Saba Samee has a Masters in the Archaeology of Buildings from the University of York, UK. Her undergraduate degree is in B. Architecture from the National College of Arts, Lahore. She is currently employed at the Institute for Art and Culture – IAC, Lahore, where she serves as an Associate Professor and Coordinator for the School of Culture and Language. \n\nShe has received numerous trainings with UNESCO, ICCROM and UNITAR in conservation, heritage management and WHS nominations. As part of THAAP team, she has worked extensively in projects awarded by UNESCO, UKAID, MEDA-USAID, Norway and Dutch funding agencies, gaining experience in conservation and mapping built heritage. She is experienced in working on conserving the WHS sites of Lahore Fort and Makli, as part of the Heritage Foundation of Pakistan team. Internationally, she has acquired conservation experience in Spain as part of the DIADRASIS team. As part of the IAC Research team, she has conducted diverse research initiatives, such as projects regarding development through culture, poverty alleviation and community empowerment through cultural and creative industries, and plans regarding integrated heritage site management. \n\nMs. Samee has presented research papers in diverse national and international conferences and is a published author of a number of research papers, book chapters, and articles. Her research interest focuses on the relationship and values of People associated with their Places.

Bidu Lensu Mutin is a typical traditional dance from the community of the village of Suai Loro, Covalima Municipality.\n\nThis dance is performed in cultural occasions such as welcoming guests, inauguration of sacred houses, “sau batar” (corn harvest festival), and “tara bandu”. The movement and every step of the dance is following-up by traditional arrangement of music. Using a kind of dry palm leaf to give the sound and rhythm, and traditional song with local dialect give harmonies to the dance.\n\nThe dance have been passed from one generation to another and up to now it is still alive within the communities.\n\n---\n\nTais, Timor-Leste’s traditional textile, is a cultural heritage that has been passed from the ancestors, from generation to generation.\n\nTais has an important role in Timorese people’s life, starting from their birth until death. They use Tais to welcome guests, as well as to show their cultural identity and social class. It is also used as an object of value, for example, 'barlake' (dowry) which is given from family of bride to family of groom. Tais is used not only as an element to tighten the relationship between families, but also to pay penalty when people did not follow the rule within the community.\n\nTais is traditional clothes, which has men's style and women's style. In Timor-Leste, Tais has a variety of colors and motifs varying by ethnic groups. These days, cultural creative industry using Tais with respect to the tradition, is also growing.\n\nTais is made from cotton and natural plants are used to dye color. Production of Tais has been mainly done by women, since the past until now. Normally, Tais is woven manually using simple equipment such as 'atis', 'kida', and others. Process of producing Tais is complex and takes long time.\nTraditionally, Tais has been woven by individuals. However, some family members also contribute to mitigate the work of women weavers, such as in process of preparing cotton, 'kesi futus' (tie-dye) and dying cotton. These days, weavers also began to form groups to facilitate their weaving activities.

The Eagle Festival, one of Mongolia's most popular tourism events, has been held since 2000 with the aim of reviving the Kazakh eagle hunting tradition, passing it on to future generations, promoting it to domestic and foreign tourists, and turning it into a tourism product. The tradition of eagle hunting is believed to have originated among Central Asian nomads 6,000 years ago and has survived to the present day, with Mongolia being the best-preserved country. Therefore, in order to promote this rich heritage around the world and increase the flow of tourists, the “Eagle Festival” is held twice a year, in the spring on March 4-5 in Ulaanbaatar and in the fall in Bayan-Ulgii aimag in the first 7 weeks of October. The event begins in the form of a competition, in which eagles adorn themselves with national costumes, place domesticated eagles on their arms, ride horses trained to hunt eagles and join the parade. The best national costumes, horses and eagle equipment are selected. There are competitions to test the eagle's ability to hunt. The relationship between the eagle and the eagle hunter is determined by whether the eagle is obedient or not. In some years, live animals are caught and tested for eagle hunting.\n\n

