Open to PublicOngoingSelf-paced

Bringing Living Heritage to the Classroom in Asia-Pacific

Application 03-22-2022 ~ 12-31-2024
Learning 04-22-2022 ~ 12-31-2024(141 [[study_weeks]])
Course ID 2022_80_CL005_5_0_
  • Take the course at your own pace

  • Downloadable Certificate
    Earn a certificate upon the course completion

  • 100% Free

About the Course

This course provides key resources and guidance for teachers and people interested in education and culture on why and how to integrate living heritage in their lessons and extracurricular activities in the school. Such lessons and activities aim to make learning more contextualized, relevant and engaging for students while they help raise awareness about the importance of safeguarding living heritage. 

 

By the end of the course, the participant will: 

  • Understand the benefits of using ICH in school programmes and activities.
  • Gain capacity to develop lessons or activities, with at least one lesson or activity developed as part of the course.
  • Build synergy with other education programs such as Education for Sustainable Development, Global Citizenship Education or Social and Emotional Learning, etc.
  • Identify opportunities to develop more lessons or activities in her/his school context.

 

Whoever you are — policymaker, school director, teacher, student, parent, heritage practitioner — you have a vital role to play in this process.

After finishing this online course, participants are invited to register for and attend one or both of the informative webinars. The webinars will provide you with opportunities to exchange information and ideas with curriculum developers, instructors, and fellow learners, and receive direct feedback from instructors on your newly developed lesson plan and activity. Register for the course now! Information about the launch and tutorial sessions will be sent directly to your email in due course.

Sign up for the second three-hour webinar of ‘Bringing Living Heritage to the Classroom in Asia-Pacific’ taking place on 1 December 2022 < https://bit.ly/LivingHeritageED-AP2 >

  • You will receive a Certificate of Participation from UNESCO for attending the online seminar.
  • If you can develop lesson plans using Living Heritage in your country by 31 December 2022, you will receive a Certificate of Achievement from UNESCO!

THE SECOND SEMINAR

(Register at https://bit.ly/LivingHeritageED-AP2) 

Date: Thursday, 1 December 2022

Facilitators: Vanessa Achilles
                   Kamila
Kenzhetaeva

With contexts relevant to Central to East Asia

Time: 15.00–18.00 (UTC+7/Bangkok time) coinciding with other time zones, some of which are listed below:

      i.         UTC+2: 10.00-13.00

    ii.         UTC+4.30: 12.30-15.30

   iii.         UTC+5.30: 16.00-19.00

   iv.         UTC+5.45: 13.45-16.45

    v.         UTC+6: 14.00-17.00

   vi.         UTC+8: 16.00-19.00

  vii.         UTC+9: 17.00-20.00

Tentative Programme

Duration

Line-up of activities

5 min.

Welcome to the seminar

5 min.

Introducing our UNESCO project

15 min.

What is a ‘living heritage’? Why is living heritage important for schools? (Module 1)

10 min.

Voices from teachers and students in pilot countries of the project

20 min.

Q&A and plenary discussion

20 min.

6 steps to create your own lesson plans (Modules 2-4)

10 min.

Break

20 min.

Idea-sharing by participants

15 min.

Q&A and plenary discussion

20 min.

Sustainable approaches to integrating living heritage into your classroom (Module 5)

10 mins.

Voices from teachers and students in pilot countries of the project

20 min.

Q&A and plenary discussion; testimonies from participants

5 min.

Closing

 

Total: 185 minutes

Instructor

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UNESCO Bangkok

As the only UN agency specifically mandated with the responsibility for promoting creativity and safeguarding the world’s diverse cultural heritage, UNESCO has a unique role to play among inter-governmental organs in demonstrating that development has a human face which is specific to each region of the world and special to each community. In a time of unprecedented economic and social change, UNESCO must take the lead to ensure that the Asia-Pacific region’s diverse histories, cultures and habitants are not only preserved, but also tapped as a well-spring of innovation and development, thus being imbued with renewed relevance.

Since 1961, UNESCO Bangkok has had a dual role as both the Asia and Pacific Regional Bureau for Education and as a Cluster Office in the Asia-Pacific region.

 

As a regional bureau for education, UNESCO Bangkok provides technical expertise and assistance, and it serves advisory, knowledge production and sharing, and monitoring and evaluation functions to assist the Asia-Pacific Member States, UNESCO field offices, and the antenna office in the area of education.

 

As a cluster office, UNESCO Bangkok helps to implement all UNESCO programmes (education, sciences, culture, and communication and information) in Thailand, Myanmar, Lao PDR, Singapore, and indirectly in Viet Nam and Cambodia, in cooperation with the country offices and the antenna office.

 

 

ICHCAP

International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region under the auspices of UNESCO

 

The International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region under the auspices of UNESCO (ICHCAP) was established as a UNESCO Category 2 centre in 2011. Working within the framework of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, we operate information and networking programs to support UNESCO’s strategic plans among the forty-eight Member States of the Asia-Pacific region, with the ultimate goal of promoting the 2030 UN Sustainable Development Goals through intangible cultural heritage. We believe that safeguarding intangible cultural heritage is necessary to promote cultural diversity and sustainable development in the region.

ICHCAP aims to promote intangible cultural heritage (ICH) by safeguarding activities of individuals, communities, organizations, institutions, and countries through the management and effective sharing of information and cultural data focusing on ICH. We establish networks among communities, groups, and individuals to help transmit and share ICH. Furthermore, ICHCAP’s promotion of the value of ICH and raising public awareness about cultural assets, domains of knowledge, and practices relevant to ICH safeguarding shape conducive conditions for the protection of living heritage. In recent years, promotional activities for the visibility of ICH safeguarding have sparked greater public interest and contributed to the inter-generational transmission of living heritage, garnering improved participation from the youth.

 

 

APCEIU

Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO

 

The Asia-Pacific Centre of Education for International Understanding (APCEIU) was established in 2000 as a UNESCO Category 2 centre to promote education for a Culture of Peace. APCEIU is working in close collaboration with UNESCO Offices, National Commissions of Member States, related educational institutes, and civil society to promote global citizenship education (GCED) under the framework of education for international understanding (EIU) toward a Culture of Peace.

APCEIU has devoted itself to strengthening GCED/EIU capacities by pursuing its philosophy and policies through training teachers and teacher trainers; research and policy development; developing educational materials and programs; organizing different levels of workshops and conferences; and strengthening the network of teachers, educators, experts, civil society leaders, and other stakeholders.

 

List of Instructors

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Course Reviews

  • Maria Gulraize Khan
    Having worked in both education and culture sectors at the policy development and programme management level I thought this was a great course bridging the basic skillsets needed by professionals of both sectors. The linkages in Module 5 with mother tongue language based education, social and emotional learning, GCED and ESD were very useful for future articulation and there were some great examples shared during the whole course.
  • Marites Hugo
    It makes me aware of the significant value of the different culture that might be able to help me out to deliver my lessons effectively.
  • Kongkea Ou
    I find out this course is very useful for teachers, as they can use this approach for their pedagogical style in class. In some cases, Unesco can cooperate with ministry of education to disseminate to teachers in Cambodia. One more thing is the video is very interesting but I suggest you use mic which helps us hear better.