MULTI-DISCIPLINARY STUDY ON
INTANGIBLE CULTURAL HERITAGE’SCONTRIBUTION TO SUSTAINABLE
DEVELOPMENT: FOCUSING ON
EDUCATION
PROJECT REPORT FOR FY 2018 - 2019

International Research Centre
for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI),
Japan

PREFACE
This project report includes report of monitoring, the outcomes of international workshop
and overall evaluation of the 2-year project “Multi-disciplinary study on intangible cultural
heritage’s contribution to sustainable development: Focusing on education” that was launched
in FY 2018. The project was funded by official development Assistance of the Ministry of
Education, Culture, Sports, Science and Technology, Japan. The project produced valuable andfruitful outcomes with considerable supports and cooperation from institutions and individuals
who have involved in the project. IRCI would like to express deep and sincere gratitude to those
who have offered unstinting supports.
In the Philippines, members of the National Commission for Culture and the Arts (NCCA)
provided tremendous supports by collaborating with the coordinators of the School of Living
Traditions (SLT), culture masters and cultural bearers in Subanen community. The SLT
coordinators, culture masters and cultural bearers in Subanen community as well as the SLT
students significantly contributed to the project by practicing the guidelines.
In Viet Nam, members of the Vietnam Institutes of Educational Sciences (VNIES) and theVietnam Museum of Ethnology (VME) made much efforts to proceed the project in working
together and also helping teachers and school administrators. The teachers and principals in theThuc Nghiem Secondary School and the Yen Hoa Secondary School also contributed to theproject together with Ca-tru singer by practicing newly created lessons.
Finally, this project was made possible with supports and advice from resource persons
throughout the project, including Professor Masahisa Sato of Tokyo City University, Professor
Liou Lin-Yu of Nara University of Education and Mr. Tomo Ishimura of Tokyo National ResearchInstitute for Cultural Properties.
I hope this report together with the guidelines, outcomes of the project, published online
on our website “https://www.irci.jp/report_publication/”, help the researchers and educatorsreflect upon the contribution of the intangible cultural heritage to quality education.
February 2020
IWAMOTO Wataru
Director-General,
International Research Centre
for intangible Cultural Heritage
in the Asia-Pacific Region(IRCI)

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCITABLE OF CONTENTS
I

Background and purpose of the project ........................................................... 1

II

Project overview .................................................................................................. 2

III

The Monitoring of the two-year project by the group of experts..................... 3
III.1

Philippines (non-formal education) ............................................................... 3

III.2

Viet Nam (formal education) ....................................................................... 20

IV The Outcomes of the International Workshop ................................................. 44

V

IV.1

Philippines (non-formal education) ............................................................. 44

IV.2

Viet Nam (formal education) ....................................................................... 46

IV.3

Summary of general discussion .................................................................... 47

Overall Evaluation ............................................................................................. 51

APPENDIX
1. Teacher’s training workshop by VME and VNIES
2. Documents of the International workshop in Tokyo
3. Summary of the two-year projectMulti-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIACRONYMS AND ABBREVIATIONSFYFiscal year

ICH

Intangible cultural heritage

IRCIInternational Research Centre for Intangible Cultural Heritage in the AsiaPacific Region

NCCA

National Commission for Culture and the Arts

SDGs

Sustainable Development Goals

SLT

School of Living Traditions

VME

Vietnam Museum of Ethnology

VNIES

Vietnam Institutes of Educational Sciences

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCII

BACKGROUND AND PURPOSE OF THE PROJECT

On 25 September 2015, the 70th General Assembly of the United Nations adopted a new
agenda. The agenda sets the Sustainable Development Goals (hereinafter referred to as “SDGs”),
which consist of 17 universal goals and 169 targets. The SDGs are the common goals shared by
the international community to realise the sustainable world in order to leave no one behind.
Concerning UNESCO’s ICH programme, considerable progress has already been made by
developing preliminary recommendations on safeguarding ICH and sustainable development at
the national level. In the Major Programme Ⅳof the 39C/5, UNESCO outlines the contributionof culture to the SDGs, where potential contribution of intangible cultural heritage (hereinafterreferred to as “ICH”) is expected in SDG 2, 4, 5, 11 and 17. At the twelfth session of theIntergovernmental Committee, a decision was made to dedicate its second funding priority to
the safeguarding of ICH in formal and non-formal education, testifying a growing need for its
contribution to the SDG 4, which stipulates “Ensure inclusive and equitable quality educationand promote lifelong learning opportunities for all”. With these backgrounds, IRCI started in FY
2018, a project “Multi-disciplinary study on intangible cultural heritage’s contribution tosustainable development: Focusing on education”.
The purpose of the project, a 2-year project is designed to help learners, educators,
administrators, cultural bearers and culture masters understand and acquire the value of ICH in
their own community, leading to a better awareness and appreciation of cultural diversity andof culture’s contribution to sustainable development. The project also aims to promote thequality of education through such activities as creating guidelines that incorporate ICH into
formal or non-formal education and using them in actual classroom settings. Acquiring theseknowledges and skills in each community is indispensable to achieve the SDG 4, especially thetarget 4.7 “appreciation of cultural diversity and of culture’s contribution to sustainable
development“.

1Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIIIPROJECT OVERVIEW

The project was conducted in collaboration with the Vietnam Museum of Ethnology (VME)
and the Vietnam Institute of Educational Sciences (VNIES) in Viet Nam for formal education and
the National Commission for Culture and the Art (NCCA) in the Philippines for non-formal
education.
In FY 2018, after a series of fieldworks conducted in the Philippines and Viet Nam andseveral meetings among IRCI, experts and counterpart institutions, the guidelines thatincorporate unique ICHs in communities into educational materials were drawn up for lower
secondary level in schools in Viet Nam and for the community-managed non-formal learning
centre in the Philippines. The guidelines reflected outcomes of a series of research in bothcountries, and advices and ideas from experts at the international symposium in Nara, Japan
held on 21-22 January in 2019. The symposium also provided an opportunity for the participants
to discuss the future challenges and to reflect on culture’s contribution to sustainable
development in the context of SDGs, and the promotion of quality education as stipulated in the
SDG 4, target 4.7.
In FY 2019, the guidelines created in FY 2018 was used in actual teaching and learning
settings in both Viet Nam and the Philippines to verify their validity. In order to verify theguidelines, the guidelines were printed and distributed to the communities and schools in theareas where the ICHs in the guidelines exist, and used for feasibility study in each country. The
feasibility study was conducted by counterpart institutions to examine how effective theguidelines were used in actual settings and whether teachers and students recognized theimportance of their own ICHs and acquired the knowledge and skills related to the ICHs. Afterthe feasibility study in each country, monitoring was conducted in October 2019 by IRCI, experts
and counterpart institutions in each country. On 28-29 November 2019, the international
workshop was held in Tokyo, Japan to share the results of the monitoring in each country. In theworkshop, participants, including experts and observes exchanged ideas and maderecommendations in order to make the guidelines most suited to the community and theschools. The guidelines will be revised reflecting the outcomes of the international workshop
and released on the IRCI website at the end of FY 2019.

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIIII THE MONITORING OF THE TWO-YEAR PROJECT BY THE GROUP OF
EXPERTS
The monitoring was held by IRCI, experts and counterpart institutions in both countries toverify the guidelines created in FY 2018 in the actual classroom and find out challenges andproblems emerged from the feasibility study that was carried out by counterpart institutions.
In the Philippines, a 2-day feasibility study workshop was organised by NCCA in Manila on
7-8 October 2019, inviting culture masters, culture bearers, SLT coordinators and young learners.
Three experts participated to monitor the project, including Ms. Liou Lin-Yu, Professor of Nara
University of Education, Ms. OHNUKI Misako, Deputy Director-General of IRCI, and Ms. SASAKI
Kazue, Associate Fellow of IRCI.
In Viet Nam, 2 pilot school observations and a feasibility study workshop were held on 2425 October 2019 in Hanoi in cooperation with VME and VNIES. The workshop was attended byprincipals and teachers in the 2 pilot schools and other schools. Three experts participated tomonitor the project, including Mr. SATO Masahisa, Professor of Tokyo City University, Mr.
IWAMOTO Wataru, Director-General of IRCI, and Ms. SASAKI Kazue, Associate Fellow of IRCI.
The monitoring reports were compiled in cooperation with each expert after monitoring in
the Philippines and Viet Nam.
III.1

PHILIPPINES (NON-FORMAL EDUCATION)

III.1.1
1.

Monitoring overview

PurposeMonitoring aims to verify the guidelines through a series of activities that include thefeasibility study in SLTs by NCCA and the feasibility study workshop in Manila, together
with members of IRCI and NCCA, a Japanese expert, SLT coordinators along with cultural
masters, culture bearers, and SLT students from Subanen community and other local
stakeholders.
The monitoring seeks to confirm that the lessons are conducted by using the guidelines,
and that the culture masters as well as the students became aware of the importance of
ICH and acquired knowledge and skills through the lessons, and that ICH contributes toenhance the learners’ understanding and appreciation of their communities and bringup capabilities and behaviors that value cultural diversity.
In addition, the monitoring confirms the awareness of the educators and government
officials on the importance of ICH in education through this project.
Furthermore, it attempts to find out the problems and challenges that emerged during
the feasibility study of the guidelines.
Reflecting the results of the monitoring, more useful and practical guidelines will becreated.
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2.

Monitoring overview
Monitoring in the Philippines includes feasibility study by NCCA, such as training of SLT
coordinators and culture masters, and feasibility study workshop in Manila.
2.1 Distribution destination of the guidelines
A total of 500 guidelines were published in English.
The guidelines were distributed to the following SLTs and other institutions that are
shown in “1. Distribution list of the guidelines” in “V.1.5 References.”
Table1. SLTs in Mindanao Islands that received the guidelines

No
1

Destination
Lakewood52Josefina

5

3

Dumalinao

5

4

Kumalarang

5

5

Bayog

5

6

Labangan57Lapuyan

5

8

Aurora

5

Buug

5

10

Kabasalan

5

11

Naga

5

12

Ipil

5

Sendangan

5

14

Siayan515Dipolog

5

16

Others5

Northern

21

18

Central30

19Southern

33

9

13

17

Zamboanga del Sur

Copy

Zamboanga Sibugay

Zamboanga del Norte

Other SLTs

total

164

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2.2 Direct users of the guidelines
The direct users of the guidelines are culture masters, SLT coordinators and SLT
students. The number and ages of students are seen in “V.1.2 Monitoring report – Ms.
LOU Lin-Yu, Professor of Nara University of Education.”
2.3 Indirect users of the guidelines
The indirect users of the guidelines are Municipal government of Lakewood,
Department of Social Welfare and Development – Modified Conditional Cash Transfer
for Ips, Department of Education, Community Leaders and IP Women.
3.

Feasibility study
3.1 Places
The feasibility study was conducted in 5 SLTs in Zamboanga del sur, Mindanao Islandby NCCA after the guidelines were published and distributed.






Lakewood
Josefina
Dumalinao
Kumalarang
Bayog

Fig1. 5 target SLTs in Zamboanga del sur, Mindanao1

NCCA (2019) “Monitoring for multi-disciplinary study on intangible cultural heritage’s
contribution to sustainable development: Focusing on education The Philippines: Non-formal
education”
1

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3.2 Lessons
2 Lessons (No.1 and No.2 in the following chart) were selected from 5 lessons in theguidelines and taught only weekend for 2 months and instruction was given in Subanen
language.
Table2. Lessons in the guidelines2

No
1

2

ModuleLessons taught

The Origin Myth of the Buklog(Oral Tradition)

Session 1: Storytelling (origin mythof the Buklog, the DampalanversionPhaladyaan Subanen (Subanen
Traditional Dance and Music)

Session 1: Cultural significance of
Phaladyaan Subanen(Performing Arts)
3

Process of Making Gasi Traditional Wine
(Social Practices)

Session 1: Cultural significance ofSubanen gasi and associated belief

4

Traditional Farming System andCulturally Significant Plants: Revitalizing
Indigenous Knowledge System(Traditional Knowledge)

Session 1: Cultural background andsignificance of traditional farming

5

Attendant Rituals of the Buklog (Social
Practices)

Session1 : Cultural significance ofmyths and ritual performance in
Subanen society

4.

Feasibility study workshop
The feasibility study workshop was held on 7-8 October, 2019 at Silid Hudhud in the
NCCA Office Building in Manila, the Philippines.
The schedule and list of participants of the workshop are in “2. Schedule of the feasibility
study workshop in Manila” and “3. List of Participants of the feasibility study workshop
in Manila” in “V.1.5 References.”
In the workshop participants shared the outcomes of the feasibility study conducted by
NCCA and discuss the effectiveness and challenges of the guidelines among participants
based on inquiries by the experts and IRCI. The workshop provided an opportunity tohear actual voices from local stakeholders, including culture masters, culture bearers,
SLT coordinators as well as students.

NCCA (2019) “Monitoring for multi-disciplinary study on intangible cultural heritage’s
contribution to sustainable development: Focusing on education The Philippines: Non-formal
education”
2

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Focusing on Education by IRCI

Fig. 2 Feasibility study workshop in Manila

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III.1.2

Monitoring report

Ms. LOU Lin-Yu
Professor of Nara University of Education
This section introduces the results of monitoring on the development and succession of
the intangible cultural heritage of the “Buklog” within the Subanen Community.
1.

Participants
The monitoring of this project was held at the NCCA (the National Commission for
Culture and the Arts) which is located in Manila, the Philippines. Fifteen participants
attended this monitoring: three from Japan, three from the NCCA, and seven from theSubanen Community. The seven members of the community are: the owners of theintangible cultural heritage Buklog, including one Cultural master, two project
coordinators, four cultural bearers and two young learners of Buklog. In addition, within
the four cultural masters, Mr. Nacito G. Liganan is also a shaman for the Subanen
Community. Both Ms. Mangilay, a cultural master, and Ms. Recefe, a project coordinatorserved as translators and interpreters, because not all the Community members ofSubanen are English users.

2.

Monitoring results
The monitoring schedule was held for two days. Before describing the content, let’s
review the outline of this project. First, the NCCA created a learning guide for studying
the contents and process of the thanksgiving ritual, Buklog, of the Subanen Community.
It was completed in FY2018. In order to verify the usefulness of the learning guide, it was
implemented at the School of Living Tradition (SLT), non-formal schools for studying
traditional culture, which are located within the living area of the Subanen Community.
The NCCA selected five SLTs to implement the leaning guide. The five regions are the SLTof Lakewood, SLT of Josefina, SLT of Dumalinao, SLT of Kumalarang and SLT of Bayog.
On the morning of the first day of monitoring, after explaining the background andoutline of this project with the NCCA's Presentation on the results of feasibility study in
SLTs, Ms. Tremedal, the project coordinator, introduced the effort of studying the Buklog
in SLTs with a PowerPoint presentation. In the afternoon, based on the announcementof the results from the morning, there was a question and answer session on specificinformation regarding the Buklog festival and the dance. Dancing was also performed by
two young learners.
On the second day, based on the presentation and hearing of the first day, participants
discussed the challenges, lessons learned, and advice on using guidelines in the SLT
program.
The results of this monitoring, including the results of these two days, will be divided
into three aspects: the learning guide, practice in the SLTs, and the demonstration on
the day of monitoring.

8Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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2.1 Learning Guide
As one of the big results, the content of the learning guide is divided largely into twoparts. The first part, “Community Engagement in Developing the Learning Guide for
the School of Living Traditions” describes the background of creating this learning
guide, an explanation of the SLT, and the reasons for selecting the Buklog as an
objective of intangible cultural heritage. The second part, “SLT Learning Curriculumand Modules in Integrating the Elements of the Intangible Cultural Heritage Associatedwith the Buklog” offers five learning modules, including mythology, performing arts,
the process of making wine, traditional knowledge about the farming system andsignificant plants, and participation in the ritual.
This learning guide not only contains detailed information about the Buklog, but isthought to be based on the philosophy of SDGs (Sustainable Development Goals). In
addition, there are many photos which pertain to actual rituals, and it is possible tounderstand the various activities which include the Buklog through these photos. This
guidebook was created over a long period of time, and as it is written, this is an
important record for the next generation of the Subanen community.
2.2 Practice of the learning guide at the SLTs
According to Ms. Tremedal, Table 1 shows the number of students in the five schools
selected to use the learning guide. In other words, more than 200 students will learn
the contents of this learning guide. Since the SLTs were established in 2012, thecultural masters have already taught the Buklog in SLT classes, and the cultural bearers
testify that the advent of the study guides has taught the Buklog's learning content
logically and in good sequence. However, because it was difficult to visit the SLTs formonitoring this time, the only way to check the learning circumstances of the young
learners was through a video prepared by the cultural master. The photos and video
show some of the lessons focusing on learning mythology, music, dance, andknowledge concerning the Buklog.
Table1. Young learners in SLTs of the Subanen community for studying the Buklog3

Region of SLT

Number of students

Ages of students

Lakewood75

8 - 18

Josefina

36

8 - 15

Dumalinao

35

8 - 18

Kumalarang

26

10 - 20Bayog

20

15 - 20

Total students

192

The table2 is created based on the information from NCCA at the feasibility study workshop in
Manila on 7 – 8 October, 2019.
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2.3 Demonstration on the day of monitoring
The Subanen team brought some performing items for the Buklog’s ritual. Of theparticipants in this monitoring, there was one cultural bearer and two young learnersof the SLT who performed the Buklog traditional dances: welcome dance, war dance,and sacred dance. The culture master used a gong to accompany all the dances. The
culture bearer also played a handmade traditional bamboo flute.
The Subanen’s traditional dance is usually considered as a welcome dance or acommunity dance for entertainment (Fig. 1), “Thalek” locally, emulates and expressesa chicken’s movements. It was performed by Ms. Princess Mae U. Tunguib, aneighteen-year-old girl. She held one Khumpas (Fig. 2), made from leaves of the betel
palm, in each hand while she was dancing. Her dance included graceful walking,stretching wings as a chicken, and sometimes powerful soaring. The war dance (Fig.3),
called “Sot” locally, was performed by Mr. Jonglylord A. Umpalas, who is seventeen
years old. When he danced, he had Khumpas in his left hand and a shield, made frombamboo and called “D’lasag” (Fig. 4) locally, in his right hand. He moved his legs quickly
and agilely and sometimes shook his shield rhythmically. Because the shield was
decorated with beads and metal pieces, you could hear them every time he shook it.
Lastly, the cultural bearer as well as the shaman, Mr. Nacito G. Liganan performed asacred dance especially for us. The sacred dance is a special dance that only shamans
can perform in the ritual of the Buklog. This is unlike dances “Thalek” or “Sot”, which
can be performed by all the people in the community. Mr. Nacito also held Khumpas
in each hand and used his body to move, turn, and dance.
The only instrument that accompanied the dances was a gong (Fig. 5), played by Ms.
Mangilay, the cultural master. The gong is similar to an Indonesian bronze gong. Ms.
Mangilay changed her rhythm for each dance, furthermore, she changed the tones andpitch by hitting different parts of the gong. Because of this, although there was only
one accompanying instrument, it did not sound monotonous. For example, Ms.
Mangilay played two kinds of rhythm patterns on the gong in the Welcome dance,“Thalek”. However, for the War Dance, “Sot”, she delivered more complicated rhythm
patterns. These rhythms involved hitting two areas of the gong: the mound in thecenter of the gong and area outside that. Hitting the mound, presented a rich tone
which was deep and low. While striking outside the mound, gave us a very different
tone: one which was both lighter and higher.
Mr. Nacito and Mr. Umpalas showed us how to play a short flute, called a “Thumpong”(Fig. 6), locally. But it seems there is no fixed melody or pitch and it can be freely
improvised by the performer.

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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Fig.1 The traditional dance (Thalek)Fig. 2 Khumpas

Fig. 3 The war dance (Sot)

Fig. 4 D’lasagFig. 5 Gong

Fig. 6 Thumpong

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3.

Comments
Common situations and challenges to passing down intangible traditional culture formany communities in various countries include: the bearers are aging and successors in
the young generation have been decreasing. If we don’t chronicle the contents of culture,
it will disappear without being known. In addition, along with the transition of society
through modernization and globalization as well as the trend of the younger generation
to be attracted to current popular culture, the method of passing down traditional
culture must be changed. In other words, it is necessary for the young generation tolearn traditional culture in a specific space and time, not only in the environment oftraditional lore. School, whether formal or non-formal, becomes an especially important
place for learning our traditional culture. This project was based on these ideas from myobservation.
However, during the two days of monitoring, I think something Ms. Mangilay said
deepened the meaning of this project. She said that they aren’t only passing down theknowledge, but they would like to train a young learner to be the cultural master of the
Buklog. Because to be a cultural master, one should have the diverse skills of singing,chanting, playing the instruments, and having the full of knowledge of the Buklog.
Therefore, the learning guide is the first outcome for supporting the Subanen community
to pass down their traditional festival culture, the Buklog. As for the next step, I wonder
if there are still ways to improve. The following are my personal opinions.
3.1 Point of view on cultural transmissiona) Local language
Language is the basis for passing down culture. The Buklog uses the Subanen language
for telling myths, singing, and chanting, but that vocabulary doesn’t seem to be usedin daily life in the Subanen community. Language is easy to lose and forget if we don’t
use it regularly. Therefore, it is highly important to teach the next generation
systematically in order to continue to use of the Subanen language. Additionally,
recording and preserving the language of the older generations is also important. As
the cultural masters of the Subanen community mentioned, learning guides should becreated in the Subanen language as much as possible. English learning guides arenecessary and important to promote international understanding, but they don’t holdmuch value for studying local culture within the Subanen community.
b) Performing arts
Dance and music are physical activities that also always contain delicate movements.
Therefore, practicing them frequently is necessary and important, if we expect the
young generation to inherit this tradition. On the other hand, the traditional
performances are increasingly refined and changed. These cases can be seen in many
countries. When I saw the performance arts of the Buklog, I felt their vitality andartistry. They reminded me of the South Korean crane dance. The Korean danceteacher made his own style to express the crane’s movement, and his pupils inherited
his style and developed it even further. In other words, each cultural master or shamanof the Subanen Community will have special steps or movements for their dances. It is
important not only to record the music and dance of each cultural master, but also to
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teach the characteristics of each master’s music and dance style to the younger
generation as an art.
3.2 Point of view on educationa) SLT LearningThis time we didn’t have opportunity to visit the SLTs, therefore it’s difficult tounderstand the actual teaching circumstances of the Buklog. The learning guidepresents learning content and directions for twenty-five sessions throughout one year.
But is that enough sessions to learn all the knowledge of the Buklog? If young learners
continue studying at the SLTs, is a different type of teaching material provided forsecond year learners? If the answer is “No”, it’s better to make a specific learning plan
for learners in their first year and beyond or for learners of different age groups.
b) Creating the teaching materials into a formal education system
The existence of a non-formal education system such as the SLTs is necessary andimportant. But if we try to raise children's awareness of the Buklog, it is necessary toalso study it in formal education. Because public education is a requirement forchildren, it is thought that children will become more aware of the Buklog byincorporating it into their school's curriculum.
c) Learning guide
The Buklog was passed down even when the SLT did not have a study guide, but it
seems necessary to consider the meaning and practicality of why the study guide wasmade. In other words, as described above, it is more practical to use teaching materials
that are written in the local language and have different yearly contents and detailed
lesson plans for learning by each age. Incidentally, if page numbers are added to thetable of contents of the study guide, and if the sources of some references are specified,
it will be easier to use.
3.3 Point of view on SDGs
The SDGs (Sustainable Development Goals) include seventeen goals that were set in2015 by the United Nations General Assembly. The fourth goal is “quality education,”and covers ten goal targets. This project can be said to promote the seventh target,
and focuses on the contents of “appreciation of cultural diversity and of culture’s
contribution to sustainable development.”
The Buklog is a not only a great intangible culture heritage for the Subanen Community,
but also for the Philippines and even for Asia and the world. Although we recognize
the importance of passing down the Buklog, only the Subanen Community has theknow-how of these methods and techniques. I believe that the responsibility to passon the Buklog lies not only with the cultural masters or cultural bearers, but also witheach member of the Subanen Community. Therefore, the important thing is thatmembers of the community are proud of this culture and have a common
understanding of continuing to hand it down. The SLTs provide a space for passing
down the knowledge and performances to young learners who are ages eight totwenty. But those in their later twenties to forties, such as the young learners’ parents,
also have a very important role to teach their children the understanding of
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appropriate knowledge regarding the Buklog. Especially because people in this age
group may become the next culture masters or bearers. We already know that thewhole Buklog requires complicated knowledge and language to hold its rituals,
performances, and events. Therefore, it is important that the knowledge and methods
are continuously implemented outside the festival period.
In this case, it’sconsiderable that the learning target of the SLTs should also include young adults andthose who are middle aged. Moreover, the existence of private cultural circles createdby individuals is also considered necessary so that community members haveadditional places where they can learn about this culture outside of the SLTs andschool.

