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ICH Elements 15
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Knowledge and skills related to cattle breeding
A cattle breeding is one of the ancient activities dealt by Uzbeks. It is the dominant animal husbandry industry specializing in breeding cattle for milk, beef, leather raw materials, as well as as a traction force. Even the holy book of Zoroastrianism, “Avesta”, calls upon careful attitude towards cattle, in particular, in relation to horses, bovine animals, sheep and goats. A cattle breeding was one of the main activities in mountainous, submontane and steppe areas of Uzbekistan. The essence of traditions, knowledge and skills related to cattle breeding and goals pursued by them, were always the same - they were aimed at breeding animals, protecting them from various diseases, predators and thieves, preventing their loss, etc.
Uzbekistan -
Nyenkha Kha (The dialect of some communities under Trangsa district)
The famous King Drimed Kuenden (previous life of the historical Buddha in the Vassantara Jakata) on exile, known for his altruistic, and compassionate acts that even gave away his own family members, visited Black Mountain (Jowo Durzhing). On the way he gave away his horse to an old man, and hence the name Taktse came into existence. Bhutan is a multilingual country where approximately 19 local dialects are commonly spoken. Mangduep kha is one of the local dialects commonly spoken in Trongsa and some parts of Wangduephodrang. The term Mangdue was derived from the place being able to grow any kind of crops and cereals. The local dialect Magdue kha is still used for communication in 3 gewogs (Nubi, Tangsibji and Drakten) under Trongsa Dzongkhag.
Bhutan -
Neypo: Invocation of a Local Deity
A story has it that Neypo (A Local Deity) was originated from Tshokar and Tshonag at Singye Dzong. In olden days khando Machig Labdon stole a son (Sasung) from Tibet and brought to Bhutan to make him the guardian deity of Bhutan. When they reached Tshonag at Singye Dzong, Khando told his son not to open his eyes but the son was eager to know why his mother did not allow him to open his eyes; hiding he opened his eyes and he saw a huge Snake (neypo) in front of him and he got shocked and died on the spot. Khando really got angry and she chased the Neypo from Tshonag; Neypo fled toward south and he reached at a place called Tsango, there he told villagers, “I will look after your wellbeing, if you offer me one people in a year. Villagers did not agree and they said “we will give one sheep every year instead of people; Neypo thought it won’t be sufficient to fill his stomach, so he disagreed and he fled towards south and reached Khoma, and the same thing he told to people of Khoma but there people offered one ox in a year, still then he was not satisfied, he ran down and reached Thingling where Neypo said “I will look after your village wellbeing, what will you give me in return?’’ People replied, we will give a hen every year; Neypo compared three offerings of the people and the best offering was made by Khoma people, so he agreed to settle in Khoma. This is how Neypo Invocation ritual came into existence.
Bhutan -
Catching of anklenbones
Depending upon the quantity of anklebones, the number of players can be established. The players place a rug or quilted felt rug and scatter ankle bones over the rug and sit round the rug. The senior or honorary person starts playing. The players' play ankle bones alternate according to clockwise. There is a piece of mail imitating the armour of ancient warriors. This piece is called the "arrow" or piece of mail. The player tosses up the piece of mail toward the air. Before the fall of piece of mail, the player collects anklebones as much as possible and clenches them in the palm and receives the tossed piece of mail at its palm without letting the piece of mail fall on the ground. Each player passes its turn to the next player if touches other scattered ankle bones, ex-cept of its clenched ankle bones, anklebones slip out of the player's hand or the player does not receive the tossed piece of mail on its palm
Mongolia
ICH Materials 43
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Folk knowledge and method of upbringing and educating children
The one and main principle for upbringing and educating children and youth is to direct them to have respect towards their elders and to follow and venerate their teachings. It is accustomed to employ the combination of variety folk upbringing and educating methods such as approving and supporting, encouraging and praising, disapproving and prohibiting, reproving and criticizing, serving as an example and causing to follow. Folk aphorisms, proverbs, folk oral literature, traditional games and toys are commonly used as well. Mongol herders have been educating and nurturing their children and youths from very young age by engaging in the labor activities which appropriate to their age, and working together with their parents and siblings; playing traditional games, engaging with nature and to make a disciple of well-educated person.
