The parent organization of CEE Himalaya is the Centre for Environment Education (CEE), which was established in August 1984. CEE is a national institution with its headquarters in Ahmedabad and has been given the responsibility by the central government of promoting environmental awareness nationwide. It undertakes demonstration projects in education, communication, and development that endorse attitudes, strategies, and technologies that are environmentally sustainable. Based in the city of Lucknow in the state of Uttar Pradesh, CEE Himalaya has been working in the states of the Indian Himalayan Region (IHR) for over two decades. The mission of CEE Himalaya is to enhance understanding of sustainable development in formal, non-formal, and informal education through its work with schools, higher educational institutions, local and Indigenous communities, policy makers and administration, youth, and the general commu-nity. The primary objective of CEE Himalaya is to improve public awareness and understanding of environmental issues with a view to promote the conservation of nature and natural resources by integrating education with traditional streams of knowledge and cultural expressions. This approach demonstrates and grounds sustainable practices in rural and urban communities and facilitates the involvement of the business and public sectors to respond to the effects of climate change and variability.

Traditional games over the centuries have played an important role in the formation and development of personality. They are considered an effective method of bringing up children or transmitting values and culture to the young. Games provide children with opportunities to overcome difficulties, gain life skills, and prepare themselves for the future. They are vehicles for teaching ideas of freedom, independence, and love for country. Moreover, games help to develop their physical and cognitive skills of children, enrich their consciousness, stir their imagination, enliven their memory, and develop their professional skills for the future.

I’ve been asked to speak about regional collaboration for safeguarding intangible cultural heritage in South-East Asia, but I will be focusing more on safeguarding as it relates to the 2003 Convention, particularly on processes for ratification, inventory making, and legislative measures that have or have not been taken. It is important to know that there is a broader sense in which safeguarding happens at its best when UNESCO is not needed by which I mean it is happening in the communities, and there is no need for international conventions, laws, and national measures. That is the ideal situation. Unfortunately, that is not the situation of the world today. That is why we have the 2003 Convention, and that is why these measures are being put into place. I am going to try to focus on that.

The parent organization of CEE Himalaya is the Centre for Environment Education (CEE), which was established in August 1984. CEE is a national institution with its headquarters in Ahmedabad and has been given the responsibility by the central government of promoting environmental awareness nationwide. It undertakes demonstration projects in education, communication, and development that endorse attitudes, strategies, and technologies that are environmentally sustainable.

The traditional martial art concerned here is divided into two currents belonging to the same founding lineage: 心意拳 (lit. Intention Fist boxing) and xingyiquan形意拳(lit. Form and Intention Fist). It saw significant development in northern China, especially in Shanxi Province, during the middle of the 18th century, and in Hebei Province at the beginning of the 19th century. Today, both styles are practiced well beyond China and are presented in various traditional or sporting forms. The traditional practice is composed of ritual initiations, alchemical, curative, and psychophysics exercises closely linked to the ancient Chinese concepts of cosmological thought and folk religions. The combat techniques (bare hands and traditional weapons) embody popular warlike traditions hypothetically attributed to the handling of a military spear dating back to the 12th century in Henan Province.\nWhat is historically certain, however, is that this art was deeply influenced by the merchant culture of Shanxi Province from the 19th to the beginning of the 20th century (Liu and Qiao, 2014). Thanks to migratory movement along ancient Eurasian trade routes in late imperial China, it has progressively become an inherent part of the local knowledge of trade caravan organizations called 鏢局. The mutual influences between martial art and merchant culture have brought about the emergence of new social category, 鏢师. They shaped local knowledge that comes in a variety of forms and contextual applications: communicative competence and jargon for cooperation (Chircop-Reyes, forthcoming), trade and veterinary sciences, handcrafts, visual capacity, hearing ability, olfactory sensitivity, and defensive skills.

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.

Abstract: Shared between China and Mongolia, the element of “Urtiin duu, the traditional folk long song” constitutes the first exemplar of multinational nomination and joint safeguarding effort in the East Asian subregion, from which we can draw certain experiences and lessons both for international cooperation, and domestic policy-making in the safeguarding of shared living heritage, thereby providing further understanding and contributing to the implementation of the 2003 Convention and the 2030 Agenda from perspectives of East Asia. The present paper extends from briefing the bilateral candidature file to its joint 10-year safeguarding actions (2005-2015), covering discussions on post-inscription actions, problematic issues, and possible solutions. \n\nIn November 2005, “Urtiin duu, the traditional folk long song” (hereinafter referred to as “Urtiin duu,”) which connects the man with nature and the universe, was proclaimed by UNESCO as one of the Masterpieces of the Oral and Intangible Heritage of Humanity through a joint file by China and Mongolia. In November 2008, Urtiin duu was incorporated in the Representative List of the Intangible Cultural Heritage (ICH) of Humanity (UNESCO, 2008). As the very first case in multinational nomination to the Lists of the 2003 Convention32 from Asia-Pacific region, China-Mongolia cooperation in the early stages of the Convention, paved the way to the safeguarding of shared living heritage and resultedin enriched experience with lessons, extending a meaningful case for reflecting issues in promoting cooperation in East Asian sub-region and beyond.

"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"

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.

"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; "

"Fiji perceives the 2003 Convention as an important tool to enhance the national pursuit to protect, promote, and revitalise traditional knowledge systems and intangible cultural heritage (ICH) of not only the indigenous iTaukei but also the many other ethnic groups that have made Fiji their home. It is these migratory ethnic cultures that are creating a challenge to the survival the indigenous culture, but at the same time, they are also a blessing in disguise because the influx of different cultures creates a multi-ethnic cultural society, one that is open to dialogue, national identity, and greater understanding, which then promotes pluralism in creativity and innovation. \nHowever, one of the most promising features of migratory cultures is that their dancers, spoken language, and forms of worship have to some extent become accustomed to the new environment that has engulfed their new social structure. And this is the most fascinating thing about ICH—it is evolving, so it is a form of living heritage. The migratory groups whilst practicing their heritage have also adopted elements of the local culture. The same also applies to the indigenous culture, which has adopted aspects of the migratory culture over time. For example, garlanding (veivakasalusalutaki) during traditional welcoming ceremonies and other events was not originally a part of iTaukei ICH, but through time, it has been adopted from other Pacific Island cultures, such as the Rotuman, Indo-Fijian, and Chinese cultures. So we are continually faced with questions and challenges as to that which the community perceives as their true ICH and that which is borrowed, and in respect of those that are a blend of both, where do they fit? Or to whom does it belong? What if the community collectively feels that it is not their own, what do we do? Do we still enter this into our national inventories? The contemporary ICH (art)—how are we to embrace it? These are issues we hope to explore further in the "

An eminent gathering of experts and the diversity of their knowledge based on first-hand efforts at safeguarding intangible heritage makes the task of a rapporteur daunting. Please allow me to share some reflections from a day of intense discussions. Rather than a summary of presentations, which are already provided by the organisers, I beg your attention to the following. The Director-General of UNESCO, Madame Irina Bokova, has consistently emphasised the critical role of a culture in peace and sustainable development. She says that it ‘is a source of identity and dignity for local communities, a wellspring of knowledge and strength to be shared’. The safeguarding of intangible heritage is critical to the viability and sustainability of this ‘source of identity and dignity’. Safeguarding is a process that informs intercultural, intergenerational, interagency, and interdisciplinary dialogue.