Materials
Uzbekistan
ICH Materials 1,064
Publications(Article)
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4. 우즈베키스탄의 무형유산과 현황과 보호 노력제6차 중앙아시아 무형유산 보호협력 네트워크 회의 2015 국가발표 (2)Year2015NationUzbekistan
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4. 우즈베키스탄 공연예술의 특징과 가치: 중앙아시아 무형문화유산의 이해의 맥락에서제6차 중앙아시아 무형유산 보호협력 네트워크 회의 2015 국가발표 (1)Year2015NationUzbekistan
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Community Schools: Intangible Cultural Heritage Collaborate with the CommunityThe UNESCO Convention addresses: “Intangible Cultural Heritage (ICH) means the practices, representations, expressions, knowledge, skills—that communities, groups and in some cases, individuals recognize as part of their cultural heritage” (Convention for the Safeguarding of the Intangible Cultural Heritage, 2003). As the world changes rapidly, sometimes I wonder what future schools will look like. There are various types of future schools and innovative schools, but the school to be introduced herein is ‘community schools.’ The ‘Future School Scenario’ published by the OECD in 2001 predicted that current schools and future schools will be different from each other. Future schools are expected to be the ‘status quo,’ ‘re-schooling,’ or ‘de-schooling,’ including the collapse of the school system, by adapting to bureaucratic systems and market economy models. One of them was to reconstitute school as a core social center (Scenarios for the Future of Schooling, 2001).\n\nFor example, the ‘community schools’ of the United States, which are expanding the boundaries of public education through cooperation from various human and material resources in schools and communities, are the closest type of ‘re-schooling institutions’ as ‘core social centers’ in the ‘Future School Scenario’ (Scenarios for the Future of Schooling, 2001). Core social centers can take a role as a bridge connecting ICH and the local community. Herein describes how community schools are operated, and what policies could lead those schools to collaborate with ICH.\n\nCommunity schools are based on a model connecting home, school, and community. They are operated in a way that integrates local medical organizations, community activities, and leadership (Oakes, 2017). It is a characteristic of community schools that they actively introduce the necessary parts of education in terms of the heritage of the community to each region.\n\nExample of Training Regarding ICH\nFor example, Central Asian countries such as Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan work together to discuss the benefits and methods of integrating ICH in both formal and non-formal education programs. They share their experiences of technical education for ICH that was conducted in schools. Through this experience, they can make their communities better (Central Asia strengthens inter-sectoral cooperation on living heritage and education, 2019). Creating the environment and facilities necessary for education and operating programs for residents are leading to activities to change the community for better health.\n\nIn conclusion, the subject and method of operation vary from model to model of each community school. However, community schools in different regions are similar in terms of how they have achieved educational achievement regarding ICH through a connection between the school and the community.\n\nThe way of making ideal community schools is simple. If they complement the shortcomings, such as lack of a training system regarding ICH and build partnerships properly with the community, the community schools would create better outcomes. The link between school and community is a win-win strategy that can have a positive effect on each other. Additionally, it is beneficial for supporting local residents, specifically students who need training and education for identifying ICH. As societies become more sophisticated, new schools have emphasized not only the completion of a regular curriculum but also various educational roles. Linking with the community is an inevitable choice to carry out these roles.\n\nReferences\n“Central Asia Strengthens Intersectoral Cooperation on Living Heritage and Education.” UNESCO, 16 August 2019, ich.unesco.org/en/news/central-asia-strengthens-intersectoral-cooperation-on-living-heritage-and-education-13217. Web 22 June. 2020\n\nConvention for the Safeguarding of the Intangible Cultural Heritage, portal.unesco.org/en/ev.php-URL_ID=17716&URL_DO=DO_TOPIC&URL_SECTION=201.html. Web. 23 June. 2020\n\nOakes, J., Maier, A., & Daniel, J. (2017). Community Schools: An Evidence-Based Strategy for Equitable School Improvement. Boulder, CO: National Education Policy Center. Retrieved 06 April. 2018 from http://nepc.colorado.edu/publication/equitable-community-schools\n\n“Scenarios for the Future of Schooling.” OECD.org – OECD. N.p., 2001. Web. 23 June. 2020."\n\nPhoto : Kyrgyzstan Central Asia strengthens intersectoral cooperation on living heritage and education © UNESCOYear2020NationCentral Asia
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On the Feasibility of the Silk Roads ICH NetworkUNESCO has ten subcategories of human communities and networks, but there are two patterns of human civilizations—sedentary and nomadic communities. Difficulty with archaeologists and historians to explore and discover civilizational heritage information. Nomadic communities served as an ancient networking system, bridging sedentary communities with cultural and technological information. There is a necessity of a network approach on the discovery, excavation, preservation, and public opening of Silk Roads intangible cultural heritages through a singular project hub—namely through ICHCAP. Examples of existing projects include the Caravanserai projects by UNESCO and National Geographic, which focus on tangible heritage along the Silk Roads without considering cultural interconnections and influences. A Korean case is the KBS six-episode documentary series on the origin, spreading and localization of noodle cuisine in Eurasian communities. Another networking case currently under way is the development of series on Silk Roads martial arts, dance, and play through Korea, Japan, China, Mongolia, Kazakhstan, Uzbekistan, and Iran.Year2020NationSouth Korea
