"This report focuses on where Tonga stands in regard to the 2003 Convention in terms of achievements and challenges faced since the second sub-regional meeting that was held in Nuku’alofa, Tonga, in February 2011.\nTonga has signed two conventions—the 1972 World Heritage Convention and the 2003 Convention. There is no doubt of the benefits received from signing these two conventions. The State Parties are experiencing the same problems related to westernisation, globalisation, and migration, and we have to act professionally in trying to maintain, preserve, develop, and promote our traditional cultures; otherwise, our traditions will drift away from us, leaving nothing for the next generation. Hence, the transmission of skills from one generation to the next generation is one of the vital activities to adopt through formal, non-formal, and informal education.\nThe two main education outcome objectives that guide us in performing our tasks in the Ministry of Education, Women’s Affairs are to \n1. Preserve, maintain, support, promote, and integrate Tongan values, culture, and language into all educational programmes and activities\n2. Improve universal basic education and post basic education through curriculum development that includes culture, gender, ICT, language policy, sports, technical vocational education and training skills, life skills, and life- long learning\nThese are the activities that have been done or are being undertaken during the 2011 and 2012 financial year in relation to implementing the 2003 Convention at the national level:\n• Second Sub – regional network meeting held in Tonga, February 2011;\n• Initial discussion related to the field survey project with ICHCAP\n• Completed National Cultural Policy, August 2011\n• Signed Joint Project Agreement between Tonga and ICHCAP, October 2011\n• Completed Phase One of the Joint Project Agreement October – December 2011"

"1. UNESCO CONVENTIONS: \nTonga signed two of the Conventions: \n(a) 1972 World Heritage Convention in 2004; and \n(b) 2003 Safeguarding of Intangible Cultural Heritage in 2010. \n2. EDUCATION OUTCOME OBJECTIVES \nThe main objective of signing these Conventions is to preserve, maintain, support, promote, and integrate Tongan values, culture, and language into all educational programmes and activities. \nThe other reason is to improve UBE and PBE through curriculum development, which includes culture, gender, ICT, language policy, sports, technical vocational education and training skills, life skills, and lifelong learning. \n3. KEY ACHIEVEMENTS IN 2011/12 FINANCIAL YEAR \nThese are the key achievements that Tonga has attained this year: \n 2nd Sub regional network meeting held in Tonga, February 2011  Started discussions in relation to Field Survey Project with ICHCAP  Completed report on Field Survey Project, January 2012 \n Completed National Cultural Policy, August 2011  Joint Project Agreement, Tonga and ICHCAP \nPhase One: October to December 2011 \n Held a personnel exchange programme with ICHCAP, October 2011 \n Signed Agreement in Seoul, Republic of Korea, 12 October 2011; \n Established National Intangible Cultural Heritage Committee to be in-charge of the ICH activities under this Joint Agreement Project; "

Helena Norberg-Hodge speaks about the importance of local community networks and is sure to highlight the dangers of the influx of global finance, markets, etc. as they undermine the local communities that are exploited in the process, removing their heritage and security and giving it to a global market, which degrades the value of the communities. She is sure that the future for economic wellbeing of communities is to remain local with some trade between and among local communities, a small scale endeavor that doesn’t include multibillion overlords calling the shots to determine what is needed around the world rather than what is needed locally.

One of the most challenging imperatives of the twenty-first Century is to bring people and their heritage together through a holistic conservation ethic. It requires a departure from the silo approaches of dealing with heritage resources along fragmented disciplines and professional lines. Sustainable heritage development means integrated engagement, in any given context, with the sum of all the heritage resources – tangible and intangible; cultural and natural; movable and immovable.

