91�鶹������Ʒ����

1. It creates streetwise graduates by making subjects in national curricula more relevant to different local communities, using surrounding local cultures and materials as topics of learning.
2. It creates more interested, focused and analytical students, contributing to better learning outcomes beyond textbooks.
3. It leads to less brain drain / human capital flight, supporting economic and social sustainability and development by giving people skill for decent jobs in their hometowns. More people will stay to benefit their communities instead of migrating to cities.

Gather and analyze experiences and lesson plans from 4 pilot countries in the Asia-Pacific region.

This project aimed to raise the capacity of teachers to incorporate local elements of intangible cultural heritage (ICH), and principles of Education for Sustainable Development (ESD) into teaching and learning practices.

Within the framework of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, this project raised awareness and capacity of teachers to incorporate the ICH into teaching and learning in order to reinforce the centrality of culture as a fundamental part of Education for Sustainable Development (ESD).

Pilot projects in four selected countries, Pakistan, Palau, Uzbekistan and Viet Nam, were conducted and developed locally-customized guidelines and materials for teachers.

Project teams actively worked with teacher educators and teachers, students, communities, local elders, cultural practitioners and policy makers to incorporate elements of the intangible cultural heritage into educational curricula. Participants gained a renewed appreciation of the relevance of their ICH. At the same time, it opened up new pathways of inter-generational transmission that is central to the vitality of ICH.

Achievements and lessons from the pilot projects were shared with educational decision makers from across the Asia-Pacific region to encourage policy-level changes, such as curriculum reform, new approaches to teacher training and improvement of pedagogical techniques.

The project did not develop a one-size-fit-all approach to creating lessons that integrate ICH-ESD into education. Rather, it is hoped that the examples gathered from the four countries participating in the pilot projects will inspire teachers across the Asia-Pacific region to create lessons that are locally relevant and which highlight important local expressions of intangible cultural heritage. It is also hoped that these lessons contribute to engaging students as active learners and to enabling them to gain the knowledge and skills required to create sustainable societies.

Integrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing COVID-19 pandemic has demonstrated, living heritage can play an important role in ensuring the well-being and resilience of communities.

UNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO was working with partners to implement a pilot project, 'Teaching and Learning with Living Heritage in Schools', in six countries in Asia and the Pacific: Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1,900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, more than two thirds women, developed and tested 101 lesson plans and activities.

This Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools.

Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.

This project started with organizing a series of teacher’s trainings to help teachers at community learning centres (CLC) across Thailand to understand concepts of ICH and SDGs, create lesson plans for lifelong learners / out-of-school children / vocational learners, and plan their piloting methodologies. Once trained, the community learning centre teachers joined a lesson plan contest. Those selected were given seed funds to pilot the lesson plans in actual environments. The project followed through to the achievement of these teachers and presented their results at the national event on International Literacy Day 2022 by the Thai Ministry of Education.

����Ա�ھ��پ��Բ�…

• 15 community learning centres (CLCs) from 12 provinces joining the teacher’s training
• 8 CLCs from 8 provinces were selected to pilot their lesson plans.
• Lesson plans promote the understanding of ICH elements, ranging from weaving skills, cooking, animistic belief, herbal medicine,

Outputs:

• A manual on how to develop lesson plan and deliver a class using Living Heritage in nonformal and informal education contexts (Thai language only)
• An exhibition by CLC teachers at the 2022 UN International Literacy Day in Thailand