This project initiated by UNESCO proposes to apply the existing training materials from recent projects in the Asia-Pacific region to be used by educators, teachers and schoolchildren

The project is being implemented by the Development Centre ‘Democracy through Culture’, a non-governmental organization accredited under the 2003 Convention, in close cooperation with the UNESCO Chair in Scientific Education, the UNESCO Associated Schools Network in Ukraine and other partners. It is supported by the UNESCO Heritage Emergency Fund.

Launched on 28th February 2023 by both countries, the project aims to promote an innovative and transformative methodology of learning with living heritage through a whole-school community-based approach – involving learners, teachers, staff and the wider community. This project is supported by the Government of Flanders, Belgium and implemented by the UNESCO Regional Office for Southern Africa (ROSA) in partnership with the Culture Fund of Zimbabwe Trust.

Education can play a valuable role in safeguarding intangible cultural heritage, especially today, where the continued transmission of many knowledge systems and practices is under threat in Africa. Modes and methods of transmission that are recognized by communities can be

Safeguarding intangible cultural heritage is confronted with significant challenges today, whereby the continued transmission from person to person and from generation to generation of many expressions and practices is under threat. The region of Latin America and the Caribbean is no exception. In this regard, safeguarding intangible cultural heritage in formal and non-formal education is an untapped opportunity to ensure that future generations can continue to benefit from and contribute to their living heritage while making learning more relevant and meaningful for them.

This project was built upon the ongoing efforts led by UNESCO Bangkok in the Asia and the Pacific region, taking into account findings from the regional survey carried out by UNESCO on the use of ICH in primary and secondary schools in the region. The main motive was to generate knowledge, methods and tools that countries require, to support the transmission of intangible cultural heritage through education and thereby improve the educational quality and its relevance. Additionally, it built capacities among teachers and generated broader awareness among a wide group of concerned stakeholders, with a view to create an enabling environment for the wide application of these approaches at the regional level.

On January 2019, UNESCO launched the joint UNESCO/EU project 'Engaging Youth for an Inclusive and Sustainable Europe’,that was initiated within the context of the European Year of Cultural Heritage 2018.

Lebanon participated in the 2009-2012 ‘Mediterranean Living Heritage’ project, which sought to build capacity among Mediterranean countries to develop intangible cultural heritage (ICH) safeguarding projects as they implement the UNESCO Convention for the Safeguarding of

The 2030 Agenda for Sustainable Development and the African Union Agenda 2063 provide southern Africa with crucial plans of action for addressing present challenges arising from climate change, dramatic population growth, high levels of poverty, the degradation of

In response, Réf-Culture worked closely with the Ministry of Culture and Communication (MCC) and the MENFP to introduce a novel cultural education programme focusing specifically on living heritage in 40 secondary schools across four selected departments in the country. These efforts included the training of numerous teachers on integrating living heritage in the classroom, together with the design of student didactic materials. Ultimately, based on interim reports and a project evaluation, the objective is to extend the programme to cover all schools in the secondary system in Haiti.

One of the priorities in the field of ICH for 2018-2021 is ‘Safeguarding Intangible Cultural Heritage in Formal and Non-formal Education’. As a first response to this priority, the Central Asian Region developed a pilot survey to identify linkages that already existed and where

The Institute for Social and Cultural Research (ISCR) within the National Institute of Culture and History (NICH), the Belize Ministry of Education, the various local communities along with their living heritage practitioners and several cultural organizations have come together to work for the piloting and development of a Belizean Studies Curriculum.

Heritage Hubs was a two-year project related to the European Year of Cultural Heritage 2018, co-funded by the Creative Europe programme of the European Union. It brought together 10-16 years-old school children from Finland, Serbia and Spain, to share examples of their cultural heritage via digital platforms and to interpret the cultural heritage of others through face-to-face interactions at home and abroad. The integration of cultural heritage, both tangible and intangible, into formal education was seen as a valuable learning resource and communication medium, through which different cultural practices and values could be used to advocate for social and inter-cultural cohesion.

The Pirá Paraná River, located in the Vaupés Province in the south-eastern region of Colombia, is home to the sacred sites of the jaguar shamans of Yuruparí. Inscribed on the Representative List of the Intangible Cultural Heritage of Humanity in 2011, their traditional knowledge is an

An awareness of the very low number of Náhuat speakers and a decline in intergenerational transmission in Santo Domingo de Guzmán, El Salvador, led to the implementation of a project aiming to document, in both Náhuat and Spanish, the region’s oral traditions.

