Traditional crafts have long been a part of the traditional nomadic culture of the Kyrgyz people, who have historically lived in close connection with nature. For the Kyrgyz people, the natural world was once seen as an inexhaustible source of raw materials and inspiration for the creation of handicrafts.

Kalpak is the traditional headdress of Kyrgyz men. Symmetrically cut, it is purely made up of white felt, with black or red edges. Craftswomen describe the parts of the kalpak’s structure as fire, water, air, and soil, connecting to one another as north and south and east and west.\n\nThe top of kalpak is called the sun ray, a symbol of life. Tassels are added to the top to symbolize the roots of progeny. Lines and patterns, stitched on white felt, have their own semantic content. The kalpak’s color depends on the person’s age or status. Children often wear kalpak with green edges, the color of grass and leaves. Middle-aged men wear brown kalpaks, a reference to the color of soil and mountains. Young men of marriageable age wear red kalpaks. Very wise people or those known for their leadership and justness wear a white kalpak with white edges.\n\nHolders of traditional knowledge say that kalpak a headwear is not only to protect oneself from sun or rain but also to aid men in drawing energy from the universe. As an important part of the Kyrgyz people’s tradition, one can’t give another person his own kalpak, play with it, throw it up, or put it to the ground. It is treated with utmost respect and is usually presented as a gift to esteemed people and relatives.\n\nTo popularize the national headdress, 5 March is designated as the National Day of Kalpak in Kyrgyzstan. Conventionally on this day, schools have lessons on the kalpak, museums and theaters hold presentations on the historical origins of kalpak, and various flash mobs are organized with the participation of activists of youth movements and students to demonstrate the importance of kalpak in Kyrgyz culture. Consequently, kalpak is very popular among men of different ages, backgrounds, and social belonging. The cultural relevance of kalpak is reinforced by a huge number craftswomen producing it, making it available in all part of Kyrgyzstan.\n\nPhoto 1 : Traditional Kyrgyz kalpak cc by-sa3 Prosopee WikiMedia\nPhoto 2 : Kalpak, traditional headdress of Kyrgyz Men ⓒAigine Cultural Research Center

Alisher Ikramov reviews information collected through a survey funded by ICHCAP. While his work primarily reviews ICH festivals, he is also able to gain insights into ways that networks can promote ICH along the Silk Roads. Looking at the importance of local communities and the popularity of such festivals locally, there is concern about a lack of a network to encourage larger tourist attendance. However, there are feelings that festivals do not authentically represent local traditions and products. Therefore, this could lead to an undesirable level of commoditization and as a result lower the quality of the event.

- Children should not build a birdhouse in order to learn the Pythagorean Theorem.\n- Children should learn the Pythagorean Theorem in order to build a birdhouse.\n\nTouch. Feel the texture. Smell. Duplicate a shape, a pattern or a color. These are examples of what we call "action transmitted knowledge." A young lumberjack once stood quietly, observing the older man whose job it was to load the logs onto the long lumber sled and drive them to the mill. The older man had his own way of moving, he nearly danced with each log, lifting it, rolling it a little, using small motions to push it this way and that. Until quite suddenly everything was in place, ready to be transported on the sled. One day the young lumberjack saw that the older man had brought his five-year-old son with him. The boy walked behind his father, watching him and doing exactly what he did, easing a log, dancing with the load, mimicking each of his father's movements. At that moment, the young lumberjack realized that he was observing a transmission of knowledge from father to son.

The National Intangible Heritage Center is a multi-functional administrative body established for the transmission of intangible heritage, which conducts various programs to connect practitioners with members of the public. Here, I would like to discuss two NIHC projects pertinent to the topic of this panel discussion- “Agency of the Public in Safeguarding”.

Co-orgarnized by ICHCAP and Hue Monuments Conservation Centre (HMCC), this year’s Asia-Pacific ICH NGO Conference was held in Hue, Vietnam under the theme of ICH NGOs towards Sustainable Development of Communities.

One can say without any overstatement that, during the several last years, the significance of one of UNESCO category 2 center, the International Information and Networking Center for Intangible Cultural Heritage in the Asia-Pacific Region under the auspices of UNESCO (ICHCAP), was essential in supporting the initiatives to safeguard the intangible cultural heritage in Tajikistan. It is known that, after the adoption of the UNESCO Convention on intangible cultural heritage safeguarding (2003), a wave of initiatives and efforts to safeguard intangible cultural heritage covered Central Asia, because there had been a process of self-recognition and changing opinions on spiritual heritage after the collapse of the USSR.