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III.1.3

General evaluation

Ms. OHNUKI Misako
Deputy Director-General of IRCI
Monitoring was conducted with the participation of young successors (teens),
successors (including Sherman) who play an important role in the rituals of Buklog,
researchers, and organizers (NCCA and IRCI), translators of Subanen language, whichhighlighted the various possibilities of using the guidelines for the community’s sustainable
development. Not only that, it led to the extraction of issues that would serve as indicators
for ICH's contribution to concrete SDGs in the future which will be applicable to other regionswith diverse cultural elements. It is also highly appreciated that women from the religion(Muslim) of neighboring communities (Moro) participated in the monitoring.
The features of case studies of Philippines I found through the project are as follows:
1)
2)

3)

Focus on Non-formal education (SLT), SLT community-managed non-formal learning
centre that is geared towards safeguarding traditional culture and where a living masterteaches traditional knowledge to young generation.
Focuses on ICH in danger “Buklog” a ritual which is currently in danger of disappearing
in the country. (The element was submitted to UNESCO’s ICH in Need of Urgent
Safeguarding List for the inscription to be decided in 14th session of theintergovernmental committee of the 2003 Convention which will be organized in
December 2019 in Colombia.)
The community is in the situation of suffering from a variety of social issues which isthreatening their cultural identity. They are; migration of young people to urban centres,
adoption of lowland cultures related to inappropriate educational system,
discrimination, influence of Christian religion, poverty and economic constrains of thecommunity, loss of ancestral lands due to armed conflict, etc.

Therefore, I think a case study in the Philippines succeeded in extracting ICH's
contribution to SDGs 4 corresponding to them. Also I found the good impact of the IRCI
project was summarized in one of the participants’ words presented during the monitoring
session: “I have been teaching the succession of Buklog based on the knowledge I haveremembered so far, but by developing and publishing these guidelines, things that were in
my head were came out into a real book " and, “The IRCI guidelines have created an open
environment for new learners.” This was presented by Ms. Nilda, which was particularlyinteresting to me when she said “We have a positive environment to attract new learners
through these IRCI guidelines.” And “The IRCI guidelines have created an open environment
for new learners.” It can be said that the teaching materials have created the possibility ofdealing with one of the risk factors.
As ICH contributed to the SDGs 4.7, several verifications were made through this project.
I want to mention two of them.
a)

In areas with such cases, non-formal education and formal education can function
together to create an effective and sustainable mechanism.
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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There are more than 140 languages in the Philippines, especially in Mindanao where
Buklog's rituals have been practiced, there are few households that speak Pilipino at home,
and the native language is the indigenous language in terms of speaking and listening. School
education uses Pilipino and English, which are the educational terms for primary andsecondary education. The Subanen district, which inherits the Buklog, uses the Sbanen
language (by oral), and the Buklog is performed in the Subanen language. The media andcommunication tools used by young people are not Subanen but Pilipino and English.
Therefore, introducing a community-specific curriculum (music, national language) of thecommunity creates sustainability in the succession of Buklog, creates an understanding of
their own culture, eliminates prejudice, drop out and further continuation of education.
However, this requires some external involvement that enables quality education.
For example, in a music class, a class that incorporates a Buklog by an SLT teacher isincorporated. The language classes need to be considered from two aspects: national
language policy making and teacher training (teachers who are speakers of Subanien).
Regarding the former, it is conceivable to promote national language policy for minority
languages through NCCA (country). For the latter, long-term efforts are necessary, such as
raising local teachers who speak Subanien and incorporating lessons in the local language(oral).
b)

Promote the local researchers (multi-disciplinary) and grasp the overall situation
through the academic approaches in the field of linguistics (Subanen) and cultural
anthropology.

This includes a record of the entire process of the ritual that takes place every sevenyears. This deepens and facilitates the discussion of safeguarding measures.

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III.1.4
1.

References

Distribution list of the guidelines
Table1. List of schools and related agencies/organisations to receive the guidelines(English version)
Destination
No
Zamboanga del Sur
1
Lakewood
2
Kumalarang
3
Bayug
4
Labangan5
Lapuyan
6
Josefina
7
Aurora8
Ramon Magsaysay
Zamboanga Sibugay
9
Buug
10
Kabasalan
11
Naga
12
Ipil
Zamboanga del Norte
13
Sendangan
14
Siayan15
Dipolog
16
OthersOther SLTs
17
Northern
18
Central19Southern
institutions
20
Libraries
21
Libraries in Mindanao
22
Writers/Consultants
Other Institutions
23
IRCI (Japan)
24
NCCA
25
Dumendingan
total

17

Copy
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
21
30
33
50
100
10
5
15
15
500

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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2.

Schedule of the feasibility Study workshop in Manila

Venue: Silid Hudhud, NCCA Office, Manila, the Philippines
Day1 (7 October)
Several culture bearers and culture masters who practice Buklog, and SLT coordinators fromtarget SLT schools for feasibility study will be invited in Manila to share contents and results ofthe feasibility study conducted by NCCA.
9:30-9:45

Opening address by IRCI and NCCA representatives

9:45-10:00

Introduction of the participants

10:00-10:30

Explanation on the Backgrounds and purposes of the monitoring by IRCI
*including 10 minutes Q & A session

10:30-11:30

Presentation on the results of feasibility study in SLTs by NCCA
*including the following points and 20 minutes Q & A session- General views and outcomes of feasibility study- Lesson plans- Classroom activities in SLTs that were recorded in video- Good effects, Challenges and lessons from the feasibility study

11:30-13:30

Lunch break

13:30-14:30

Presentation of feasibility study in SLTs by NCCA (continue)

14:30-14:45

Break

14:45-16:30

Q & A session by the IRCI monitoring team to culture bearers and masters of
Buklog, and SLT coordinators

Day2 (8 October)
10:00-11:00

Discussion about challenges, lessons and advice about using the guidelines into
the SLT programmes among participants based on the presentations andhearings in Day 1

11:00-11:15

Break

11:15-11:45

Confirmation of the schedule in FY2019

11:45-12:00

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3.

List of Participants of the feasibility study workshop in Manila

Venue: Silid Hudhud, NCCA Building, Manila, Philippines
No

Name of ParticipantsInstitutions

National Commission for Culture and the Arts (NCCA)
1

Mr. Virgilio S. Almario

Chairman2

Ms. Adelina M. Suemith

Chief, Program Monitoring and Evaluation Division

3

Ms. Renee Talavera

Head, Cultural Communities and Traditional Arts
Section4

Ms. Kris Anne G. Cortez

Culture and Arts Officer, Cultural Communities andTraditional Arts Section

Subanen Community
5

Ms. Nilda M. Mangilay

Cultural master, translator

6

Mr. Pelais L. Tonggos

Culture bearer

7

Mr. Nacito G. Liganan

Culture bearer

8

Ms. Tarhata T. Daligdigan

Culture bearer

9

Ms. Anita D. Tumbao

Culture bearer, SLT coordinator

10Mr. Jonglylord A. Umpalas

SLT student

11

Ms. Princess Mae U. Tunguib

SLT student

12

Mr. Gauden S. Sireg

Project coordinator13

Ms. Renefe M. Tremedal

Project coordinator, translator

International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI)
14

Ms. Misako Ohnuki

Deputy Director-General

15

Ms. Liou Lin-Yu

Professor, Department of Music Education,
Nara University of Education

16

Ms. Kazue Sasaki

Associate Fellow

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III.2

VIET NAM (FORMAL EDUCATION)

III.2.1
1.

Monitoring overview

PurposeMonitoring aims to verify the guidelines through a series of activities that include thefeasibility study by VME and VNIES, and pilot school observation and the feasibility study
workshop in Hanoi, together with members of IRCI, VME and VNIES, a Japanese expert,
teachers from 2 pilot schools, and other local stakeholders.
The monitoring seeks to confirm that the lessons are conducted by using the guidelines,
and that the teachers as well as the students became aware of the importance of ICH
and acquired knowledge and skills through the lessons, and that ICH contributes toenhance the learners’ understanding and appreciation of their communities and bringup capabilities and behaviors that value cultural diversity.
In addition, the monitoring confirms the awareness of the teachers and government
officials on the importance of ICH in education through this project.
Furthermore, it attempts to find out the problems and challenges that emerged during
the feasibility study of the guidelines.
Reflecting the results of the monitoring, more useful and practical guidelines will becreated.

2.

Monitoring overview
Monitoring in Viet Nam includes feasibility study by VME and VNIES, such as teacher’s
training workshop, class observation in 2 pilot schools and feasibility study workshop in
Hanoi.
2.1 Distribution destination of the guidelines
A total of 155 guidelines were published in Vietnamese.
The guidelines were distributed to the following schools and teachers and members of
institutions.
Other destinations are shown in “1. Distribution list of the guidelines” in V.2.5
References.
Table1. Main distribution destinations
No

Destination

Copy

1

Thuc Nghiem Secondary School

10

2

Yen Hoa Secondary School

10

3

Ngo Si Lien Secondary School

10

4

Le Ngoc Han Secondary School

10

5

Nghia Tan Secondary School

10

6Luong Yen Secondary School

10
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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No

Destination

Copy

7

Tay Son Secondary School

10

8

Teachers from above schools who attended theteacher’s training workshop

229Members from the VME and VNIES

8

total

100

2.2 Direct users of the guidelines
The direct users of the guidelines are 22 teachers of the secondary schools that theguidelines were distributed.
Table2. Teachers
No

Secondary Schools

1

Thuc Nghiem

Teacher’s subject
Math/Experience activities,

Number ofteachers
7

Geography, Physics, Literature, Arts,
Biology, Civic education
2

Yen Hoa

Geography, Physics, Literature, Arts,
Biology5

3

Ngo Si Lien

Geography, Biology

2

4

Le Ngoc Han

Geography, Chemistry2

5

Nghia Tan

Experience activities, Literature

2

6

Luong Yen

Geography, Physics

2

7

Tay SonExperience activities, Chemistry

2

total
22
*The number of teacher indicates the teachers who attended the teachers training
workshop that was organised by VME and VNIES on 23-24 August 2019 (APPEDIX 1
Teacher’s training workshop by VME and VNIES).
The guidelines were used to create lesson plans through the teachers’ training
workshop. 3 lesson plans were developed and used for the actual lessons during theclass observation on 24 October 2019.
2.3 Indirect users of the guidelines
The indirect users of the guidelines are students of the above schools who received
the lessons based on the lesson plans developed by using the guidelines. Other
teachers in the above schools also become indirect users because they worked in teamwith the teachers who developed the lesson plans. Principals of the Thuc Nghiem
secondary school and the Yen Hoa secondary schools, and practitioners of ICH, such as
the Ca-tur singer are also considered to be indirect users.
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3.

Feasibility study
The feasibility study was conducted by VME and VNIES after the guidelines were
published and distributed.
VME and VNIES have worked together to organise the teacher’s training workshop toteach teachers importance of ICH and how to use the guidelines. They collaborated withteachers and school administrators during the preparation period of the teacher’s
training workshop. They also had several meeting with the teachers in 2 pilot schools
before the class observation in those schools and feasibility study workshop in Hanoi.
3.1 Teacher’s training workshop
The teacher’s training workshop was conducted by VME and VNIES on 23-24 August
2019. The workshop was participated by 22 teachers from 7 secondary schools in
Hanoi that were received the guidelines.
During the workshop, teachers acquired knowledge and skills of ICH and learned
importance of ICH and ICH education. They also practiced to develop a lesson plan byusing the guidelines. Each teacher received one copy of the guidelines.
Details are shown in “4. Teachers’ Training workshop by VME and VNIES” in V.2.5
References.

4.

Class observation
4.1 Places
Pilot School observations were conducted in 2 secondary schools in Hanoi on 24
October 2019.
Table3. Pilot School
No

Secondary Schools

students

Teachers/staff

1

Thuc Nghiem

800

39

2

Yen Hoa

1,832

84

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Thuc Nghiem
Secondary school

Yen Hoa Secondary
schoolFig.1 Location of the schools
4.2 Lessons
3 lessons (each class takes 45 minutes) were taught in 2 pilot schools in Hanoi during
the monitoring in Hanoi on 24 October 2019.
Table4. Lessons for observations
Schools5.

Grade

LessonSubject

ICH

Thuc
Nghiem8

Understanding afolk gameExperience
Activities

Tugging rituals andgames

Yen Hoa6

Practice of story
telling

Literature

The legend of Hoan
Kiem Lake

7

Respiratory
activity

Biology

Ca-tru singings

Feasibility study workshop
The feasibility study workshop was held on 25 October 2019 at VME.
The schedule and list of participants of the workshop are shown “2. Schedule of the classobservation and feasibility study workshop in Hanoi” and “3. List of participants of thefeasibility study workshop in Hanoi” in V.2.5 References.
In the workshop, participants shared the outcomes of the feasibility study conducted by
VME and VNIES and discuss the effectiveness and challenges of the guidelines among
participants based on inquiries by the experts and IRCI. The workshop provided an
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opportunity to hear actual voices from local stakeholders, including principals andteachers from the 2 pilot schools, teachers from other schools who took part in theteacher’s training workshop and experts from VME and VNIES.

Fig. 2 Feasibility study workshop in Hanoi

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III.2.2

Monitoring report

Mr. SATO Masahisa
Professor of Tokyo City University
This report presents the monitoring results of this project from the view point of“Effectiveness/Goal Attainment” and “Sustainability”. Specifically, “Effectiveness/Goal
Attainment” of this project is described from the view point of (1) Development of ICH-ESD
Guideline in Viet Nam; (2) Development of Capacity Building Programme for In-service
Teachers and Its Implementation; and (3) Educational Practices of ICH-ESD in cooperation
with the Pilot schools.
1.

Effectiveness1.1 Development of ICH-ESD Guideline in Viet Nam
ICH-ESD Guideline in Viet Nam is being developed by cooperation between VNIES and
VME. ICH-ESD Guideline compatible with the context of Viet Nam is being developed
based on the author’s presentation (Masahisa SATO, SDG4.7. and Quality Education,
Effective Linkages between ICH & ESD, Figure1) at the expert meeting held at the
UNESCO Hanoi office on 19 October, 2018. Since ICH-ESD Guideline is developed
considering UNESCO (2015)4 as its primary focus, it entails contents highly consistent
with ICH and ESD related policies of UNESCO.

Figure 1: Combining ICH Elements and ESD Principles for Learning(Sato, 2018, based on UNESCO, 2015)
4

UNESCO（2015）Learning with Intangible Cultural Heritage for a Sustainable Future, Guidelines for
Education in the Asia-Pacific Region.
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1.2 Development of Capacity Building Programme for In-service Teachers and Its
Implementation
VNIES and VME have developed/implemented capacity building programme targeting
domestic in-service teachers in July 23-24, 2019, via the utilization of ICH-ESD
Guideline in Viet Nam. Joined by 8 experts, VNIES and VME implemented capacity
building programme related to ICH-ESD targeting 7 candidate schools (target: 22
teachers) in this project. Uniqueness of this capacity building programme can becharacterized by the fact that it is implemented in such a way where teaching
methodology (sufficient attainment of experiential/participation type learning
approach), ICH content and approach, principle of ESD, and content of existing subjects
are consistent with one another. As the result of examination, (1) Thuc Nghiem
Secondary School, (2) Yen Hoa Secondary School were selected as the pilot schools forthis project.
1.3 Educational Practices of ICH-ESD in cooperation with the Pilot schools
Whole School Approaches in consideration of learning environment that supports
education practices (including facilities and School Operation, Governance Policy andCapacity Building, Community Partnerships and Relationships, etc.) going beyond
conventional education practices that only provide education on subjects, isconsidered to be the ideal form of ICH-ESD at schools (Figure2). In this section, we will
examine common matters seen throughout both pilot schools and distinctive featureof each pilot school, in relation to Whole School Approaches indicated in UNESCO(2017)5.

Figure2: Whole School Approaches (UNESCO, 2017)
UNESCO（2017）Education for Sustainable Development Goals, Learning Objectives, UNESCO,
Paris.
5

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI(a) Curriculum Teaching & Learning
Regarding the “(a) Curriculum Teaching & Learning”, (1) development of educational
materials for ICH-ESD practice, (2) organization and implementation of curriculum that
integrates ICH practice, principle of ESD, and subject content, and (3) development ofteaching methodology that prioritizes experiential/participation type learning
approach are implemented in both schools (Photo1；Photo2；Photo3). Since integrated
approaches between contextualization of community/region/country and teachingcontent of each subject are seen as the common efforts throughout education
practices of both schools, such efforts are positioned as distinctive feature of thisproject.

Photo 1: Educational Practice by Thuc Nghiem Secondary School(Tugging rituals and games: Grade 8)

Photo 2: Educational Practices by Yen Hoa Secondary School(The legend of Hoan Kiem Lake: Grade6)

Photo 3: Educational Practices by Yen Hoa Secondary School(Ca-tru Singing: Grade7)27

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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Through the implementation of this project, (1) improvement in independence ofchildren/students seen in both schools, (2) curriculum organized with a focus on
education activities that deepen understanding through experience/participation,
instead of just teaching about ICH, (3) team building of teachers, are cited as thecommon outcome throughout both schools that contributed toward improving
teacher’s deep understanding, motivation for practice concerning ICH-ESD. Regarding
the “interest” in ICH, a high level of “interest” was seen based on the observation thatall students who participated in education practices on that day engaged in theiractivities by showing their interest and focus.
“Knowledge” related to ICH (ABOUT: Figure1, Figure3) - Students at Thuc Nghiem
Secondary School obtained a high score on group comprehension test
implemented during class. This phenomenon is attributed to the fact that, in Thuc
Nghiem Secondary School (Photo1, Tugging rituals and games: Grade 8),knowledge such as explanation on international background and efforts of ICH,
historical background of ICH (Tugging rituals and games), message indwelled in
ICH (understanding of international ICH, appreciation toward crops, social
solidarity, agricultural harvest cycle, happiness found in local society, humanrelationship going beyond winning or losing, physical difference between maleand female, respect for female) are being conveyed among students. At Yen Hoa
Secondary School (Photo2, The legend of Hoan Kiem Lake: Grade6), local
legendary contents were conveyed to students through a method of story-telling.
At Yen Hoa Secondary School (Photo3, Ca-tru Singing: Grade7), students
deepened understanding about rhythm and breathing technique of ICH (Ca-tru
Singing) songs by learning the mechanism of biological breathing.

“Experience” related to ICH (IN：Figure1；Figure3) - In Thuc Nghiem Secondary
School (Photo1, Tugging rituals and games: Grade 8), experience related to ICH isseen in the rope making session through group work in the classroom, and tugging
rituals performed in schoolyard being conscious of solidarity without focusing on
winning or losing. In Yen Hoa Secondary School (Photo2, The legend of Hoan Kiem
Lake: Grade6), experience related to ICH is seen in their implementation of fieldsurvey based on 3 themes presented as challenge in advance (story telling by
shadow silhouette, ways to enjoy leisure time in Hồ Hoàn Kiếm lake of Hanoi City
in Viet Nam, landscape). In Yen Hoa Secondary School (Photo3, Ca-tru Singing:
Grade7), experience related to ICH is shown in the scene of student’s actual
engagement in vocalization by utilizing rhythm and breathing technique of ICH
holder.

Aside from improvement seen in such “interest”, obtainment of “knowledge” andexperience, we observed that student’s sense of belonging improved throughpractices such as obtainment of sustainable concept 6 and learning more about
6“Research, final report related to education (ESD) for sustainable development in school”,
National Institute for Education Policy Research (2012), cites cooperativity, diversification, finitude,
responsibility, collaboration, and fairness as constructs of sustainability.
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tradition and culture of Viet Nam. In the future, a more detailed learning evaluation is
anticipated at pilot schools regarding obtainment of concept of sustainability andsense of belonging.
On the other hand, since issues such as (1) weak connection to global context of ICHESD, (2) change in behavior and action related to ICH (FOR：Figure1；Figure3)7, (3)insufficient learning activities for self-reflection related to ICH (AS：Figure1；Figure3),and (4) inconsistency in education practice in other subjects still remain a challenge
for pilot schools, improvement in these issues are anticipated in the future.

