nThe following activities have been defined and planned to implement within the project implementation work:\n\n1. Review and analyze previous research study materials, data information and field survey findings on intangible cultural heritage and its bearers in Mongolia, and make general overviews upon current situations of intangible cultural heritage\n2. Develop recommendations on designing a relevant legal framework for implementing UNESCO Living Human Treasures program in Mongolia and submit them to responsible governmental institutions for further approval and actions\n3. Organize exchange tours of expert teams implementing the project in South Korea and Mongolia and so share viewpoints and experiences in safeguarding and maintaining intangible cultural heritage in reality\n4. Appoint and send field research teams to some areas of Mongolia, namely some Western and Mongolian regional aimags in order to identify, survey, determine and document locations and distributions of certain bearers of intangible cultural heritage\n5. Develop draft proposals of ‘List of types and forms of Intangible Cultural Heritage in Mongolia’, ‘The List of Intangible Cultural Heritage in Need of Urgent Safeguarding’, ‘The Representative List of the Intangible Cultural Heritage of Mongolia’ and submit them to MECS\n6. Design an initial draft of reference manuals of intangible cultural heritage in Mongolia based on results and findings of all above reviews and research analysis. During the joint seminar meetings held on 12-13 December, 2008 the Mongolian and Korean expert teams withdrew general feedback upon ongoing implementation processes of the project and shared comments on achievements of project goals and objectives, in addition to defining some specific areas of further activities. It definitely contributed considerable inputs in efforts introducing ‘Living Human Treasures’ Program and thus safeguarding intangible cultural heritage in Mongolia

Dondang Sayang is a Malay traditional music and song that is well-known in the State of Malacca and still practiced by four communities such as the Malay, Baba Nyonya, Chitty and Portuguese. The performances are accompanied by violin, rebana, gong and accordion and sing by two singers of the opposite sex, who sing in quatrains. It has received UNESCO’s recognition as a Representative List of The Intangible Cultural Heritage of Humanity on 29th November 2018.

Dumba was first played in Hkranghku Majoi Manau Festival, which was traced back to about AD 300. Dumba is played for Htaungkar dance and also for such events as housewarming ceremony, wedding ceremony, harvesting festival and funeral rite. And it is also called as "jinghpaw dumba" Bamboo grows in the wild in hilly region is used to make this oboe. The bamboo stick is needed to be dried first. And then, holes are perforated on it with the use of drill. It has to change the sizes of drills depending on the sizes of oboes. The oboes are in three different sizes_ big, medium and small. Each of them has a total of four perforated holes. A thumb hole is perforated on the lower side with the distance of an inch from the first finger hole. The four finger holes must be made with same distance. Reed made of dried straw is inserted on one end of oboe and young female buffalo's horn is put on another end. Yellow, blue, red and white ribbons are decorated in triangle and diamond patterns on the horn and oboe. The player must blow the reed made of straw to play this oboe by opening and closing the finger holes.\nThe size of Instrument is below.\n-2 feet 7 inches in length\n-4.5 inches in Length of dried straw reed\n-1 feet 5 inches in Length of oboe\n-11 inches in Length of horn\n-2.5 inches in Diameter of horn

Wood has to be made one side is big and the other side is small. It is not same Myanmar rounded Pot Drum, it is a slender shape. It’s body is applied black oleo-resin from tree. It’s neck is applied red line and black line. The playing surface is played by hands to make sounds.\nThe specific size of the drum is:\n-4 feet 4 inches in Length\n-11inches in Diameter of playing surface\n-3 inches in Circumference of playing surface\n-1 feet 5 inches in Length of Kyat Yin\n-1 feet 2 inches in Girth of Padine\n-3 feet 2 inches in Length of neck of drum\n-1.5 feet in Hight of bottom\n-3 feet 2 inches in Girth of bottom

Khatku Dtant has been used for about 1000 years ago. This flute was Kachin traditional instrument. Bamboo grows in the wild in hilly region, which must expose to the sunlight, is used to make this flute. It is bored a hole in the middle of it. It has to be blown from air holes and the thumb makes opening and closing tuning besides it. It is blown the traditional melody.\n-1 feet 11 inches in Length\n-1.5 inches in Girth\n-11.5 inches in Distance between tip to the middle hole

