The National Institute of Folk & Traditional Heritage, popularly known as Lok Virsa, was established by the government of Pakistan in 1974 with a mandate to collect, document, preserve, and disseminate Pakistan’s tangible and intangible cultural heritage.

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.

It had taken a few weeks for roads to be cleared of rockfalls and to be made safe enough for vehicles carrying essential goods and supplies in the wake of the June 2013 flash floods and landslides in the western Himalayan region, in particular the mountainous state of Uttarakhand. A small team from the specialist center that I was associated with, the Centre for Environment Education Himalaya, was traveling to a few of the villages that had been affected, which were also villages in which the center had been working for some years before the natural disaster. Those in the small group were anxious. There had been no way to contact people in the villages nor even local administrators in the sub-district offices. Phone lines had yet to be restored, and mobile phone towers were being slowly replaced. Had there been casualties amongst the groups the center had trained? Were homes and school buildings still standing? No-one would know until they reached.

Hills resembling a dragon tail, composed of arenaceous soft mud stretching for several miles, scarce but fresh and lush vegetation, springs with ice-cold water spouting from the heart of the earth, waves of the salty lake gently crashing against the shore, magnificent white clouds soaring up in the sky and the numerous pilgrims, lined up one by one, treading right upon the “dragon tail” and making their pilgrimage through the sacred site Manjyly-Ata.

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 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.

“A man in Pamir, from birth to death, is accompa- nied by all sorts of family and everyday rites and customs. In many traditions, including the prepa- ration and use of food, traces of deep geographical and climatic isolation are clearly visible.The Pamir highlanders who lived in closeness with their nature had a great culture, rich in traditions, cults, customs which created humane framework of actions in relation to wildlife. Cultural values and practices re- lated to caring for nature at the same time supported the life of the mountain peoples. This culture has become the main priority for the effective,reasonable and rational use of wildlife resources.Such behavior not only contributed to the survival of the mountain population in the most severe climatic conditions, but also became the main factor in the conservation of wild fauna and flora.

The Mongolia is rich in Shamanic heritage, including both physical artifacts, ritual sites, places of cultural or historical interest and protected landscapes (‘tangible’ heritage) together with rituals, ceremonies, folklore, music, handicrafts, and traditional knowledge ( known as ‘intangible’ heritage). Under Mongolian shamanism we can understand complete science of nomadic philosophy, TNGRI worship, Sacred of peak mountains ritual, parallel psychology of Heaven, earth, fire and human life and supernatural consciousness of Nomadic. On that account we could understand Shamanism is reliable source of Nomadic culture. The Mongols, who themselves worshiped Heaven but had respect for all other religions. The Shamans are merely respected as priests of Heaven./TNGRI/ In Shamanism; the world is alive full of spirits. The plants, animals, rocks, mountains and water, all have a soul. These spirits must be respected to be in the balance with all of them. Balance is an important thing to keep harmony within you, the community, and the environment. When things get out of balance, there are harmful effects. This is when we need a shaman for help. Shamanisms believe in a concept called buyan (physical power) that is very close to the belief of karma (fate). The shaman loses buyan (buyanhishig) by violating taboos, when he has no respect for spirits or our ancestors.

Established in 2000, The Loden Foundation is a registered civil society organization in Bhutan with the objectives of promoting education, cultural preservation, and entrepreneurship among the Bhutanese children and young adults; promoting education and learning at the preschool, school, and post-school stages, and thereby fostering an enlightened and educated society in Bhutan; promoting awareness of the education and the needs of local communities in relation to entrepreneurship, health education, practical skills and crafts, and literacy among remote villages and communities within Bhutan; preserving and promoting the cultures and tradi- tions of Bhutan; and undertaking, if need be, other charitable work that contributes toward the welfare of the public.

The Foundation for the Protection of Natural and Cultural Heritage is a UNESCO-accredited NGO located in Ulaanbaatar, Mongolia. It was established in 2000 with the objectives of protecting and safeguarding various natural and cultural heritage elements, including intangible heritage values, and carrying out various activities for researching, studying, and promoting natural and cultural heritage properties and ICH values.

A shaman, known as a jhankri or dhami in Nepal, is a part of a unique tradition that is based on spiritual belief. Nepalese society, with its deep-rooted religious faith in supernatural powers, still believes that miseries, illnesses, and bad luck are caused by evil powers and that these ill effects and consequences of evil can be removed or treated by evoking divine power. It is believed that a properly trained jhankri is gifted with the ability to gain intimate knowledge of supernatural beings—their whereabouts, desires, dislikes, and requirements—and drawing out their divine spirit to remove evil and thus cure the inflicted.

Established in 2000, The Loden Foundation is a registered civil society organization in Bhutan with the objectives of promoting education, cultural preservation, and entrepreneurship among the Bhutanese children and young adults; promoting education and learning at the preschool, school, and post-school stages, and thereby fostering an enlightened and educated society in Bhutan; promoting awareness of the education and the needs of local communities in relation to entrepreneurship, health education, practical skills and crafts, and literacy among remote villages and communities within Bhutan; preserving and promoting the cultures and tradi-tions of Bhutan; and undertaking, if need be, other charitable work that contributes toward the welfare of the public. \n