IN

Education in Sustainability(Participation, Collaboration, Dialogue)
Interpretivistic

ABOUT

Education about
Sustainability(Knowledge Transfer)
Positivistic

ESD

AS

Education as Sustainability(Self Learning)
Reflective, Intrinsic

FOR

Education for Sustainability(Attitude and Action)
Critical Theory
Figure3: ESD Different Approaches（Sato, 2018）
When looking at association with content/approach of ICH, principle of ESD, andcontent of subject, distinctive feature is seen in entry point of each education practice.
As indicated in Figure1, entry point of ICH-ESD is associated with 3 items-content/approach of ICH, principle of ESD, and content of subject. Guidance proposal
based on the understanding of the concept of sustainability through ICH practice(understanding of international ICH, appreciation toward crops, social solidarity,
agricultural harvest cycle, happiness found in local society, human relationship going
beyond winning or losing, physical difference between male and female, respect for
female) is being created in “(a) Curriculum Teaching & Learning” at Thuc Nghiem
7

In Yen Hoa Secondary School（Photo 2, The legend of Hoan Kiem Lake: Grade6）, things thatstudents can engage on their own to protect the culture of Hoan Kiem lake of Hanoi City in Viet
Nam are being discussed in the second half of lesson in subject “national language”, thus
deepening examination on actions such as “not throwing away trash”, “separating trash”, and“preserving memento”. It is positioned as education practice that tackles issues such as behavior
and behavior modification of students thorough ICH-ESD.
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Secondary School. Efforts in consideration of principle of ESD through the utilizationof field survey of Hoàn Kiếm lake of Hanoi City in Viet Nam is seen in “(a) Curriculum
Teaching & Learning” at Yen Hoa Secondary School (Photo2, The legend of Hoan Kiem
Lake: Grade6). Efforts to deepen the understanding of ICH through the utilization of“biology” subject is seen in “(a) Curriculum Teaching & Learning” at Yen Hoa Secondary
School (Photo3, Ca-tru Singing: Grade7). Dr. Hanh (2018) of UNESCO pointed out thatwhen practicing ICH-ESD, one must find the most appropriate entry point that matches
said practice, as different entry point is seen in example3.
Furthermore, distinctive feature was also seen in the approach that integrated ICDESD education and curriculum for each education practice. In “(a) Curriculum Teaching& Learning” (Photo1) at Thuc Nghiem Secondary School, distinctive feature was seen
in infusion to curriculum related to learning theme (Thematic Curricular Infusion)(Figure4), for education practice (Tugging rituals and games: Grade 8) carried out asunit learning of international culture under subject “experiential activities”. In “(a)Curriculum Teaching & Learning” (Photo2；Photo3) at Yen Hoa Secondary School,
distinctive feature was seen in (1) curriculum that incorporated local context (Local
Content Quota Infusion) (Figure4) for education practice (The legend of Hoan Kiem
Lake: Grade6) on history/culture/lifestyle that utilized field survey Hoan Kiem lake of
Hanoi City in Viet Nam in subject “national language”, and (2) incorporation tocurriculum related to learning theme (Thematic Curricular Infusion) (Figure4) for
education practice (Ca-tru Singing: Grade7) carried out as unit learning of breathing
function of subject “biology”.

Figure4: Potential Approaches to integrating ICH-ESD into the Curriculum(UNESCO, 2015)30

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI(b) Facilities and School Operation
Regarding the “(b) Facilities and School Operation”, group work with the aim of (1)deepening the understanding through utilization of audiovisual educational materials,
and (2) proactive/conversational learning in the classroom are being implemented inboth schools. In Thuc Nghiem Secondary School, distinctive feature was seen inpractice of rope making between students sitting next to each other in classroom,group work to confirm the understanding of ICH, practice of tugging rituals that utilized
school yard, and ICH related discussion held afterwards. In Yen Hoa Secondary School,
distinctive feature was seen in efforts such as implementation and announcement ofgroup work in classroom, demonstration by ICH holder, and conversation withstudents in classroom.
(C) Governance Policy and Capacity Building
Regarding the “(c) Governance Policy and Capacity Building” in both schools, practices
such as (1) collaborative development and implementation of curriculum based on
structure of teacher team in school, (2) capacity building by teacher team, and (3)leadership of principal/management-level workers were seen. Regarding the“Collaborative development and implementation of curriculum based on creation of
structure of teacher team in school”, practices such as selection of implemented
subjects, development of guidance proposal, selection of topic, and implementationof test lesson were being carried out. Regarding the “Capacity building by teacher
team”, practices such as deeper understanding of content and approach of ICH,
understanding of principle of ESD, gathering and sharing of information, knowledge
sharing of teaching methodology (experiential learning, participation type approach),and discussion on concept of sustainability indwelled in target ICH were being carriedout.
Effectiveness of taking part in external project has been pointed out, based on theindication of management-level workers in pilot schools, saying “…we believe thattaking part in external project in school will make ICH-ESD easier to perform…we urge
vitalization of team work and improvement of communication among teachers”.
Furthermore, the effectiveness of ICH-ESD can also be recognized by the fact that after
the end of the project, both schools still desired to practice ICH-ESD (by recognizing
ICH-ESD as new educational method, utilizing ICH-ESD as entry point and new method
to integrate subjects) on a continual basis. Based on these findings, distinctive feature
is seen among not only teachers in charge of classroom, but also among managementlevel workers of pilot schools, as they have understood the significance andimportance of this project at institutional level. On the other hand, factors such as
challenge in adjusting schedule within annual lesson plan, dilemma of practicing highcost education amid various resource restrictions, uneven distribution of information,
insufficient funding, gap among teachers on their interest level, implementation
capability, etc. are being pointed out. In the future, being able to find solution forvarious problems by maximizing the effectiveness of these practices in “(C)Governance Policy and Capacity Building” is anticipated.
In Thuc Nghiem Secondary School, management level workers have pointed out,saying “it’s difficult to take students out to field from classroom”. Teachers recognize
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that field learning related to ICH help students be able to grasp various learning aspects
in an integrated way, since such learning induces students to better understand thecontextual value indwelled in local communities. However, amid circumstance thatmakes it difficult to take students outside of school faced by the challenge of time
restriction and risk management, on-site teachers still struggle to implement suchlearning. Efforts for collaborative development and implementation of curriculum isseen in Yen Hoa Secondary School, since the school has already implemented 3 test
lessons by teacher team based on creation of structure of teacher team in school. In
actuality, we are seeing on-site teachers struggling to teach, amid a difficult condition
strained by time restriction and existing subjects. In the future, through the effective
use of this project, actions such as carrying out measures to remove barriers at eachschool, expansion of field learning, internalization of new learning in annual lesson
plan, and expansion of education practice in each subject through cross curriculum
must be considered.
(d) Community Partnership and Relationship
Sufficient community partnership and relationship were not seen in “(d) Community
Partnership and Relationship” in Thuc Nghiem Secondary School. By inviting ICH holder(Ca-tru Singing), “(d) Community Partnership and Relationship” in Yen Hoa Secondary
School has implemented/expanded efforts to raise interest level of students throughthe actual practice of ICH. On the other hand, difficulty in adjusting with external
collaborative workers (time adjustment, creation of guidance proposal, creation of
educational material, consistency between purpose of spreading culture and purposeof implementing education) has been pointed, evident by the tremendous strain seen
on organization and implementation of curriculum. In the future, further examinationis necessary to figure out the means to remove tremendous strain on community
partnership. Furthermore, since invitation of external collaborative workers causes
schools to be burdened with adjustment, utilization of not just ICH holder, but also
various external collaborative workers (includes guardians) is anticipated.
2.

Sustainability of the Project (Self-Reliance Possibility)
The “Self-Reliance Possibility” of this project will be discussed in this section.
Management level workers from 2 pilot schools have pointed out, saying “…regardlessof whether this project will continue or not, we want to continue utilizing ICH-ESD
approach at school education site…”. Furthermore, a certain degree of accumulationof knowledge in practices is seen such as creation of teacher team structure in school,organization and implementation of curriculum, creation of guidance proposal,
development of education materials, and collaborative efforts with ICH holder. Fromthese indications, a high degree of “Self-Reliance Possibility” of this project can berecognized. Since ICH holder (Ca-tru Singing) who is deeply involved in education
practice at Yen Hoa Secondary School (Ca-tru Singing: Grade7) expressed a desire tocontinue carrying out ICH-ESD in coordination with school, a high degree of Self-Reliance
Possibility is seen in ICH-ESD at said school.
On the other hand, conditions such as (1) capacity building of teachers, development ofeducation materials, invitation of external collaborative workers, implementation of32

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field learning, record/edit of practice case, requiring of financial resource regarding
accumulation of knowledge, etc. between government agencies (VNIES and VME), (2)sharing of knowledge, popularization among other schools, capacity building that targets
teachers in other schools, and (3) a lack of system/practice to enable cooperation
between ICH holder and school, are seen as factors that inhibit “Self-Reliance Possibility”
of this project. In the future, not only a system of voluntary efforts by pilot schools, butalso a kind of system that will support sharing of education practice at schools, capacity
building of teachers, construction of training opportunities to be popularized among
other schools, network geared toward education practice between ICH holders, etc. will
become necessary, along with implementation of institutional/political association with
cultural affairs administrative organ and educational administrative organ. In the future,sufficient consideration of these factors will become necessary.

3.

Comments
3.1 Overall comments
This section contains overall comments regarding this project. In general, byimplementing this project, we confirmed that ICH-ESD has a high potential andpossibility. Regarding the potential for ICH-ESD, (1) presence of various teaching
methodologies in ICH-ESD (hereinafter, refer to lessons learnt in this project), and (2)presence of “Integration type/context type approach” that urges curriculum reform(hereinafter, refer to lessons learnt in this project) were seen in ICH-ESD. On the other
hand, in terms of possibility for ICH-ESD, (1) possibility for various approaches
pertaining to curriculum organization/implementation of ICH-ESD (hereinafter, referto lessons learnt in this project), and (2) possibility for institutional/politicalcooperation with cultural affairs administrative organ and educational administrative
organ through implementation of ICH-ESD (hereinafter, refer to lessons learnt in thisproject) were seen in ICH-ESD.
In this project, despite various restrictions, we were able to obtain a certain degree ofoutcome for “Activity Result (OUTPUT)”. In the future, further bolstering in aspects
such as (1) further construction of collaborative system (collaborative governance: Fig.
16), (2) visualization of (OUTCOME), (3) visualization of (SOCIAL IMPACT), and (4)enhancement of Self-Reliance Possibility (institutional aspect, accumulation ofknowledge, enhancement of organizational capability, network, etc.) is anticipated.

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3.2 Lesson learnt
In this section, we will discuss lessons learnt in this project.
a) Relationship between ESD and SDGs
UNESCO (2017)8 specifies the relationship between ESD and SDGs as follows. As you
can recognize from the following indication, ESD is specified in SDG4.7, and is descriedas education that not only contributes toward improving the quality of education, butalso enables overall realization of SDGs. In light of these indications, ICH-ESD practice
can be recognized as (1) education that not only contributes toward improving thequality of education by internalizing the value of intangible cultural heritage (ICH) in
educational content, (2) but education that also enables the overall realization of SDGs
through education that has a value of ICH.
The new 2030 Agenda for Sustainable Development clearly reflects this vision of theimportance of an appropriate educational response. Education is explicitly formulated
as a stand-alone goal – Sustainable Development Goal 4. Numerous education related
targets and indicators are also contained within other Sustainable Development Goals(SDGs). Education is both a goal in itself and a means for attaining all the other SDGs.
It is not only an integral part of sustainable development, but also a key enabler for it.
That is why education represents an essential strategy in the pursuit of the SDGs.
(UNESCO, 2017)b) Potential Seen in ICH-ESD Practice Presence of “ESD Different Approaches” (Figure3) in ICH-ESD practice － Aspointed out in ESD approach (Figure 3), and in different approaches, various
teaching methodologies were also seen in ICH-ESD. Internalization of Knowledgetransfer type approach (ABOUT), hands-on type/experiential type/participation
type approach (IN), behavior/action type approach (FOR), and self-reflection/selfeducation type approach (AS) were also seen in this project. Various ESD
approaches in this project were especially present in the satisfactory practice ofactual ICH demonstration through invitation of ICH holder and conversation withstudents, curriculum organization with incorporation of field learning, andexperiential learning/participation type learning.

8

Presence of various entry points in ICH-ESD practice (Figure1)” - Although ICHESD consists of 3 entry points entailing content/approach of ICH, principle of ESD,
and association with subject content as shown in Figure1, all 3 cases of pilot
schools nonetheless revealed utilization of different entry point.

Presence of “Integration type/context type approach” that urges curriculum
reform - Although ICH-ESD traditionally focused on debates surrounding themeans to utilize sustainable concept internalized in ICH in school education, thefindings revealed that ICH-ESD not only has a function to transfer ICH content, but

UNESCO（2017）Education for Sustainable Development Goals, Learning Objectives, UNESCO, Paris.
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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also has “integration type/context type approach” that deepens theunderstanding from the standpoint of global context, by connecting existing
subject/area through ICH. ICH is considered to have educational function that candelve into context, since country and local context are internalized in sucheducation. Furthermore, since various elements that deepen the understandingof environmental/social/economic sustainability are internalized in ICH, it is also
considered to have integrated educational function through coordination withother subjects. For the future curriculum reform, a high potential is recognized in“Integration type/context type approach” included in ICH-ESD.
c) Potential in ICH-ESD
 Potential utilization of “Potential Approaches (Figure4)” to ICH-ESD practice UNESCO (2015) presents the potential for various integrated approaches (Figure4)
regarding organization/implementation of ICH-ESD curriculum. Regarding theimplementation of this project, (1) insertion to curriculum related to learning
theme (Thematic Curricular Infusion) (Example: Implemented as unit learning ofinternational culture for “experience and activities”, Thuc Nghiem Secondary
School (Tugging rituals and games: Grade 8)/Implemented as unit learning ofbreathing function for subject “biology”, Yen Hoa Secondary School (Ca-tru
Singing: Grade7) ), and (2) curriculum that included local context (Local Content
Quota Infusion) (Example: Implemented as education practice ofhistory/culture/lifestyle of Hoan Kiem lake of Hanoi City in Viet Nam, Yen Hoa
Secondary School (The legend of Hoan Kiem Lake: Grade6) ) were mainly seen insuch implementation. In the future, examination of curriculumorganization/implementation of ICH-ESD utilizing various integrated approaches
presented by UNSCO (2015), is anticipated.
Institutional/political coordination with cultural affairs administrative organ andeducational administrative organ through implementation of ICH-ESD - This
project owes much of its success to cooperation between VNIES operating undereducational administrative organ and VME operating under cultural affairs
administrative organ. Organizational support is essential in expanding the future
education practices in schools, and institutional/political coordination with
cultural affairs administrative organ and educational administrative organ throughimplementation of ICH-ESD is also anticipated.

3.3 Proposal
In this section, the following proposal is made based on the knowledge obtained
thorough this project.
a) Practice Aspect Proposal 1: Practice of ICH-ESD that further enhanced principle of ESD (Figure1；
Figure3；Figure5；Figure6).

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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Proposal 2: Curriculum organization and implementation for enhancement of ICHESD, development and trial-and-error of various approaches.

Proposal 3: Learning evaluation/programme evaluation at schools through ICHESD.



Proposal 4: Accumulation and transmission of knowledge through continual
practice of ICH-ESD (in schools).

b) Institutional/Policy Aspect Proposal 1: Institutional/political association with cultural affairs administrative
organ and educational administrative organ.
Proposal 2: Network between ICH holder and schools, accumulation/sharing of
knowledge.

Proposal 3: Expansion of capacity building programme for in-service teachers
based on the guideline.

Proposal 4: Continuation/improvement of education practice at pilot schools
based on organizational support.



Proposal 5: Construction of ICH-ESD practice that handles other ICH, expansion ofschools.

Proposal 6: Accumulation and transmission of knowledge through ICH-ESD
practice (national level).

Integrative Lens
Transformative
Lens

ESD

Contextual Lens

Critical Lens
Innovation
Figure5: ESD Lens for Practice (Sato, 2018 based on UNESCO, 2012)36

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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Figure6: Key Competencies in Sustainability (UNESCO, 2017)37

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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III.2.3

General evaluation

Mr. IWAMOTO Wataru
Director-General of IRCIThe IRCI project aims at promotion of quality education targeted by SDGs4.7 through
ICH. Therefore, our interest is to learn how ICH is effective for education of the children who
are not necessarily oriented to the professionals of ICH. The Vietnamese experiences haveshown the relevance of this idea.
At first it is to be noted that the IRCI project began at very good timing in case of Viet
Nam since the policy to give more autonomy to regions concerning the content of education
has just begun. It is also very adequate that we have made research when school teachers
reflect upon the content of the local education.
More generally, we could recognize the education through ICH contributes topromotion of the non-cognitive skills. For example the tugging rituals gives the idea ofsolidarity and the love for community. The Legend of Hoan Kiem Lake enriches thecommunication skills through story telling. On the other hand, education through ICH is also
helpful to give the cognitive knowledge. The biology class using Ca-tru singing is of greatsignificance as it is not amusing as performing art, but also gives important lesson on the useof oxygen and carbon dioxide.
The selected ICH is normally familiar to the students in Hanoi. This familiarity attracts
the students to the learning activities. The motivation of the students is a key to the attractive
learning.
I would like to comment on several points that attract me in Hanoi.
At first, the well-prepared teacher’s training workshop and the very skilled teacher
could contribute to the success of the project. Though teachers are experienced, they had
almost no knowledge on each ICH. However the elaboration by VNIES and VNE contributed
to the promotion of quality of the workshop.
Secondly, the importance of the support of the schools including the teachers of othersubjects and school masters should be mentioned. ICH education should not be separate
from whole school activities and ideally the introduction of ICH in educational curriculum
changes the culture of the school. In this sense, it was significant that the Principals of two
schools gave a very positive and supportive voices on ICH education.
Thirdly, the presence of Cultural master has activated the biology class. Generally
speaking the participation of the external person can be encouraged for ICH education.
However, it is important to recognize that this will not lessen the work of school teachers
since this will rather require them to coordinate with the external people to be invited andtranslate their language in a pedagogical way. Here the role of coordinator of teachers is tobe recognized.

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III.2.4
1.

References

Distribution list of the guidelines
Table1. List of schools and related agencies/organisations to receive
the guidelines (Vietnamese version)
No

Destination

Copy

Lower secondary schools
1

Thuc Nghiem Secondary School

10

2

Yen Hoa Secondary School

15

3

Ngo Si Lien Secondary School

15

4

Le Ngoc Han Secondary School

10

5

Nghia Tan Secondary School

10

6Luong Yen Secondary School

10

7

Tay Son Secondary School

10

8

Le Quy Don Secondary School

10

Related agencies/organizations
9

Cau Giay District’s Department of Education

15

10

Hoan Kiem Department of Education

15

11

National History Museum

512Fine Art Museum

5

13
14

Vietnam Museum of Ethnology
Vietnam Institute of Educational Sciences

15
15

15

International Research Centre for Intangible Cultural
Heritage in the Asia-Pacific Region

5

total

155

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2.

Schedule of the class observation and feasibility Study workshop in Hanoi

Day1 (24 October)
IRCI monitoring team, VNIES and VME will go to 2 pilot schools in Ha Noi to observe the classthat is conducted by using educational materials developed based on the guidelines.
MORNING
9:00-9:30

Departure to Thuc Nghiem Secondary School(50 Lieu Giai Street, Ba Dinh, Hanoi)

9:30-10:00

Introduction to Thuc Nghiem Secondary School and its ICH integrated

activities
10:00-11:15

Class observation
Subject: Experience Activities (Understanding a folk game – Grade 8)
ICH: Tugging rituals and games

11:15-11:45

Q & A session with teachers and other stakeholders

11:45-13:00

Lunch break (IRCI, VNIES, VME – at VME premise)

AFTERNOON
13:00-13:30

Departure to Yen Hoa Secondary School(226 Trung Kinh Street, Yen Hoa, Cau Giay, Hanoi)

13:30-14:00

Introduction to Yen Hoa Secondary School and its ICH integrated activities

14:00-14:45

Class observation
Subject: Literature (Practice of story telling – Grade 6)
ICH: The legend of Hoan Kiem Lake (local ICH)

14:45-15:00

Break

15:00-15:45

Class observation
Subject: Biology (Respiratory activity – Grade 7)
ICH: Ca-tru singings (UNESCO ICH)

15:45-16:30

Q & A session with teachers and other stakeholders

16:30-17:00

Meeting among IRCI monitoring team, VNIES and VME

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIDay2 (25 October)
Venue: Hanoi, Viet Nam
Several teachers and from pilot schools for feasibility study and other stakeholders will be
invited in Hanoi to share contents and results of the feasibility study conducted by VNIES andVME.
8:30-8:45

Opening address by IRCI and VNIES and VME representatives

8:45-9:00

Introduction of the participants

9:00-9:20

Explanation on the Backgrounds and purposes of the monitoring by IRCI
*including 10 minutes Q & A session

9:20-9:50

Presentation on the results of feasibility study in Thuc Nghiem Secondary
School by VNIES and VME*including the following points and 20 minutes Q & A session- General views and outcomes of feasibility study- Lesson plans- Good effects, Challenges and lessons from the feasibility study

9:50-10:20

Presentation on the results of feasibility study in Yen Hoa Secondary School
by VNIES and VME*including the following points and 20 minutes Q & A session- General views and outcomes of feasibility study- Lesson plans- Good effects, Challenges and lessons from the feasibility study

10:20-11:20

Discussion about challenges, lessons and advice about using the guidelines
into the school curriculum among participants based on the presentations
and hearings.
(Close of the monitoring workshop)

11:20-12:00

Confirmation of the schedule in FY2019 and conclusion (VME, VNIES, IRCI)

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3.