‘Sustainability Starts with Teachers’ is an innovative action-learning programme led by UNESCO that supports capacity building for southern African secondary teacher educators to respond to regional sustainable development concerns and opportunities, the Africa 2063 Agenda and the Global Sustainable Development Goals (SDGs). This programme is especially tailored for Southern African Teacher educators from Early Childhood Care and Education (ECCE), Primary and Secondary Education, and Technical Vocational Education and Training (TVET) coming from 11 countries.

The Lala people of Luano District migrated in the 18th century from present-day Democratic Republic of Congo to their current settlements in Zambia. Their oral expressions, particularly proverbs used to informally educate community members and settle disputes, are

In 2012 Paramount Chief Chikulamayembe (Tumbuka), Paramount Chief Kyungu (Ngonde) and Traditional Authority Chadza (Chewa) requested the assistance of the Malawi National Commission for UNESCO via the Oral Traditions Association of Malawi to document their

The ‘Guide for teachers of indigenous education’ is the result of a collaboration between the Mexican National Union of Education Workers (SNTE) and the UNESCO office in Mexico. The project was implemented through a cooperative process with the participation and

The creation of The School of Living Traditions (SLT) programme was built on the affirmation of the Sub-commission on Cultural Communities and Traditional Arts of the National Commission for Culture and the Arts (NCCA), in 1995, which arose from the need to safeguard traditional knowledge and practices from rapid cultural devaluation brought about by media, tourism, formal education and religion. The identification of priorities for safeguarding was led by elders, leaders and other members of communities through a series of consultations. In this process, the NCCA provided capacity-building assistance for the mobilization of logistics and other resources needed to establish living heritage learning centres or the ‘Schools of Living Traditions’.

This pilot project took place in seventeen schools across four countries: Pakistan, Palau, Uzbekistan and Viet Nam. Its aim was to develop a pedagogical framework for educators to use intangible cultural heritage to raise awareness about sustainable development by

In 2011, CCFU initiated a programme aimed at enriching heritage education in Uganda, which has consistently expanded over the last decade. Through this programme, CCFU has enhanced the value of heritage in schools at three different levels. The first, consisted of improving cultural heritage knowledge and skills through extra-curricular heritage clubs in schools, along with the development and use of a heritage education toolkit. The second level involved incorporating heritage as a formal subject of study in the Ugandan secondary school curriculum. Finally, as part of the third level, it assisted in the production of a bachelor’s degree course on ‘Intangible Cultural Heritage and Sustainable Development’ at the university level.

A UNESCO Local and Indigenous Knowledge Systems project, carried out with the support of the inhabitants of the Lakus River (one of the five Mayangna groups in BOSAWAS), had two interrelated objectives: * To ensure that the knowledge possessed by the Mayangna, as well as their unique ecological, social and cultural relationship with the natural environment, were recognized and incorporated into the design and implementation of resource management processes of the BOSAWAS Biosphere Reserve; and * To develop materials on local knowledge and living heritage in the Mayangna language and introduce them in the school curriculum in BOSAWAS.

The cultural landscape of Koutammakou in northeastern Togo is renowned for its mud tower houses called ‘takienta’. The land is imbued with meaning for the resident Batammariba people, whose rituals, beliefs, crafts, songs, sports and agricultural practices are strongly

Sekolah Adat Samabue (Samabue Indigenous School or SAS) is a self-funded, volunteer-run indigenous school of the Dayak Kanayatn indigenous people from Menjalin in West Kalimantan province, Indonesia. The school was founded in February 2016, after the young

The UNESCO Office in Cairo has developed an educational toolkit for safeguarding living heritage. It was designed to be a practical, portable and interactive educational toolkit for trainers and teachers for integrating intangible cultural heritage in education in Egypt.

From 2016 to 2017, UNESCO Amman Office undertook a pilot community-based inventory of the intangible cultural heritage in Mafraq. This initiative highlighted the need to develop practical tools that could be used to support safeguarding in the country.

The Heritage in a Box toolkit is a revised version of the UNESCO World Heritage in Young Hands kit adapted by UNESCO Beijing Office and its partners to the Mongolian context of the Orkhon Valley Cultural Landscape World Heritage site.

The Province of La Guajira on the north-Caribbean coast of Colombia, is home to the ancestral sacred territory of the Wayuu indigenous people. The Wayuu’s are spread between La Guajira province in Colombia and the state of Zulia in Venezuela, they are the largest