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SHARQ TARONALARI INTERNATIONAL MUSIC FESTIVALSamarkand, a UNESCO World Heritage site and one of the oldest urban centers, has long storied relationship with music. Archaeological findings, such as the 3,000-year-old flute discovered around the old city, tell us that music culture has ancient roots in Central Asia. Additional studies provide evidence that the ud, a medieval variant of a lute, was spread throughout the orient much earlier than it was in Europe. One of the biggest influences on the music culture of Samarkand was its unique position as a crossroad of the Great Silk Road, a situation that allowed the melding of musical traditions from throughout Asia. In support and recognition of its ancient traditions in music and its position as a crossroad, President Islam Karimov of the Republic of Uzbekistan initiated an international music festival called Sharq Taronalari (Melodies of the Orient).Year2011NationSouth Korea
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Trilogy of the Epic 'Manas. Semetey. Seytek' as National Identity of the Kyrgyz PeopleThe epic Manas occupies a central place in the spiritual culture of the Kyrgyz people as a consolidating factor of the ethnos and basis for self-identity. The significance of the epic in the treasury of human heritage was recognised by the world community in 1995. The resolution ‘On celebration of the 1000th anniversary of the Kyrgyz National Epos Manas was adopted at the 49th session of the UN General Assembly carried out by UNESCO and UNDP. The 1000th anniversary of the epic ‘Manas’ was celebrated on the international level with the participation of more than 60 countries. A number of exhibitions, festivals, and conferences dedicated to the epic ‘Manas’ were held in Turkey, China, USA, Russia, Kazakhstan, Uzbekistan, Belarus and other countries. The inclusion of Manas on the Representative List of the Intangible Cultural Heritage of Humanity in 2013 was the next important step in the recognition of the Epos as World Heritage.Year2015NationSouth Korea
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ICH Policy Brief MOVE 2023 OCT01 UNESCO Trends\n * UNESCO urged to position culture as a global public good and as a development goal within the post 2030 agenda\n * Preparing an approach guideline reflecting on economic dimensions of intangible cultural heritage safeguarding\n * Intangible cultural heritage fund supports Cameroon, Mali, and Uganda to safeguard their living heritage\n * Growing integration of ICH and education in Mongolia\n\n02 Asia-Pacific Trends\n * Online writers and music composers got involved to inherit their ICH\n * International scientific forum on the harmony of tangible and intangible cultural heritage held in Bukhara, Uzbekistan\n * NEH supports recovery and promotion of cultural source in American Samoa, Guam, Hawaii, and the CNMI\n * Sub-regional expert meeting to safeguard ICH in West and Central Asia Central Asia with climate change resilience\n\n03 Korean Trends\n * Seventy percent of domestic ICH faces the lack of transmitter\n * CHA will designate five Korean representative holidays as national ICH\n * Local cultural heritage education in and out of schoolsYear2023NationSouth Korea
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LEARNING THROUGH INTANGIBLE CULTURAL HERITAGE FOR SUSTAINABLE DEVELOPMENTIn 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.Year2014NationSouth Korea
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02 Fostering Cultural Dialogue in Central Asia : Central Asian Crafts Support Association's Resource Centre in KyrgyzstanCentral Asian Crafts Associations' Resource Centre in Kyrgyzstan\n\nCentral Asian Crafts Association's Resource Centre in Kyrgyzstan (CACSARC-kg) is a public foundation established on the basis of Central Asian Crafts Support Association (CACSA)-an internationally acclaimed membership NGO that had its headquarters in Bishkek from 2000 to 2008. \n\nCACSA started with a few enthusiasts of the crafts development movement in the region. In less than eight years, it had increased the number of its members in six countries; Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan, and Mongolia, encompassing 76 organizations with over 50 projects benefiting over 5,000 craftspeople throughout the region.Year2016NationKyrgyzstan
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Telling Tradition of Nasreddin AnecdotesThe Telling Tradition of Nasreddin Anecdotes is a multinational ICH element related to the tradition of telling anecdotes attributed to the philosopher Nasreddin. The element was inscribed on the UNESCO Representative List in 2022 on behalf of Azerbaijan (where he is known as Molla Nesreddin), Kazakhstan (Kozhanasyr), Kyrgyz Republic (Apendi), Tajik\u0002istan (Afendi), Türkiye (Nasreddin Hodja), Turkmenistan\n(Molla Ependi), and Uzbekistan (Nasriddin Afandi).Year2023NationCentral Asia
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Restoring Lost Memories and Intangible Cultural Heritage Though Eurasian EpicsRelative to the creative economy of South Korea, the importance of the Eurasian Turkic states is growing. The reorganized resource-rich countries of the Eurasian continent, ancient nations belonging to the Silk Road, have established themselves from the beginning of the 21st century as political and economic powers in the international arena. CIS countries such as Turkmenistan, Uzbekistan, Kazakhstan, Kyrgyzstan, and Tajikistan were protagonists of the great Silk Road that linked the East and the West that had been cut off from each other in ancient times.Year2015NationSouth Korea
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ICH Policy Brief MOVE 2023 AUG01 UNESCO Trends\n* ICH documentation training project for youth in Jordan\n* UNESCO highlighted Indigenous Youth as ‘Agents of Change for Self-determination’\n* CRIHAP organized the Capacity Building Workshop on Intangible Cultural Heritage for Youth\n* ICH NGO Forum supports accredited NGOs to recover from damage\n\n02 Asia-Pacific Trends\n* Uzbekistan leverages its ancient Silk Road heritage to boost domestic tourism\n* Bhutan launched a safeguarding project to preserve and popularize its folk songs\n* Aboriginal groups protest against Western Australia’s decision to abolish the amendment to the Aboriginal Cultural Heritage Act\n\n03 Korean Trends\n* The legal basis for the Korean New Heritage System has been established\n* 2023 Intangible Heritage Festival spotlights the new meaning of living heritage\n* CHA fosters non-designated intangible heritage to be key cultural resources in the area\n* National Heritage Digital Contents Contest to prospect new K=contentsYear2023NationSouth Korea