Eau le inailau a tamaitai—this Samoan adage explains the capability of women to achieve their goals in any domain through singularity of purpose and collaborative efforts.

In 2013, the UNESCO Office in Bangkok, in collaboration with the Islamabad, Hanoi, Apia, and Tashkent offices, undertook a project to experiment how intangible cultural heritage (ICH) could be used as part of a pedagogical approach to raise awareness about sustainable development. Activities, implemented thanks to the generous support of the Japanese government, were framed around the themes of the Decade of Education for Sustainable Development (2005-2014). The pilot project produced guidelines and sample lesson plans for teachers to guide them into developing educational materials grounded in local knowledge and practices. Seventeen schools in four countries—Pakistan, Palau, Uzbekistan, and Vietnam— participated in the pilot. The emphasis was not on teaching pure cultural content, but rather on using ICH as a vehicle to enrich the teaching of existing school subjects.

The Beautiful Story-Grandma Program (storymama.kr in Korean) is a unique program that the Advanced Center for Korean Studies began in 2009. Through the program, elderly women are given training and sent to child education facilities near their homes to tell three-to five-year-olds stories based on Korean traditions and history.

Nepal, like most nations, has its own distinct cultural, ethnic, and bio-diverse makeup. The richness of Nepal’s centuries old art, crafts, and culture abounds the alleys and courtyards of Kathmandu. Arts and crafts have long been a part of Nepalese livelihoods and lifestyles. Today these arts and crafts have become precious commodities—souvenirs and antiquities for collectors. Still hundreds of thousands of people create masterpieces as part of their livelihood. Acknowledging the importance of arts and crafts in Nepal, many Fair Trade Organizations (FTOs) have been working to preserve and promote art, crafts, and culture as a means of sustainable livelihood for people practicing fair trade (FT).

Cultural heritage is not limited to archaeological sites, monuments, and collections of objects. It includes tradi- tions or living expressions inherited from our ancestors and passed on to our descendants, such as ceremonies, rituals, performing arts, beliefs about the world, and enactment prac- tices. While these expressions may not be tangible, they are a continuously evolving form of living tradition, recreated and adapted in response to the environment around us. They provide us with a sense of identity, a feeling of belonging, and an inclusive, representative, collective way of expressing culture.

"This presentation paints a broad portrait of intangible cultural heritage (ICH) in Canada. In the first section, I examine the political and legal situations of a country that has not signed the 2003 UNESCO Convention. My focus rests more specifically on the recent legislative recognition of ICH in the Canadian province of Quebec, which adopted the Cultural Heritage Act on 19 October 2011. I explain the safeguarding mechanisms prescribed in this act and describe how the legislation will be put into practice. In the second section, I examine safeguarding initiatives that support ICH directly and indirectly at the federal and provincial levels. The presentation analyses more specifically the inventories undertaken in Quebec since 2003 and 2004, revealing their benefits and drawbacks. I conclude by demonstrating how international cooperation has strengthened efforts to develop ICH in Canada and abroad. Important aspects of these efforts include the exchange of expertise, political legitimacy conferred by external recognition, and professional networking."

Bangladesh 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. \n

Chonbuk National University established the Center for Intangible Cultural Heritage Studies in 2012. The Center started its initial mission for researches on ICH with collecting and inventorying ICH on the domestic level. The Center’s work has increasingly expanded to study various issues regarding safeguarding, policy-making and revitalization of ICH. On the basis of it, we were able to open an introductory course for graduate students starting in the fall of 2014. In the next semester, spring of 2015, we opened another seminar on “tangible and intangible cultural heritage.” As the next step, our university established the Department of Intangible Heritage and Information, opening its graduate program for ICH studies in March of 2016. \n\nInterdisciplinary Curriculum \nICH is a new field of academia in Korea. We have courses related to ICH such as folklore, anthropology, oral literature, and traditional arts. ICH area should cover diverse fields and subjects from everyday life to arts, from the secular to the sacred and from research to practice. We have specified in curriculum to clarify course descriptions and pedagogic principles in order to distinguish the ICH field. There are five fields of the subjects, such as ideology, methodology, management and policy making, education and policy. Each field consists of its corresponding sub-fields with which specific courses are offered. Our graduate program systematically arranges each level from introductory through intermediary up to advanced courses for graduate students.