List of Participants of the feasibility study workshop in Hanoi

Venue: Vietnam Museum of Ethnology, Hanoi, Viet Nam
No

Name of Secondary Schools

Teacher’s subject

Vietnam Museum of Ethnology (VME)1

Bui Nhat Quang

Director

2

Vu Hong Nhi

Researcher/Deputy Head of Department of
Education3

Pham Thi Thuy Chung

Researcher of Museum & Anthropology
Review

4

Vu Phuong Nga

Researcher/Deputy Head of Audio-visual
Department

Vietnam Institute of Educational Sciences (VNIES)
5

Nguyen Thi Hong Van

Deputy Director, Scientific Research
Management, Training and International
Cooperation

6

Luong Viet Thai

Deputy Director, Research Management,International Relations and Training
Department

7

Bui Thanh Xuan

Deputy Director, Research Division ofContinuing Education

8

Bach Ngoc Diep

9

Nguyen Trong Duc

Teachers from Schools
10

Doan Hai Quynh

Assistant Principal, Thuc Nghiem KHGD

11

Nguyen Thi Doanh

Math/Experience activities, Thuc Nghiem
KHGD

12

Trinh Thi Ha

Geography, Thuc Nghiem KHGD

13

Nguyen Thi Loan

Civic education, Thuc Nghiem KHGD

14

Nguyen Thi Thu Hang

Assistant Principal, Yen Hoa

15

Chu Thanh Hang

Literature, Yen Hoa

16

Nong Thi Ngoc

Geography, Yen Hoa

17

Vu Thi Phurong Thuy

Biology, Yen Hoa

18

Nguyen Tien Hung

Physics, Yen Hoa

19

Le Thi Hong Ha

Arts, Yen Hoa
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
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Name of Secondary Schools

Teacher’s subject

20

Le Ha Linh

Physics, Luong Yen

21

Nguyen Bao Linh

Experience activities, Tay Son

International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region(IRCI)
22

Wataru Iwamoto

Director-General23

Masahisa Sato

Professor, Tokyo City University

24

Kazue Sasaki

Associate Fellow

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIIV THE OUTCOMES OF THE INTERNATIONAL WORKSHOPThe international workshop was held in Tokyo, Japan on 28-29 November 2019 to share theresults of the monitoring in the Philippines and Viet Nam and discuss effectiveness of theguidelines and find out challenges and problems in the case of using the guidelines in actualclassroom settings. The guidelines will be revised reflecting the ideas and recommendations by
the participants, including counterpart institutions, resource persons and experts.
The main discussions and comments on the guidelines are summarized below.
IV.1

PHILIPPINES (NON-FORMAL EDUCATION)-

The guidelines are beneficial for not only students and project coordinators in SLTs where
Buklog9 is taught but also those in outside SLTs and communities because the guidelines
had multiple effects and publication of the guidelines had significant impact to NCCA, SLTs
and other society. (Ms. Talavera, Ms. Mangilay, and Ms. Tremedal from NCCA)-

Young generations were motivated by their interest towards ICH as they came to talk about
ICH at home and in SLTs after learning Buklog through the guidelines. Their motivation issustained by teaching skills of culture masters that have their own ways to teach Buklog.
(Ms. Talavera)-

Since students’ speed of acquiring knowledge and skills of Buklog is different depending on
age and academic levels, the guidelines serve as a real guide for culture masters and culturalbearers to follow an order of Buklog or identify which aspects of Buklog are important when
they teach students in different levels. (Ms. Talavera and Ms. Tremedal)-

The guidelines will be extended to formal education, including in Indigenous Peoples
Education and Alternative Learning System under the Department of Education, which arealso non-formal education but are considered as formal education. (Ms. Talavera)-

Since the guidelines prioritized only several aspects of Buklog that encompasses manythings, other aspects of Buklog that were not covered in the guidelines need to be included
in another volume in the future. (Ms. Talavera)-

Meetings among culture masters and cultural bearers, NCCA and SLT project coordinators
are necessary before implementing the guidelines. Most importantly, culture masters’permission is needed to implement the guidelines and recruit cultural bearers as teachers
because there are many protocols in the Subanen community. (Ms. Talavera and Ms.
Tremedal)-Culture bearers who received training of the guidelines and students who learned Buklog
through the guidelines will become culture masters in the future. (Ms. Tremedal)

9

Buklog is the ritual and thanksgiving celebration of the Subanen community and was the ICH thatwas used for the guidelines.
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI-As ICH is deeply rooted in oral and verbal communications, only written materials may notkeep the ICH. Written materials need to be supported by visual aids such as videos. (Mr.
Sato from the Tokyo City Universityy)-

Regarding the curriculum, the importance of ICH education is to grasp the importance of
ICH related to their everyday life and the significance of being a member of their community.
For non-formal education, the class time is flexible as long as students achieve theobjectives in appropriate time of the year. However, 30 to 60 minutes of weekend classes
are acceptable because students have their own everyday life. For formal education, there
is an obligatory class schedule. Therefore, 30 to 40 minutes of class is applicable because
students also have to learn other subjects within the time schedule. (Ms. Talavera)-

ICH needs to be taught by their own language. (Ms. Talavera)

Points to be revised the guidelines-

Include comments from the communities and other organisations that have used theguidelines.

-

Add more visual aids, such as pictures and photos to help children understand.

-Add activity materials including exercises to describe how to conduct the activities as
supplemental materials.

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IV.2

VIET NAM (FORMAL EDUCATION)-

In order to proceed this kind of project in formal education that involves many stakeholders
including local Department of Education, culture masters, cultural bearers and schools,
permission should be acquired from local authorities first before starting the activities byinviting them to the workshop and writing a formal letter to them. Then approval fromschools is needed to start the activities, including a teacher training workshop. (Ms. Xuan
from VNIES and Ms. Chung from VME)-

Schools approved the project because the activities were considered beneficial not only forstudents but also for teachers in terms of their capacity building, which helps schools
implement a new curriculum. (Ms. Xuan)-

Since experiential activities are placed great importance under the new curriculum thatencourages schools connecting students to local education, the project that incorporate
ICH into education was highly relevant in that context, learning something in local
communities. (Ms. Xuan)-

Teachers could save time by using the matrix in the guidelines when they develop theirlesson plan that integrates ICH into their subject in the already existing class even though it
was a new approach. (Ms. Xuan and Ms. Nga from VME)-

There are several things need to be consider when choosing ICH: timing, funding, locationof the ICH and whether the ICH is inscribed in the UNESCO’s Representative List of
Intangible Cultural Heritage of Humanity or the List of intangible Cultural Heritage in Needof Urgent Safeguarding. ICH needs to be located in the place where teachers and students
can visit easily within limited time and funding. Teachers need to interview culture masters
and actually observe ICH. Field trips will be valuable opportunities for students. Materials
and information of ICH that is recognised by UNESCO are more affordable and accessible.
(Ms. Chung)-

Any ICH can be selected to use in education. It can be ICH that is locally practiced in families
and communities, or inscribed in the UNESCO’s list or a national list. Culture master in
education is not necessarily officially certified. Anyone who practices ICH can be invited toschools to transmit their knowledge and skills. However, it should be careful to select one
among many ICHs without favouring any single ICH. (Ms. Ohnuki from IRCI and Ms. Duongfrom UNESCO Bangkok)-

The challenge during the process of developing lesson plans by using the guidelines is toteach and train teachers about ICH itself and SDGs first. Methodology, including how tointerview ICH holders was also provided by VME and VNIES because teachers did notunderstand the importance of the field work. (Ms. Nga and Ms. Chung)

Points to be revised the guidelines-

Review some terminologies on intangible cultural heritage and UNESCO’s world heritage.

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IV.3 SUMMARY OF GENERAL DISCUSSION
The further comments on the project as a whole or on ICH contribution to SDGs were
provided by participants after the discussions and comments for revising the guidelines of eachcountry.

Importance of collaboration of different institutions and different fields
The project, including the workshop provided valuable opportunities for researchers andexperts in different fields, such as culture and education this time to share and learn what
they have done as they have fewer opportunities of this kind. They could build a networkand collaboration among different institutions in Asia-pacific region in order to improvetheir study and research.
- The 2 year project provided an opportunity for VME and VNIES to work together andgained benefit from each other. VME that is a specialist of culture understoodeducational system and VNIES that is that a specialist of education learned ICH. (Ms.
Xuan)
- This workshop that researched ICH contribution to SDGs, especially SDG4 (Quality ofeducation) in the Philippines and Viet Nam provided a good opportunity for ICH experts
to learn and share information with experts in an education field both in and outside ofJapan because such researches have usually been done by individuals and have left
unopened to the public. (Mr. Ishimura from Tokyo National Research Institute forCultural Properties)

2 types of approaches: A top-down approach and bottom-up approach
In order to proceed this type of project that involves many stakeholders, the top-down
approach is necessary. As Mr. Iwamoto mentioned, policy makers such as Ministry of
Education and National Academy of Social Sciences should recognise the importance ofcollaboration of institutions and the importance of ICH for future generations.



Relationship between ICH and education
Under the Japanese policy, much attention has been placed on ICH protection instead of
ICH education. In addition, the ICH education at the earlier stage was provided only for ICH
successors to cultivate and for ICH practitioners to train.
However, ICH education has changed. The Article 2 – Definitions in the Convention for the
Safeguarding of the Intangible Cultural Heritage, “safeguarding” refers “transmission,
particularly through formal and non-formal education”. It means that ICH education should
be provided not only for ICH successors but also for all public since SDG 4.7 indicatesfostering pride, regional identity and love for other regions as Mr. Iwamoto stressed.

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI- Mr. Ishimura introduced Hanamaki city, Iwate prefecture where incorporated
Hayachine Kagura 10 in elementary and junior high school education as one of thesuccessful examples of ICH education that encourage young generation to practice ICH.
Even though some cases of ICH education showed desirable results as seen in Hanamaki
city, there are only a few successful examples in Japan. Under the situation that many ICH
practitioners are aging and less young people are interested in ICH, Japan needs to establish
systematic methodology for research on the relationship between ICH and education as Mr.
Ishimura suggested.
Another challenge in the ICH education in Japan is the integration of ICH into formal
education. In non-formal education, local communities have worked well. However, eventhough there are several examples such as cultural heritage education in Nara city, it is stillchallenging for schools to incorporate ICH into its curriculum because teachers have todevelop other new teaching materials.
Moreover, it is true that competitive issues lay behind the ICH education but culture is thebasis of educational contents that nurture cognitive and non-cognitive knowledge and skillsof learners. It is best described by Mr. Ishimura as saying the incorporation of ICH into
school education may change the original form of ICH but increase the sustainability of ICH
and cultivate children’s affection towards their community.



ICH contribution to SDGs
The project showed that ICH contributed to SDG 4 (Quality education), especially target 4.7.
Learners in both the Philippines and Viet Nam become more interested in their ICH andlearned knowledge and skills. For educators, especially teachers, they understood their ICH
and acquired know-how that integrates ICH into their subjects in school curriculum.
The ICH education also provided positive contribution to other aspects in education,
including an integrated problem solving as Mr. Sato pointed out and capacity building ofteachers as Ms. Xuan and Ms. Chung indicated.
- ICH education addresses not only SDG 4.7 but also contributes to the integrated
problem solving as the nature of SDGs is inclusiveness and the goals are interconnectedeach other. In this context, ICH education promotes the safeguarding of ICH and also
contributes to quality education at school. (Mr. Sato)- ICH education also can contribute to improve teaching capacity of teachers. Whenteachers develop lesson plans as a team, they consider better teaching methodology toprovide active learning for all students. ICH education can foster students’ national pride.

10

It is a traditional performing art that is performed in shrine and was designated as an important
intangible folk cultural properties in 1976 under the Japanese national law and was also inscribedin the UNESCO’s representative list of the Intangible Cultural Heritage of Humanity in 2009.
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIThe experience from this project also contributes to develop a textbook for different
subjects for a new curriculum. (Ms. Xuan and Ms. Chung)- The project shows positive results. Teachers become more active, creative andcooperative in developing their lesson plans. Teachers and students became familiar
with ICH and motivated well to discuss ICH. (Ms. Xuan)
ICH contributed to not only SDG 4but also other SDGs such as SDG 5 (Gender equality), SDG
11 (Sustainable cities and communities) and SDG 17 (Partnerships) because SDGs areinterconnected each other. As seen in the Vietnamese case, the lesson about “Tugging
rituals and games” in the experience activities class addressed the gender equality from its
history at the same time. In the Philippines, teaching and learning Buklog itself is exactly
related to their community. This project that promotes counterpart institutions in thePhilippines and Viet Nam to utilise ICH into education contributed to establish network
among them and global partnerships with IRCI.



Future consideration
The considerations to be addressed are 1) evaluation of this methodology, 2) scaling up of
the project, 3) developing bridge makers, 4) transformative approaches and 5)
establishment of indicators of SDG 4.7.
1) Evaluation of this methodology
It is necessary to consider how to measure the impact of this methodology after the
initial feedback. It should include to assess both quantitative cognitive and qualitative
non-cognitive aspects that SDG 4.7 implies. For example, how ICH can improve quality
and relevance of education and regarding students learning outcomes in the long term,
how students retain the knowledge and improve the skills and attitudes.
2) Scaling up of the project
Scaling up of this project is another concern after the end of this project. As Mr. Satoadded, diffusion strategies, institutional arrangement and collaborative governance also
should be taken into consideration even though scaling up and diffusion strategies arebeyond education and ICH fields.
3) Developing bridge makers
For the implementation of this kind of project that involves many stakeholders, such asteachers and culture masters, developing different type of bridge makers (such as acatalyst, a resource linker, a process helper and a problem solving giver what Mr. Sato
explained) needs further discussions. It is important to diffuse the charm of arts to theeducational field because culture masters are sometimes ignored in the educational field.

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

4) Transformative approaches
Transformative approaches also worth considering. They include community of learningof ICH education, critical inquiry and communication action. (Mr. Sato)5) Establishment of indicators of SDG 4.7
Establishment of indicators of SDG 4.7 is also difficult issue to be addressed in theinternational community. (Mr. Iwamoto)OthersOther comments are summarised below.
- The outcome of the international workshop will be diffused in other regions in AsiaPacific by UNESCO through its information exchange platform, which is a repository thatis related to ICH education. (Mr. Iwamoto)- UNESCO Bangkok office has been compiling interesting examples and cases that use ICH
in education. IRCI or other institutions can contribute to the system. (Ms. Duong)- This project can be a universal model of integrating ICH into school education to othercountries, which suggests adjusting to their own countries. (Ms. Osmonova from theTaalim-Forum Public Foundation)- The Japanese National Commissions put the importance of ICH education in the recent
proposal, “the reactivation of UNESCO activities in Japan” issued in October. (Mr.
Iwamoto)50

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIV

OVERALL EVALUATIONThe 2-year project “Multi-disciplinary study on intangible cultural heritage’s contribution
to sustainable development: Focusing on education” was launched in 2018 to verify thecontribution of intangible cultural heritage to SDG 4 (quality education), especially its target 4.7,
in both formal and non-formal education. The project was conducted in collaboration with NCCA
in the Philippines for the non-formal education and with VME and VNIES in Viet Nam for theformal education. The major activities of the project were summarized below:

FY20181.

Creating guidelines that integrate ICH into education based on series of field studies in thePhilippines and Viet Nam.

2.

Holding the international symposium in Nara that shared the guidelines of both countries
and discussed points to be revised by inviting members of NCCA, VME and VNIES andexperts.

3.

Revising the guidelines reflecting the results of the international symposium.

FY20191.

Publishing and distributing the guidelines to the communities and schools where the ICHs
in the guidelines are practiced in the Philippines and Viet Nam respectively.

2.

Using the guidelines in actual classroom settings for the feasibility study in the Philippines
and Viet Nam.

3.

Conducting monitoring activities by IRCI and experts in collaboration with NCCA in thePhilippines and VME and VNIES in Viet Nam.

4.

Creating the monitoring reports by IRCI and the experts.

5.

Holding the international workshop in Tokyo that shared the outcomes of the monitoringin both countries and had discussions in order to make the guidelines better by inviting
members of NCCA, VME and VNIES, experts and observers.

6.

Revising the guidelines reflecting the results of the international workshop and publishingthem in the Philippines and Viet Nam.

1. Achievements and effectiveness of the project
The project aims to achieve SDG 4 by incorporating ICH into both formal and non-formal
education through collaboration of counterpart institutions in the Asia-Pacific region, whichleads to establish cooperative research network among the institutions and to promote researchon ICH and sustainable development.
51

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

ICH contribution to SDGs

The project proved the ICH contribution to SDG 4 by creating and practicing the guidelinesthat integrate ICH into educational materials in both formal and non-formal education.
For the formal education in Viet Nam, members of VME and VNIES indicated not only
students but also educators, including teachers, principals and school administrators became
well aware of ICH and acquired knowledge and skills related to the ICH. The students became
more interested in the class activities that used ICH and more active in learning. Teachers
became more creative and enthusiastic in creating their classroom activities. Principals andschool administrators also recognised the importance of ICH in the educational field, providing
positive supports for the new attempts proposed by this project.
For the non-formal education in the Philippines, the SLT students mentioned that theguidelines with many visual aids made them be interested in learning ICH and helped themunderstand ICH better. The Culture masters mentioned that they could easily teach their ICH byusing the guidelines because they could follow the guidelines when they teach. As Ms. Ohnuki
noted in the Monitoring report, many culture masters have relied on their memories when theygive lessons on Buklog because they learned it by oral communication in their mother tongue.
The SLT coordinators pointed out that the way of teaching was not consistent among culture
masters as their knowledge and skills vary from each master. It happened because there was no
written teaching material about Buklog and many culture masters are aging to remember every
single aspect of the rituals. Therefore, the guidelines contributed to leave their ICH, Buklog that
was at risk to disappear by inscribing their knowledge and skills in a written form for the firsttime. More specifically, the written guidelines enabled the culture masters who have different
level of knowledge and skills and have transmitted them based on their memories through oral
communication to standardise their teaching methods.
In both formal and non-formal education, to say nothing of raising awareness of ICH andacquiring knowledge and skills related to ICH through the project, the project contributed topositive change in learning attitude of students, teaching attitude and methods of educators.

Capacity buildingThis project required the stakeholders in different environments and status to work
together. Each person or institution acquired new interdisciplinary knowledge and skills. For
example, as members of VME and VNIES mentioned, through working in cooperation between
VME and VNIES, VME members who are specialised in culture learned educational aspects, while
VNIES members who are in the educational field deepened their understandings of culture,especially ICHs in Viet Nam. Mr. Ishimura also indicated that this project provided a good
opportunity for him to think about educational aspects of ICH because he, a specialist in culture,
has rarely come in touch with education.
The effect of the project to educators was significant in Viet Nam. The teachers not only
learned ICH but also were able to develop their lesson plans by using an ICH element that theychose by themselves through the teacher training workshop. Their lesson plans were very
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

creative and attractive as Mr. Iwamoto, Professor Sato and members of VME and VNIES noted.
In the Philippines, the culture masters who have been teaching their knowledge and skills byoral communications acquired a new pedagogical approach that uses the written materials withpictures.
For the leaners, together with the knowledge and skills of the ICH element itself that wasused in the lesson, they learned the importance of ICH to their community and background of
the ICH, such as history. It is expected to nurture their appreciation of the ICH and affection
towards their community.



Networking

Networking is one of the goals of this project to enhance research on the safeguarding of
ICH and to promote sustainable development. In this regard, it is to be noted that SDG 17 focuseson Partnerships for the goals. The project contributed to build a broad range of network among
institutions, experts and researchers. They have worked together and linked one stakeholder
another. As a result, the network expanded beyond communities, schools, institutions,specialised fields and countries. IRCI and the counterpart institutions in both countries have
served as a mediator, supporter and facilitator during the implementation of the project.
In the Philippines case, during the implementation of the project, NCCA worked together
with the coordinators in the 5 SLTs and the culture masters in not only Subanen community
but also other communities. The SLT coordinators served as a mediator for NCCA, the culture
masters and the SLT students. NCCA also provided an opportunity for community members andstate and local government officials, including representatives for the Department of Education
and Department of Social Welfare and development to sit on the same table. Their discussion
could extend the possibility of using the guidelines in formal education.
In Viet Nam, as members of VME and VNIES often said, they realised they could work
together and benefited from each other who had no relationship before the project. This
experience may boost their confidence in working with institutions in different fields withdifferent perspectives. The connection between teachers and ICH holders was realised by the
project. The teachers and the ICH holders will not have communication with each other without
this project. The students at grade 7 and principals at Yen Hoa Secondary school also had avaluable experience from the Ca-tru singer.
In addition to the domestic networking in each country, the valuable network has been
established beyond countries by the 2 international meetings in Japan that IRCI organised. The
both meetings provided opportunities to know the members of the counterpart institutions in
the Philippines and Viet Nam, the experts from the Japanese universities, UNESCO Bangkok
office and from Tokyo National Research Institute for Cultural Properties, the culture masterand the SLT coordinator as well as IRCI. The workshop in Tokyo in FY2019 further strengthened
the network among participants and provided a foothold for networking in Bangladesh,Indonesia, and Kyrgyz Republic and Malaysia.
This network is expected to be further flourished beyond countries, while it is beefed up
among local stakeholders within each country.
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

2. Implementing process of the project
IRCI and counterpart institutions (NCCA, VME and VNIES) have communicated by emails
and meetings in each country and Japan to proceed the project. At first, IRCI decided countries
as well as counterpart institutions for the project. NCCA in the Philippines was selected for nonformal education because it has implemented programme in the SLT that is the communitymanaged non-formal learning centre. Viet Nam was selected for formal education because it
was facing the change of school curriculum at that time and VME and VNIES were chosen as an
ICH expert and as an educational expert respectively.
Before starting the project in each country, it is necessary to explain the project to thestakeholders and most importantly get permission from them, specifically school administratorsand principals for formal education and community members for non-formal education to
implement the project. This process cannot be ignored to smoothly implement this kind of
project as ICHs are often related to rituals and religions with sensitive rules. In this process, NCCA,
VME and VNIES took a considerable time with their key stakeholders to gain their understanding.
During the feasibility study in each country, it was essential for the counterpart institutions
to provide training for educators who actually teach by using the guidelines. In the Philippines,
NCCA provided a training about how to use the guidelines to culture masters who teach theirknowledge and skills to the SLT students. However, the training could not be done without theSLT coordinators who have strong connections with culture masters and know the SLT program
as well as students. Since the guidelines are written in English, the SLT coordinators played an
important role to describe the guidelines to culture masters who do not speak English. In theViet Nam case, teachers are primal actors in this stage. VME and VNIES provided the teacher
training workshop to explain the project and the importance of ICH education. After gaining
teachers’ understanding towards the project, VME and VNIES helped teachers create their own
lesson plans that incorporate ICH into their subject by using the guidelines. The teacher training
workshop also could not be put into practice without cooperation of the principals in schools.
This training process was very important to help the culture masters in the Philippines andthe teachers in Viet Nam integrate ICHs into education. The culture masters know their ICHs but
may unfamiliar with teaching methodology. The training made the culture masters realise their
ICHs are valuable for education and learn some teaching methodology, which could lead to thequality education. On the other hand, in the Viet Nam case, the teachers are professional of
education but rarely know about ICHs. Through the training workshop, the field trip to the ICH
site and the direct interview to the ICH holders, they became aware of their ICHs and theimportance of ICH education and were able to use ICHs into their lesson plan.
The monitoring was another crucial process for this project. It is desirable to include an onsite classroom observation, as we did in Viet Nam, to actually witness what has been done andwhat is going on in each country. However, when it is difficult to conduct the on-site classroom
observation due to time constraint, a safety problem on the site or a location issue, a videotaped lesson will be an alternative way to observe the situation, as we did in the Philippines. In
addition to the classroom observation, a workshop should be included in the monitoring to shareand discuss the lessons taught and results of the classroom observation, by inviting local
stakeholders, such as educators (including culture masters and teachers), learners,
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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

administrators (including school principals and local government officials), programme
coordinators, members of counterpart institutions, researchers, experts from Japan and IRCI. In
both countries, the workshop actually provided a valuable opportunity to directly obtain real
voices from the local stakeholders, regarding the guidelines themselves, the teacher’s training,
their lessons and the project as a whole.
For this project that involves 2 countries and 2 types of educational settings, formal andnon-formal, the 2 international meetings held in Nara in FY2018 and in Tokyo in FY2019 by IRCI
played a significant role for the participants to learn effectiveness and challenges of ICH
education and deepen their understanding towards ICH education in the different educationalsettings.
Besides the international meetings, through the entire project, IRCI has given advice andsupport to the counterpart institutions when they conducted feasibility studies in their countries
and created the guidelines. IRCI also checked the important milestones of the project, including
the creating and publishing the guidelines, feasibility study of the guidelines, revising theguidelines and publishing the revised guidelines.

