In mid-April every year, Sri Lankans celebrate the Sinhala and Hindu New Year with distinctive rituals that fuse Hindu and Buddhist elements. With the introduction of Buddhism in the third century BCE, traditional Hindu New Year rituals were reinterpreted. While historians and sociologists believe these rituals were closely related to sun worship because they coincided with ancient myths about the sun moving from one celestial house to another—the major rituals today embody a sense of cultural heredity and tradition.

Design intervention has been an established initiative of development projects initiated by governments and NGOs across the world as a means to enhance market reach and the livelihood of traditional craft communities. However, innumerable instances have been cited on the ethics of engagement where design development has ended by benefitting the interests of designers and commercial enterprises while craftspeople have continued to remain unnamed and unknown.

Among the many ethnic and linguist groups spread throughout Pakistan is the Pakhtun tribe of the Yousafzais, who live in Khyber Pakhtunkhwa province and across the Durand Line in Afghanistan. The Yousafzais are further divided into various khels (clans) and families. One is the Khawja Markhel in the village of Sumbatchan in the picturesque valley of Upper Swat, an idyllic place in the foothills of the Hindu Kush Range. The fiercely patriarchal society is organized under Pakhtunwali, an ancient tribal honor code; the ancient social institutions of the Hujra and Gudoor, men’s and women’s social spaces; Jirga system, a council of elders; and ashar, collective reciprocal labor.

In 2013, the UNESCO Office in Bangkok, in collaboration with the Islamabad, Hanoi, Apia, and Tashkent offices, undertook a project to experiment how intangible cultural heritage (ICH) could be used as part of a pedagogical approach to raise awareness about sustainable development. Activities, implemented thanks to the generous support of the Japanese government, were framed around the themes of the Decade of Education for Sustainable Development (2005-2014). The pilot project produced guidelines and sample lesson plans for teachers to guide them into developing educational materials grounded in local knowledge and practices. Seventeen schools in four countries—Pakistan, Palau, Uzbekistan, and Vietnam— participated in the pilot. The emphasis was not on teaching pure cultural content, but rather on using ICH as a vehicle to enrich the teaching of existing school subjects.

The gender diversity expressed in intangible cultural heritage (ICH) should be seen as a part of the cultural diversity now celebrated as a human rights value and should therefore be protected as such. However, this is not a simple matter since, as we know, some traditional cultural practices are incompatible with the fundamental human rights principles of equality and non-discrimination. Indeed, the question of how the requirements of gender equality can be met within the framework of UNESCO’s 2003 Convention for the Safeguarding of the Intangible Cultural Heritage raises some important and extremely complex issues. At the core of these rests an apparent contradiction between the human rights concept of gender equality and the multiple ways in which gender is expressed in ICH and understood by bearer communities. Since, as stated in its preamble, the 2003 Convention is explicitly placed within the broader context of human rights, this is not simply a theoretical question; any heritage recognized and safeguarded under that treaty should be compatible with human rights requirements, of which equality on the basis of sex (among other bases) is a central one. This presents important challenges to governments, the international community, and other actors interested in identifying ICH for the purposes of safeguarding; although more leeway may be possible for national safeguarding of ICH, a relatively strict test of gender equality and non-discrimination needs to be applied for the international aspects of the Convention (international inscriptions and assistance, in particular).

The Maranao are a southern Philippine ethno-linguistic group living along the fringes of Lake Lanao in the Lanao provinces of Mindanao. The Maranao are best known for their love of beauty as shown in their ukil art, poetry—the epic Darangen, inscribed on the UNESCO Representative List—and the torogan, the grandest type of Philippine architecture.

The Beautiful Story-Grandma Program (storymama.kr in Korean) is a unique program that the Advanced Center for Korean Studies began in 2009. Through the program, elderly women are given training and sent to child education facilities near their homes to tell three-to five-year-olds stories based on Korean traditions and history.

Since its establishment in 2007 and continuous operation since 2010, the Center for Research and Promotion of the Cultural Heritage (CCH) has been evaluated by the Vietnam Association for Cultural Heritage as one of the best units with the biggest number of effective professional activities among those units belonging to the Association. The two leaders of the Center are two respected scientists in the field of cultural heritage—Dr. Le Thị Minh Ly, member of the National Committee of Cultural Heritage and former Vice Director of Department of Cultural Heritage; and Associate Professor, Doctor Nguyen Van Huy, former Director of Vietnam Ethnology Museum. The number of staff working at the Center is limited to twelve, but this is not fixed. The Center expands its capacity through a strong network and mechanisms for collaborating with partners who have been working in the field of cultural heritage and community, especially in the field of safeguarding policy.

The food we eat is an important part of culture. It is also an expression of community identity. As American folklorist Millie Rahn writes, The kitchen, historically, is the place where families gather and where the everyday and the ceremonial meet and overlap. Here families interact and share private traditions, expressing identity through their food to each other and to the world. Creativity is alive in this space, from daily mealtimes to more elaborate feasts that mark rites of passage, religious and secular holidays, and other special events. This is where knowledge is passed on, from traditional ways of preparing and using various ingredients, implements, tools, and techniques to legends, stories, anecdotes, and cultural exchanges that have become part of familial and regional folklife. We all eat, and associate different layers of cultural meaning to the food we consume. Explorations of food, then, can be an easy conduit into the complex world of intangible cultural heritage. This article gives several examples from the safeguarding initiatives of the Heritage Foundation of Newfoundland and Labrador that have used foodways as a means to get people thinking about, and engaged with, concepts of cultural transmission and heritage conservation.

"The Convention for the Safeguarding of the Intangible Cultural Heritage (‘ICH Convention’ or ‘Convention’ hereafter) was adopted in 2003 and subsequently brought into force in 2006. The ICH Convention mandates signatories to use or mobilise various measures to safeguard intangible cultural heritage. \nEven though the Convention does not succinctly mention the elaborate legal measures for safeguarding intangible cultural heritage, the intellectual property rights to protect intangible cultural heritage and its holders are implied throughout provisions of the Convention. To implement the Convention’s spirit, the Operational Directives clarify legal form as safeguarding measures by stating that: State Parties shall endeavor to ensure, in particular through the application of intellectual property rights, privacy rights and any other appropriate form of legal protection, that the rights of the communities, groups, and individuals that create, bear and transmit their intangible cultural heritage are duly protected…."

"This presentation paints a broad portrait of intangible cultural heritage (ICH) in Canada. In the first section, I examine the political and legal situations of a country that has not signed the 2003 UNESCO Convention. My focus rests more specifically on the recent legislative recognition of ICH in the Canadian province of Quebec, which adopted the Cultural Heritage Act on 19 October 2011. I explain the safeguarding mechanisms prescribed in this act and describe how the legislation will be put into practice. In the second section, I examine safeguarding initiatives that support ICH directly and indirectly at the federal and provincial levels. The presentation analyses more specifically the inventories undertaken in Quebec since 2003 and 2004, revealing their benefits and drawbacks. I conclude by demonstrating how international cooperation has strengthened efforts to develop ICH in Canada and abroad. Important aspects of these efforts include the exchange of expertise, political legitimacy conferred by external recognition, and professional networking."

My presentation is called ‘New Trends and Directions in the 2003 Convention’ although it is a bit hard to say which trends are new because this is really the first round of periodic reporting we are getting. So what I want to do is give you a summary of the information received by UNESCO following the start of the periodic reporting process. So they are obviously new directions because this is the first time. Some results are surprising and unanticipated, and others are to be expected.