▶ Play Video 6. To Be Manobo\nThis episode was first aired on Filipino television on June 6, 1996. This episode has been modified from its original format.\nAnimals were offered in the context of the Manobo cultural ritual.\n\nThe Manobo frin the largest of the ethnic groups of the Philippines in terms of relationships and number of linguistic divergences. The microsystemic environmental niches result in a wide distribution of the group, covering core areas from Sarangani Island to the Mindanao mainland in the provinces of Agusan del Sur, Davao, Bukidnon, Cotabato, and South Cotabato. Some of the groups occupy such a wide area that localized groups have assumed distinctive characters and formed separate ethnic grouping, such as the Bagobo, the Higaonon, and the Atta.\n\nA tentative—but more specific—classification that needs attention divides the Manobo into major groups that are then divided into subgroups as follows: (1) Ata subgroup: Dugbatang, Talaingod, and Tagauanum; (2) Bagobo subgroup: Attaw (Jangan, Klata, Obo, Giangan, Guiangan), Eto (Ata), Kailawan (Kaylawan), Langilan, Manuvu/ Obo, Matigsalug (Matigsaug, Matig Salug), Tagaluro, and Tigdapaya; (3) Higaonon subgroup: Agusan, Lanao, and Misamis; (4) North Cotabato: Ilianen, Livunganen, Pulenyan; (5) South Cotabato: Cotabato (with subgroup Tasaday and Blit), Sarangani, Tagabawa; (6) Western Bukidnon: Kiriyeteka, Ilentungen, and Pulangiyen; (7) Agusan del Sur; (8) Banwaon; and (9) Bukidnon. The various subgroupings are not precisely defined as of yet, except among the members themselves.\n\nSettlements are generally kin-based nuclear groups located on the ridges near the swidden fields. The communities are widely dispersed and placed on high ridges above mountain drainage systems. In some areas, long houses accommodate several families, usually including extended family memebrs. Leadership is entrusted to a highly skilled and socially powerful individual who builds up his following through various modes of alliances, including marriage. In a grouping, which usually comprises a traditional kindred community, one datu is recognized as the head. Datus are further grouped under a more sovereign datu, up through a political pyramid with a sultan and a rajah muda holding sway in a larger territory. Although the kin relationship is bilateral, a bias favors males for decision-making and leadership while women hold subordinate positions in society.\n\nHowever, the structure of leadership is gradually changing, with an overlay of the contemporary civil structures applied from the governor of the province down to the level of the sitio councilman, positions often assumed by better educated, younger-generation members of the community. The groups are largely Christianized though some local belief systems also survive. The national education system has largely penetrated the more concentrated areas and minimally the more inaccessible rural areas. Distinctly characteristic ethnic dress has mostly given way to commercial clothing, with ethnic materials retreating to the antique trade.

Chewing bua-malus—a combination of areca nut (bua) and betel pepper leaf (malus)—is a widespread and deeply symbolic cultural practice throughout Timor-Leste. While it is often seen as a daily habit, its role goes far beyond oral tradition and personal enjoyment. Bua-malus is inseparable from the fabric of Timorese life, marking every major social, spiritual, and ceremonial moment with its presence.\n\nAt its simplest, the practice involves chewing pieces of areca nut wrapped in a fresh green betel leaf, often accompanied by a pinch of slaked lime (ahu) to release the active compounds and deepen the flavor. The mixture produces a distinctive red juice and is known for its mildly stimulating effects. But in cultural terms, bua-malus acts as a form of communication—an offering, a blessing, a welcome, and a bridge between generations.\n\nIn marriage ceremonies (barlake), bua-malus plays a key ritual role in exchanges between families. During funerals, it may be offered to the deceased or distributed among mourners as a sign of shared respect and continuity. When sacred houses (uma lulik) are built or restored, or when a newborn baby undergoes a fase-matan (eye-opening) ritual, elders may gently rub a paste of bua-malus onto the baby’s eyelids and forehead to protect them and spiritually anchor their life.\n\nElders and ritual leaders (lia-nain) often carry small pouches filled with the ingredients and use them to open or conclude negotiations, calm disputes, or honor guests. Offering bua-malus is a profound gesture of hospitality and peace—it signals trust, respect, and the intention to share one’s truth openly. Refusing it, in some contexts, may even be considered a subtle social offense.\n\nThe act of chewing is often done communally, accompanied by conversation, storytelling, or silence. The red-stained lips and relaxed posture of those gathered in a shaded courtyard or under a tree reflect a rhythm of life tied to land, time, and relationship. Many communities regard bua-malus not just as a habit but as a living heritage—something that must be handed down with care and intention.\n\nDespite its enduring presence, the practice is evolving. Urbanization, health concerns, and shifting social norms have altered how and where people chew bua-malus. Younger generations may engage with it more selectively, and some of the ritual meanings risk being diluted or forgotten.\n\nNonetheless, the cultural power of bua-malus remains strong. Whether offered to welcome a guest, seal an agreement, or bless a new life, this humble bundle of nut, leaf, and lime carries the weight of centuries of wisdom. It connects people not only to each other but to their ancestors, their land, and the values that continue to guide communal life in Timor-Leste.