DVD2_NEPAL'S HEREDITARY MUSICIAN CASTES\n\nThe four hereditary musician castes of Nepal are Damai, Gandharba, Kapali, and Badi. The most visible of these are the Damai and the Gandharba musicians. The Kapali are temple musicians and the Badi are drum makers. Damai are required to play for the goddess of the ruling class and also to play at all types of ceremonies and rites of passage, such as weddings and Bratabhandha. They perform in a group known as a panchai baajaa, which is composed of nine musicians playing seven different musical instruments representing the five universal elements of earth, water, fire, air, and sky, of which all matter and living things are composed. The tyamko represents earth, the damaha represents water, the jhurma represents fire, the dholaki represents air, and the narasingaa, sahane, and karnal represent the sky. Panchai baajaa music is believed to keep the elements in balance and harmony and to result in therapeutic musical healing. The Gandharba or Gaine caste musicians traditionally travel from village to village and door to door singing bhajan (hymns), songs from the great Hindu epics, and karkha (historical songs of heroes and bravery), but also bring news. They accompany themselves by playing saarangi.

Nepalese communities express their emotions through the rhythms of various folk dances. Folk dances, in fact, are an inseparable part of rural life. On the other hand, the religious influence can easily be observed in the songs and dances, which are often performed to please deities responsible for the well-being of humans and cattle, favorable climate, and good harvest. As the country has widely differing topographical features, so does it have vast variances in cultural aspects. Folk songs and dances depend on cultures, cas-tes, seasons, and geographical features. For example, a sherpa living in the Himalayan region sings and dances differently from a Tharu living in the Terai region. Similarly, songs and dances performed in the spring season express joyous emotions, whereas those performed in the winter season express sadness. This collection includes the most famous folk dances of the different indigenous communities of Nepal dwelling in various environments. These dances are a part of their daily life.

I remember the dancers of Asia, who flew in from far and wide each year without hesitation. Meeting these dancers, united in their passion for keeping the beauty of traditional dances alive against the impending threat of rapid urbanization and globalization, was a deeply moving and happy experience for me. Their joy, talent, earnestness and pure intent were what made "One Asia in Dance" possible.\n\nDance is a living and breathing art form. In performance, it goes beyond the preservation of the fixed original form, to connect the past, present and future, evolving and developing. 'One Asia in Dance' showed not only the transmission of traditions but also the continuing reinvention of traditions to reflect contemporary sentiments in the traditional dances of Asia. I sincerely hope that a wider audience will find an opportunity to rediscover the value of cultural heritage in the Asia Pacific through the window of dance.\n\n*This collection is donated by the Asia Dance Culture Institute in Korea

Monitoring Living Heritage in Education: Contributing to Heritage Safeguarding and to Achieving SDG 4\n\nUNESCO 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.\n\nSession1: Introduction: 'Education-related indicators for monitoring the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4.7 reporting' by Ms. Janet Blake, Lead Expert\nMs. Aliso Kennedy, UNESCO\nResponse from Ms. Heila Lotz-Sisitka, senior expert in education (South Africa)\n\nSession2: Illustrative examples of living heritage in education\n1. 'Teaching & Learning with living heritage' by O Madeiro in geography, music and art classes (Spain)\n Response from Ms. Maria Gulraize Khan, senior education expert\n2. 'The 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)\n3. 'The Socio-festive and productive calendar: A pedagogical device for inter-cultural bilingual education' by Mr. Luis Enrique Lopez, senior education specialist (Peru)\n\nSession 3: Panel on Living Heritage in Education: Benefits of (Intersectoral) Monitoring by Ms. Lynette Schultz, senior specialist in Global Citizenship Education (Canada)\nMr. Nigel Encalalda, senior specialist in intangible cultural heritage (Belize)\nMr. Geon Soo Han, senior expert in cultura and education (Republic of Korea)\nMr. Sidi Traore, senior specialist in education and living heritage (Burkina Faso)\n\nSession 4: Closing Remarks\nMr. KEUM, Gi Hyung, Director General of ICHCAP\nMs. Vivebe Jensen, Director of Division for Peace and Sustainable Development, Education Sector, UNESCO\nMr. Tim Curtis, Chief, Living Heritage Entity, Culture Sector, UNESCO

