0 To equip educators with knowledge and skills to understand intangible cultural heritage and integrate it into the formal education system

0 To raise awareness about the value and importance of ICH as a tool for education that can promote sustainability of local traditions and knowledge.

Target groups:

• Teacher trainers

• Pre- and in-service teachers

• Local ICH practitioners

• Policy makers

Timeframe: 27 months

Jan. 2013 – Mar 2015

Project Objectives

What is Intangible

Cultural Heritage ?

© UNESCO

Intangible Cultural Heritage (ICH)

The practices, representations,

expressions, knowledge,

skills …

Dragon Boat festival, China © Fiona Reilly, http://www.lifeonnanchanglu.com

Intangible Cultural Heritage ….

… the associated instruments, objects, artefacts,

cultural spaces …

Art of Đờn ca tài tử music and song

in southern Viet Nam

© 2011 Vietnamese Institute for musicology

Intangible Cultural Heritage ….

… that communities recognize as part of their cultural heritage.

Kyrgyz epic trilogy: Manas, Semetey, Seytek© Kyrgyzstan Ministry of Culture and Tourism

ICH is transmitted from generation to generation …

Strategy for training coming generations

of Fujian puppetry practitioners, China

© Fujian Provincial Intangible Cultural

Heritage Safeguarding center

… and provides communities with a sense of identity and continuity.

Arirang, lyrical folk song, Republic of Korea© Jeongseon Arirang

Research Institute

The 2003 Convention for the

Safeguarding of the Intangible

Cultural Heritage encourages

States to preserve their ICH.

Royal ballet of Cambodia© Ministere de la Culture et des Beaux Arts, Cambodge

Convention for the Safeguarding of the

Intangible Cultural Heritage (2003)

10

Objectives• To safeguard the intangible heritage of humanity• To ensure respect for it• To raise awareness of the importance of the ICH

and ensure mutual appreciation thereof• To provide for international cooperation and

assistance

Mak Yong theatre

Malaysia

© National Culture and Arts Deepartment, Malaysia

• 161 States Parties• 32 in Asia-Pacificinc. 8 SEA countries (Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Viet Nam)

• 327 ICH elements already listed

11

ICH 5 Domains

Royal Ballet

Cambodia

Worship of Hùng kings in Phú

Thọ, Viet Nam

Sand Drawings

Vanuatu

Oral traditions

Performing Arts

Social Practices, Rituals,

Festive Events

Knowledge about Nature

and the Universe

Traditional Craftsmanship

Noken knotted or woven bag,

Papua, Indonesia

Buddhist chanting of Ladakh

India

Sustainable development

is development that meets

the needs of the present

without compromising the

ability of future generations

to meet their own needs.

Brundtland Commission

(1987)

”

“

A Scroll around the World at

UNESCO Headquarters© UNESCO - A. Otte

Education for Sustainable Development (ESD)

Education for social transformation with the goal of creating more sustainable societies.

Source: Shaping the Education of Tomorrow. 2012 Report on the UN Decade of Education for Sustainable Development

ESD

PlanningPolicy

Development

Programmeimplementation

Finance

CurriculaTeaching

Learning

Assessment

Administration

ENVIRONMENTALSPHERE

SOCIAL SPHERE

ECONOMICSPHERE

Equitable

Livable

SD

Responsible

Culture:

a Creative Force

in striving for

sustainable

development

(Adapted from Runnalls 2007)

Over generations, communities have developed practices and knowledge

to cope, often in a sustainable manner, with recurrent issues:

food security, health, environmental disasters, social cohesion)….

© http://alchemi-of-falmouth.blogspot.com/

Education for Sustainable Development helps learners

make the connections between past, present and future. © Pacific Blue Foundation

Through education, ICH can be safeguarded

and contribute to sustainable development.

4 pilot

countries

Pakistan Palau

Uzbekistan

Viet Nam

4

countries

17

schools

4

countries

17

schools

4 sets of

guidelines for

teachers

© UNESCO Bangkok

4

countries

17

schools

4 sets of

guidelines for

teachers

114

sample

lesson plans

© UNESCO, THAAP

3 main implementation steps

Preparation

Engaging multi-sectorial

stakeholders

Information gathering / research on ICH

Building teachers’ capacity

Design

Curricular mapping and analysis

Developing ICH-ESD infused lesson plans

Implementation

Testing evaluating, implementing lesson

plans

Creating visibility and sensitizing

stakeholders to ICH in education

Multi sectorial partnerships

Institutional partnersMinistries (Education, Culture)

Policy makers

Curriculum developers

Teachers’ training Institutes

Schools

Professional / academic institutions

Community partners

Knowledge holders

Elders

Parents

Community leaders

Heads of schools, teachers

NGOs, cultural associations

The project helped document some meaningful ICH

Scores and lyrics on traditionalUzbek folk music

© UNESCO, Viet Nam Museum of Ethnology; State Institute of Art and Culture of Uzbekistan, Palau Ministry of Education

also by collecting information

directly from community knowledge holders© UNESCO Hanoi, Viet Nam Museum of Ethnology