2020 World Forum for Intangible Cultural Heritage - Human, Nature, and Intangible Cultural Heritage\n\nSession1: Re-defining the Relationship Between Humanity and Nature\n\nKeynote Presentation :'Re-defining the Relationship Between Humanity and Nature' by Ernesto Ottone Ramirez, Assistant Director-General for Culture of UNESCO\n1. 'Intangible Cultural Heritages in the Anthropocene' by Buhm Soon Park, Director, Center for Anthropocene Studies at KAIST\n2. 'Sustainable Agriculture in Nature, Micronesian Agroforestry' by Francis Reg, Head of the Yap States Historic Preservation Office (HPO)\n3. 'Intangible Cultural Heritage as Protection, Avalanche Risk Management' by Michael Bruendl, Head Research Group Avalanche Dynamics and Risk Management, WSL Institute for Snow and Avalanche Research SLF\n4. 'Pacific Islands of the Anthropocene' by Elizabeth DeLoughrey, Professor of University of California, Los Angeles\n\nSession2: Humanity's Response to the Crisis and Intangible Cultural Heritage\n\nSpecial Lecture : 'Future of Humanity, Ecological Turn, and the Role of ICH' by Jae Chun Choe, Chair Professor of Ewha Womans University, Former Chair of UN Convention of Biological Diversity\n1. 'Mitigating “Nature Deficit”: lndigeneous Language and Oral Literature' by Chidi Oguamanam Professor of Law at University of Ottawa\n2. 'India's Disaster Reduction and Management through ICH' by Rahul Goswami, UNESCO ICH Facilitator\n3. 'Sea Ethics as Intangible Cultural Heritage' by Kumi Kato, Professor of Faculty of Tourism, Wakayama University, Japan\n4. 'Building Ecosystem and Community Resilience in Asia and the Pacific Region' by Sinikinesh Beyene Jimma, Regional Coordinator, United Nations Environment Programme (UNEP)\n\nSession3: Intangible Cultural Heritage in Our Daily Lives, Towards a New Age\n\nSpecial Lecture : 'Role of Communities in Promoting Environmental Sustainability and ICH' by Micheael Mason Director, Smithsonian Center for Folklife and Cultural Heritage\n1. 'The Role of NGOs in Safeguarding ICH and Environmental Sustainability' by Greg Mitchell, President and Chairman of the Board of the Pacific Blue Foundation, Professor Emeritus of UCSD\n2. 'Nature, Intangible Cultural Heritage and Law' by Anita Vaivade, Assistant Professor of Latvian Academy of Culture\n3. 'Role of the State in ICH Safeguarding in the COVID-19 Pandemic' by Eric Babar Zerrudo, Assistant Professor of University of Santo Tomas\n4. 'Joining our Voices in ICH Youth Network' by ICH Youth Network (Korea National University of Cultural Heritage)\n

Monitoring Living Heritage in Education: Contributing to Heritage Safeguarding and to Achieving SDG 4\n\nUNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\n\nSession1: Introduction: 'Education-related indicators for monitoring the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4.7 reporting' by Ms. Janet Blake, Lead Expert\nMs. Aliso Kennedy, UNESCO\nResponse from Ms. Heila Lotz-Sisitka, senior expert in education (South Africa)\n\nSession2: Illustrative examples of living heritage in education\n1. 'Teaching & Learning with living heritage' by O Madeiro in geography, music and art classes (Spain)\n Response from Ms. Maria Gulraize Khan, senior education expert\n2. 'The children's Museum in Cairo: Educational activities and partnerships with schools to strengthen the safeguarding or intangible cultural heritage' by Ms. Fatma Mostafa, museum specialist (Egypt)\n3. 'The Socio-festive and productive calendar: A pedagogical device for inter-cultural bilingual education' by Mr. Luis Enrique Lopez, senior education specialist (Peru)\n\nSession 3: Panel on Living Heritage in Education: Benefits of (Intersectoral) Monitoring by Ms. Lynette Schultz, senior specialist in Global Citizenship Education (Canada)\nMr. Nigel Encalalda, senior specialist in intangible cultural heritage (Belize)\nMr. Geon Soo Han, senior expert in cultura and education (Republic of Korea)\nMr. Sidi Traore, senior specialist in education and living heritage (Burkina Faso)\n\nSession 4: Closing Remarks\nMr. KEUM, Gi Hyung, Director General of ICHCAP\nMs. Vivebe Jensen, Director of Division for Peace and Sustainable Development, Education Sector, UNESCO\nMr. Tim Curtis, Chief, Living Heritage Entity, Culture Sector, UNESCO

