The Beautiful Story-Grandma Program (storymama.kr in Korean) is a unique program that the Advanced Center for Korean Studies began in 2009. Through the program, elderly women are given training and sent to child education facilities near their homes to tell three-to five-year-olds stories based on Korean traditions and history.

Every year there is much ado about inscribing items on UNESCO’s Representative List. When the dust of that spectacle settles down, it is possible to discern what was distinctive and important in a meeting of the Intergovernmental Committee, in the long run and on the ground (everywhere). In 2015, in Windhoek (10.COM), it was, next to the breakthrough of the notion of stakeholders,1 glocal ethics.2 This took the form of, on the one hand, the twelve ethical principles (and the still unfulfilled promise to create a web platform with relevant tools) and, on the other hand a new chapter, of the Operational Directives that partially translated themes of the 2030 Agenda to intangible heritage safeguarding policy.

The paper presents the status of Shamanism practice, in terms of state policy, research status and challenges for the Shaman heritage in Bhutan. The paper is based on field research and policy analysis conducted by the National Library and Archive of Bhutan under a ICHCAP project grant. An overview of shamanism in different regions of Bhutan is presented with a region-wise categorization of Shamanism in Bhutan. This is followed by a brief overview of four shamanism practices prevalent in Bhutan, three in the southern region and one in the western region. The preliminary data show that the Shamanistic practices in Bhutan, as in other parts of the world, has been deeply rooted in religion and supernatural power. The paper also presents future plans and initiatives of the National Library and Archives Division for the documentation and preservation of Shaman heritage. In absence of any written state policy regarding the preservation and promotion of Shaman heritage, the study concludes by proposing some recommendations to the government and local stakeholders for the preservation and promotion of the practice.

This paper is based on two phases of my work focusing on South Asian context:\n\n(i) my experience of designing an integrated heritage management programme and running it for the past five years, in which Intangible Cultural Heritage (ICH) has been a core concept; and\n(ii) my personal interest in rethinking the overall idea of education in general, and refining professional education for the heritage sector in particular.\n\nBoth of the above aspects have emerged from my engagement and exposure to the overall heritage scenario in South Asian contexts, hence this paper is a reflection on ICH pedagogy at least for the South Asian context. The paper explores the idea of ‘contextual learning’ as a feasible pedagogy that could be adopted in ICH education at two levels: first is to create professionals for safeguarding of ICH, and the second is to integrate ICH as resources both in early (child) education as well as professional education in general.

The main contents of this publication are reports from thirty-two nations collected by ICHCAP from 2009 to 2015 as part of its annual projects to collect information on intangible cultural heritage safeguarding in the Asia-Pacific region. We have also compiled information from other reports and conference materials collected by ICHCAP to present key data, such as national inventories and information on related organizations, in an easily accessible format.

The Andong region has many highly renowned historic and cultural sites, such as Hahoe Village, however, the major cultural attraction of the region is the Andong International Mask Dance Festival.

In June 2012, Samoa celebrated its fiftieth year of independence. It was the first Pacific island country to gain independence, and the Polynesians living in this small group of islands have been bequeathed with a rich and distinguished cultural heritage.

Globalisation has its benefits. But it could also diminish our heritage in ways that we may not sometimes even be conscious of. Effective minimization of the negative impacts is possible with timely interventions. Sometimes it may be too late before significant elements of our culture are endangered or even disappear. It is this concern that led the world community to come together and adopt the international Convention by UNESCO in 2003 for Safeguarding Intangible Heritage. It is passé to say that globalisation has accelerated to a pace that we are challenged to keep up with it on many fronts. We are quite familiar with the social, economic and environmental issues. In addressing only these three pillars during the 2000-2015 MDG phase of the UN, we now have a lot of catching up to do. Culture as the fourth pillar of sustainable development, even if not detailed enough, is located in the 2030 Agenda and the Sustainable Development Goals (SDGs) that will guide us between 2015 and 2030. We must endeavour to bring together the implementation of the 2003 Convention and higher education as part of the four-pillar paradigm. Several questions need to be addressed. \n \nCan higher educational institutions such as universities, specialised colleges add value to the UNESCO’s efforts in safeguarding intangible heritage in sustainable development? Can we find synergies between the strategic directions of higher educational institutions and the Overall Results Framework for the UNESCO 2003 Intangible Heritage Convention? In what ways can Regional, Sub- Regional, National and Local networking and knowledge sharing be empowering to safeguard intangible heritage and the rich cultural diversity of the Asia Pacific? Given that language itself is not covered by the Convention but included as a vehicle of the intangible heritage (Article 2.2.a), how best can we maximise on the linguistic diversity of the region promoted through higher educational institutions in minimising the hegemonic impacts of monolingualism that endangers so much of our intangible heritage? \n\nFirst and foremost, it must be underlined that UNESCO and a number of national and international agencies including NGOs have advocated strongly for the inclusion of culture as a separate SDG in the UN 2030 Agenda. None of the 17 SDGs focus exclusively on culture. However, the advocacy has created an inclusive discourse on culture that cuts across the SDGs. The resulting Agenda includes several explicit references to cultural aspects. The following SDG Targets are significant. They provide windows of opportunity to ensuring that we locate culture in the SDGs and in doing so promote the safeguarding of intangible heritage:

Some say that one of the new paradigms representing 21st century is ecology. In a situation where nature is being rapidly polluted and destroyed, humans are just beings that interact with nature as part of the ecosystem. For all of us who are preparing for the post-corona era, the ecological crisis, which can be called as the crisis of humanity, has become a daily life. Current infectious diseases that have invaded human life are not irrelevant to the disturbance of natural ecosystems caused by climate change and environmental destruction. Changes in the natural environment have a great influence on the function of the ecosystem and the livelihood of mankind, and considering the biodiversity of the planet, there is a great deal of direct and indirect implications for the living creatures.

Human has made great progress beyond the speed of biological evolution by using tools. First, human used stones and wood as tools for hunting and gathering, and then invented earth-baked earthenware such as bowls for food, appropriate to farming life. The defects of woodenware and earthenware, however, were obvious. It was not able to contain liquid due to their moisture absorbency, and easily damaged. Earthenware has evolved into glazed ceramic but it required a high-tech kiln with high temperature, accompanied by a technology for metal refining as a key prerequisite. In East Asia, moisture proof and insect proof techniques to coat objects were invented much earlier. That is lacquer technique.\nProduction process of lacquer is delicate and complicated such as handling lacquer sap at the risk of skin disease, creating hot and humid environment for hardening process, etc. Nevertheless, in East Asia, people have used lacquer technique in many regions from the Neolithic Age, knowing its merits earlier on. Lacquer was used for adhesive and surface protection of leather, earthenware, ceramics and metalware. In particular, it has been inextricably linked to wooden objects. Whereas in West Asia and Europe various varnishes mixed with dry oil and resin has been used, in East Asia lacquer was used as a basic varnish in common. That shows that lacquer is great material and technique to represent the commonality of Asian culture.1) This article aims to briefly look into the origin of lacquer technique in Northeast Asia and share the information on it and its current status of transmission.

Building a canoe for the palolo rise, an event that occurs twice in a year, is rarely described and documented in moving and still images. With accompanying text capturing knowledge shared by a Master Craftsman, Lesā Motusaga of Sa‘anapu village in Samoa, this paper provides insights into the Intangible Cultural Heritage associated with the building of a paopao, dugout canoe, for a rich fishing tradition. \nPalolo, a delicacy that rises pre-dawn from coral beds seven days after the full moon in October and November, is known as the caviar of the Pacific, an apt description given the high price people are willing to \npay for this rare seafood. Briefly, it is a seafood with significant socio-cultural value now enjoying high, if not inflated, economic value. \n\nThe natural environment is not a typical classroom but is, insofar as Intangible Cultural Heritage is concerned, an important setting where knowledge is transmitted, particularly knowledge of the environment and tapu or sa, the sacred laws or forbidden acts designed for its protection and conservation.

A growing interest in cultural heritage by the corporate sector has offered new opportunities to safeguard, protect, and present both tangible and intangible heritage. Through strategic investments of capital, expertise, and technology into the cultural sector, corporations offer an opportunity to revitalize a sector beleaguered with precarious government funding and unpredictable public support. Nicholas Pozek stressed that the cultural sector must continue to approach the commoditization and commodification of cultural goods with skepticism.