Paglami-lamihan Soundscapes 1: Music by National Living Treasure Uwang Ahadas and the Ahadas Family Ensemble  Performed on the eve of the wedding when the pangantin, either the groom (pangantin lella) or bride (pangantin dende), is fetched from his or her house and brought to the groom or bride’s house where the ceremony will be held. The groom or bride will then leave his/her house and spend the night at a relative’s house. This will be performed again the next morning when it is time to fetch the groom or bride from the relative’s house. Played solo using two agung (lagnaan and laboan).  Performed by Uwang Ahadas on agung (lagnaan and laboan)

Paglami-lamihan Soundscapes 1: Music by National Living Treasure Uwang Ahadas and the Ahadas Family Ensemble  Traditionally played on the eve of the wedding to entertain guests as well as to accompany the pamansak and tumahik (war dance) performances.  Performed by Uwang Ahadas (kwintangan tumbaga), Nursima Ahadas (gandang), Sanira Ahadas (agung), anad Halim Ahadas (sulanting)

Paglami-lamihan Soundscapes 1: Music by National Living Treasure Uwang Ahadas and the Ahadas Family Ensemble  Performed by an ensemble during weddings, paggunting ritual, pagtammat (Quranic graduation), and pagtimbang ritual. One musician plays two agung (lagnaan and laboan); solo agung (larukan), kwintangan tumbaga, and gandang. Performed by Uwang Ahadas(agung-larukan), Nursima Ahadas (gandang), Sanira Ahadas (agung-lagnaan and laboan), and Halim Ahadas (kwintangan tumbaga)

Paglami-lamihan Soundscapes 2: Music by National Living Treasure Uwang Ahadas and the Ahadas Family Ensemble  Played solo during paglami-lamihan. This is also a practice instrument. Recording Credits Producer NCCA-Intangible Cultural Heritage Unit Audio Engineer Froilan Malimban Studio Fastgen Media Productions Year Recorded 2011

Yapese traditional dances are performed during village/municipal cultural activities or events. They are performed by men and women and are sometimes performed during a chief’s ceremonial events. These performances break down into bamboo dance, standing dance, and sitting dance.

CD7_MUSIC OF BASTAR AND CHHATISGARH\n\nThe indigenous tribal communities of India belong to various language families. This selection of music comes from the region of what was known as Bastar and its surroundings but is today divided into the states of Madhya Pradesh and Chhattisgarh. \n\nThis album presents some samples of the music of the Maria, Muria, and Pardhans. These subgroups are part of the larger Gond family. Gondi and the related languages belong to the Dravidian family. It provides a glimpse into the intangible cultural heritage of the tribes of Central India. \n\nThese recordings were made between 1978 and 1982 by ethnomusicologist Roderic Knight. They provide a glimpse into the tribal communities, which are fast changing.

CD4_FOLK MELODIES OF NEPAL\n\nIt has been estimated that Nepal's repertoire of folk melodies once numbered more than sixty thousand. The country’s landscape features rivers, hills, mountains, plains, and streams, as well as an extremely rich flora and fauna, which have all inspired Nepal's folk musicians. In the past, communities were more isolated from one another due to the difficult terrain and the lack of roads and transport. Thus, every small village developed its own melodies. For example, it is said that the call of the bharedwaja bird inspired at least 128 different rhythms.

CD8_FOLK SONGS OF THE INDIGENOUS CASTES\n\nThe indigenous castes of Nepal have a variety of cultural events to mark different life happenings, from birth to death, which are all accompanied by music. These events depend on topography, and may vary even within a caste. Generally, people express their emotions through music in occasions such as Dashain , MagheSakranti , Purnima , or seasonal events, such as rice transplanting, rice harvesting, or millet plucking. In such festivals, each of the indigenous castes exhibits its way of life and culture through traditional attires, instruments, songs, and dances.

