According to the oral traditions of the Cook Islands, sacred rituals were commonly performed on what is known as a marae or sacred ground. Each tribe has its own marae where ceremonies such as offerings of prayers, tributes to the gods and the induction of traditional titles on family members were once carried out. It also acted as a meeting place for important tribal matters.

The Yakan is one of the major ethnolinguistic groups of the Philippines. Among the Yakan of Basilan in Mindanao, Philippines, instrumental music is given much importance. For instance, the kwintangan, an instrument of five to seven bossed gongs laid in a row, are used for courtship and celebrations.

The Azerbaijani Carpet Makers Union (ACMU), founded in January 2010, is a voluntary self-governmental public association of citizens rallied to support Azerbaijani carpet weaving.The ACMU seeks to promote a revival of the powerful spiritual heritage of carpets, the national traditions of the Azerbaijani people, a consolidation of the creative potential of seen figures of society and culture, support for talented children and youth, and creative carpet dynasties. The purpose of the ACMU is also to convey objective information about the unique national culture, rich historical heritage, and diversity of the carpet art of Azerbaijan to the international community.

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.

The punnuk is a tugging ritual of the village folk from three communities in Hungduan, Ifugao in Northern Luzon, Philippines. It is performed at the confluence of Hapao River and a tributary as the final ritual after the rice harvest. Its consummation brings to a close an agricultural cycle and signals the beginning of a new one. \n\nThe punnuk is a ritual of pomp and revelry. Garbed in their predominantly red-col-ored attire of the Tuwali ethno-linguistic subgroup, the participants negotiate the terraced fields in a single file amidst lush greens under the blue skies. The tempo builds up as the participants reach the riverbank, each group positioned opposite the other. The excitement is sustained through the final tugging match, and the sinewy brawn of the participants is highlighted by the river’s rushing water.

Lunar month festival of the Mongols or holiday celebration of the first day of “White Moon” or “White Month” symbolizes the departure of winter and welcoming the spring of the new year. This festival and its rituals and traditions are unique and naturally accorded with a specific lifestyle of Mongolian nomadic culture. Therefore, during this festival, there are no gatherings of masses on the street to participate in folk parades and street carnivals as in urban cities and villages.

"Ambae Island, Vanuatu: Home to more than 11,000 people, the people indige- nous to the land. In April 2017, Ambae’s Manaro volcano, Mount Lombenben, rumbled continuously, spewing torrents of volcanic matter and gas from its crater, covering the majority of the island in thick layers of ash, hampering water sources, and destroying vegetable plots and gardens. The government of Vanuatu ordered a mandatory evacuation of the island and the people of Ambae were forced to relocate to neighboring islands— Pentecost, Maewo, and Espiritu Santo—leaving their homes, animals, and crops behind. The impact was devastating. Schooling was disturbed, livelihoods perished, and many people struggled with trauma and the challenges of integrating into new communities where they didn’t have strong connections or access to land and natu- ral resources."

The Asia-Pacific region can be called a treasure house of ICH because of its diverse heritage and rich cultural environment. However, much of the ICH in the region is facing the possibility of disappearance because the value of ICH isn’t fully understood and there is a shortage of institutional and administrative support. In particular, developing or underdeveloped countries in the region are experiencing difficulties in effectively safeguarding ICH in the context of maintaining sociocultural traditions and promoting sustainable development because globalisation, urbanisation, and modernisation stand as obstacles.Recognising the shortcomings in ICH safeguarding, ICHCAP, a UNESCO Category 2 Centre, has recently been established based on the approval of UNESCO General Conference in 2009 and the agreement between UNESCO and the government of the Republic of Korea. The main roles and functions of the Centre focus on information and networking in the ICH safeguarding field. ICHCAP has contributed to ICH safeguarding and has learned a lot from the activities the Centre has conducted and participated in over the past four years.In this paper, I will introduce the main roles, functions, and collaborative works of ICHCAP in relation to ICH safeguarding in the Asia-Pacific region. I am hoping that the information provided here will also contribute to developing useful methods and cooperative measures in the ICH field among Asia-Pacific Member States and ICHCAP.

"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 "

Bangladesh is a repository of hundreds of intangible cultural heritage elements that have been developed through various historical waves of different political and religious regimes over the last 5000 years.ICH education at the tertiary level has an important role to play in creating a pool of human resources for sustaining the value, meaning, and significance of these ICH elements. Until recent past, the importance of protection, promotion and safeguarding of various cultural heritage resources in Bangladesh has not received necessary attention from administration, academicians and researchers. Lack of policies and resources, and shortage of trained teaching staffs were the main reasons for not being able to introduce required courses at the tertiary level of education. Assessing the present status of heritage education at various tertiary institutions, this paper calls for immediate policy responses to strengthen the ICH education for developing a Sustainable Cultural Heritage Management Plan (SCHMP) through building capacities by mobilizing local resources in collaboration with various national and international organizations. Immediate and long-term heritage education policy-planning and interventions can encounter the challenges of protecting, promoting and safeguarding various ICH elements of the country. \n\nThus, the main objective of this paper is to examine the actual status of heritage studies at the tertiary level of education in Bangladesh through analyzing the contents of curriculums of some selected departments which are closely related to cultural heritage studies. As a supplement to this content analysis, a small number of randomly selected students and teachers have been interviewed to know their general understanding about the importance of ICH education in Bangladesh. \n

Chonbuk National University established the Center for Intangible Cultural Heritage Studies in 2012. The Center started its initial mission for researches on ICH with collecting and inventorying ICH on the domestic level. The Center’s work has increasingly expanded to study various issues regarding safeguarding, policy-making and revitalization of ICH. On the basis of it, we were able to open an introductory course for graduate students starting in the fall of 2014. In the next semester, spring of 2015, we opened another seminar on “tangible and intangible cultural heritage.” As the next step, our university established the Department of Intangible Heritage and Information, opening its graduate program for ICH studies in March of 2016. \n\nInterdisciplinary Curriculum \nICH is a new field of academia in Korea. We have courses related to ICH such as folklore, anthropology, oral literature, and traditional arts. ICH area should cover diverse fields and subjects from everyday life to arts, from the secular to the sacred and from research to practice. We have specified in curriculum to clarify course descriptions and pedagogic principles in order to distinguish the ICH field. There are five fields of the subjects, such as ideology, methodology, management and policy making, education and policy. Each field consists of its corresponding sub-fields with which specific courses are offered. Our graduate program systematically arranges each level from introductory through intermediary up to advanced courses for graduate students.

Dibya Jyoti Borah, President of ARHI introduces the role of ARHI in safeguarding of ICH. Established in 2008, ARHI is collaboration of individuals belonging to the indigenous tribe, activist working for the cultural-educational rights of native people. It is a wider platform for all indigenous communities to discuss and reflect upon challenges and problems faced by indigenous communities as well as finding the best means to address those concerns. It is a grassroots organization comprising all small & big indigenous communities.