Lkhon khol of Wat Svay Andet continues today because of its significance in the community’s beliefs and identity, but over the last decade it has been experiencing difficulty. Despite of having some support from the state, NGOs, and the community itself, the troop has faced some challenges, such as the lack of dance costumes, ornaments, masks, stages, and musical instruments. Furthermore, the number of performers has been gradually decreasing due to aging and a lack of natural talent, and the younger generations show little interest since the performances generate no income and they are busy with their studies or working.\nTraditionally, the lkhon khol is transmitted orally within a family and through informal, master-apprentice relationships. Community leaders, masters, and the temple patriarch also encourage younger generations to learn lkhon khol skills to ensure that the art form remains part of the community’s living cultural practice.\nApprentices have historically learned their preferential skills at their masters’ house at night, a time they were free from their agriculture work. While the same practice continues, recently amateurs are learning their art skills in groups during the day on Sundays or occasionally Thursday at the temple compound.

After the Angkor was inscribed on the World Cultural Heritage List, it was necessary to establish working mechanisms to promote national and international collaboration. The creation of Authority for the Protection and Management of Angkor and the Region of Siem Reap called APSARA or APSARA authority in 1995 also corresponds to the request of the World Heritage Committee, which temporarily inscribed Angkor on the List of World Heritage Sites in Danger in December 1992. Permanent inscription was at that point depended upon the Cambodian government taking concrete action in the field.\nSince 2008, according to the new structure of APSARA authority, a committee for Safeguarding Intangible Cultural Heritage will form with representatives from departments of APSARA—Department of Cultural Development Museums and Heritage Standards, Department of Land and Habitats Management, Department of Agricultural Extension and Community Development, Department of Angkor Tourism Development, and Department of Communication—for conducting APSARA projects or collaborative projects with national and international organizations. An ongoing APSARA project is to develop a policy for sustainable safeguarding intangible cultural heritage in the Angkor region and other regions under its jurisdiction.

In 1998, Cambodian Living Arts (CLA) began working in the country with a mission to revive and develop traditional arts. Today, our aims have broadened—CLA operates as a cultural agency supporting the development of the arts sector, from education, to policy, cultural exchange, and festivals. We have two centers, one in Phnom Penh, from which we operate national programs and have a strong focus on leadership and creativity. Our second center is in Siem Reap, and we position this as the Heritage Hub.\nThe Heritage Hub is a center for the practice, research, and development of Cambodia’s intangible cultural heritage (ICH). It works together with all our other programs to ensure there is always a dimension related to ICH. Its aim is to support the continuity of Cambodia’s artistic and cultural heritage, a theme that cuts across all of our work. The Heritage Hub is based in Siem Reap because of the area’s rich history of artistry and the depth of knowledge held by the many traditional musicians and cultural experts living in the province. Siem Reap is well-known as a city of immense tangible heritage because of Angkor Wat, but its intangible heritage is sometimes forgotten.

Master Sok Duch justify music instrument

Master Prach chhuon showing his Chapei at his home

The Gong khle or Gong Boun (four gongs) is a traditional instrument of the indigenous people, Bunoong living in Mondulkiri province. This instrument is performed for the purpose of entertaining during festivals or other occasions in indigenous villages. This form is in danger due to the lack of transmission. In response to the current situation, the Provincial Department of Culture and Fine Arts has been implementing a number of activities to support the promotion of indigenous peoples’ culture living in Mondulkiri. \nThe instrument is made of copper mixed with silver with a specific measure by the experts. These musical instruments are inherited from their ancestors and they do not know whether other indigenous groups play these instruments. Today, they cannot afford to produce it themselves.\n

The Kreung wedding, the bride and the groom first meet through the occasional drinking pot rice wine ceremony with relatives in the village. It was an opportunity for the two of them to get to know each other before they decided to be a couple. In their tradition, when they agree to be together, the men always go to sleep at the daughter's house at night, but they do not dare to do anything foolish to break their tradition. If the father of the daughter finds a matchmaker to find out who the son is and why he came to sleep at his daughter's house, the father has to ask the matchmaker to make a deal with the men and follow traditional penalties, such as: forcing them to marry at once or get fine with gifts, namely: 1 buffalo, 1 pig, 1 chicken and a pot of rice wine. If the son and daughter acknowledge that they are in love, then the matchmaker begins to inform the son's parents. And if the son's parents are satisfied with the daughter as well, they will continue to let their son visit the girl’s house regularly. During that time, the men had to work at the daughter's house for a year, while the daughter also helped with the work too.