3. Impact of the project
The project also had unexpected positive impact on capacity building and development of
the project.

Capacity building

In the Vietnamese case, as Mr. Iwamoto and Professor Sato mentioned, the team working
among teachers was a significant feature. During the teacher training workshop, with supports
from VME and VNIES, teachers from different schools worked in team, and after the workshop,with their principal’s support, the teachers also worked in team with teachers of different
subjects at their school when they develop their lesson plans.



OthersThis project will serve as a useful reference for ICH education in Japan. As Mr. Ishimura
mentioned in the international workshop in Tokyo, it is still difficult to practice the ICH education
in formal education in Japan due to several reasons such as teachers’ burden to create new
educational materials. The Vietnamese case could provide a strategy to address these issues.
The experience in Viet Nam also shows an entire implementing process of realising the ICH
education in formal education, including how to start the project, how to get permission fromthe stakeholders, how to cooperate with other institutions, how to get involved ICH holders andcommunity members, and how to conduct a teacher training workshop and pilot lessons at
school.

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Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

4. Sustainability of the project
The sustainability is one of the most important aspects of the project. Even though the 2year project made certain outstanding achievements, it takes time to make this attempt
pervasive in each country. Fortunately, many stakeholders, including members of the NCCA,
VME and VNIES, the principals and teachers in Viet Nam, and the culture masters and the SLT
coordinators in the Philippines expressed their willingness to continue the project by themselves
after the end of the project. With experiencing the project, the counterpart institutions will
become a facilitator to wide spread the know-how of the project in their country and to theirneighbouring countries.
For transmitting and safeguarding of ICHs that the project aims, it is crucial to cultivate
successors of ICHs, such as Buklog in the Philippines and Ca-tru singer in Viet Nam. As Ms.
Talavera, Ms. Mangilay and Ms. Tremedal said, the SLT students who received the lessons thatwere provided by the project are candidates for culture masters of Buklog. The rapport between
the Car-tru singer and the students in the pilot schools and learning its history and background
could trigger for the students to deepen their understanding towards the ICH and its community.

5. Challenges of the project
2 major challenges were found through the project.
For the both countries, time constraint was the biggest challenge for all stakeholders,
especially educators. The teachers in Viet Nam had to start understanding ICHs, attending theteacher training workshop, creating a lesson plan with ICH and conducting the lesson, while
teaching their normal classes. The culture masters in the Philippines had to learn how to use theguidelines. Since the guidelines are written in English, the SLT coordinators needed to translatethem into the Subanen language when they explained them. The SLT students required extra
time to learn Buklog in the SLT because they also attended the formal school. Since this projectis the 2-year project and involves many stakeholders in different living conditions, thestakeholders had to work together in the limited time.
Another challenge was language. As the UNESCO’s 2003 Convention for the Safeguardingof the Intangible Cultural Heritage states “language as a vehicle of the intangible cultural
heritage” in Article 2, language is inseparable with ICH. In the Philippines, the guidelines were
written in English but the culture masters taught Buklog in their language. From this situation,
NCCA members, the SLT coordinators and the culture masters realised that it is desirable toteach Buklog in the Subanen language, even though most of the SLT students speak English. Ms.
Mangilay also stressed that language is a way of expressing themselves and learning toappreciate and preserve their culture. Therefore, they are considering to translate the guidelines
into the Subanen language from the English for the next step.
In Viet Nam, as the contrary to the Philippines case, the guidelines were written in
Vietnamese and the teachers used Vietnamese in teaching their new lessons. One of the
problems is difficulty of sharing the guidelines and the lesson plans with other people who speak

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Focusing on Education by IRCI

other languages. Consequently, VME and VNIES are also preparing the English version of theguidelines.

6. Future consideration
Future considerations are summarized as below.
As Ms. Duong pointed out in the international workshop in Tokyo, evaluation methods
should be considered. Even though considerable outcomes have been seen from the 2-year
project this time, there were no statistical figures regarding changes in abilities of learners andeducators, school management, and relationships with communities. In order to clearly show
the effectiveness of the project and the guidelines, it is necessary to establish methods toevaluate the above mentioned points. It is to be noted that the challenge of quantitativeevaluation is linked not only with this project but also with SDG 4.7 (Quality Education).
Another consideration to be raised by Ms. Duong is scaling up of the project. In thePhilippines case, the guidelines can be distributed to other SLTs and to formal education. In Viet
Nam, the project is expected to be applied to other schools and hopefully to non-formal
education. However, the concrete and systematic methods of scaling up the project further need
to be taken into consideration.
In addition to the evaluation methods and scaling up of the project, sustainable assistancefor implementers and collaboration between stakeholders are indispensable. This kind of
attempt cannot be succeeded without support and cooperation from forerunners, such as NCCA,
VME and VNIES.

CONCLUSION
This 2-year project revealed interesting differences between formal education in Viet Nam
and non-formal education in the Philippines, regarding the challenges and difficulties emerged
from the project. However, both cases clearly showed that ICH contributed to achieve SDG 4,
especially target 4.7, raising awareness of ICH among the stakeholders, acquiring knowledge andskills of ICH by the stakeholders, changing students’ attitude in learning and changing teachers’
attitude and methods in teaching. Moreover, the project contributed to establish and expand
network among researchers and experts not only in the culture field but also in the education
field and beyond countries. It also enabled to connect ICH holders and culture masters tostudents who may become potential successors for them.
Therefore, the project could provide case-specific examples in both formal and non-formal
education to other countries in the Asia-Pacific region when they try to integrate ICH into
education in order to address SDG 4. More importantly, the network and experience cultivatedfrom the project could ensure institutions or researchers and experts to promote thesafeguarding of ICH and finally sustainable development.

57

APPENDIX 1
Documents
1.

Training program2.

List of teachers

3.

Report of the training workshop by VME and VNIES

4.

Presentation materials by VME and VNIES*The workshop was conducted in Vietnamese and with Vietnamese version of thepresentation materials. Those documents were translated into English for the project.

Bảo tàng Dân tộc học Việt Nam
Vietnam Museum of Ethnology

Trung tâm nghiên cứu quốc tếvề di sản văn hóa phi vật thểở khu vực châu Á – Thái Bình Dương
International Research Centre
for Intangible Cultural Heritage
in the Asia-Pacific RegionViện Khoa học giáo dục Việt Nam
Vietnam Institute of Educational Sciences

TRAINING PROGRAM
Intangible Cultural Heritage Education at Schools
towards Sustainable Goals
 Duration:
 Location:

23rd & 24th August, 2019
Vietnam Museum of Ethnology (Meeting Hall on the 3rd floor, Kite-wing Building)Nguyen Van Huyen Road, Cau Giay District, Hanoi
 Participants: Teachers from 7 secondary schools in Hanoi
 Lecturers: Experts from the Vietnam Institute of Educational Sciences and the Vietnam Museum of Ethnology

1Day 1 – Friday, 23rd August, 2019
Duration
8:00 – 8:30
8:30 – 9:00

Content
Delegate welcoming, training materials distribution
Delegate introduction
Opening speech

Photograph taking
9:00 – 9:15
Warm-up activities
9:15 – 9:30
Introduction about the Project
9:30 – 10:30 Intangible cultural heritage and Sustainable development
10:30 – 10:45 Tea break
10:45 – 11:15 New curriculum framework
11:15 – 11:45 Discussion
11:45 – 13:30 Lunch
13:30 – 14:30 Relationship between Education about ICH and ESD
14:30 – 15:30 Framework of lesson plan integrated with ICH and ESD
and Steps of building a lesson plan
15:30 – 15:45 Tea break
15:45 – 16:45 Practice of matrix (in groups)
16:45 – 17:30 Discussion and Comments

People in charge
VNIES and VME teams
Vu Hong Nhi
Prof. Assoc. Dr. Pham Van Duong(VME Deputy Director)
All delegates
Vu Phuong Nga
Prof. Dr. Nguyen Thi Hong Van
MA. Pham Thi Thuy Chung
Dr. Luong Viet Thai
Prof. Dr. Nguyen Thi Hong Van
Dr. Vu Hong Nhi

All teachers
All teachers
VNIES and VME teams
2

Day 2 – Saturday, 24th August, 2019
DurationContent

People in charge

8:30 – 8:45

Warm-up activities

Vu Phuong Nga

8:45 – 9:15

Introduction about lesson plans integrated with ICH and
ESD

Prof. Dr. Nguyen Thi Hong Van

9:15 – 10:00

Discussion on 5 lesson plans in the Guidelines (in groups)

All teachers

10:00 – 10:15

Tea break

10:15 – 11:30

Practice of teaching using 5 lesson plans in the Guidelines(in groups)

All teachers
VNIES and VME teams

11:30 – 13:00

Lunch

13:30 – 14:30

Methods of data collection

14:30 – 15:00

Practice of interview

15:00 – 15:15

Tea breakAll teachers

15:15 – 16:00

Photovoice - the power of photos

Dr. Vu Phuong Nga

16:00 – 16:30

Discussion

All teachers

Dr. Vu Phuong Nga

VNIES and VME teams
16:30 – 17:00

Closing speech
Certificate of Participation awarding

Prof. Dr. Le Anh Vinh (VNIES
Deputy Director)

3Trung tâm nghiên cứu quốc tếBảo tàng Dân tộc học Việtvề di sản văn hóa phi vật thểNamở khu vực châu Á – Thái Bình Dương
Vietnam Museum ofInternational Research Centre
Ethnology
for Intangible Cultural Heritage
in the Asia-Pacific RegionViện Khoa học giáo dục ViệtNam
Vietnam Institute of
Educational Sciences_______________________________________________
LIST OF TEACHERS
participating in the training couse on"INTANGIBLE CULTURAL HERITAGE EDUCATION AT SCHOOLSTOWARDS SUSTAINABLE DEVELOPMENT"
Hanoi, 23rd & 24th August, 2019TT

Full Name

Name of Secondary Schools

Subject

1

Teacher 1Thực nghiệm KHGD

Math/Experience activities

2

Teacher 2Thực nghiệm KHGD

Geography

3

Teacher 3Thực nghiệm KHGD

Physics

4

Teacher 4Thực nghiệm KHGD

Literature

5

Teacher 5Thực nghiệm KHGD

Arts

6

Teacher 6Thực nghiệm KHGD

Biology7

Teacher 7Thực nghiệm KHGD

Civic education

8

Teacher 8

Yên Hòa

Literature

9

Teacher 9

Yên Hòa

Geography

10

Teacher 10

Yên Hòa

Biology11

Teacher 11

Yên Hòa

Physics

12

Teacher 12

Yên Hòa

Mĩ thuật

13

Teacher 13

Ngô Sĩ LiênBiology

14

Teacher 14

Ngô Sĩ LiênGeography

15

Teacher 15Nghĩa Tân

Literature

16

Teacher 16Nghĩa Tân

Experience activities

17

Teacher 17Lương YênGeography

18

Teacher 18Lương YênPhysics

19

Teacher 19

Tây Sơn

Experience activities

20

Teacher 20

Tây Sơn

Chemistry21

Teacher 21

Lê Ngọc Hân

Chemistry

22

Teacher 22

Lê Ngọc HânGeographyBảo tàng Dân tộc học Việt Nam
Vietnam Museum of Ethnology

Trung tâm nghiên cứu quốc tếvề di sản văn hóa phi vật thểở khu vực châu Á – Thái Bình Dương
International Research Centre
for Intangible Cultural Heritage
in the Asia-Pacific RegionViện Khoa học giáo dục Việt Nam
Vietnam Institute of Educational Sciences

REPORT
Training Workshop on "Intangible Cultural Heritage Education
at Schools towards Sustainable Development" Duration: 23rd & 24th August, 2019
 Location: Vietnam Museum of Ethnology (Meeting Hall on the 3rd
floor, Kite-wing Building)Nguyen Van Huyen Road, Cau Giay District, Hanoi
 Participants: Teachers from 7 secondary schools in Hanoi
 Lecturers: Experts from the Vietnam Institute of Educational Sciences
and the Vietnam Museum of Ethnology+ Assoc. Prof. Dr. Nguyen Thi Hong Van – VNIES+ Dr. Luong Viet Thai – VNIES+ MA. Bui Thanh Xuan – VNIES+ MA. Bach Ngoc Diep – VNIES+ MA. Nguyen Trong Duc – VNIES+ Dr. Vu Phuong Nga – VME+ Dr. Vu Hong Nhi – VME+ MA. Pham Thi Thuy Chung – VME
 Guests:+ Assoc. Prof. Dr. Pham Van Duong – VME Deputy Director+ Assoc. Prof. Dr. Le Anh Vinh – VNIES Deputy Director+ Ms. Dam Thu Huong – Principal of Yen Hoa Secondary School+ Ms. Le Thi Mai Huong, Principal of Thuc Nghiem KHGD School11. Preparation
 Meeting between the two teams to discuss the plan for the training
workshop: Identifying the list of secondary schools to be offered the training; Determine the quantity of teachers being invited from each school:normally two teachers from one school except Thực Nghiệm KHGD
School and Yên Hòa School. These two schools are selected to participate
in the 2019 project as two pilot schools, therefore, 5 teachers from eachschool were invited to the training workshop;
 Building the training program; Building lectures;
 Writing invitation letter; Sending the letters to the principals of 7 secondary schools; Making a list of teachers who were assigned to participate in the training
workshop; Preparing training materials: Each teacher receives a clear bag including
one printed guidelines, one pen and papers for taking notes during thetraining. Besides, A0 papers and markers are ready for exercises andpractices according to specific lectures. Other preparation works such as
booking lunches and tea breaks for the training participants were also
taken care of.

2. Training workshop
At the training workshop, Assoc. Prof. Dr. Pham Van Duong, Deputy Directorof the VME, and Assoc. Prof. Dr. Le Anh Vinh, Deputy Director of the VNIES
delivered speeches and expressed their concerns and support for the project.
Ms. Dam Thu Huong, Principal of Yen Hoa Secondary School, and Ms. Le Thi
Mai Huong, Principal of Thuc Nghiem KHGD School, also presented at theworkshop. Ms. Le Thi Mai Huong addressed her trust on the experts from theVietnam Museum of Ethnology and the Vietnam Institute of Educational
Sciences after many years of collaboration with the two institutes in promoting
education integrated with intangible cultural heritage for students at schools. Ms.
Dam Thu Huong showed her deep understanding of the role of leaders ineducational organization since changes were done only when the leaders wereopen with innovation. Therefore, she hoped that the teachers of Yen Hoa
Secondary School who participated at the training workshop would gain useful2

knowledge to enrich their lessons so as to more engage students in learningknowledge, perceiving values, and practicing skills towards sustainable
development.
During the workshop, the teachers were equipped with knowledge about
intangible cultural heritage, sustainable development, and new curriculum
framework – three vertices of the triangle for building a lesson plan integrated
with intangible cultural heritage towards sustainable development. The lectureon the relationship between education about intangible cultural heritage andeducation for sustainable development showed them the importance of
safeguarding intangible cultural heritage through education as well as the needto equip students with knowledge, values, and skills towards sustainable
development.
The teachers also had opportunities to practice building matrix (frame forlessons integrated with ICH towards SD) and fieldwork skills such as interview
to collect information, selecting photos to express an idea or a theme. According
to the teachers, these activities were helpful as they profoundly understood thatthey themselves need to learn more about ICH and SD in order to transmit what
they perceive to the students. Going to the field and learning about the ICH at
the field is also an important work that they need to do to get update about the
ICH and to find various ways to integrate the ICH into the lesson.
The teachers also give good comments on the content of the Guidelines,
especially the lesson plans so that the two teams from the VNIES and the VME
could consider making the Guidelines better in this year project.

3. Printed guidelines distribution
The printed guidelines were distributed to the teachers and the project members
as followed:
 Of 7 schools sending teachers to the workshop, each school received 10
copies (photo of representative of each school receiving the copies withsignature is attached with this report): 70 copies.
 Of 22 teachers joining the workshop, each person received one copy: 22
copies.
 Of 8 members from the VME and the VNIES, each person received one
copy: 08 copies.
Total: 100 copies
34. Up-coming activities
 Writing thanks letter and a brief report of the training workshop.
 Sending thanks letter and the brief report of the training workshop to theprincipals of the 7 schools.
 Meeting with the principals of Yen Hoa Secondary School and Thuc
Nghiem KHGD School and their groups of teachers who participated in
the training workshop to listen to the ideas of the teachers about lessons
integrated with ICH towards SD.
 Select one teacher from each school to participate in building lesson plan
according to the Guidelines.
 Guiding and consulting the teachers in building the lesson plans.
 Preparing for the monitoring workshop of the IRCI at the end of October.

4

INTANGIBLE CULTURAL HERITAGE AND
SUSTAINABLE DEVELOPMENTA DISCUSSION OF THE CONTENT OF THE GUIDELINE DOCUMENTS
THE EDUCATION OF INTANGIBLE CULTURAL HERITAGE IN SCHOOLS IN ORDER TO REALIZESUSTAINABLE DEVELOPMENT GOALSWHAT IS SUSTAINABLE DEVELOPMENT?

• CURRENT DEMANDS• FUTURE DEMANDSSUSTAINABLE DEVELOPMENT
Harmonized rights andpriorities for sustainable
development

Values, beliefs,
behaviors

Society

CulturePeace, justice,democracy

EconomyCultureEnvironment

Business,finance,education

Conservation,
preservation,
protection

CultureSUSTAINABLE DEVELOPMENT (SD)
Economy(Production
capital)Purpose: improvethe efficiency of
resource use

GREEN ECONOMY

Ecosystem(Natural capital)
Purpose: maintainthe resilience ofthe ecosystem

Human prosperity(Social and humancapital)Purpose: promoteequality andcommunity sharing

WHY DO WE CARE ABOUT SUSTAINABLE
DEVELOPMENT?
• THE EFFECT OF SUSTAINABLE DEVELOPMENT ON INDIVIDUALS• THE HISTORY OF RESEARCH ON SUSTAINABLE DEVELOPMENT• THE THREE PILLARS OF SUSTAINABLE DEVELOPMENT• SUSTAINABLE DEVELOPMENT GOALSSUSTAINABLE DEVELOPMENT AFFECTS EVERYINDIVIDUAL

Solar radiation after being reflectedback to space is absorbed by CO2 in
the atmosphere leading to anincrease in the temperature of theearth's surface.

The mechanism causing the greenhouse effectHISTORY OF RESEARCH ON SUSTAINABLE
DEVELOPMENT• PEOPLE-CENTERED• RESPONSIBILITY AND PREVENTION

THE THREE PILLARS• Secondly,socialsustainability
is social justiceand humandevelopment.

ENVIRONMENT• Firstly,
economicsustainability,(or sustainableeconomicdevelopment)is rapid andsafe economic
developmentwith quality
assurance.

SOCIETY

ECONOMYTHE THREE PILLARS OF SUSTAINABLE DEVELOPMENT• Thirdly,
ecologicalandenvironmental
sustainability
is the abilityof theenvironment toexist
constantly.

17 GOALS (2015 - 2030)

INTANGIBLE CULTURAL HERITAGE• DEFINITIONS• DOMAINS• FEATURESWHAT IS INTANGIBLE CULTURAL HERITAGE?
• CULTURAL HERITAGE;• TANGIBLE CULTURAL HERITAGE;• INTANGIBLE CULTURAL HERITAGE;• INTANGIBLE CULTURAL HERITAGE IN RELATION TO TANGIBLE CULTURALHERITAGE.

DOMAINS• ORAL TRADITIONS AND EXPRESSIONS, INCLUDING LANGUAGE AS A VEHICLE
OF INTANGIBLE CULTURAL HERITAGE;• PERFORMING ARTS;• SOCIAL PRACTICES, RITUALS AND FESTIVE EVENTS;• KNOWLEDGE AND PRACTICES CONCERNING NATURE AND THE UNIVERSE;• TRADITIONAL CRAFTSMANSHIP.

FEATURES OF INTANGIBLE CULTURAL HERITAGE• TRADITIONAL WHILE STILL LIVING AND CONTEMPORARY;• INCLUSIVE;• REPRESENTATIVE;• COMMUNITY-BASED;• HAVING RESPECT FOR HUMAN RIGHTS.

CASE STUDY: TUG OF WAR

TUG OF WARQUAN HO BAC NINH FOLK SONGS
Quan Ho Bac Ninh Folk Song is an antiphonal singing tradition
expressing the close relationship between the brothers and sisters agroup of Quan ho. It has become the a typical cultural feature of
the Kinh community in Northern Vietnam.

TAC XINH DANCE OF THE SAN CHAY ETHNIC MINORITYPEOPLE

Performance of Tac Xinh dance in a seasonal ritual at the village hall

2003 CONVENTION• CULTURAL DIVERSITY AND SUSTAINABLE DEVELOPMENT• INTERDEPENDENCY OF INTANGIBLE CULTURAL HERITAGE, TANGIBLE CULTURAL HERITAGE
AND NATURAL HERITAGE• A RISE IN AWARENESS• PROMOTION OF MUTUAL UNDERSTANDING• COMMUNITY ROLE

THE CONVENTION DECLARATIONTHE EXISTENCE OF INTANGIBLE CULTURAL HERITAGE IS THE GUARANTEE OF SUSTAINABLE
DEVELOPMENTThank you!

