The Pacific Islands Museums Association (PIMA) is a regional, non-governmental organization that assists museums, cultural centers, national trusts, cultural departments and ministries, cultural associations, and arts councils. PIMA acknowledges the richness of the Pacific’s ICH and has undertaken some successful initiatives to support ICH safeguarding.

The Tao Foundation for Culture and Arts is a Philippine non-profit, non-governmental orga-nization based in Quezon City, National Capital Region, Luzon and in Agusan del Sur, Caraga Region, Northeastern Mindanao. Established in 1994, the Tao Foundation is led by an all-fe-male Board composed of Filipino scholars, artists, and Indigenous community leaders engaged in cultural regeneration initiatives in response to the five centuries of colonial and neocolonial histories and the need to help build strong cultural communities. The Tao Foundation’s mission is to (1) facilitate the exchange, transmission, and development of Philippine ICH/TCH; and to (2) contribute to the empowerment of culture bearers or those who possess ancestral practical and theoretical knowledges that have endured and transformed to remain relevant through colonial and neocolonial histories as a result of day-to-day and more large-scale acts of resistance.

Efforts for the sustainable development of human cultures, which is defined by UNESCO as its most important goal, have already affected our lives in many ways. Among others, the inheritance and development of ICH are considered unique to humanity and the quintessence of human life. Education plays a vital role in the process of cultural inheritance and development. In particular, the experiences and education we receive during elementary school as young members of a future generation have a critical and meaningful influence on our lives. The significance of ICH education for the sustainable development of humanity is evidently underlined in UNESCO’s 2003 Convention for the Safeguarding of the Intangible Cultural Heritage and its Operational Directives.

This paper begins by reviewing the current implementation of the 2003 Convention at the international level, notably its ratification status and the inscriptions on its two lists—the Urgent Safeguarding List and the Representative List—as well as on the Register of Best Safeguarding Practices. It then examines how procedures to process nominations and inscriptions on the lists and register have been improved and rationalised since drawing up the first version of the Operational Directives in 2008.The paper takes note of the significance of the capacity-building activities undertaken by the UNESCO Secretariat. It then addresses the implementation of the Convention at the national level on the basis of the First Periodical Reports on the implementation of the Convention that have recently been submitted to the Committee. Various fundamental issues are brought to light.Finally, the paper discusses the importance of distributing tasks among the three East-Asian Category 2 Centres for the implementation of the 2003 Convention in the Republic of Korea, the People’s Republic of China, and Japan and underscores the significant roles that have been entrusted to the information and networking centre in the Republic of Korea.

As the term “martial” having its origins in the name of Mars (the Roman god of war) suggests, martial arts are often conceived as synonymous with fighting. This prevalent misconception has been intensified by the ever-growing popularity of combat sports and mixed martial arts coupled with the media and entertainment industry. Despite the common perception of martial arts as mere fighting methods, they are in fact the epitome of intangible cultural heritage (ICH). Numerous martial traditions contain such non-martial elements as dances, rituals, and folk games.

Globalisation has its benefits. But it could also diminish our heritage in ways that we may not sometimes even be conscious of. Effective minimization of the negative impacts is possible with timely interventions. Sometimes it may be too late before significant elements of our culture are endangered or even disappear. It is this concern that led the world community to come together and adopt the international Convention by UNESCO in 2003 for Safeguarding Intangible Heritage. It is passé to say that globalisation has accelerated to a pace that we are challenged to keep up with it on many fronts. We are quite familiar with the social, economic and environmental issues. In addressing only these three pillars during the 2000-2015 MDG phase of the UN, we now have a lot of catching up to do. Culture as the fourth pillar of sustainable development, even if not detailed enough, is located in the 2030 Agenda and the Sustainable Development Goals (SDGs) that will guide us between 2015 and 2030. We must endeavour to bring together the implementation of the 2003 Convention and higher education as part of the four-pillar paradigm. Several questions need to be addressed. \n \nCan higher educational institutions such as universities, specialised colleges add value to the UNESCO’s efforts in safeguarding intangible heritage in sustainable development? Can we find synergies between the strategic directions of higher educational institutions and the Overall Results Framework for the UNESCO 2003 Intangible Heritage Convention? In what ways can Regional, Sub- Regional, National and Local networking and knowledge sharing be empowering to safeguard intangible heritage and the rich cultural diversity of the Asia Pacific? Given that language itself is not covered by the Convention but included as a vehicle of the intangible heritage (Article 2.2.a), how best can we maximise on the linguistic diversity of the region promoted through higher educational institutions in minimising the hegemonic impacts of monolingualism that endangers so much of our intangible heritage? \n\nFirst and foremost, it must be underlined that UNESCO and a number of national and international agencies including NGOs have advocated strongly for the inclusion of culture as a separate SDG in the UN 2030 Agenda. None of the 17 SDGs focus exclusively on culture. However, the advocacy has created an inclusive discourse on culture that cuts across the SDGs. The resulting Agenda includes several explicit references to cultural aspects. The following SDG Targets are significant. They provide windows of opportunity to ensuring that we locate culture in the SDGs and in doing so promote the safeguarding of intangible heritage:

Discourse about intangible cultural heritage is anchored on the question of memory, which has become a topic of great interest today not only within academia but also in popular culture. America’s newfound taste for cupcakes and macaroni and cheese, for instance, is not so much about society’s gastronomic craving for these foods, as it is about society’s craving for history and the comfort of things past. In essence, it is about restorative nostalgia and the memories that these foods evoke and make possible through the imaginary. Our preoccupation with memory and remembering, in large part, is driven by our recognition of the fragility of memory, a fragility that is underscored by this age of mass displacement in which we live. As the Iranian American writer Roya Hakakian notes in her recent memoir, “When you have been a refugee, abandoned all your loves and belongings, your memories become your belongings.” In a world where over 80 million people are currently forcibly displaced, amounting to one person being forcibly dislodged from his or her home and lifeways approximately every two seconds, dislocation, uprooting, and rupture are as much a facet of our lived experience as are connectivity and interdependence. Exilic condition is an unfortunate but undeniable feature of modernity.\nEven within living memory, Asia has had her share of tumultuous histories. Colonization, conflict, war, and other calamities have engendered mass dispersal. Over 2 million Vietnamese, Cambodians and Laotians fled their homelands in the aftermath of war, revolution and genocide, and many more Southeast Asians continue to be displaced in varied contexts and conditions as we speak. The genocide in Cambodia left deep wounds and ravaging effects on the cultural memories of the nation that is now bifurcated between Asia and the diaspora. Even without the trauma of war and mass atrocities, globalization, modernization, and urbanization have progressively divested traditional knowledge of its merits, and peripheralized certain memories into oblivion.

Helena Norberg-Hodge speaks about the importance of local community networks and is sure to highlight the dangers of the influx of global finance, markets, etc. as they undermine the local communities that are exploited in the process, removing their heritage and security and giving it to a global market, which degrades the value of the communities. She is sure that the future for economic wellbeing of communities is to remain local with some trade between and among local communities, a small scale endeavor that doesn’t include multibillion overlords calling the shots to determine what is needed around the world rather than what is needed locally.

Kalaripayat is considered one of the earlier martial art systems in Asia. Even though it had a larger geographic range at the time of its origin in South India, it is now restricted to the state of Kerala.Many terms are used in the literature to refer to Kalari including “Kalarippayattu,” “Kalaripayattu,” “Kalaripayat,” and so on. The term “Kalaripayat” will be used in this chapter. There are different theories regarding the origin of the word kalari. It is variously said to originate from the Sanskrit word khaloorika (“training ground”), the Tamil word kalam (“storage place for paddy”), or the Malayalam word kalari (“place where Kalaripayat is practiced”). Payatt or Payat may have originated from the Tamil word payil (“to become trained, accustomed, practice”) or the Malayalam words payiluka (“to learn, speak”), payttuka (“to exercise in arms, practice”), or payattu (“fencing exercise, a trick”). It may be noted that the original name of the martial style was “Payattu Kalari” and that the word “Kalaripayat” has only been used since the 20th century.

Capoeira , a Brazilian martial art (MA) expression, was in 2014 inscribed on the UNESCO Representative List of the Intangible Cultural Heritage (ICH) of Humanity for its fundamental values and characteristics, transmitted from one generation to another (Vianna, 2016; UNESCO, 2020). The is a circle formed by capoeiristas, musicians, and the audience, in the center of which capoeira matches take place.

This paper provides an overview of the Intangible Cultural Heritage program developed by the Heritage Foundation of Newfoundland and Labrador, Canada. It traces the early development of the program, and then provides an overview of two recent projects that explore, document, and encourage the continued safeguarding and sharing of ICH knowledge and skills: the Living Heritage Economy Case Study project, and the Oral History Roadshow. Background Newfoundland and Labrador is the easternmost province of Canada. Situated in the country's Atlantic region, it incorporates the island of Newfoundland and mainland Labrador to the northwest. It has a combined area of 405,212 square kilometres, with a population of just over 514,000. Most of the population is concentrated on the eastern portion of the island of Newfoundland.

I have had the opportunity to live in a small village, Amaravathi, in Andhra Pradesh, South India, for the past two years. It has been continually inhabited for almost 2,400 years, a 300-acre landscape or ecomuseum that is embedded with rich layers of heritage values of significance. It is the birthplace of Mahayana Buddhism. I could engage with universities and the School of Planning and Architecture from the state to scope their role in safeguarding the intangible cultural heritage (ICH) of the region. We organized two major festivals on ICH, one at the regional and another at the national level. This immersion of living among ICH carriers and transmitters and fluency in Telugu language and its local dialects enables me to make the following observations. These are also drawn from teaching designated courses on ICH and associated domains since 1985 in Australian, Indian, and Vietnamese universities and working on the living heritage of communities from Ethiopia to Bangladesh, from India to Korea. Understanding and maximizing on the role of higher education institutions such as universities in promoting and safeguarding ICH is critical for the continuity of the cultural diversity of all forms of heritage across the world.