Mongolia -
School at the Lake
In a small lakeside village in central Kazakhstan, a former history teacher and journalist, Togaybay Nurmuratuly, has dedicated his life to reviving the lost traditions of Kazakh craftsmanship. Disturbed by the decline of authentic handmade wooden goods and the disappearance of ancestral knowledge, he left a successful career in the capital to found a free school of traditional crafts in the village of Ozernoye.\n\nWorking primarily with birch, Togaybay carves dishes, trays, and cultural items adorned with ancient Kazakh ornaments like qoshqar muyuz (ram’s horns), a symbol of vitality and prosperity. Despite having no formal training, he taught himself the techniques of woodworking and has since passed on his knowledge to over a hundred students across Kazakhstan.\n\nAlongside him, his wife Gulbarshyn Zaitzhankyzy—an ethno-designer and expert in felting—teaches women to sew traditional Kazakh clothing and accessories using ancient materials and motifs. Together, they have created a community that reconnects Kazakhs to their cultural roots while helping learners build sustainable livelihoods.\n\nTheir school offers not only craft training but also guidance on entrepreneurship, production, and promotion—helping modern artisans blend tradition with technology. With ambitions to expand into blacksmithing, build an ethnographic village, and establish a Kazakh national brand of handmade products, the couple’s vision is reshaping cultural preservation in Kazakhstan.\n\nThis is more than a story about wood and wool—it's about identity, resilience, and the belief that tradition, when nurtured with passion, can forge a future as strong as its past.
Kazakhstan 2023
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Singapore’s New Scheme Pairs Traditional Craftsmen With DesignersThe National Heritage Board of Singapore (NHB) launched an open call for design proposals on 22 July 2021 under its new “Craft X Design” scheme which pairs local traditional craft practitioners with designers or design studios to co-develop and produce new and innovative products using traditional craft techniques and materials.\n\nThe scheme seeks to raise public awareness of local traditional crafts; revitalize and “modernize” the products produced by local traditional craft practitioners; help these practitioners gain access to new markets; and contribute to the long-term sustainability of traditional trades and crafts.\n\nAs part of the scheme, NHB has partnered four local traditional craft practitioners comprising a traditional Chinese lantern-maker; a craftsperson skilled in weaving cases for ketupat (a rice cake wrapped with coconut leaves); a rangoli (a traditional Indian art form involving the creation of a multi-colored floor decoration) artist; and a Peranakan beadwork and embroidery craftsperson.\n\nUnder the open call for design proposals, interested local designers or design studios can attend a workshop conducted by NHB and the four local traditional craft practitioners, and have until 1 October 2021 to prepare and submit their design proposals. Once selected, the successful designers or design studios will have four to five months to work with the local traditional craft practitioners they are paired with to produce a prototype product or a range of products.\n\nThe four local traditional craft practitioners and the successful designers and/or design studios will each receive an honorarium of SGD6,000. Each pair of practitioner and designer can also be reimbursed up to SGD2,000 for materials and/or other costs associated with the production of the prototype product.\n\nThe collaboration will culminate in the production of a prototype product or a range of products from each pair of practitioner and designer/design studio, which would be displayed at a public showcase in April 2022.\n\nThe scheme is part of NHB’s ongoing efforts under Our SG Heritage Plan, Singapore’s first five-year (FY2018-FY2022) masterplan for the heritage and museum sector, to organize public showcases for Singapore’s traditional trades and crafts, and in doing so, to encourage greater public awareness and appreciation of Singapore’s intangible cultural heritage.\n\nTo find out more about Singapore’s “Craft X Design” scheme, please visit: https://go.gov.sg/craftxdesign2021.\n\nPhoto 1 : Mr Jimm Wong, a traditional Chinese lantern-maker © National Heritage Board of Singapore\nPhoto 2 : Ms Vijaya Mohan, a rangoli artist © National Heritage Board of SingaporeYear2021NationSingapore
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The Role of Tertiary Education for Safeguarding ICH: The Case for BangladeshBangladesh is a repository of hundreds of intangible cultural heritage elements that have been developed through various historical waves of different political and religious regimes over the last 5000 years.ICH education at the tertiary level has an important role to play in creating a pool of human resources for sustaining the value, meaning, and significance of these ICH elements. Until recent past, the importance of protection, promotion and safeguarding of various cultural heritage resources in Bangladesh has not received necessary attention from administration, academicians and researchers. Lack of policies and resources, and shortage of trained teaching staffs were the main reasons for not being able to introduce required courses at the tertiary level of education. Assessing the present status of heritage education at various tertiary institutions, this paper calls for immediate policy responses to strengthen the ICH education for developing a Sustainable Cultural Heritage Management Plan (SCHMP) through building capacities by mobilizing local resources in collaboration with various national and international organizations. Immediate and long-term heritage education policy-planning and interventions can encounter the challenges of protecting, promoting and safeguarding various ICH elements of the country. \n\nThus, the main objective of this paper is to examine the actual status of heritage studies at the tertiary level of education in Bangladesh through analyzing the contents of curriculums of some selected departments which are closely related to cultural heritage studies. As a supplement to this content analysis, a small number of randomly selected students and teachers have been interviewed to know their general understanding about the importance of ICH education in Bangladesh. \nYear2018NationBangladesh