INTANGIBLE CULTURAL HERITAGE AND
SUSTAINABLE DEVELOPMENTA DISCUSSION OF THE CONTENT OF THE GUIDELINE DOCUMENTS
THE EDUCATION OF INTANGIBLE CULTURAL HERITAGE IN SCHOOLS IN ORDER TO REALIZESUSTAINABLE DEVELOPMENT GOALSWHAT IS SUSTAINABLE DEVELOPMENT?

• CURRENT DEMANDS• FUTURE DEMANDSSUSTAINABLE DEVELOPMENT
Harmonized rights andpriorities for sustainable
development

Values, beliefs,
behaviors

Society

CulturePeace, justice,democracy

EconomyCultureEnvironment

Business,finance,education

Conservation,
preservation,
protection

CultureSUSTAINABLE DEVELOPMENT (SD)
Economy(Production
capital)Purpose: improvethe efficiency of
resource use

GREEN ECONOMY

Ecosystem(Natural capital)
Purpose: maintainthe resilience ofthe ecosystem

Human prosperity(Social and humancapital)Purpose: promoteequality andcommunity sharing

WHY DO WE CARE ABOUT SUSTAINABLE
DEVELOPMENT?
• THE EFFECT OF SUSTAINABLE DEVELOPMENT ON INDIVIDUALS• THE HISTORY OF RESEARCH ON SUSTAINABLE DEVELOPMENT• THE THREE PILLARS OF SUSTAINABLE DEVELOPMENT• SUSTAINABLE DEVELOPMENT GOALSSUSTAINABLE DEVELOPMENT AFFECTS EVERYINDIVIDUAL

Solar radiation after being reflectedback to space is absorbed by CO2 in
the atmosphere leading to anincrease in the temperature of theearth's surface.

The mechanism causing the greenhouse effectHISTORY OF RESEARCH ON SUSTAINABLE
DEVELOPMENT• PEOPLE-CENTERED• RESPONSIBILITY AND PREVENTION

THE THREE PILLARS• Secondly,socialsustainability
is social justiceand humandevelopment.

ENVIRONMENT• Firstly,
economicsustainability,(or sustainableeconomicdevelopment)is rapid andsafe economic
developmentwith quality
assurance.

SOCIETY

ECONOMY• THE THREE PILLARS OF SUSTAINABLE DEVELOPMENT• Thirdly,
ecologicalandenvironmental
sustainability
is the abilityof theenvironment toexist
constantly.

THE THREE PILLARS• The purpose of sustainable development• The purpose of sustainable development: to maintain the balanceof nature.
1)

Develop the economy effectively.

2)

Develop all aspects of society harmoniously, improve living
standards and increase people's intellectual ability.

3)

Improve the ecological habitats, living environment, and ensure
a long-term and substantial development for the present
generation and future generations.

Environmental sustainability
Unified ecosystem
Biodiversity
Metabolism
Environment

EconomyEconomic sustainability
GrowthDevelopment
Effectiveness

Optimal location
for humans

SocietySocial sustainability
Cultural identity
Accessibility
Stability

17 GOALS (2015 - 2030)

1. Poverty Eradication
2. Hunger Eradication
3. Healthy Lifestyles
4. High Quality Education
5. Gender Equality
6. Clean Water And Sanitation

7. Clean And Sustainable Energy
8. Decent Work And Economic Growth
9. Industrialization, Innovation And Infrastructure
10. Inequality Reduction
11.Sustainable Urban Communities
12. Responsible Consumption And Production

13. Take Urgent Action To Combat Climate Change
14. Oceans, Seas And Marine Resources
15. Protection Of Forest And Terrestrial Ecosystems
16. Peace, Justice And Effective, Accountable And
Inclusive Institutions
17. Partnership For Sustainable Development

INTANGIBLE CULTURAL HERITAGE• DEFINITIONS• DOMAINS• FEATURESWHAT IS INTANGIBLE CULTURAL HERITAGE?
• CULTURAL HERITAGE;• TANGIBLE CULTURAL HERITAGE;• INTANGIBLE CULTURAL HERITAGE;• INTANGIBLE CULTURAL HERITAGE IN RELATION TO TANGIBLE CULTURALHERITAGE.

DOMAINS• ORAL TRADITIONS AND EXPRESSIONS, INCLUDING LANGUAGE AS A VEHICLE
OF INTANGIBLE CULTURAL HERITAGE;• PERFORMING ARTS;• SOCIAL PRACTICES, RITUALS AND FESTIVE EVENTS;• KNOWLEDGE AND PRACTICES CONCERNING NATURE AND THE UNIVERSE;• TRADITIONAL CRAFTSMANSHIP.

FEATURES OF INTANGIBLE CULTURAL HERITAGE• TRADITIONAL WHILE STILL LIVING AND CONTEMPORARY;• INCLUSIVE;• REPRESENTATIVE;• COMMUNITY-BASED;• HAVING RESPECT FOR HUMAN RIGHTS.

CASE STUDY: TUG OF WAR

TUG OF WARQUAN HO BAC NINH FOLK SONGS
Quan Ho Bac Ninh Folk Song is an antiphonal singing tradition
expressing the close relationship between the brothers and sisters agroup of Quan ho. It has become the a typical cultural feature of
the Kinh community in Northern Vietnam.

TAC XINH DANCE OF THE SAN CHAY ETHNIC MINORITYPEOPLE

Performance of Tac Xinh dance in a seasonal ritual at the village hall

2003 CONVENTION• CULTURAL DIVERSITY AND SUSTAINABLE DEVELOPMENT• INTERDEPENDENCY OF INTANGIBLE CULTURAL HERITAGE, TANGIBLE CULTURAL HERITAGE
AND NATURAL HERITAGE• A RISE IN AWARENESS• PROMOTION OF MUTUAL UNDERSTANDING• COMMUNITY ROLE

THE CONVENTION DECLARATIONTHE EXISTENCE OF INTANGIBLE CULTURAL HERITAGE IS THE GUARANTEE OF SUSTAINABLE
DEVELOPMENTThank you!

(issued together with Circular No.
32/2018/TT-BGDĐT, 26/12/2018)

OBJECTIVES OF THE NEW GENERALEDUCATION CURRICULUM• Help students to acquire general knowledge and effectively

apply that knowledge into real life, for them to be able toself-study for life, to have the orientation to choose
appropriate careers, build up and develop harmoniouslysocial relationships, and have positive personalities,
characteristics and a rich spiritual life.
• As a result, students can have a meaningful life and make apositive contribution to the development of the country andall humanity.

THE RADICAL CHANGES IN THE NEW GENERALEDUCATION CURRICULUM
1. Switching strategies from teaching lesson content to developing students'
qualities and competencies.
2. The curriculum is divided into two phases: basic education and vocational
orientation.
3. The new curriculum applies high integration in lower grades and gradualdifferentiation in higher grades; differentiated instruction and teaching
through student activities.
4. Emphasis on innovating teaching methodology and capacity
development: changing from the traditional informing method to amethod of exploring, discovering and teaching through the learning
activities of students.
5. Innovating new evaluation methods in order to assess student
competency.
“The legal basis for the changes are: Resolution No. 29 of The Central Committee of the Communist Party ofVietnam; Resolution No. 44 of the National Assembly; Decision No. 404 of the Prime Minister,…; in the context
of Industry 4.0; International experience and Vietnam experience inheritance,…”6. The new general education curriculum is an open one, specifically in that:a) It assures a unified orientation and core educational contents, which iscompulsory for students nationwide. It also gives independence andresponsibility to localities and schools in choosing and supplementing plenty of
informative learning materials, in implementing appropriate education strategies
to suit the students’ needs and actual situations of the educational institutions
and their regions. It guarantees the connection between schools with the families,
authorities and communities.
b) The new education curriculum only stipulates the general principles andorientations about the required quality and competence of students, educational
contents, educational methods and evaluation methods. It does not havecomplicated requirements, so that textbook authors and teachers can beproactive and creative in implementing the curriculum.
c) The new education curriculum ensures the stability and the scalability inimplementation to accommodate scientific-technological advancements andpractical requirements.

ATTRIBUTES INHERITED FROM THE PREVIOUS
GENERAL EDUCATION CURRICULUM-

Comprehensive educational goals to fulfil ethical, intellectual,physical, and aesthetic potential of students.

-

Educational principles of "learning by practising", "applying theories
into reality", "families, and communities working together withschools in students' education.”-

Course system: basically unchanged.

-

Teaching contents: reorganized but basically unchanged.

-

Duration of teaching: basically unchanged.

-

Active teaching method.

6

2/27/2020

Orientation on developing quality and competence of students

REQUIREMENTS

Kindness

Problem solving
and creativity

ON
Language

QUALITY AND
Diligence

COMPETENCE

Numeracy

Scienceand social
studies

OF STUDENTS
Technology
Information
technology
Aesthetics
Responsibility

PhysicalstrengthSchool Subjects List |Primary schools
Subjects and
1) Vietnamese Language
compulsory education 2) Mathematics
activities
3) Morality
4) Arts5) Nature and Society (Grades 1, 2, 3)
6) History and Geography (Grades 4, 5)7) Science (Grades 4, 5)8) Foreign Language 1 (Grades 3, 4, 5)9) Information Technology And Technology(Grades 3, 4, 5)10) Physical Education
11) Experience activities
Optional subjects

Ethnic minority languages, Foreign Language 1

School Subjects List |(cont)
Secondary schools
Subjects and compulsory
education activities

1) Literature
2) Mathematics
3) Foreign Language 14) Civics
5) Biology, Physics, Chemistry6) History and Geography7) Art8) Information Technology
9) Technology
10) Physical Education
11) Vocational-oriented activities
12) Local extra-curricular activities

Optional subjects

Ethnic minority languages, Foreign language 1

School Subjects List (cont)Subject groups

Subjects
1) Literature 2) Mathematics 3)
Compulsory subjects andForeign language 1 4) Physicaleducational activities
education 5) National Defense andSecurity Education 6) Vocationaloriented activities 7) Local extracurricular activities
Subjects selected according to Students choose 5 subjects from 3
subject groups, each group selects at
career orientation
least 1 subject
Social sciences
History, geography and foreign
language
Natural sciences
Physics, Chemistry, Biology
Technology and the Arts
Technology, Information Technology,
Arts
Optional subjects
Ethnic minority languages, Foreign
language 2

CONTENT OF EDUCATION AT LOCALITIES-Basic or topical issues of local culture, history, geography, economy, society,environment, vocational orientation, etc.
-To equip students with knowledge and foster students' love for their homeland, andencourage them to learn and apply what they have learned to contribute to resolving the
problems in their localities.
-At primary schools, local extra-curricular activities are integrated with experience
activities. At the lower secondary and upper secondary levels, local educational content
is a separate subject.
-The provinces and centrally-controlled cities shall develop and evaluate the educational
contents of their localities under the guidance of the Ministry of Education and Training.

11

2/27/2020

Orientation on Educational Methods
General orientation:
Applying constructive methods to initiate students' activities.
Types of students' activities:
Discover, practice, exercise (apply to detect and solve real-life problems).
How to organize activities:•Inside and outside of campus.
•Study theories, do exercises / experiments / projects, play games,
discuss, visit, go camping, read books, do collective activities, engage incommunity service activities.
•Work independently, in groups, in a class.
•Ensure each student is given the opportunity to carry out his or her
own assignments and practical experience.

REQUIREMENTS TO BE ACHIEVED IN THE SUBJECTFor example: Specific manifestations of competence in studying Natural Sciences
Specific manifestations

Competence
1. Awareness of naturalsciences…..

Know / Recognize / Name / Express / Talk about / Present
Describe / Classify/ Analyse / Compare / Choose/ Explain / Use scientificlanguage / Identify and correct wrong information

2. Learn about nature(discover and explore thenatural world)…….

3. Apply knowledge and …….
skills (especially in realsituations)

Raise problems/ Question the nature of problems to explore and discover
more / Make judgments, formulate hypotheses/ Make action plans/
Implement plans/ Write reports, presentations and discussions/ Recommend
measures to solve a problem in the learning situation and make informed
decisions

Explain/ Solve problems/ Evaluate(Trang 8, 9 và 10 trong Chương trình môn học)For example: Requirements to be achieved in the subject.
(specific on topics) (Natural Science)Sound– Perform experiments to create sound waves (such as strumming, tapping on
metal rods, etc.) to prove that sound waves can be transmitted in solids, liquids
and air.
– Explain the transmission of sound waves in the air.
– Determine the amplitude and frequency of sound waves based on pictures orgraphs.
– Know the unit of frequency is the hertz (denoted by Hz).
– Indicate the relationship between loudness and amplitude.
– Use musical instruments (or electronic learning materials and oscilloscopes)
to prove that the pitch of the sound is related to the sound frequency.
– Give examples of good reflective objects and anti-reflective objects.
– Explain some simple phenomena common in reality related to sound waves;propose a simple plan to limit noise effects on human health.

14

2/27/2020

Evaluating Educational Results
Objectives of evaluating educational results: to provide accurate, timely andvaluable evaluations on whether students meet requirements; to assess student
progress, to provide guidance, adjust teaching activities, manage and develop
programs, ensure each student's progress, and improve the quality of education.
Evaluation criteria are the required competence and qualifications specified in
the general curriculum, subjects and educational activities.

Regular assessment (carry out combined evaluations of teachers, students' parents, students selfevaluation and assessments of other students)
Periodic assessment (carried out by educational institutions)

Extensive assessment at the national and local levels (carried out by educational
evaluation organisations; for management purposes)

THE GENERAL EDUCATION CURRICULUM WITH THE
TOPIC OF EDUCATION OF CULTURAL HERITAGE• Curriculum development standpoint (2): consistent with the characteristics of theVietnamese people, Vietnamese culture, traditional values and human values as well
as UNESCO's common development initiatives and orientations of education for
Sustainable Development.
• A standard of patriotism is required:- At secondary schools: have a sense of responsibility to protect cultural heritage,
actively participate in activities to preserve and promote the value of cultural
heritage.
- At high schools : actively and positively engage and mobilize others to participate inactivities to protect and promote the value of cultural heritage.
• Educate students about cultural heritage and develop other qualities andcompetencies: hard work, kindness, problem solving and creativity, communicationand cooperation (by assessment and by teaching method), etc.
• Education of cultural heritage and orientations: evidence-based practice, integrated
teaching, focusing on practice, applying learned knowledge, experiencing in an open
program.

THE MAIN STAGES IN THE PERIOD 2020 - 2025
1. Implementing the new general education curriculum and new textbooks:

2020 – 2021 : Grade 1

2021 – 2022 : Grade 2, Grade 62022 – 2023: Grade 3, Grade 7, Grade 102023 – 2024: Grade 4, Grade 8, Grade 11

2024 – 2025: Grade 5, Grade 9, Grade 12

A SINCERE THANK YOU!

The Relationship Between Education For
Sustainable Development
And
Education On Intangible Cultural Heritage

Research Team, Vietnam Institute of
Educational Sciences

Contents

1. Sustainable Development
Goals 4 & 4.7

2. Education For Sustainable
Development

01. Description of the contents

04. Description of the contents

02. Description of the contents

05. Description of the contents

03. Description of the contents

06. Description of the contents

3. Education On Intangible
Cultural Heritage

4. The Relationship Between The Two
Areas

07. Description of the contents

10. Description of the contents

08. Description of the contents

11. Description of the contents

09. Description of the contents

12. Description of the contents

1. Sustainable Development Goals 4 & 4.7• SDG 4 Quality Education / Sustainable
Development Goal 4“Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all.”SDG 4.7 – Sustainable Development Goal 4.7* 4.7: by 2030 ensure all learners
acquire knowledge and skills
needed to promote sustainable
development, including, among
others, through education forsustainable
development
andsustainable
lifestyles,
humanrights, gender equality, promotionof a culture of peace and nonviolence, global citizenship, andappreciation of cultural diversity
and of culture’s contribution tosustainable development.

2. Education for Sustainable Development (ESD)
ESD： A Multiple-Perspective Approach（ABOUT, IN, FOR, AND)IN
EDUCATION IN SUSTAINABLE
DEVELOPMENT(Participation, Collaboration, Conversation)
ABOUT
EDUCATION ABOUTSUSTAINABLE
DEVELOPMENT（Transmitting Knowledge)

ESD

FOR
EDUCATION FORSUSTAINABLE
DEVELOPMENT（Attitudes and Actions）

AS
EDUCATION AS
SUSTAINABLE
DEVELOPMENT（Self-study）

2. Education for Sustainable Development (ESD)......
What is ESD?

EconomyCultureEducation for
Sustainable
Development(ESD)
Environm
ent

Society•

Aim at creating changes inpresent society in order tobuild up a more sustainable
society in the future.

•

Includethe acquisition of2012
skills, values, attitudes, andbehaviours
thatenablelearners to reason, anticipate,critically think and makeinformed
decisions to deal
2010
with issues relevant to thesustainabilityofnature,environment,
people, society.
209(UNESCO, 2015).

2. Education for Sustainable Development (ESD).....
8

Individual
ChangeESD

7Social Change

New Pillar of Learning（UNESCO 2009）“Learning to Transform Oneself
and Society”

Education for Sustainable Development
Goals (SDGs)
School-Wide Approach （UNESCO, 2017）Management Policy andCapacity Building
Infrastructure;
School Operation
Community,
Partners,
Relationships

Education program;
Teaching and Learning

ESD Education Principles

 Interdisciplinary and comprehensive
 Encourage critical thinking and problem-solving skills
 Value-oriented
 Multimodality (using a variety of approaches: music,
movement, visuals)
 Participation
 Availability and suitability (local and international)

Education on Intangible Cultural Heritage
Forms of Expression

Characteristics

Oral traditions andexpressions, including

Traditional, contemporary

language as a vehicle ofand alive

intangible cultural heritage;

InclusivePerforming arts;
Social practices, rituals andfestive events;
Knowledge and practices
concerning nature and theuniverse;
Traditional craftsmanship.

Representative
Community-basedA respect for human rights

4. The Relationship Between Education For Sustainable
Development And Education On Intangible Cultural Heritage

 Powerful, collective, responsible practices
 Transfer of knowledge and skills between generations
 Adaptability, creativity, innovation
 Use natural resources in a sustainable way
 Apply local economic and social structures

4. The Relationship ...
•Lesson topics••

Integration
throughlessons
Practices ofintangible cultural
heritage

To not just teach about
culture/heritage
Use of methods to promotelearning in accordance with thecurrent general educational
curriculum
Analyse programs and lessons
to identify opportunities forutilizing
Education
On
Intangible Cultural Heritageand Education For Sustainable
Development in order to findthe most suitable approach
Principles of Educationfor Sustainable
Development

4. The Relationship ...
Thus, Education On Intangible Cultural Heritage in schools is alsoa means to implement one of the sustainable development goals(4.7). Educating on cultural heritage is not only beneficial in terms ofculture; it also helps students build up essential life skills, promotesocial relationships, preserve the living environment, and improve
the quality of life.
Currently, policies on Education For Sustainable Development
have been issued, including those related to Education On
Intangible Cultural Heritage. Importantly, teachers need to beequipped with specific knowledge and skills to implement thiseducational content in high schools effectively.

Thank you
Teachers!
0988 962 747
bthanhxuan@gmail.com

MATRIX AND LESSON PREPARATION STEPSVU HONG NHI, VIETNAM MUSEUM OF ETHNOLOGYLESSON PREPARATION STEPS• Teachers play a very important role in incorporating intangible
cultural heritage into lessons. Teachers are experts in selecting thecontents and elements of intangible cultural heritage to integrate indifferent lessons in a logical and effective manner.
• The implementation process used by teachers can be divided into
different steps, depending on the subject, the lesson and the levelof engagement of each person. However, to perform successfully,
teachers need to take note of the following:

Step 1: Study, research, and list out intangible cultural heritage• Teachers need to:• Clearly understand the concept and characteristics of intangible cultural heritage,
especially those to be chosen for integration into the lesson.
• Use different methods of searching information in order to learn and capture knowledge
about the types of intangible cultural heritage in Vietnam and in local area throughdifferent sources.
• Make a brief list of the intangible cultural heritage of the locality or ethnic group.
• + Purpose: for convenient further reference and use;
• + The list should cover the following contents: name of the heritage, place of theheritage, formation process of the heritage, characteristics of the heritage, community
creating and nurturing the heritage, values of the heritage, the practice of heritage inthe contemporary context;

Step 2: Find a story to connect the intangible cultural heritage and the lesson content• Teachers need to:• strongly understand the program framework and the knowledge to transfer in eachlesson;• have strong knowledge on stable development;• study all lesson contents in the textbook program, based on the existing list of intangible
cultural heritage, finding the link between scientific knowledge to be transferred to
students and the characteristics of the intangible cultural heritage; and• make a summary of connections among subject knowledge, characteristics and/or
values of the heritage and knowledge of sustainable development.
• Note: one lesson can be illustrated by various kinds of heritage which conveys different
information of sustainable development to avoid boredom.
• With reference to the conditions of the school’s facilities and teaching abilities of theteachers, select an appropriate intangible cultural heritage to prepare detailed lesson
designs associated with that intangible cultural heritage and information aboutsustainable development.

Step 3: design the lesson plan
• Teachers need to:• ensure to integrate intangible cultural heritage into lessons, to transfer both subject knowledge andinformation about sustainable development;• study secondary materials related to the selected intangible cultural heritage, identify additional
information and images to develop the lesson content; and• determine the form to add information and images (field research, consultation from experts andresearchers) while referring to newly updated secondary documents on heritage.
• Integrated lessons should satisfy the following requirements:• + convey the subject content correctly and fully according to the prescribed program;• + balance the amount of time spent for the subject knowledge, information about intangible
cultural heritage and knowledge of sustainable development; ensuring the class time as prescribed;• + determine the contents to be prepared in advance for both teachers and students to make thelesson highly effective; and• + use a student-centered approach, enabling students to actively explore subject knowledge,
intangible cultural heritage and sustainable development through active learning methods.

Some recommendations on interactive activities:• + presentation by individuals or groups;• + acting via teamwork or role-playing;• + making models from existing materials which are easily acquired, and presentiations by
individuals or groups;• + taking photos following prescribed topics and organizing a gallery by classes working in groups;• + recording and interviewing people to make films introducing cultural heritage including
teachers, the school management board and students;• + inviting specialists, researchers, artisans holding intangible heritage to participate in the lesson;• + playing games related to the heritage contents, working in groups; and• + field trips (for extra-curricular lessons).
• Teaching will be more effective if teachers are able to study and learn about heritage in reality.

