Nagorik Uddyog (NU) was founded in 1995 by a group of nationally and internationally renowned Bangladeshi human rights activists and academics aiming to promote good gover-nance, access to justice, and the institutionalization of democracy at the local and national level. In the beginning, the organization worked on voter education programs and raised awareness among women that they could claim their rights from local government institutions and from the community. In this awareness-raising initiative, community cultural heritage properties like the Baul folk songs were used and earned immense popularity. Over a period of time, NU extended its activities across the country with specific focus on the rights of marginalized people, especially Dalit rights, land and human rights of Indigenous peoples, and access to justice for rural communities.

Telugu language is the mother tongue for carriers and transmitters in safeguarding the Intangible Heritage of the Telugu people. We have come up with an interdisciplinary and innovative educational programming that safeguards our intangible heritage of over 53.6 million people in Andhra Pradesh (AP). Our higher educational programming cuts across the five domains delineated in the 2003 ICH Convention of UNESCO. It is an integral part of a systematic safeguarding plan that is unique. I will introduce the framework that enables us to bring together the teaching of intangible heritage in a linguistic environment through six tertiary educational institutions for the Telugu speaking people. I am responsible for the curricula, pedagogy, employment of carriers and transmitters as teachers and performance education in all the six colleges. \n\nWe also address the interface between intangible heritage and language through higher education. Moreover, I will also reflect on my own engagement as a carrier and transmitter of theatre traditions of the Telugu people. My conclusion would advocate that we need to think in new and innovative ways for safeguarding the rich diversity of the intangible heritage of humanity. Our innovative tertiary education programming provides a feasible role model.

The chapter is part of a UNESCO book about intangi- ble cultural heritage (ICH) in relation to the Sustain- able Development Goal 2 (SDG2): Zero Hunger. This chapter starts with an introduction to the Centre for Sustainable Rural Development (SRD), a Vietnamese organization that ran a project related to ICH and SDG2. The chapter continues with an introduction to the geographical and social context of the project, as well as three case studies describing the effect of the project activities on farmers’ lives. The chapter ends with two essays contextualizing the project in the larger issue of community resilience for climate change, and agrobiodiversity for food security.

Nagorik Uddyog (NU) was founded in 1995 by a group of nationally and internationally renowned Bangladeshi human rights activists and academics aiming to promote good gover- nance, access to justice, and the institutionalization of democracy at the local and national level. In the beginning, the organization worked on voter education programs and raised awareness among women that they could claim their rights from local government institutions and from the community. In this awareness-raising initiative, community cultural heritage properties like the Baul folk songs were used and earned immense popularity. Over a period of time, NU extended its activities across the country with specific focus on the rights of marginalized people, especially Dalit rights, land and human rights of Indigenous peoples, and access to justice for rural communities.

For revitalize local crafts after COVID 19 pandemic, Joseph Lo proposes that in order to build greater resilience for the crafts sector to mitigate against future crisis, it is imperative to strengthen the linkages of craft products not only with other sectors but within the cultural system which it was initially made for. Focusing on the two case-studies - one in Bamiyan, Afghanistan, Joseph Lo suggested a new approach to prevent negative consequences of future global crisis.

List of ICH Festivals applied for the Silk Roads Living Heritage Network Membership

- Children should not build a birdhouse in order to learn the Pythagorean Theorem.\n- Children should learn the Pythagorean Theorem in order to build a birdhouse.\n\nTouch. Feel the texture. Smell. Duplicate a shape, a pattern or a color. These are examples of what we call "action transmitted knowledge." A young lumberjack once stood quietly, observing the older man whose job it was to load the logs onto the long lumber sled and drive them to the mill. The older man had his own way of moving, he nearly danced with each log, lifting it, rolling it a little, using small motions to push it this way and that. Until quite suddenly everything was in place, ready to be transported on the sled. One day the young lumberjack saw that the older man had brought his five-year-old son with him. The boy walked behind his father, watching him and doing exactly what he did, easing a log, dancing with the load, mimicking each of his father's movements. At that moment, the young lumberjack realized that he was observing a transmission of knowledge from father to son.

Co-orgarnized by ICHCAP and Hue Monuments Conservation Centre (HMCC), this year’s Asia-Pacific ICH NGO Conference was held in Hue, Vietnam under the theme of ICH NGOs towards Sustainable Development of Communities.

Traditional pottery making in some areas in Indonesia has taken place since prehistoric period, especially during the craftsmanship era, which lasted until the early centuries of the Common Era, as shown by archeological findings. This tradition continued until the historical period in which Hinduism and Buddhism developed in some Indonesian societies (eighth to tenth centuries CE). Furthermore, the increasing number of ritual activities related to Hinduism and Buddhism temples led to a significant increase in demand for terracotta-based pottery in various forms, such as jugs, crocks, cups, urns, and pots as well as in materials for statues, architectural parts (walls and roofs), and ornaments in the peaks of roofs. In the Indonesian Hinduism-Buddhism period, a variety of pottery forms could be found in sacred structures—for example, in the foundation of the buildings and in the yard of the temples for ceremonies related to worshiping gods, sacralization ceremonies, and ceremonies to begin building temples.

Gandharba, also written Gandharva or Gaine is one of the musician communities of Nepal. This community has their own unique culture, musical instruments, music, traditions, festivals, language, rituals and social practices perpetuated from their forefathers. Long before the postal networks and the use of electronic communications in Nepal, the musicians of this unique community would roam all over the nation to spray the news in the form of songs and music. The Gandharba were the sole entertainer and the information disseminator of the numerous isolated communities across the mountains of Nepal. Thus they are also wknown as the messenger of the nation. But due to the Modernization, Urbanization, Socio-economic challenges, limited Education and other changes seen in the society; the present status of the Gandharba community’s identity and the intangible cultural heritage is at risk. The outcome of this research have identified the major challenges of the survival of the community’s identity and possible solution and suggestion for building effective networking system among the Gandharba communities of Nepal to confront the challenges and to support, revitalize, reconstruct and safeguard their intangible cultural heritage and their identity in a long run.

Nepal is a multiethnic, multilingual, and multicultural country with rich cultural heritage located between India and China. The 2011 census recognized 125 caste and ethnic groups and 123 different languages. The new constitution of the Nepali federal republic has further recognized all the spoken languages as national languages. The National Foundation for Development of Indigenous Nationalities (NFDIN) recognized fifty-nine indigenous nationalities residing in Nepal in 2002 (NFDIN 2011). However, in the 2011 census only forty-seven indigenous nationalities were reported (CBS 2012). Among them, Tharu is the second-largest indigenous group with a population of 1.7 million residing in various districts of southern Nepal (CBS 2012).

This networking program is based on experiences and achievements obtained from the collaborative work of UNESCO-ICHCAP in the living heritage field in Central Asia over the last decade.\n\nFor reference, the networking program comes on the heels of a three-party MoU signed by ICHCAP and organizations in Uzbekistan in 2019 and was followed by a Central Asia network meeting in Kazakhstan in 2019. In 2020, ICHCAP in cooperation with International Institute for Central Asian Studies (IICAS), conducted a survey project about ICH festivals along the Silk Roads, particularly with countries along the steppe route. Regarding the survey result, ICHCAP, IICAS and Korea-Central Asia Cooperation Forum Secretariat of the Korea Foundation (KF) held an online webinar and a strategic meeting to consider the need for realizing the multilateral values of Silk Roads-related cooperation