Wrestling is an intense struggle between two people based on strength, endurance, and patience. In addition to power and physical capacity, this contest also requires mental strength and control of the body with the mind. Wrestling has some characteristics that reflect people’s physical struggle with nature under various circumstances. As a consequence of these two complementary aspects, this activity has long been part of relations, competitions, and some kinds of claims of superiority among human beings. Wrestling, for all these reasons, is one of the oldest sports in the history of humanity. At the same time, this means that rich traditions, rituals, and practices have formed and evolved around wrestling in different parts of the world. Therefore, it is possible to say that this sport, in a way, represents one of the aspects of the cultural accumulation of humanity, the knowledge, practices, and rituals transmitted from one generation to the next. This fact also leads us to think of the regional, national, and local forms of wrestling that may be regarded in the context of diversity of cultural expressions. Within this perspective and the focus of this paper, traditional oil wrestling embodies a living heritage with various cultural characteristics. It might be helpful to provide some information on the history and main elements of traditional oil wrestling before elaborating upon its value from the perspective of intangible cultural heritage (ICH) identity, transmission, and safeguarding efforts.\nTraditional oil wrestling is performed on a grass field by wrestlers called who are doused in olive oil and wear a type of hand-stitched, tight-fitting, knee-covering leather pants called . The roots of the relation between Turks and wrestling may be traced back long before its presence in Anatolia and the Republic of Turkey, to Central Asia in

The information society built on the development of information and communication technology (ICT) is bringing about revolutionary change to humanity, such as the smooth dissemination of knowledge and information, promotion of communication, and an enhanced quality of living even if accompanied by other negative effects. Growing access to the internet is completely revising the very meaning of information services, thus creating a new environment. The possibilities of networking, mutual cooperation, and digitization created in this environment is effecting fundamental change in the functions of information acquisition, storage, and dissemination.\nSuch development in ICT presents new approaches in the field of cultural heritage as well. The appropriate utilization of ICT in the safeguarding and promotion of ICH is inspiring hope for a whole new ICH safeguarding system, going beyond traditional methods. Making ICH-related knowledge and information more accessible and usable to a larger public through ICT will contribute to ICH safeguarding and cultural diversity.

Nowadays, the three-dimensional (3D) data acquisition and modeling technology, which has been evolving from the late 1900s to recent years, is a useful geometric documentation tool for cultural heritage and accumulating numerous cultural heritage digital data. In the Republic of Korea, attempts have been made to build 3D cultural heritage data by several companies since the introduction of 3D scanners in the late 1990s. From the early 2000s, the Cultural Heritage Administration (CHA) in Korea also began to lead the project to record cultural heritage using digital technology, including 3D scanning. Although 3D scanning has been getting essential to every documentary project ordered by government agencies, local governments, and cultural heritage agencies, the process and the results were not strictly standardized. To overcome the problematic issues caused by this, the CHA decided to publish a guideline for records of cultural heritage using 3D scanning. The first version was published in 2015 and a revised version in 2018. In this paper, the issues discussed in the development phase of the guidelines are introduced, and lessons learned are given. Revision of the guidelines for 3D scanning of cultural heritage Prior to the production of guidelines for three-dimensional scanning, the Cultural Heritage Administration had produced standardization and production guidelines for digitalization in metric survey projects. “Guideline for building standardized data in the cultural heritage documentation projects” published 2000 includes standardization guidelines for data submitted, such as naming convention, the hierarchy of the files, data backup, quality management, and outcome management. “Guideline for the precise metric survey of historical architectures” includes essential issues for the metric survey mainly for historic buildings with 3D scanning and GPS technology.

The profound difficulties international ICH community faces during the Corona pandemic is truly worrisome. For the NGOs of Korea, the common factor in dealing with the pandemic was for the ICH communities to absorb online activities and become fluent in online platforms for ICH safeguarding. But Bridging the digital gap is still remaining. So Hanhee Hahm, presented experience of COVID-19 and engagement of her with the ICH Community and counter measures against the pandemic society.