Guiding Visitors to See the Exhibition

Step 4: attempt teaching activities, collect reactions and suggestions, andimprove the lesson plan
• If possible, teachers should organize test lectures to collect reactions and suggestions to test andcompile the following:• The relevance of lesson content with intangible cultural heritage;• The logic between the knowledge of sustainable development and the value of intangible
cultural heritage and subject knowledge;• The feasibility of the teaching method and degree of association of cultural heritage with thelesson; and• The rationality of lesson length, time for each type of knowledge.
• In order to meet the requirements of the course’s program, based on post-trial evaluations,teachers can:• + Combine or replace activities as appropriate;• + Adjust the time for each activity; and• + If necessary, teachers continue to add more materials and facilities for the lesson.

Step 5: perform teaching activities using intangible cultural
heritage• Arrange the well-designed lesson in the subject’s teaching plan according to
the school’s academic schedule for the school year.
• During the teaching process, teachers continue to propose evaluations andrecommendations to adjust and supplement the lesson plan with the Board of
Directors and the subject department in order to get the optimal lesson.
• In order for the lesson to be effective, teachers need to be well-prepared andfully qualified for the organization of teaching activities to take place safely asplanned in class or at heritage sites.
• If the lesson takes place at a cultural heritage site, teachers should havespecific requirements for students to learn and perform before, during andafter the lesson.
• Using a questionnaire method after each lesson to evaluate the results andcollect the students’ requirements which will help teachers to improve thelesson.

The questionaire should cover the following contents:• + the scientific knowledge students learn from the lesson;• + the information about the cultural heritage integrated in the lesson thatstudents have to acquire;• + the knowledge about sustainable development that students learn from thelesson;• + the student’s feelings about the lesson;• + what students want to know more about cultural heritage; and• + what the knowledge about sustainable development that students acquiremeans for their lives.
•

STEPS TO PREPARE A LESSON WITH INTANGIBLE
CUTURAL HERITAGE
Step 1• Study, research and list the intangible cultural heritage• Find the connection between the intangible cultural heritage andStep 2the lesson content
Step 3• Prepare the lesson plan

• Try the teaching activities, collect reactions and improve the lesson
plan
Step 4
Step 5: • Perform teaching activities using intangible cultural heritage

MUSEUM STAFF WITH LESSON PREPARATION STEPS
Step 1• Understand the content of the program, subjects, and lessons• Find the connection between the intangible cultural heritage
Step 2and the lesson
Step 3
Step 4

Step 5:• Prepare matrix and experience activities• Practice, get feedback and then improve the program• Perform teaching activities at the Museum

MATRIX AND SOME EXAMPLES
Grade &
LessonKnowledge To Be
Acquired

AssociatedIntangible
Cultural
Heritage

Characteristics ofIntangible Cultural
Heritage

Sustainable
Development(knowledge,
skills and values)

Grade 6
Experience
activity 6
Socialactivities andcommunity
service
Cultural,friendship andcooperation
activities

Playing a tug of war game in
Vietnamese, Cambodian,
Korean and Philippine
styles, and:- Pointing out the purposeof cooperation, the need forcooperation with others
and the significance ofinternational cooperation insocial life; demonstrating
respect and preservation of
traditions, sharing andrespecting for differences

Ceremonies
and tug ofwar games inVietnam,
Cambodia,South Korea,
Philippines- Ceremonies and tug of war
games are widely practiced inrice-growing cultures in Eastand Southeast Asia, to wish
for favorable conditions ofrain and wind, abundantcrops or predictions related tosuccess or failure of acultivation effort.
- Depending on each member
country, ceremonies and tug
of war games are held at thenational level or in certain

The value of equality
and knowledge ofthe game aretransmitted throughoral skills or throughobservation anddirect participation;
diversified practices
according to thespecific ecologicalconditions of eachregion. Theyenhance dialogue

EXAMPLE OF MATRIX FOR EXPERIENCE ACTIVITY
Intangible
Cultural
Heritage
Ceremonies
and tug ofwar gamesin Vietnam,
Cambodia,South
Korea,
Philippines

Characteristics of Intangible
Cultural Heritage- Practiced extensively- To pray for or anticipate theresults of cultivation efforts- Organized at national orregional level

Sustainable development(knowledge, skills and values)
The value of equality and knowledgeof the game are transmitted throughoral skills or through observation anddirect participation. They enhancedialogue and promote respect for
cultural diversity among peoples.

Lesson for Grade 6
Experience activity 6
Socialactivities
andcommunity service - Cultural,
friendship and cooperation
activities

Knowledge to be acquired
Participating in the ceremony and tug ofwar game:- Pointing out the purpose of cooperation,
the need of cooperation with others andthe significance of some international
cooperation in social life.

MATRIX AND SOME EXAMPLES
Grade &
LessonKnowledge To Be
Acquired

AssociatedIntangible
Cultural
Heritage

Grade 6
Experience
activity 6
Socialactivities andcommunity
service
Cultural,friendship andcooperation
activities

Participate in a
performance and analyze
the meaning ofinternational cooperationand demonstrate the spiritof friendship and peacewith other ethnic groups.
Express respect for the
performers.
Manage some situations
that may arise whenworking together.
Know how to coordinate

The folk
arts ofSouthern
amateurmusic

Characteristics ofIntangible Cultural
Heritage

Sustainable
Development(knowledge,
skills and values)

A popular performing art
form in the South of Vietnam,
born at the end of the 19th
century from the needs of thecommunity and reflecting thethoughts and feelings of thesouthern people - the gardens
and wetlands with anindustrious, generous, open,
simple but loyal andcourageous lifestyle.
Currently, Southern amateur
music has been popular in

The value of equality
and knowledge ofthe music aretransmitted throughoral skills or throughobservation anddirect participation;
Enhance dialogue
and promote respect
for cultural diversity
among peoples.

EXAMPLE OF MATRIX FOR EXPERIENCE ACTIVITY
Lesson for Grade 6

Experience activity 6
Social activities and community
service - Cultural, friendship andcooperation activities

Knowledge need to be acquired

Attending a performance of the Southern
Amateur music:- Analyze the meaning of international
cooperation and demonstrate the spirit offriendship and peace with other ethnic
groups; and- Manage some situations that may arise
when working together: know how tocoordinate with others when trying to playmusical instruments or sing traditionalmusic.

INTANGIBLE CULTURALHERITAGE
The folk arts of Southern
amateur music
Characteristics ofIntangible Cultural
Heritage
Reflecting thethoughts of theSouthern people,
their liberal andcourageous lifestyle.
Performing infestivals,
anniversaries,
weddings, birthdays,
gatherings, etc.

Sustainable
development(knowledge, skills andvalues)Community solidarity;
Creativity on the basisof traditional heritage
to enrich people’s
spiritual life;
Understanding livestyle
behavior through lyrics;
Improving the qualityof spiritual life thanks
to entertainment.

MATRIX IN NATURAL SCIENCE SUBJECTS
Grade &
LessonKnowledge To Be
Acquired

Understand thrust andForces and pull forces and their
movement effects.
Examples of contact
forces: collision force,elastic force, tension
force, resting friction
force, sliding friction
force, air resistance.

Grade 6

AssociatedCharacteristics of
Sustainable
Intangible
Intangible Cultural
Development
Heritage(knowledge,
Cultural
Heritageskills and values)
Ceremonies When playing, traction is The value ofand tug of generated from the two equality andwar games teams; frictional force
effectiveness ofin Vietnam, (sliding friction force)cooperation andCambodia, occurs between thecoordination inSouthplayers’ legs and the
Korea,
ground and between the group work.
Philippines players’ hands and the
To respect and berope; tension of rope; air proud of theresistance, especiallycultural heritage
when it’s windy, etc.
of the nation.

EXAMPLE OF MATRIX FOR NATURAL SCIENCE SUBJECTS

Intangible
Cultural
Heritage
Tay
Nguyengong
cultural
space

Characteristics of Intangible Cultural
Heritage
The size, shape and material of thegong and the sound they emit;
different ways to play the gong,
adjusting the gong to change thesound quality.
Sustainable development (knowledge,
skills and values)- To respect and be proud of theunique music of the nation;- value of teamwork and community
cohesion; and- the need to protect and maintain thecultural heritage of the nation.

Lesson for Grade 7
Natural science

Sound - from oscillation
to soundKnowledge to be acquired
Understand that sound waves
are produced by vibrating objects
and transmitted in theenvironment by vibrations ofenvironmental elements (soundis only available when there isforce acting on the emitting
object).

INFORMATION COLLECTIONMETHODOLOGY
Vu Phuong Nga
Vietnam Museum of Ethnology

Page 1

Methods of information collection• Study existing document references• Ethnographic fieldwork+ Field research+ Observational participation- Monitoring- Interviewing

Page 2

+ Study/refer to documents• Research books• Specialist magazines• Newspapers ( written, pictures and audio )• Photographs and videos• Internet, etc.

Page 3Observational participation
Observational participation is the cornerstone of cultural
anthropology. It requires a close approach to the researchsubjects and makes them comfortable with your presence sothat you can observe and record information about theirlives.

Page 4

Five principles• Choose a convenient site for the research.
• Prepare necessary papers about yourself and your project.
• Make use of your own personal relationships.
• Think carefully about your answers to your questions.
• Spend your time on familiarizing yourself with the social.
and natural foundations of the study site.

Page 5

Informants• Find the key informants: do not make an impulsive choice,and carefully check the role and the position of prospective
informants (ensure that the selected person does not
impede your contact with other important informants).
• Some informants sometimes may give you incorrect
information.
• Payments for informants (causing potential ethical issues).

Page 6

Monitoring• Direct monitoring with reaction.
+ Continuous monitoring (CM) is observing a subject or agroup of subjects and recording their behavior as honestly
as possible.
+ Application of technology in continuous monitoring:recording audio and video.
+ Monitoring with interaction.
• Discreet monitoring.

Page 7

Interviewing• Informal interviewing: relaxed control of the subjects andrecollection of the interview content after the interview
ends.
• Unstructured interviewing: have a clear plan but control
responses of the informants as little as possible in order tomake the informants open up and express themselves
naturally.
• Semi-structured interviewing: interviewing with
instruction.
• Structured interviewing: interviewing using a clear andcontrolling plan.
Page 8

Unstructured interviewing• Start of the interview: introduce yourself to the subject,
why they have been chosen, encourage them to interrupt,
and ask for their permission to record.
• Allow the informants to lead.
• Benefits:+ Flexible.
+ Helps to build the initial relationship with the informant.

Page 9Probing• Silent probing• Repeated probing• Probing with long questions• Probing by leading• Talkative informants• Partial assertion (bait)

Page 10Observational participation skills• Study the language used.
• Develop a clear awareness of all details of everyday life.
• Develop your memory.
• Maintain your ethical standards.
• Develop your writing skills.
• Wander• Stay objective in your research.

Page 11

Page 12

Page 13

Thank you!

Page 14

PHOTOVOICE
VOICE FROM PHOTOS

Vu Phuong Nga
Vietnam Museum of Ethnology

Page 1

What is photovoice?
Photovoice is the method used and developed by Caroline
Wang and her colleagues to describe their work with the
Yunnan Women’s Development and Reproductive Health
Program in China.
“Please ask people to express their lives, perspectives andexperiences using photographs and explanations.” (Wang and
Burris 1997)
Photovoice is a method whereby one canidentify, express and enhance his/hercommunity through a specific imaging
technique. (Wang and Burris 1997: 369)
Page 2

Objectives of photovoice• allowing participants to record and reflect
different issues in their community;• fostering critical dialogue and knowledge
regarding personal and community issues
through large and small group discussions on
photographs;• access to policy makers. (Wang and Burris
1994, 1997)

Page 3

Procedures to perform a photovoice project
conceptualizing
the issue

determining
objectives andpurposeschoosing
participants

training
participantsin the use of
Photovoice

setting out apreliminary
photo topic

takingphotoschoosing aphotographthrough guided
group discussions

telling stories, setting
the context forphotos, andsystematizing
the issues and topic

evaluating the
project and making
changes throughapproaching policy
makers, sponsors,
media, etc. Page 4

Example: residents of the Old Quartertalking about intangible cultural values• Conceptualizing the issue: intangible cultural
heritages are not only national cultural heritages
but also ordinary things in daily life such as
knowledge of trading, life styles of local people, etc.
• Determining objectives and purposes: approaching
Old Quarter residents to learn and speak about
local intangible cultural values.

Page 5

Example: residents of the Old Quartertalking about intangible cultural values• Choosing 20 people living in Hang Buom street
area. These people should be of different genders,be aged 18-75, be of different occupations andbackgrounds (such as being originally from Hanoi
or being non-residents).
• Training participants to use Photovoice.
• Giving a specific photo topic.
• Taking photos.
• Guiding group discussions to choose taken photos.

Page 6

Example: residents of the Old Quartertalking about intangible cultural values• Telling stories, setting the context for photos, andsystematizing the issues and topics.
 Commercial and cultural space.
 Style of cuisine.
 Knowledge about the natural environment.
 Knowledge about folklore and art.
 Knowledge about behaviour and conduct.
 Consciousness of personal origin (family, home village).
 Morality and ethical standards.
 Faith, beliefs, and religion.
 Holders of cultural heritage.

Page 7

A new culturalvalue?

Photo 1: Nguyen Van Sam, 71
years old, No. 85 Hang Buom,Night Market in the Old Quarter.
According to Sam, “Night
markets make the Old Quartermore lively. It is very boring if
there is no night market.”Photo 2: Nguyen Huyen Chi, 25
years old, No. 3 Noi Mieu Alley,
Hang Ma Street, in the days
close to Tet.
Chi said, “Markets open not
only in daytime, but also in night
time.”
Page 8

The charm of the
Old Quarter

Photo 1: Hoang Anh Thu, 20 years old,No. 12 Ta Hien/Hang Ma Street: thedays close to Tet.
- Photo 2: Nguyen Huyen Chi, 25 years
old, No. 3, Noi Mieu Alley, street:vendors outside the Dong Xuan Market
gate.
- Photo 3: Hoang Anh Thu, 20 years
old, 12 Ta Hien: selling red envelopes
and greeting cards on Hang Duong
Street. He said, “Although it’s too
crowded and frustrating in the Old
Quarter, many people still do not wantto move. Firstly, they are familiar withthis crowded but lively life and secondly,
it’s very convenient. Once you get out of
the house, you can access all kinds ofthings” (Nguyen Van Hoanh, 70 years
old, 71 Hang Buom)

Page 9

Example: residents of the Old Quartertalking about intangible cultural values• Evaluating the project, making changes through reaching topolicy makers.
 In March 2010, a workshop at the Old Quarter Cultural
Center was organized in order to summarize the three-year
study on the Sustainable Urban Development Program
including the project of Sustainable Development of Hanoi’s
Old Quarter.
 As a result of the research results, the Management Boardof the Old Quarter under the Department of Culture, Sports
and Tourism was established at Quan De Pagoda (No. 28,
Hang Buom) on March 29,2010 in order to honor intangible
cultural values and provide information to the public.
Page 10

Areas to apply Photovoice• Medicine and health (HIV, etc.).
• Education.
• Environment (climate change, etc.).
• Local knowledge.
• Culture (tangible and intangible).
• Issues of daily life.
• Using metaphorical images to talk about pastexperiences of invisible trauma.
....
Page 11

... this is what I
felt right after
my accident:
there was noconnection andthere were somany missing
links again. It
was kind of likeliving in the
middle ofnowhere…
…When I saw this image, well, that seemed like a perfect
way to sum it all up, you know. Using metaphorical images
to talk about past experiences of invisible trauma
Page 12

Teachers can apply Photovoice to which
subjects of intangible cultural heritage?
• Asking students to take photos of the intangible
cultural heritage around them.
• Analyzing the results based on the photos
collected.

Page 13

Thank you!

Page 14APPENDIX 2
Documents
1.

General information of the international workshop

2.

Program schedule of the international workshop

3.

List of participants of the international workshop

4.

Presentation materials by NCCA

5.

Presentation materials by VME and VNIESMulti-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

General Information for counterpart institutions
1. BackgroundOn 25 September 2015, the 70th General Assembly of the United Nations
adopted a new agenda. The agenda sets the Sustainable Development Goals (SDGs),
which consist of 17 universal goals and 169 targets. The SDGs are the common goals
shared by the international community to realise the sustainable world in order to leave
no one behind. UNESCO emphasises the contribution of culture to the sustainable
development. In the Major Programm IV of the 39C/5, UNESCO outlines the contributionof culture to the SDGs, where potential contribution of intangible cultural heritage (ICH)is expected in SDGs 2, 4, 5, 11 and 17. At the twelfth session of the Intergovernmental
Committee, a decision was made to dedicate its second funding priority to thesafeguarding of ICH in formal and non-formal education, testifying a growing need for its
contribution to the goal 4, which stipulates “Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all”.
With this background, the project is designed to help teachers, administrators,
cultural bearers and students aware of importance of ICH in their own communities andpromote the quality of education through such activities as creating guidelines that aim
to incorporate ICH into formal or non-formal education and using them in actual
teaching setting. Acquiring these knowledge and skills in each community is inevitableto achieve the goal 4, especially the target 4.7 “appreciation of cultural diversity and ofculture’s contribution to sustainable development“.
To achieve these objectives, International Research Centre for Intangible
Cultural Heritage in the Asia-Pacific Region (IRCI) launched the project in fiscal year 2018,
designating Viet Nam and the Philippines as a target country for formal education andnon-formal education respectively. In fiscal year 2018, the guidelines for lower
secondary level in schools in Viet Nam and for the community-managed non-formal
learning centre in the Philippines were drawn up by both countries by incorporating
unique ICHs in communities into educational materials. The guidelines reflected
outcomes of a series of research in both countries, and advices and ideas from experts
at the international symposium in Nara, Japan held on 21-22 January in 2019.
In fiscal year 2019, the guidelines created in fiscal year 2018 are verified in
actual schools in the Philippines and Viet Nam. The guidelines will be printed anddistributed to the communities and schools in the areas where the ICHs in the guidelines
exist, and used for feasibility study. The feasibility study will confirm how effective theguidelines are used in actual settings and whether teachers and students recognize theimportance of their own ICHs and acquire the knowledge and skills related to the ICHs.

1

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

2. Purpose
The purpose of the international workshop is to share the results of thefeasibility study, respectively conducted by counterpart institutions in September 2019and monitoring organised in the Philippines and in Viet Nam in October 2019, to discusschallenges and problems emerged from the feasibility study and monitoring and toobtain advice and recommendations from experts in order to revise the guidelines
created in fiscal year 2018 by inviting the researchers and experts in the Philippines andViet Nam who have been working on the project “Multi-disciplinary study on intangible
cultural heritage’s contribution to sustainable development: Focusing on education”,
along with Japanese experts.
3. Organiser
International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region
4. Cooperating Institution
National Commission for Culture and the Arts (NCCA)
Vietnam Institute of Educational Sciences (VNIES)
Vietnam Museum of Ethnology (VME)
5. Venue and Dates
Venue: Room 2 Heiseikan, the Tokyo National museum
Dates: 28-29 November 2019
6. Participants
Experts from VNIES, VME and NCCA and experts from universities and institutions inJapan.
Observers from several countries in the Asia-Pacific region will be attended
7. Temporary schedule plan
The first day
1. Introduction
2. Summary of the feasibility study from The Philippines
3. Monitoring report in the Philippines
4. Summary of the feasibility study from Viet Nam
5. Monitoring report in Viet Nam
6. Comments/Discussions
7. Wrap up

2

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

The second day
1. Orientation of summarising of the Day1 results and confirmation of theschedule in FY2019
2. Closing
8. Expected Results
Experts from the Philippines and Viet Nam are expected to learn effectiveness andchallenges of using guidelines in formal and non-formal education and obtain advice andrecommendations from participants to revise their guidelines in order to make them use
in wide range of educational settings.
Participants are expected to cultivate their understanding of importance of incorporating
ICHs into education and of contribution of the guidelines to achieve SDG4, especially thetarget 4.7.
9. Secretariat
International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region(IRCI)
Address:Sakai City Museum, 2 Mozusekiun-cho, Sakai-ku, Sakai City, Osaka, Japan
Tel: +81-72-275-8050 / Fax: +81-72-275-8151
E-mail: irci@nich.go.jp
Kazue Sasaki
sasaki-k5u@nich.go.jp

3Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

Programme Schedule
Day1：Thursday 28 November
10:00-10:30 Introduction
Opening Remarks
Mr. Wataru Iwamoto, Director-General, IRCIMr. Fumiyasu Hirashita, MEXT
Ms. Duong Bich Hanh, Programme Specialist for Culture,
UNESCO Bangkok Office
10:30-11:15

Summary of the feasibility study from The Philippines
Presenters: Ms. Renee Talavera, Ms. Nilda Mangilay &Ms. Renefe Tremedal,
National Commission for Culture and the Arts (NCCA)

11:15-11:45

Monitoring report by experts and IRCI in the Philippines
Presenters: Ms. Liou Lin-Yu, Professor, Nara University of Education
Ms. Misako Ohnuki, Deputy Director-General, IRCI

11:45-13:30

Lunch Break

13:30-14:15

Summary of the feasibility study from Viet Nam
Presenters: Ms. Pham Thi Thuy Chung, Ms. Vu Hong Nhi &Ms. Vu Phuong Nga,
Vietnam Museum of Ethnology (VME)
Ms. Nguyen Thi Hong Va, Mr. Luong Viet Thai &Ms. Bui Thanh Xuan,
Vietnam Institute of Educational Sciences (VNIES)

14:15-14:45

Monitoring report by experts and IRCI in Viet Nam
Presenters: Mr. Masahisa Sato, Professor, Tokyo City University
Mr. Wataru Iwamoto, Director-General, IRCI

14:45-15:00

Break

15:00-16:45

Comments/Discussions for revising the guidelines

16:45-17:00

Wrap up

17:30-19:00

DinnerVenue: Hotel Okura Yurinoki
1Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

Day2：Friday 29 November
10:00-11:15 Orientation of summarising of the Day1 results and confirmation of theschedule in FY2019 with the Philippines and Viet Nam.
11:15-11:30

Closing2

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

List of Participants
Vietnam Museum of Ethnology (VME)
Ms. Pham Thi Thuy Chung

Researcher

Ms. Vu Hong Nhi

Researcher/Deputy Head of Education Department

Ms. Vu Phuong Nga

Researcher/Deputy Head of the Audio-visual Department

Vietnam Institute of Educational Sciences (VNIES)
Ms. Nguyen Thi Hong Van
Mr. Luong Viet Thai
Ms. Bui Thanh Xuan