The region of Bay of Bengal has been an important part of maritime activities, including trading and fisheries from very ancient times. The significance of the region continues even at present. The massive \nwaterbody is a representation of a busy network of trade and commerce and the basis of livelihoods for thousands who surround it from all sides from various countries. Fishing as an occupation is an important \nsector of food and nutritional security and India alone, has more than nine million active fisherfolk across its coastline, who are directly dependent on fisheries for their livelihood, amidst which 80 % are small scale fishers. The sector of fisheries employs over 14 million people and contributes to 1.1 % of the Indian GDP. Though the number remains unaccounted for in most countries, but amidst the number of \nfishermen, there is a substantial number of fisherwomen, who have been contributing through generations in various ways, including supplementing the family income through alternative methods of income, as well as being the main conduits of maintaining various elements of intangible cultural heritage, including traditional methods of fishing. This research paper is an attempt to look into the contribution of the fisherwomen community around the western fringes of the Bay of Bengal, especially looking at the countries of Bangladesh, India and Sri Lanka and the vital contributions of these womenfolk. The fisherwomen \nnot only help to sustain the families through the main profession of the family, but also helps financially through various subsidiary modes of income, like handicrafts and artwork. This is extremely helpful for sustaining the family in time of the lean seasons of fishing, as well as during periods of disaster, like the present Covid-19 pandemic situation. These attempts of the fisherwomen, thus, connects various factors to \noverall social cohesion and development, including sustaining various channels of intangible cultural heritage which directly connects to their main profession and also helps in transmission of community values \nand also redefines gender roles within the community.

The School of Living Traditions (SLT) is a flagship program by the National Commission for Culture and the Arts (NCCA), which is the overall policy-making, coordinating and grants-giving agency for the preservation, development and promotion of Philippine culture and arts. Historically, the SLTs were created through the initiatives of community representatives in the NCCA’s Subcommission on Cultural Communities and Traditional Arts to preserve and integrate traditional culture and its various creative expressions as a dynamic part of the national cultural mainstream. It should be noted that the SLT program was instituted in 1995, eight years prior to the Philippines’ ratification of the 2003 Convention on the Safeguarding of Intangible Cultural Heritage. Thus, the SLT program is geared towards revitalizing and safeguarding traditional culture and practices through the transfer of indigenous knowledge and skills from the cultural masters to the young learners in the community. The SLT is not part of the formal Philippine educational system. It operates as a community-based non-formal center of learning involving masters and apprentices. The SLT’s mode of teaching is usually oral, and is grounded in “learning by doing” philosophy.

Intangible cultural heritage (ICH) refers to the non-physical aspects of cultural heritage. We can preserve tangible cultural heritage, such as buildings and artifacts, to pass them down to the next generation. It is, however, difficult to determine what specifically should be preserved when it comes to ICH. Generally, ICH elements are selected and then practitioners of the arts or skills are designated to preserve and transmit the elements. The essence of ICH preservation, therefore, is to transmit the arts and skills of ICH from people to people and from generation to generation.

The Democratic People’s Republic of Korea (DPRK) ratified the UNESCO 2003 Convention for the Safeguarding of the Intangible Cultural Heritage Convention in 2008. Since then, the country has nominated three elements to the Convention’s Representative List, a mechanism of the Convention designed to draw attention to the importance of living heritage in general, on an international level. The first two elements listed by the DPRK were Arirang Folk Singing in 2014 and Traditional Kimchi-making in 2015, both of which were also listed separately by the Republic of Korea (ROK). Last year, when both countries listed an element jointly for the first time—traditional Korean wrestling, ssirum (also spelled ssireum) —it marked an historic moment in the cultural relations between the DPRK and the ROK and allowed culture to play a bridging role currently inaccessible through most other channels of cooperation.

In 2017, Tajikistan ratified the 2003 Convention. Two years later, the Tajik government passed a decree and project to take place between 2013 and 2020. The goals of this project were to safeguard ICH from disappearing; reviving traditions; helping and supporting performers and masters; endorsing cultural elements accessible for wide use; studying and preparing books, films, and musical discs; and organizing folk festivals, cultural competitions, and other exhibitions. The festivals have several social and cultural functions due to their continuity. Infestivals, a person experiences his/her membership in society and feels the collective solidarity. Festivals also include didactic elements, mainly structuring the young generation in the task of responsibility among other members of the society; they should follow prescribed social and cultural norms. At the same time, festival also function on a psychological level, giving people a sense of national or ethnic identity and building social integration, solidarity, thus creating an atmosphere of friendship.