The genre Ru tends to perform within the familial environment, with a hypnotising nature that tends to be use to lull children.\n\nThe genre Hò originated from the working environment. The Southern part of Vietnam, where the waters are a vital element for the workers to sing on these flowing streams. Back then, the genre of hò đường thuỷ (singing on waterways) was rather popular. From traditional performing environment, hò eventually separated into different genres- hò trên cạn (hò on land) and hò dưới nước (hò on water). Based on the carrying content, reflected themes, hò continue to evolve into various genres to adapt with different forms and narratives (hò thơ, hò văn, hò tuồng, etc.) \n\nThe genre Lý is a common performance genre across all three regions of the country, although it could be the most popular in the Southern region. Pétrus Ky, a renowned Vietnamese scholar, once mentioned the saying “Southern region has lý, Huế region has hò, Northern region has thơ.” (Nam lý Huế hò Bắc thơ) as it points out how lý is a specialty of the Southern locals. In reality, lý not only has its mainstream popularity but also achieved a high level of craft and essence in traditional culture and professional life of the Southern region.\n\nThis project is sponsored by the British Council under the program Heritage of Future Past- A 2018 project which aims to conserve and cultivate the archive of Vietnamese music and film, especially focusing on the untapped values of these mediums that are under the threat of being forgotten. You can learn more about the Heritage of Future Past program via this link: https://www.britishcouncil.vn/cac-chuong-trinh/nghe-thuat/di-san-ket-noi.\n\nResearch by Mr. Le Hai Dang\nTranslated by Ms. Ha Hoang Minh Trang

The Archives and Research Centre for Ethnomusicology (ARCE) is a non-governmental organization established in 1982, with the aim of creating an integrated archive in India where recordings of Indian music and performance held in archives around the world could be made available through centralized mechanism. Today ARCE houses more than 25,000 hours of audiovisual recordings, including unique materials from all over India, ranging from the classical music genres to oral narratives.\n\nIn 2016, ICHCAP supported the ARCE in digitizing around five hundred hours of analogue recordings through the Digitization Project of ICH-related Analogue Audiovisual Materials. Some of materials representative of Indian traditions were chosen and reproduced as Music, Songs and Stories: Archival Selection from India, so they can be enjoyed by more people.\n\nThe Indian collection consists of nine CDs that feature audio materials recorded between the 1930s and the 1990s. The CDs list seventy tracks, including songs of everyday life, oral epics, and tribal communities. The first and second CDs, in particular, feature tracks recorded by Arnold Adrian Bake (1899-1963), a Dutch folk musician. He recorded lullabies, work songs, and sounds of rituals and everyday life while he was traveling around India in the 1930s. Lullabies, work songs, and sounds of rituals and everyday life that he recorded while he was traveling around India in the 1930s are well presented here.\n\nThis project is particularly important as it resulted in restoring analogue recordings at risk of permanent damage and digitizing them to enhance their academic value and public visibility. ICHCAP hopes that this collection will enable not just researchers in the relevant fields but also the general public to learn more about and become familiar with Indian ICH.

The Spirit of Vietnam in Song\n(2013-2014 VIM-ICHCAP Restoration and Digitization Project)\n\nIn 2015, ICHCAP and the Vietnam Institute of Musicology (VIM) jointly produced Cultural Sounds: The Spirit of Vietnam, a nine-CD set to promote public awareness about the Vietnamese ICH.\n\nIn 2013, the VIM had conducted a year-long joint project with ICHCAP to restore and digitize its analogue audio documentation of ICH. The project resulted in the successful digitization of some three hundred magnetic tapes in the VIM’s collection. This CD collection was produced to distribute the outcomes of the project while raising the visibility of the audio resources. Local researchers thematically selected the eighty-seven tracks in the collection. Information on each track is presented in Vietnamese, English and Korean.\n\nThis project is significant as it resulted in restoring analogue recordings at risk of permanent damage and digitizing them to enhance their academic value and public visibility.

In 2015, ICHCAP with the National Commission of the Republic of Uzbekistan for UNESCO and the Fine Arts Institute of the Academy of Sciences of the Republic of Uzbekistan released the CD collection Melodies from Uzbekistan as part of its cooperation project to restore and digitize analogue resources on ICH.\n\nThis selection of audio resources are aged audio recordings stored at the Fine Arts Institute of the Academy of Sciences that have been restored and converted into a format suitable for storage and playback in media used today. The audio tracks in the collection consist of folk music recorded from field research conducted in Uzbekistan and border regions from the 1950s to the 1980s as well as studio recordings made from the 1930s to the 1970s. The eight CDs contain Uzbek songs related to work, animal rearing, rituals, and other important parts of day-to-day life in the region; instrumental music featuring various traditional Uzbek musical instruments, such as the dutor and g'ajir nay; and important Islamic oral traditions, such as maqoms and dostons.\n\nAlthough the traditional music of Central Asia may be unfamiliar to listeners from other parts of the world, the CDs come with information booklets in Uzbek, English, and Korean to provide an engaging experience for people from outside the region.\nThe selection represents the diverse and rich musical traditions of Uzbekistan and will be invaluable resources in the field of ICH education and promotion.

