The Yap State Historic Preservation Office (YSHPO), located in Yap State in the Federated States of Micronesia (FSM), operates under the Department of Youth and Civic Affairs of the Yap State Government and has a regular budget funded by the local government and the National Park Service (NPS) and the United States Department of the Interior (DOI). YSHPO also receives occasional funding assistance for projects, technical or capacity building, and training and workshops from esteemed regional and international organizations—such as UNESCO, ICHCAP, and CRIHAP—and various national governments, including those of Australia, France, United States, and the FSM. YSHPO also collaborates and networks with other regional organizations, universities, and other bodies. To name a few, they include the University of Oregon, the University of Guam, Queens College, La Trobe, and others by conducting field schools in Yap during academic breaks.\nYSHPO has five main functions: 1) collecting Yapese written and oral history, 2) registering and surveying cultural and historical properties, 3) inventorying and mapping cultural and historical sites and properties, 4) restoring and rehabilitating cultural and historic properties, and 5) performing general YSHPO administration, including NPS/DOI Historic Preservation Fund (HPF). The organization also occasionally assists and supports the operation of the Yap State Living History Museum. Of some related projects, ICHCAP has funded three in Yap: 1) Youth Meets ICH with OurYAP, an umbrella youth organization for all the youth clubs, including high school children in Yap State, 2) the Preliminary Survey on Dormant ICH Data in the Pacific with a mixture of project workers from the Waab Cultural Heritage Society (elders) and some young people along with YSHPO staff, and 3) the 2017 ICHCAP-YSHPO Joint Cooperation Project for Safeguarding Intangible Heritage by Digitizing ICH-Related Analogue Data of the FSM, which is still ongoing.

To provide artisans with the opportunity to realize their creative capacity, and to insure that craft traditions remained genuine cultural heritage, Judy Frater began a design education program for artisans in Kutch. In 2005, Kala Raksha Vidhyalaya opened its doors to artisan students: traditional weavers, ajrakh printers, bandhani artists, and embroiderers, with no further prerequisites of age or formal education.\nIn 2014, the year-long program evolved and expanded to Somaiya Kala Vidya. In six two-week intensive residential sessions spread over a year, artisan students learn to innovate within their traditions. nThe most innovative tool that we use in our design classes is simply to present problems to solve. We also draw on local traditions and teach as practically as possible. In effect, the design course re-imagines traditional systems in an appropriate contemporary form. Master artisan advisors teach students about traditions, as children once learned from elders; weavers, printers, and dyers learning together revitalizes the inherent interdependence in traditional textiles; and interface with urban markets reinvents direct contact with hereditary clients.\nAfter design education for artisans in Kutch reached its goals, Somaiya Kala Vidya is scaling out their approach to other regions. Keeping cultural heritage as the foundation, they intend to teach design within regions, drawing on local language and culture.

Waa’gey is a community-based organization that uses traditional skills to confront the social, economic, and environmental challenges faced by the people of Micronesia’s most remote outer islands in the Pacific. We pursue the preservation of native knowledge, technologies, and arts both to protect our distinctive outer islands’ identity and to solve specific problems relating to import dependency, urbanization, climate change, and unemployment.\nWaa’gey organizes the efforts of volunteers to pass specialized local knowledge from community elders to young people. Traditionally, this occurred as a matter of cultural and familial course in the outer islands. Today, with the introduction of the cash economy and a surge in emigration to the urban centers on high islands, continuation of such instruction must be deliberate. On-going Waa’gey projects include making dugout canoes, learning traditional way-finding navigation skills using stars and ocean swells, and developing handicraft carving skills as well as specialized skirt weaving.