This is an oral history about the migration of ancestral heroes Roko Ratu and Roko Dreu from Burebasaga in eastern mainland Viti Levu to Ono, Kadavu, an island located to the south of Fiji. Oral histories not only recount events but also validate old kinship between tribes who may have been geographically separated over generations yet still acknowledge their connection and relationship.

Bhawaiya Song\nBhawaiya, a genre of North Bengal folk music, is performed primarily in the Rajbangshi dialect of Bengali. Bhawaiya folk songs reflect the experiences of rural life - occupations, joys, sorrows and harmony with nature. The songs are about relationship between men and women, spirituality, desire for affection, pain of lost love, destitution, desire for pre-marital meetings, sufferings of early widowhood and spinsterhood.

CD6_WOMEN’S VOICES FROM THE MOUNTAINS\n\nThe women performing here are not professional musicians. These songs are part of the everyday life of women. Women’s songs are often work songs sung while grinding, threshing, and pounding, as a way to while away the tedium of long laborious tasks and provide a rhythm as well as companionship. Women play a key role in rituals, singing narratives and ballads as well as life cycle songs for events such as birth, marriage, and death. Wedding songs form a large part of the repertoire of women in India. This important part of the intangible cultural heritage of India is disappearing with urbanization and migration to cities, and with mechanization that takes away the need for grinding and pounding. Moreover, recorded music and television are taking the place of song. Thus, the recording and documentation of these traditions become more important. Namely, recordings of the voices of the woman in the home and in the fields, who carry out the rituals for their families and the gods who protect them, hold immense value. This is a compilation of women’s songs from the foothills of the Himalayas, Kangra in Himachal Pradesh (the “land of the snows”), and from high up in the Garhwal Himalayas in Uttarakhand (the “northern land”). Though not connected, there are similarities in the themes between the ghasyari songs and khuder of Garhwal and the pakaharu of Kangra. Women sing about their hardships, such as their daily struggles with marriage, absent husbands, and about the friendship among women. These songs do not have any instrumental accompaniment. The songs are from the research conducted by two wo men researchers: Kirin Narayan and Ragini Deshpande. The songs from Kangra are those recorded and collected by Kirin Narayan, who has worked in Kangra, studying women’s songs and stories for many years. The selection presented here is from 1990 to 1991. Ragini Deshpande recorded and collected women’s songs in Chamoli, Garhwal, from 1981 to 1989. As Sangita Devi says quoted by Kiri Narayan, “Everyone can sing, but only when you know pain can you understand the song.”

Na iTukuni is a form of storytelling and a means for leisure and passing time. It is also a form through which oral history is passed inter-generationally. Storytellers are “gifted” individuals with vivid memories of the past, and, to reciprocate for their talent, they are gifted with food and traditional heirlooms. There are stories that tell of human triumph, trickery and jest between friends and foes, and clashes between humans and figures from the spiritual world, as well as stories that have history or some coded knowledge in them. Some stories are about characters from the spiritual realm and feats of ancestral heroes. \n\nOther stories tell of humor, tragedy, exile, unrequited romance, death, and even cheating death. Storytelling was the equivalent of today’s television and social media. It kept members of a clan entertained and enthralled when storytellers held court around an open fire before a starry-eyed audience, mimicking voices and gestures. Storytelling not only enhanced social cohesion, but served as a repository of a clan’s intangible heritage, particularly in a culture that was highly and predominantly oral and remains so even today.

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 8 is 'ICH AND TRADITIONAL KNOWLEDGE AS AN OCCUPATIONAL LIVING.'

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 25 is 'Pictures and Storytelling.'