Online Seminar on Cultural Diversity and Global Citizenship Education (GCED) was organized to think about the importance of having a better grasp of how ICH and cultural diversity bring our students, teachers, and schools closer to quality education, particularly when we make our efforts toward global citizenship education.\n\nSession1: Cultural Diversity Education through Cultural Heritage\n1. Education Policy and Current Status for Cultural Diversity in the Republic of Korea\n2. 'Integrating ICH in education for the Promotion of Cultural Diversity' by Ms. Duong Bich Hanh, Program Specialist for Culture Unit, UNESCO Bangkok Office\n3. 'Education for Cultural Diversity in Museum' by Ms. Eunmi Yi, Curator, National Museum of Korea\n4. 'Cultural Diversity Education for the Integration of the Multi-ethnic Society' by Ms. Josephine Jalleh, Manager, Department of Communication and Cooperation George Town World Heritage Inc.\n\nSession2: Global Citizenship Education (GCED) in Primary Education\n1. 'GCED in the Primary Education System in the Republic of Korea' by Dr. Utak Chung, Former Director-General of APCEIU\n2. 'Building Human-being’s Creative Ability through GCED' by Ms. Sophea Bun, Primary School Principal, Cambodia\n3. 'Case study – Peace Education in the Primary School Education System' by Ms. Sophea Bun, Primary School Principal, Cambodia\n4. 'Case Study – Teachers Training Course for GCED in Worldvision' by Ms. Sang Eun Nam, Advocacy & Public Engagement Director, Worldvision Korea\n

Intangible cultural heritage (ICH) is transnational in nature. It is necessary to spread the perception that ICH transcends geographical spaces and national borders, creating dynamic relations, connectedness, and continuity, which is why it is a timeless bearer of cultural diversity, the foundation of the heritage of humanity. However, as the modern structure of nation-state determines the boundaries of culture with national borders, forming the concept of “culture within the country”, subsequently led to the perception that the ownership of culture belongs to the state.\n\nThe concept of exclusive ownership of culture is often controversial in the UNESCO listing process, particularly in instances where cultural heritage and cultural domains have been shared for a long time by two or more nation-states. Such conflicts lead to excessive competition for nomination, overshadowing UNESCO’s fundamental purpose of contributing to peace and security in the world by promoting collaboration among nations, as well as the very spirit of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage that promotes international cooperation and assistance in the safeguarding of ICH as a matter of general interest to humanity.\n\nConsequently, UNESCO encourages multinational inscriptions of shared intangible cultural heritage to promote regional cooperation and international safeguarding activities, preventing conflicts among countries and coping with already existing ones. By emphasizing joint nominations of shared ICH, UNESCO revised its implementation guidelines three times to deal with conflicts between countries due to the cultural property rights. In addition, States Parties are encouraged to develop networks among relevant communities, experts, professional centres, and research institutes, particularly with regard to their ICH, to cooperate at the sub-regional and regional levels.\n\nAt the 13th Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage held in the Republic of Mauritius in November 2018, Traditional Korean Wrestling was inscribed on the Representative List of the Intangible Cultural Heritage of Humanity as the first joint designation by the Democratic People’s Republic of Korea and Republic of Korea. This milestone in the life of the Convention demonstrates that ICH contributes to the peace-building, reconciliation, mutual understanding, and solidarity among peoples. Indeed, only when acknowledging that shared cultural values are empowering characteristics of ICH, the true perspective of the unifying agent of the cultural diversity can be achieved, and that it is the cornerstone of reaching peace among nations.\n\nCountries in the Asia Pacific region are deeply connected by a long history of interactions, exchanges, flows of people, goods, and ideas that have shaped shared values, practices, and traditions. Having a balanced view, advocating for cultural diversity, and recognizing the commonalities among individuals, communities, and countries as a strength are virtuous tenets in the present time.\n\nIn this regard, APHEN-ICH Secretariat, ICHCAP, and UNESCO Bangkok Office are inviting the APHEN-ICH member institutes and public to this seminar under the theme of Diversity and Distinctiveness: Looking into the Shared ICH in the Asia-Pacific, to re-assess that while fragile, intangible cultural heritage is an important factor in maintaining cultural diversity, connecting bounds, and enhancing international dialogue and peace.

ICH Courier is the quarterly magazine on ICH in the Asia-Pacific region issued by ICHCAP since 2009. Every issue has its own theme under the title of the Windows to ICH, and the theme of the Vol 2 is 'ICH AND LABOR'.

ICH Courier is the quarterly magazine on ICH in the Asia-Pacific region issued by ICHCAP since 2009. Every issue has its own theme under the title of the Windows to ICH, and the theme of the Vol 36 is 'Traditional Embroidery.'