"BeezBistar Foundation (BBF), a community action-based non-governmental organization, was formed in 2009 by development workers and researchers. “BeezBistar” means prosperity in life and peaceful and joyful relations between human beings and all other life-forms. BBF works with local communities, especially farmers, weavers, fishers, adivashi, dalit, and other marginalized and socially vulnerable people for a prosperous and healthy life. Its guiding ethical principles are non-discrimination on the grounds of caste, race, class, and gender. BBF believes in people’s capacity to transform their existing situation of poverty and become pros- perous through a mediated process of interdependent, collective, and community support and actions. The notion of BEEZ is grounded in the local and indigenous culture of the peoples of Bangladesh, as well as advanced by science and life-affirming knowledge and technologies."

The life of the Bauls of Bangladesh revolves around body-centric ascetic practice termed sadhana. Bauls believe in the co-existence of every element of the endless Brahmanda, meaning universe in the human body. Thus, they make caring for the body their highest priority over anything else. They have created extensive verse about body-centric sadhana codes that they transmit through song. The verses or songs include descriptions of control over the consumption of daily necessaries, mainly food. And, they believe in the doctrine মানুষ যা খায়, সে তাই (a human is what he or she consumes). They also judge food as medicine, as the need to live a hale and hearty.

This paper presents UNESCO’s approaches and activities under two functions: 1) the standard‐setting function, which is mostly carried out at headquarters level through intergovernmental committees and in close collaboration with Member States; and 2) the “laboratory of ideas” function, which is implemented at the national level by UNESCO field offices. Capacity building, at both the institutional and individual levels, is a major focus that is integrated throughout all our work.

Efforts for the sustainable development of human cultures, which is defined by UNESCO as its most important goal, have already affected our lives in many ways. Among others, the inheritance and development of ICH are considered unique to humanity and the quintessence of human life. Education plays a vital role in the process of cultural inheritance and development. In particular, the experiences and education we receive during elementary school as young members of a future generation have a critical and meaningful influence on our lives. The significance of ICH education for the sustainable development of humanity is evidently underlined in UNESCO’s 2003 Convention for the Safeguarding of the Intangible Cultural Heritage and its Operational Directives.

Telugu language is the mother tongue for carriers and transmitters in safeguarding the Intangible Heritage of the Telugu people. We have come up with an interdisciplinary and innovative educational programming that safeguards our intangible heritage of over 53.6 million people in Andhra Pradesh (AP). Our higher educational programming cuts across the five domains delineated in the 2003 ICH Convention of UNESCO. It is an integral part of a systematic safeguarding plan that is unique. I will introduce the framework that enables us to bring together the teaching of intangible heritage in a linguistic environment through six tertiary educational institutions for the Telugu speaking people. I am responsible for the curricula, pedagogy, employment of carriers and transmitters as teachers and performance education in all the six colleges. \n\nWe also address the interface between intangible heritage and language through higher education. Moreover, I will also reflect on my own engagement as a carrier and transmitter of theatre traditions of the Telugu people. My conclusion would advocate that we need to think in new and innovative ways for safeguarding the rich diversity of the intangible heritage of humanity. Our innovative tertiary education programming provides a feasible role model.

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.

"Tertiary education in the Philippines is an avenue for teaching and safeguarding Intangible Cultural Heritage. An examination of the new General Education (GE) courses (the equivalent of liberal education in other countries) prescribed by the Commission on Higher Education (CHED), the governing or regulatory body for higher learning institutions in the Philippines both public and private, as well as that of the University of the Philippines System (UP), the country’s national university, show that topics and discussions on intangible cultural heritage may be integrated in them. While a program or area of study/concentration on ICH cannot as yet be developed or is still being developed for tertiary level education, there are already courses that are in place that can be vehicles of introducing and promoting ICH in the tertiary level education in the Philippines. Since these courses are required of all college students regardless of their programs or majors, the study of ICH becomes inevitable and even imperative; in the long run it will result in safeguarding ICH.

Ancient Koreans first adopted Chinese characters (hanja, 漢字) for widespread use in the middle of the 4th century, with the establishment of educational institutions and the import of Chinese books as textbooks. The Korean way of pronouncing Chinese characters was called dongeum (東音), and differentiated from the Chinese way. In 1443, Koreans created their own characters (hangeul). Since then, hangeul, Korean-Chinese words and Chinese characters have been used in combination.The mother tongue (vernacular) of Koreans from the ancient to the present has been part of the Altaic family. This mother tongue can be called the indigenous language (native Korean), distinct from Korean-Chinese (dongeum) words. Needless to say, Korean culture and indigenous language predate Korean-Chinese words. Thus, it is a meaningful task to seek the origins of intangible cultural heritage (hereinafter intangible heritage) in indigenous language.

Countries in the Asia-Pacific region abound in a wealth of cultural expressions, but these expressions are not often recognized as skills that may be used to revitalize communities. ICH safeguarding needs to look beyond research and documentation, building databases on art forms, and creating awareness through one-off festivals or made-up landscapes where the artists and crafts persons are uprooted from their natural environment to engage in demonstration. The paper shares examples from an initiative in India that emphasizes the need for investing in communities to revitalize their traditional skills and promote community-based creative enterprises, including cultural tourism to safeguard ICH. The Art for Life (AFL) initiative of banglanatak dot com, a social enterprise headquartered at Kolkata, India, aims at fostering an alternative pathway for development using cultural heritage as concrete means for improving people’s livelihoods and empowering local communities. Around twelve languishing folk art forms have been revitalized. The initiative has led to improved income and quality of life for 5,000 traditional artists. Non-monetized outcomes include improved education of children, improved health, and better access to sanitation. Capacity\nbuilding of the ICH practitioners, documentation, and dissemination, heritage education and awareness building, and promotion of grassroots creative enterprise have been the critical components of the safeguarding process.

The Central Asian region is a unique area where centuries-old civilisations, religions, and cultures have intersected. The region’s ICH provides the basis for historical self-identification of the people that inhabit the region, and this ICH has influence on their future spiritual development. The ancestral heritage is intertwined in a vast cultural material, which reveals itself in folklore, legends, festivals, and games; in the rules and norms of social behaviour; in music, songs, and dances; and in national costumes as well as in decorative and applied arts and crafts.

Water, as we all know, makes life possible on Earth. Thus, the accessibility and availability of water sources have historically decided the rise and fall of civilizations around the world. \nScientific research has shown that the Kathmandu Valley once contained a great lake, and it only became habitable once the lake was drained. Buddhist narratives place the agency behind the draining with Manjushri, while later Hindu accounts place it with Krishna (Slusser, 1982). The fertile alluvial soil present in the valley adds to the argument of the valley once being a lake. In addition, there are many water sources in the valley, including rivers, small lakes, ponds, wetlands, wells, springs, and stone waterspouts.