Curricular mapping and analysis to develop lesson plans

• Not teaching cultural content

• Method that enrich learning in existing curriculum

• Curricular analysis to identify opportunities for ICH-ESD infusion find the most appropriate entry point

ICH

PRACTICE

SUBJECT

TOPIC

ESD

PRINCIPLES

Integration through

Lesson Plan

SUBJECTDISCIPLINES(GRADE 1-6)

ICH ELEMENTS ESD ELEMENTS

SKILLS THAT CAN BE TRANSMITTED KNOWLEDGE THAT CAN BE TRANSMITTED

PRINCIPLES THAT CAN BE INTEGRATED

COGNITIVE (Mental/Thinking)Mathematics skills in counting, sequencing, estimating,

quantifying, matching, sorting, discerning patterns and rhythmsSkills in process thinking, lateral thinking and problem solving

Culture-specific mathematical concepts and models Culture-specific systems and tools

for calculating, measuring and recording

Understanding the need for strategic, proactive and critical thinking

AFFECTIVE (Emotional/Feeling for oneself and others)Social Studies& History

Skills in examining records

Skills recording, archiving and transmitting of historical events, memories etc.

Skills in situational or contextual analysis

Knowledge of local social, political and economic systems and structures Knowledge of social/historical roles, relationships and networksKnowledge of facts that shape history and society, time and order of events

Understanding ethnocentrism, racism and gender inequality; recognizing how these are expressed in the surrounding community and countries worldwideUnderstanding cause and effect, historical

circumstances, concept of global change and its impact on civilization

PSYCHOMOTOR (Physical/Doing)Physical and Health Sciences

Gross motor skills such as agility, flexibility, control, balanceTeam building and notions of leadershipUnderstanding of the bodySkills to select foods and assess state of

health

Knowledge of local sports, games, physical activityEating and health related behavior

propagated by elders Knowledge of local plants and food

and their nutritional and medicinal value

Promoting self-respect and self-disciplinePromoting responsible consumption

Source: Adapted from UNESCO, Teacher’s Guide for Incorporating Traditional Children’s Games in the Classroom

Guide to thematic integration of ICH and ESD into curriculum

Pilot classes: testing engaging pedagogies and activities

Active learning methods

Contemporizing traditional values

Using a variety of teaching / learning resources

Student-centered learning

Field trips Community

participation in lessons

The project introduced new ways to teach,

and raise awareness about sustainability,

rooted in community knowledge

In Mathematics, students

explored basic geometrical

concepts through tribal

embroidery.

https://sites.google.com/site/pashtunembroidery/

In Palauan studies, students

transposed the traditional

notion of respect towards

community members to

understand respect and

security on the road.

© Palau Ministry of Education

In Physical Education,

students practiced

traditional folk games to

improve their dexterity and

develop a sense of

teamwork and community

belonging.

© UNESCO,, State Institute of Art and Culture of Uzbekistan

In Physics, students

discovered

oscillation through

traditional Muong

gongs.

© UNESCO,

Viet Nam Museum of Ethnology

The project produced numerous teaching resources

Locally-customized guidelines

for teachers

0 step-by-step guides

0 tools

0 sample materials

© UNESCO

Model class on YouTube

© UNESCO Hanoi, Viet Nam Museum of Ethnology

Textbooks and materials for students

© UNESCO, Palau Ministry of Education, State Institute of Art and Culture of Uzbekistan

Resource kits for teachers

© UNESCO, THAAP

Children enjoy re-connecting with their local practices,

knowledge systems and environment

© Kyrgyzstan Ministry of Culture and Tourism

Students learn better when they are actively engaged© UNESCO, THAAP

Knowledge and teaching

can also be shared by

parents and community members © UNESCO,

Viet Nam Museum of Ethnology

In some pilots, the outcomes will be used to scale up activities into the formal

education system with the involvement and support from the ministries.

© Uzbekistan, Ministry of Education

A synthesis of

experiences and

practices for adaptation

in other countries is in

preparation.

Palau

Viet Nam

Pakistan

We wish to thank

all our partners

and the

Government of Japan

for its generous

contribution

PakistanMinistry of Information, Broadcasting & National HeritageTHAAP (Trust for History Art & Architecture, Pakistan)

PalauPalau Ministry of EducationPalau Ministry of Community and Cultural Affairs

UzbekistanMinistry of Public Education of the Republic of UzbekistanState Institute of Art and Culture of Uzbekistan

Viet NamViet Nam Museum of EthnologyDepartment of Secondary Education, Ministry of Education and Training

Thank you