The early history of the Nagas is shrouded in obscurity and many theories abound of their origin  and  migration.  How  and  when  they  came  to  settle  in  the  north‐eastern  region  of India is an unsettled question. \nSeveral  traditions  exist  within  the  multi‐ethnic  Naga  communities  on  their  origins. \nAccording to the oral traditions passed down through songs, folklore and word of mouth the Ao emerged from six stones at Long‐terok, which exists to this day near Chungliyimti, the first legendry settlement of the Ao. ‘Long’ meaning stone and ‘Terok’ six, refers to the six stones from which emerged three pairs of male and female progenitors whom the Ao claim  to  be  their  ancestors.  The  Ao  is  distinguished  with  two  phratries  –Chongli  and Mongsen. The Chongli claim  that the  three males and  females who emerged at Longtrok were Tongpok and his sister Lendina, Longpok with his sister Yongmenala and Longjakrep with  his  sister  Elongshe.  They  were  the  first  human  beings  who  emerged  at  Longtrok. \nEach  male  member  along  with  his  sister  formed  the  three  phratries  of  the  Chongli. \nTongpok founded the Imsong‐Pongen clan, Longpok the Longkumer clan and Longjakrep with  his  sister  founded  the  Jamir  clan  respectively.  The  three  siblings  intermarried  and through  these  marriages,  the  Ao  clans  came  into  existence  and  a  well‐  knitted  clan exogamy marriage evolved that is followed to this day. 

This brochure introduces 14 intangible cultural heritage elements of Timor-Leste. \n\nThe publication is a result of a cooperative project between the Timor-Leste National Commission for UNESCO and ICHCAP.

Lialiaci is a publication of the iTaukei Institute of Language and Culture, Ministry of iTaukei Affairs. \nLialiaci means to ponder or reflect upon deeply. \nThat is the intent of these articles and perspectives on culture. \n\nThe publication has 3 articles:\n1. Bulu, The Spirit World by Anasa Tawake\n\nThis brief research will try to explain Bulu or the iTaukei concept of the spirit world.\nIt is important to define Bulu or the spirit world because it can be a foundation to which our beliefs are derived from. It is understood that our culture is ‘fixated on Bulu’ (Sekove Bigitibau). If this is so, then our culture, customs and ethos are focused towards the spirit world known as Bulu. Prior to Christianity, who’s to say that the beliefs of our ancestors were inaccurate? It is a common belief that Christianity was the best thing to happen to our vanua. On the contrary, Christianity brought about the demonization of iTaukei belief system. At the offset, the missionaries knew that there was an existing belief system unfortunately they chose to disregard this and not use it as a foundation for Christian faith.\n\n2.The Sunken island by Inoki Kaloumaira:\nA few islands in Fiji and the Pacific are said to have submerged in the last hundred to thousand years ago. The island of Vuniivilevu is believed to have submerged in the year AD1200 in the Motoriki waters, Lomaiviti (2005). It is one of the islands that is regarded to have been inhabited first before other settlers arrived. Early migrants were said to be tall, muscular and tough and this could be proven with the skeleton that was found in Naturuku, Motoriki in 2002. What was also remarkable about this skeleton was the excellent state of preservation of the skull. It was of a female who would’ve been tall, muscular and tough and was believed to have lived in Motoriki around 800BC (2007). \n\n3. Ancient Sounds in Fiji by Ulaiasi Taoi:\nAncient sounds in Fiji is still echoed in traditional chant, traditional dances, polyphony, and sacred psalms. It is found to be unique from western sounds and sounds in many parts of the world. Most current Fijian music has adopted western sounds, this includes church hymns, folk songs, serenades, and also Tongan sounds which is practiced in serevakalau known as Polotu and also pesi (Lauan folksongs). Aporosa a traditional cartographer form Beqa stated that there was no Fijian alphabet, but instead was the practice of oral transmission through traditional dances. Lyrics, cartographer and sound were transmitted through vision (Bulivou, 1985). Once ancient sounds were not composed, it was inherently transmitted through the vanua as a gift, and intrinsically maintained its mana in the vanua livelihood. \n\n\n\n \n

Promote Transformative Education Through Integrating Living Heritage in Schools\n\nIntegrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing pandemic Covid-19 has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of the communities.\nUNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities.\nThis Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools. \nWhoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.