Materials
education
ICH Materials 336
Publications(Book)
(20)-
2016 Asia-Pacific ICH NGO Conference – Achieving SDGs through Safeguarding ICH
In 2016, ICHCAP organized the 2016 Asia-Pacific ICH NGO Conference, which was held from 3 to 5 November in Jeonju, Republic of Korea. After the 2030 Sustainable Development Goals (SDGs) were adopted at the seventieth UN General Assembly, SDGs have gained even more attention of the international community. Understanding the importance of SDGs in relation to culture, we held the conference under the theme Achieving SDGs through Safeguarding Intangible Cultural Heritage. The outcome report includes the meeting agenda and outcomes as well as photographs and presentation papers by the participants.
South Korea 2016 -
2017 Sub-Regional Meeting for ICH Safeguarding in the Pacific
The 2017 Sub-Regional Meeting for ICH Safeguarding in the Pacific dubbed as “Youth as Safeguarding Actors for Pacific ICH” was held on 25 to 27 April 2017 in Koror, Palau. It was jointly organized by ICHCAP and the Bureau of Cultural and Historical Preservation (BCHP) under the Ministry of Community and Cultural Affairs of Palau.\n\nThis report is composed of country reports, case studies, and thematic presentations delivered at the meeting by four national representatives of Federated States of Micronesia, Fiji, Palau, and Tonga, and international experts from organizations related to ICH and Youth in the Pacific. In addition, the outcome document of the sub-regional meeting is also affixed to put it on record the adopted recommendations of the participants in moving forward together.
South Korea 2017 -
Sri Lanka-ICHCAP Cooperative Workshop on Digitizing ICH-Related Audio-Visual Materials
ICHCAP, with the support of the Cultural Heritage Administration of Korea and the cooperation of the State Ministry of Cultural Affairs of Sri Lanka, hosted the five-day Sri Lanka-ICHCAP Cooperative Workshop on Digitizing ICH-Related Audio-Visual Materials in various locations in Jeonju and Seoul. The workshop was organized to explore methods and technologies involved with digitizing analogue audiovisual resources related to intangible cultural heritage, with emphasis on Sri Lankan music so that it can be approached and enjoyed around the world.\n\nThis publication includes the nine paper presentations as well as transcripts of the speeches and information related to the field visits.
South Korea 2015 -
Intangible Cultural Heritage and the Sustainable Development Goals in the Pacific
The 2030 Agenda for Sustainable Development, adopted by the UN Member States on 25 September 2015, is an action plan for tackling the most challenging issues of our world today. The hope is that within the next fifteen years, the sustainable development goals (SDGs) will encourage universal efforts to end all forms of poverty and ensure that no one is left behind.\n\nThe methods and practices to accomplish these goals will vary depending on the context. In the Pacific region, incorporating intangible cultural heritage (ICH) is crucial to accomplish any of the SDGs since it plays an important role as a “driver, enabler and guarantee of sustainable development.\n\nAlthough each nation in the Pacific has its own diverse ICH, they all share a sense of longing for sustainable development and community well-being. Traditional and local knowledge have always played a pivotal role in protecting clean water supplies, coral reefs, and rainforests; healing the sick through traditional medicine; and building homes resistant to climate change. Ensuring the success of the SDGs in the Pacific will require an understanding of how ICH can be incorporated in the SDGs from the local perspective.
South Korea 2016 -
Teaching and learning with and about intangible cultural heritage in Asia and the Pacific: survey report
UNESCO has officially published a report on a survey on the use of “living heritage” in school education in the Asia-Pacific region. The report was a result of a survey conducted jointly by the UNESCO Bangkok Office and ICHCAP in 2019, sponsored by the Cultural Heritage Administration of Korea, and was written based on 777 responses from 170 schools in 21 countries in the Asia-Pacific region.\n\n
South Korea 2020 -
2018 Sub-Regional Meeting for ICH Safeguarding in Northeast Asia
The 2018 Sub-Regional Meeting for Intangible Cultural Heritage Safeguarding in Northeast Asia jointly organized by ICHCAP and the UNESCO Beijing Office and hosted by the Mongolian National Commission for UNESCO, was held on 10 and 11 October 2016 in Ulaanbaatar, Mongolia under the theme of ICH education: towards joint collaboration for promoting ICH in formal and non-formal education\nThis report is composed of country reports and case studies discussed at the meeting and generated participation from five Northeast Asian Member States—namely DPRK, Japan, Mongolia, China, and ROK—and international experts as well as the outcome document.
South Korea 2018 -
10th Central Asia Sub-regional Network Meeting for the Safeguarding of Intangible Cultural Heritage (English/Russian)
10th Central Asia Sub-regional Network Meeting for the Safeguarding of Intangible Cultural Heritage Safeguarding Intangible Cultural Heritage in Education through\tan Integrated Approach Online Meeting, 13-15 October 2021\n\nThe 10th Central Asia Sub-Regional Meeting for Safeguarding Intangible Cultural Heritage Safeguarding jointly organized by ICHCAP and the UNESCO Almaty Office was held on 13 and 15 October 2021 under the theme of Safeguarding ICH in Education through an Integrated Approach. This report is composed of country reports and case studies of four countries in Central Asia – Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan as well as international experts.
Central Asia 2021 -
2019 Sub-regional Meeting for ICH Safeguarding in South Asia
The 2019 Sub-Regional Meeting for Intangible Cultural Heritage Safeguarding in South Asia: ICH in Education: Towards Joint Collaboration for Promoting ICH in Formal and Non-Formal Education jointly organized by ICHCAP and UNESCO Dhaka Office, was held from 24 to 26 June 2019 in Dhaka, Bangladesh.\n\nThis report is composed of nineteen presentation papers delivered at the meeting by national representatives, NGOs, and UNESCO Offices in Bangkok and Dhaka. In addition, the outcome document of the meeting is also affixed to put it on record the adopted recommendations of the participants in moving forward together.
South Korea 2019 -
Bringing Living Heritage to the Classroom in Asia-Pacific
Promote Transformative Education Through Integrating Living Heritage in Schools\n\nIntegrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing pandemic Covid-19 has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of the communities.\nUNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities.\nThis Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools. \nWhoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.
Kyrgyzstan,Cambodia,South Korea,Kazakhstan,Nepal,Thailand 2023 -
Bringing Living Heritage to the Classroom in Asia-Pacific (Khmer)
Promote Transformative Education Through Integrating Living Heritage in Schools\n\nIntegrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing pandemic Covid-19 has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of the communities.\nUNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities.\nThis Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools.\nWhoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.
Kyrgyzstan,Cambodia,South Korea,Kazakhstan,Nepal,Thailand 2023 -
Bringing Living Heritage to the Classroom in Asia-Pacific (Thai)
Promote Transformative Education Through Integrating Living Heritage in Schools\n\nIntegrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing pandemic Covid-19 has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of the communities.\nUNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities.\nThis Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools.\nWhoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.
Kyrgyzstan,Cambodia,South Korea,Kazakhstan,Nepal,Thailand 2023 -
Bringing Living Heritage to the Classroom in Asia-Pacific (Russian)
Promote Transformative Education Through Integrating Living Heritage in Schools\n\nIntegrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing pandemic Covid-19 has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of the communities.\nUNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities.\nThis Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools.\nWhoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.
Kyrgyzstan,Cambodia,South Korea,Kazakhstan,Nepal,Thailand 2023