"In December 2011, ICHCAP approved US$15,000 in funding to implement the project, Strengthening Intangible Cultural Heritage Database and Disseminating Best Practices of Intangible Cultural Heritage Safeguarding between December 2011 and March 2012. The project was coordinated by the Department of National Heritage, Culture and Arts and facilitated by the Fiji Arts Council with assistance rendered by the Institute of iTaukei Language and Culture on certain activities. \nThe project was twofold: \n The first part looked at strengthening the current Fiji Arts Council database to emulate that which was with the Ministry of iTaukei Affairs, looking after the indigenous population only. \n The second portion of the project tried to facilitate awareness raising on the Cultural Mapping programme undertaken by the Ministry of iTaukei Affairs and to disseminate the program as a best practice initiative for mapping other ethnic communities in Fiji and as a possible nomination as best practice model for ICH safeguarding on the UNESCO Register for Best Practices. \n2. Objectives \n• Ascertain ICH elements to be used as basis for data collection from ethnic communities in Fiji; \n• Raise awareness of the 2003 ICH Convention with implementing institutions and local organisations, such as women’s groups, youth associations, and churches. \n• Strengthen the Fiji Arts Council database on artists to be inclusive of all other ethnic groups; \n• Facilitate the nomination drafting of cultural mapping as a best practice methodology with UNESCO; \n• Facilitate the Living Human Treasures initiative through consultation with the relevant stakeholders and their inputs considered fully. "

Traditional games in Papua New Guinea, mainly played by children, were an integral part of society. The nature of those games can be categorized as games of skill, games of strength, water sports, and games for quieter mood.

These children attend a Sámi kindergarten, and as the example above shows, they are learning—in the practical way—about traditional Sámi food as a part of their day in the kindergarten. This article will look into the importance transmitting traditional knowledge about food and the food-chain process, from raw nature materials to cooked dishes served on the table to the young generation, and highlight some examples of good and healthy traditional food.

The 2019 Sub-Regional Meeting for Intangible Cultural Heritage Safeguarding in South Asia: ICH in Education: Towards Joint Collaboration for Promoting ICH in Formal and Non-Formal Education jointly organized by ICHCAP and UNESCO Dhaka Office, was held from 24 to 26 June 2019 in Dhaka, Bangladesh.\n\nThis report is composed of nineteen presentation papers delivered at the meeting by national representatives, NGOs, and UNESCO Offices in Bangkok and Dhaka. In addition, the outcome document of the meeting is also affixed to put it on record the adopted recommendations of the participants in moving forward together.

Located in the midwestern part of the Korean Peninsula’s southern region, the Seomjingang River is the fourth largest river in the Republic of Korea. The basin area totals 4,896.5㎢, and the river is 212.3km long. \nGeographically, the river basin features the Sobaek and Jiri mountain ranges that stretch towards the southeast. As such, the region is replete with tall mountains and peaks. Historically, the Seomjingang River has served as a border between the Gyeongsang and Jeolla regions. Ecologically, the river has been home to diverse fauna and flora, including endangered species and state-designated.

On 28 October 2020, ICHCAP and the UNESCO Apia Office co-organized the 8th Pacific Network Meeting virtually. This meeting report includes presentation materials from the meeting as well as summaries of the meeting with the intent of providing information to promote international cooperation among experts and institutions in the ICH safeguarding field in the Pacific region.

This paper deals with traditional boat building in our country Traditional boat building refers to boats and other watercraft mostly using wood and other locally-available raw materials in our archipelago. The fabrication and construction methods as well as their operation draw largely from long term indigenous experience in traversing the inland seas in Southeast Asia, the South China Sea (West Philippine Sea) and the vaster Pacific and Indian Oceans. Boat building technology is part of the broader Malayo-Polynesian culture. The major components of this broad culture include the use of Austronesian languages, bilateral family structure, mutually-supportive clans and kinship groups that include maternal and patriarchal affines led by the most able chief. Most important feature of Malayo-Polynesian culture is boat building and sea faring that enabled them to disperse by 1,500 BCE from the core area in Southeast China, Taiwan, Malaya, Indonesia and the Philippines as far as the Madagascar to the west, east to Pacific Island Groups across the Pacific up to the offshore islands of Argentina in South America.

On this beautiful day of the harvesting season in autumn, when hundreds of fruits and grains are ripening and trees in the mountains and fields are tinging maple colours, I am very delighted and filled with the feeling of great honor that our Centre of UNESCO for Intangible Cultural Heritage in the Asia and Pacific Region (ICHCAP) is privileged to host this year International Conference on Safeguarding ICH to reflect on the creative values and productive utility of our intangible heritage that our forefathers have inherited to us.