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In a changing era, protecting and recording ICH from natural and human influences has become a significant task. Digital recording of ICH has made it possible to preserve records for a long time, and access to records for the general population has also been greatly improved by making such records and information available online. In this issue, we’ll look at ICH in the Asia-Pacific region that utilizes science and technology to help ensure its continued viability.

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유네스코아태무형유산센터는 국립아시아문화전당과 협력하여 키르기스스탄의 문화와 역사를 소개하는 도서 <키르기즈 사람들>을 발간했다. 키르기즈 민족의 다채로운 문화를 총망라한 최초의 국문 단행본인 이 도서는 키르기스스탄의 전 교육과학부 장관인 카니벡 이마날리예프(Kanybek Imanaliev)가 저술한 를 한국어로 번역한 책이다. 오늘날 중앙아시아의 산악지역에 살고 있는 키르기즈 민족은 말과 유목 그리고 서사시와 관련된 문화유산을 중요시한다. 이 책을 통해 키르기즈 사람들의 삶과 예술 속에 문화유산이 어떤 의미를 갖는지 살펴볼 수 있다.

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This exhibition catalogue was published by ICHCAP and the KF ASEAN Culture House introducing exhibits unveiled at the “Alternative Identities: Masks of ASEAN and Korea” exhibition. Masks are representative pieces of a cultural heritage that has evolved throughout human history, transcending time and space. In particular, attention in masks, a human cultural heritage, is also increasing thanks to the November 2022 inclusion of “Talchum, Mask Dance Drama in the Republic of Korea” on UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity and the recent trend that pays attention to the meaning of “avatar” and “second character” in virtual reality. In this context, the diverse mask cultures of ASEAN and Korea offer an opportunity to explore cultural diversity and artistic values stemming from humanity’s universal aspirations.

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This book contains ten good practices from five Asia-Pacific countries (Nepal, Vietnam, Uzbekistan, India, and Kyrgyzstan) selected through an international contest in 2022. Through this publication, the authors highlight the status of traditional crafts in their respective countries and showcase how traditional crafts contribute to sustainable development within communities, focusing on policies, programs, and activities such as marketing, consulting, and capacity development. Previously overshadowed by mass-produced crafts in the market, traditional crafts have gained new importance today in the context of sustainable development, including ecosystem conservation, climate change, job creation, and economic growth. They are now acknowledged as a promising foundation, forming the basis of a new economic model based on well-being and contentment, extending beyond the realms of community sustenance and economic expansion. ICHCAP aims to raise awareness of the significance of traditional crafts in this context and strengthen the network of craft experts and institutions. Moreover, the publication seeks to explore ways in which traditional crafts can be passed down in a modernized manner. Furthermore, the good practices featured in this publication can be linked to various programs of domestic and international craft-related institutions, aiming to enhance awareness of traditional crafts.

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ICHCAP published the book Living Heritage Series, STORYTELLING: Sharing Experiences from the Field in collaboration with the ICHNGO Forum’s #HeritageAlive. The main purpose of the publication is to reflect NGOs’ and experts’ experiences in the field while working on projects related to storytelling. The articles reflected the achievements in safeguarding ICH through specific projects or activities.

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Promote Transformative Education Through Integrating Living Heritage in Schools Integrating 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. UNESCO 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. This 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. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

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Promote Transformative Education Through Integrating Living Heritage in Schools Integrating 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. UNESCO 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. This 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. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

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Promote Transformative Education Through Integrating Living Heritage in Schools Integrating 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. UNESCO 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. This 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. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

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Promote Transformative Education Through Integrating Living Heritage in Schools Integrating 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. UNESCO 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. This 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. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

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Promote Transformative Education Through Integrating Living Heritage in Schools Integrating 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. UNESCO 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. This 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. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

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The creative industries can assist in the economic development of a country while expanding opportunities to enjoy culture and arts for everyone. ICH helps these creative industries to grow, because it adds novelty and imagination. Let us take a look at various examples of how ICH and creative industries work in tandem in the Asia-Pacific region.

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When I think about what education is, I think of a student from Bhutan in the film Lunana: A Yak in The Classroom, who said, “Teacher touches the future.” This volume will introduce education with and through ICH, which can be the cornerstone of a sustainable future. Let’s take a look at stories from the Asia-Pacific region.