Deputy Director, Scientific Research Management, Training
and International Cooperation
Deputy Director, Research Management,International Relations and Training Department
Deputy Director, Research Division for Continuing Education

National Commission for Culture and the Arts (NCCA)
Ms. Renee Talavera

Head, Cultural Communities and Traditional Arts Section

Ms. Nilda Mangilay

Subanen Cultural Master

Ms. Renefe Tremedal

SLT Learning Guide Local Project Coordinator

UNESCO Bangkok
Ms Duong Bich Hanh

Programme Specialist for Culture

Ministry of Education, Culture, Sports, Science and Technology, Japan
Mr. Fumiyasu Hirashita

Deputy Director-General for International Affairs

Resource Persons
Nara University of Education
Ms. Liou Lin-Yu

Professor, Department of Music Education

Tokyo City University
Mr. Masahisa Sato

Professor,
Graduate School of Environmental and Information Studies

Tokyo National Research Institute for Cultural Properties
Mr. Tomo IshimuraHead, Audio-Visual Documentation Section

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education

Observers
Indonesia: Dewi Fortuna Community Learning Center
Mr. Kristian Apriyanta

Representative

Malaysia: George Town World Heritage Incorporated
Ms. Ming Chee Ang

General Manager

Bangladesh: Dhaka Ahsania Mission (DAM)
Mr. Ehsanur Rahman

Executive Director

Kyrgyz Republic: Taalim-Forum public foundation
Ms. Almagul Osmonova

Director

Secretariats
International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI)
Mr. Wataru Iwamoto

Director-General

Ms. Misako Ohnuki

Deputy Director-General

Ms. Kazue Sasaki

Associate Fellow

Ms. Yasuyo Umeda

Associate Fellow

Multi-disciplinary study on intangible
cultural heritage’s contribution tosustainable development:
Focusing on education
The Philippines: Non-formal education

BackgroundResults of the feasibility study (Effectiveness of the guidelines)

Results of the feasibility study (Challenges encountered)

Outline of thepresentation

Contributions to education in the Philippines

Contributions to community development

Contributions to SDG target 4.7

Raw video of the actual use of the guidelines

The School of Living Traditions (SLT)
guidelines developed and publishedwere pilot-tested in five (5) SLT
centers, namely:• Lakewood SLT as the center• Josefina SLT• Dumalinao SLT• Kumalarang SLT• Bayog SLT

Background
National Commission for Culture and the Arts

Learning Modules❑ Learning Module 1: The Origin Myth of the Buklog (Oral
Tradition)❑ Learning Module 2: Phaladyaan Subanen (Subanen
Traditional Dance and Music) (Performing Arts)❑ Learning Module 3: Process of Making Gasi Traditional Wine
(Social Practices)❑ Learning Module 4: Traditional Farming System and Culturally
Significant Plants: Revitalizing Indigenous Knowledge System(Traditional Knowledge)❑ Learning Module 5: Attendant Rituals of the Buklog (Social
Practices)

Background
National Commission for Culture and the Arts• Lakewood SLT – 75 students (8 to 18 years old)
• Josefina SLT – 36 students (8 to 15 years old)

SLT Students• Dumalinao SLT – 35 students (8 to 18 years old)
• Kumalarang SLT – 26 students (10 to 20 years old)
• Bayog SLT – 20 students (15 to 20 years old)

Background
National Commission for Culture and the Arts• Overall, the SLT learning guide
have been useful and effective tofacilitate the teaching of lessons
on the ICH elements related to
Buklog.

Results of the feasibility study(Effectiveness of the guidelines)• The cultural masters who serveas teachers in SLTs, and theculture bearers see the learning
guide as an educational tool thatcan systematize their process ofteaching to the younger
generation. Also, it has been agood documentation of how andwhat to teach about eachelement related to Buklog, sincemost of the cultural masters are
old and may tend to forget what
to incorporate in their lessons.

Results of thefeasibility study(Effectivenessof theguidelines)• Content-wise, the educational material follows
a logical organization of lessons, making iteasier for the cultural masters connect or relate
the topics and shift smoothly from one module
to another.
• The photos included in the guidelines helped
the students understand the Buklog better,
especially for those who have not participatedin the said ritual yet.
• The lessons likewise promote desirable values
that will increase the understanding andappreciation of the students about theircommunities and cultural heritage.

Results of the feasibility study(Effectiveness of the guidelines)• According to the cultural masters andbearers, through this guidelines, active
learning is reinforced. It also ensurestransmission of ICH particularly the
Buklog and all its attendant rituals andrelated practices.
• The students have also welcomed openly
the use of this educational materials,
saying that they were introduced to new
approaches of learning and the teachers
were able to incorporate creative
strategies to teach them.

Results of the feasibility study(Challenges encountered)• The main challenge encountered in theuse of the learning guide is thelanguage used in the said material,
which is English.
• The use of English as medium of theguideline does not promote the use ofown language while learning. Given
that the Subanen language is also
endangered, it is better to document
the ICH elements in the community’s
own language.
• Thus, translation of the learning guideto Subanen language for future SLTteachers to understand the content
better is recommended.

Contributions to educationin the Philippines• The developed learning guide for
the Subanen is the firsteducational material published
for the SLTs. It will serve as guideor model for other SLTs acrossthe Philippines to document aswell the intangible cultural
heritage that are being taught intheir respective SLTs.

Contributions to educationin the Philippines• Moreover, during the dialogues of thecommunity members with representatives
from the Department of Education(DepED), it was discussed that thecontents of the learning guide may be
integrated to the Indigenous Peoples
Education (IPEd) and the Alternative
Learning System (ALS)—both are nonformal education in the Philippines.

• Several stakeholders have expressed their support to the Subanen communities
in their dialogues during the pilot-test of the learning guide.

NCCA
continuous
support for thewhole fiveyear SLT
programtowards
sustainability

Local
Government Unit

ordinance toinstitutionalize
the SLTs at alllevelsContributions to community development
National Commission for Culture and the Arts

Department
of Social
Welfare andDevelopment

Department of
Education

integration to
IP Education(IPEd) andAlternative
Learning
System (ALS)

integration to
FamilyDevelopment
Sessions (FDS)and Youth
Development
Sessions (YDS)All SLTs, including the Subanen SLT, ensure inclusive education
for the young community members. The learning guide does
not limit the lessons to only boys or only girls, neither to specificage group. There is also gender equality among the cultural
masters who teach the lessons to the SLT students.

Contributions
to SGDs

Contributions to SDG target 4.7
ICH elements related to Buklog and the Buklog ritual itself are not being taught in formal schools
even in the Zamboanga Peninsula. Through the learning guide, learners will acquire the knowledge
pertaining to the roots of their culture, allowing the younger generation to understand their culture
better. The publication of the learning guide has also been a way to promote cultural diversity, since
the lessons will be integrated in formal education with other cultural communities.

Multi-disciplinary study on intangible cultural
heritage’s contribution to sustainable development:
Focusing on education
The Philippines: Non-formal education

THANK YOU!

Vietnam Museumof Ethnology(VME)

International Research Centre
for Intangible Cultural Heritage
in the Asia-Pacific Region

Vietnam Instituteof Educational Sciences(VNIES)(IRCI)“Multi-disciplinary study on intangible cultural heritage’s contribution
to sustainable development: Focusing on education”

USING ICH IN TEACHING FOR EFFECTIVE LEARNING A FEASIBILITY STUDY IN SECONDARY SCHOOLS OF VIETNAM
Tokyo, 28-29 November, 2019

Contents
 Overview
 Feasibility study and monitoring activities
 Effectiveness and challenges
 Contribution to ESDs
 Lessons learned

2Overview Study new curriculum
framework and reference
printed material about ICH
and SD, ESDs;
 Developed the Guidelines; Organized Consultation Workshop to collect inputs fromteachers and ICH experts for the Guidelines.

3

Overview
 Updated and printed the
Guidelines; Training teachers of 7 schools
on using the Guidelines; Conduct pilot in 2 schools toverify the Guidelines’
feasibility; Organized the monitoringworkshop with 2 pilot schools
in Hanoi.

4Pre-Feasibility Study
Training (teachers from 7
secondary schools in Hanoi)
Selection of teachers
Selection of subjects+ Experiential activities+ Literature+ Biology

5Teachers were guided tocreate interactive activities inlessons integrated with ICH
and SD
6

Teachers were divided insubject groups to discuss on
how to connect subject lesson
with an ICH and SD
knowledge, skills, and values78Main Activities
Meet with principals andtrained teachers;
Discuss with the teachers
to select specific lessons
and specific ICHs.

9Fieldwork
Learning from ca tru artists (Ba Dinh,
Hanoi)

10

Fieldwork
Visiting Sword Returning Lake
and Ngoc Son Temple (Hoan
Kiem, Hanoi)

11Fieldwork
Interviewing masters of tugging rituals
and games ICH (Long Bien, Hanoi)

12Building Lesson Plans

Experience Activities Lesson(Thuc Nghiem Secondary
School) ICH: Tugging rituals andgames
 Duration: 90 minutes

 Students study insideclassroom and practicetugging game outside at theschool yard

13

Building …
The teacher changed fromintroducing 12 world heritages
in Vietnam to only focusing on
the introduction of tugging
rituals and games in Korea,
Philippines, and some ethnic
groups in Vietnam

14

Building …
Literature Lesson (Yen Hoa
Secondary School) ICH: Legend of Sword Lake
and Ngoc Son Temple
 Duration: 45 minutes
 Teacher and students
present various ways oftelling about the legend topractice story-telling
literature

15

Building …
The teacher changed fromintroducing about 4
cultural heritage in Hanoi
into only focusing on thelegend of Sword Lake andNgoc Son Temple

16Building …
Biology Lesson (Yen Hoa
Secondary School) ICH: Ca tru singing
 Duration: 45 minutes
 An ICH master was invited
to the class to participate inteaching and shareexperience17Building …
The teacher realized that
there was a content in
the lesson that wasalways ignored whenteaching but in fact it
could be integrated
with the ICH to let thestudents understandmore about theknowledge

18Effectiveness of Pilot Activities in 2 Schools
For the study as a whole:Help verify the feasibility and relevance of the Guideline developedin 2018: process of studying about ICH before, during, and after
learning; contents of lesson plans; ICH and teaching contents andmethods of the original subjects;
Indicate level of interest of both students and teachers to learning
about and for ICH;
Show how ICH various aspects can be introduced creatively andattractively in subject learning.

19Effectiveness …

For teachers, school managers:Enhance the richness, diversity, and usefulness of Experiential
Activities (former Extra-curriculum Activities) in schools as well as ofother subjects (Biology, Literature);Improve teachers’ dynamic and creativeness of using ICH in theirsubject teaching;Provide more options for teachers in developing their lesson plans,
including inter-discipline approach (a focus in New Curriculum);
Contribute useful suggestions to Local Education – a compulsory
learning area in the New Curriculum from 2020.

20

Effectiveness …
For students:
Provide opportunities forstudent to learn about and for
ICH in a natural, interactive way;Promote students’ active
learning, experiential &participatory learning;21Effectiveness …

For students:
Make subject
learning more fun
and meaningful;Strengthen
students’ practicalknowledge related
to national identity
and sustainable
development.

22

Feedback after Pilot Lessons

23

Monitoring Workshop

24Challenges
Time allocation within existing curriculum and teaching plan ofteachers;
Budget limit for different activities to explore ICH and find mostsuitable ways of integrating it into teaching & learning (field trip;
payment for ICH bearers, purchase of materials for practice...)Continuous supports and consultation of educators, ICH
experts, and local authorities/residents are needed;
“Compete” with other ‘integrated contents/programs’ (traffic
safety; saving wildlife; environment protection, etc.);

25

Challenges …
Find and maintain connection with ICH bearers, ICH specialists;
Capacity of teachers;
Schools’ support and facilitation (awareness of school leaderson the importance of ICH education);Relevant mechanism of school leaders and education
management at all levels to sustain and scale up the initiative(guidelines; testing & evaluation...).

26

Contribution to SDG 4.7
Target 4.7: “By 2030, ensure that all learners acquire
the knowledge and skills needed to promotesustainable development, including, among others,
through education for sustainable development andsustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence,
global citizenship and appreciation of cultural
diversity and of culture's contribution to sustainable
development”

27

Contribution …

Cultural diversity, appreciation and global citizenship: tugging ritualand games in different countries, different regions of Viet Nam;promoting curiosity and love for traditional ca tru singing;Gender issue and culture of peace: meaning of ‘women team alwayswins” in Tugging Ritual and Game practiced in North West region ofVietnam;Sustainable development: promoting solidarity and community
cohesion through the ritual and game of Tugging; “healthy living” as
in “healthy way of breathing in ca tru singing”
Enhancing national identity and pride of students through exploring
and admiring ICHs of the country.
28Lessons Learned
For students:
Students are not actually neglecting local traditions and ICH  theissue is how teachers find the right ways to bring thosetraditions/ICH closer to the students;
Students are eager to active learning (applying various ways oflearning) and are willing to perceive knowledge about ICH and SD 
the issue is how to multiple this way of learning to every school.

29

Lessons Learned
For teachers:Basic awareness and knowledge in culture, cultural heritage, andsustainable development are needed for teachers to connect these
aspects when teaching using ICH;
Teachers should be encouraged to do their own research in orderto design an ICH-integrated lesson plans, in which fieldwork isnecessary that helps teachers expose to ICH and approach ICH
bearers for better understanding about ICH and better connection
between ICH chracteristics to knowledge of the lesson;30Lessons …
For other stakeholders:Collaboration among schools – educational specialists – ICH
specialists – ICH bearers/local people is very important;A network among researchers, educators, educational managers
and teachers should be maintained for the sustainability of ICH
teaching and learning in schools.

31

THANKYOU !

32

THANK YOU

33

34

APPENDIX 3

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCISUMMARY OF THE TWO-YEAR PROJECT
The project “Multi-disciplinary study on intangible cultural heritage’s contribution tosustainable development: Focusing on education” was conducted from FY2018 to FY2019. Major
activities were summarised below.

 FY 2018
 Meetings & Workshops
IRCI had meetings with NCCA and VME and VNIES to discuss the project and share theoutcomes of their filed activities in order to develop the guidelines that incorporate ICH into
educational materials.

A meeting about the project with IRCI, VME and VNIES(Hanoi, Viet Nam on 17-18 May, 2018)

A meeting about the project with IRCI and NCCA
(Tokyo, Japan on 30-31 May, 2018)1

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

A meeting about the project progress with IRCI and NCCA
(Tokyo, Japan on 13-14 September, 2018)

A workshop of the draft guidelines with IRCI, Mr. Sato, VME and VNIES(Hanoi, Viet Nam on 19 October, 2018)

A workshop of the draft guidelines with IRCI and NCCA
(Manila, The Philippines on 13 November, 2018)2

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI International Symposium in Nara
IRCI organised the International Symposium in cooperation with Nara University of
Education, Japan on 21 – 22 January 2018. It aimed to discuss and share the results found by thefieldworks, and review each draft guidelines created by both the Philippines and Viet Nam
counterparts. The symposium is also designed to discuss the future challenges and provide an
opportunity for the participants to reflect on culture’s contribution to sustainable developmentin the context of SDGs, and the promotion of quality education as stipulated in the SDGs goal4,
Target 4.7. In addition to the members of NCCA, VME and VNIES, Ms Duong Bich Hanh from
UNESCO Bangkok, Mr. Yosuke Kobayashi from Ministry of Education, Culture, Sports, Scienceand Technology, Japan, Mr. KATO Hisao from Nara University of Education, Professor SATO
Masahisa from Tokyo City University, Mr. ISHIMURA Tomo from Tokyo National ResearchInstitute for Cultural Properties were also attended the Syposium.

3Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI The guidelines
After the International Symposium in Nara, the guidelines were developed by NCCA, VME
and VNIES.

The Philippnes

Viet Nam FY 2019
The guidelines created in FY 2018 was used in actual teaching and learning settings in both
Viet Nam and the Philippines to verify their validity. In order to verify the guidelines, theguidelines were printed and distributed to the communities and schools in the areas where
the ICHs in the guidelines exist, and used for feasibility study in each country.

 Feasibility Study in the Philippines and Viet Nam
The feasibility study was conducted by counterpart institutions to examine how
effective the guidelines were used in actual settings and whether teachers andstudents recognized the importance of their own ICHs and acquired the knowledge
and skills related to the ICHs.
In the Philippines, NCCA provided the training how to use the guidelines to the culture
masters who teach Buklog to SLT students.

4

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCIThe meeting with culture masters and NCCA 1

The class taught by the culture masterby using the guidelines1

In Viet Nam, VME and VNIES provided the teacher’s training workshop for teachers on
23 - 24 August, 2019 to help them develop educational materials.

The Teacher’s training workshop 2

NCCA (2019) “Monitoring for multi-disciplinary study on intangible cultural heritage’s
contribution to sustainable development: Focusing on education The Philippines: Non-formal
education”

1

2

Photos taken by VME and VNIES at the teacher’s training workshop on 23 -24 August 2019.
5

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

 Monitoring
IRCI conducted monitoring in both countries in cooperation with the experts fromJapan and the members of NCCA, VME and VNIES to verify the effectiveness of theguidelines developed in FY2018.
In the Philippines, the feasibility study workshop was held in Manila on 7 – 8 October
2019 by inviting SLT coordinators, STL students and culture masters, from Subanen andMon communities.

A feasibility study workshop(Manila, The Philippines on 7 -8 October, 2019)
In Viet Nam, the class observations in 2 pilot schools and the feasibility study workshop
were conducted in Hanoi on 24 – 25 October.

A class observation in Thuc Nghiem Secondary school(Hanoi, Viet Nam on 24 October, 2019)6

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

A class observation in Yen Hoa Secondary school(Hanoi, Viet Nam on 24 October, 2019)

A feasibility study workshop(Hanoi, Viet Nam on 25 October, 2019) International Workshop in Tokyo
On 28-29 November 2019, the international workshop was held in Tokyo, Japan toshare the results of the monitoring in each country. In the workshop, participants,
including experts and observes exchanged ideas and made recommendations in orderto make the guidelines most suited to the community and the schools.

7Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI The revised guidelines
The guidelines were revised reflecting the outcomes of the international workshop andreleased on the IRCI website at the end of FY 2019.

8

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCI

Participants of the two-year projectNo

Name of ParticipantsInstitutions

The Philippines
National Commission for Culture and the Arts (NCCA), the Philippines
1

Mr. Virgilio S. Almario

Chairman2

Ms. Adelina M. Suemith

Chief, Program Monitoring and Evaluation Division

3

Ms. Myla Buan

Board Secretary

4

Ms. Renee Talavera

Head, Cultural Communities and Traditional Arts Section

5

Ms. Jocelyn Timbol-Guadalupe

Reviewer, The School of Living Traditions (SLT) Learning
Guides6

Ms. Kris Anne G. Cortez

Culture and Arts Officer, Cultural Communities andTraditional Arts Section

7

Ms. Renefe M. Tremedal

Project coordinator, translator

8

Mr. Nestor Horfilla

Lead documenter

9

Ms. Nilda M. Mangilay

Cultural master, translator

Dumendingan Arts Guild, Inc. (Assisting Organization)
10

Mr. Gauden Sireg

Project Coordinator for the SLT Learning Guides, AssistantTranslator

Subanen Community (Monitoring)
11

Mr. Pelais L. Tonggos

Culture bearer

12

Mr. Nacito G. Liganan

Culture bearer

13

Ms. Tarhata T. Daligdigan

Culture bearer

14

Ms. Anita D. Tumbao

Culture bearer, SLT coordinator

15

Mr. Jonglylord A. Umpalas

SLT student

16

Ms. Princess Mae U. Tunguib

SLT student

17

Mr. Gauden S. Sireg

Project coordinator

Viet Nam
Vietnam Museum of Ethnology (VME)18

Mr. Vo Quang Trong

Director (FY2018)

19

Mr. Bui Nhat Quang

Director (FY2019)20

Ms. Vu Hong Nhi

Researcher/Deputy Head of Department of Education

21

Ms. Pham Thi Thuy Chung

Researcher of Museum & Anthropology Review

22

Ms. Vu Phuong Nga

Researcher/Deputy Head of Audio-visual Department
9

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCINo

Name of ParticipantsInstitutions

Vietnam Institute of Educational Sciences (VNIES)
23

Ms. Nguyen Thi Hong Van

Deputy Director, Scientific Research Management,
Training and International Cooperation

24

Mr. Nguyen Duc Minh

Deputy Director General

25

Mr. Luong Viet Thai

Deputy Director, Research Management, International
Relations and Training Department

26

Ms. Bui Thanh Xuan

Deputy Director, Research Division of Continuing
Education

27

Ms. Bach Ngoc Diep

28

Mr. Nguyen Trong Duc

Head of Division Geography and History Education,
General Education Research Centre

Teachers from Schools in Viet Nam (Monitoring)29

Ms. Doan Hai Quynh

Assistant Principal, Thuc Nghiem KHGD

30

Ms. Nguyen Thi Doanh

Math/Experience activities, Thuc Nghiem KHGD

31

Ms. Trinh Thi Ha

Geography, Thuc Nghiem KHGD

32

Ms. Nguyen Thi Loan

Civic education, Thuc Nghiem KHGD

33

Ms. Nguyen Thi Thu Hang

Assistant Principal, Yen Hoa

34

Ms. Chu Thanh Hang

Literature, Yen Hoa

35

Ms. Nong Thi Ngoc

Geography, Yen Hoa

36

Ms. Vu Thi Phurong Thuy

Biology, Yen Hoa

37

Mr. Nguyen Tien Hung

Physics, Yen Hoa

38

Ms. Le Thi Hong Ha

Arts, Yen Hoa

39

Ms. Le Ha Linh

Physics, Luong Yen

40

Ms. Nguyen Bao Linh

Experience activities, Tay Son

JAPANNara City Board of Education
41

Mr. NAKANISHI ToshihikoSupervisor, School Education Division, Secretariat for the
Board of Education

kasuga Junior High School
42

Mr. YONEDA Tsutomu

Teacher in charge of cultural heritage education program

UNESCOUNESCO Bangkok Office43

Ms. Duong Bich Hanh

Programme Specialist for Culture from UNESCO Bangkok
Office10

Multi-Disciplinary Study on Intangible Cultural Heritage’s Contribution to Sustainable Development:
Focusing on Education by IRCINo

Name of ParticipantsInstitutions

UNESCO Hanoi Office44

Ms. Pham Thi Thanh Huong

Culture Programme Coordinator45

Mr. MATSUMOTO Toshiyuki

Education Programme Specialist

RESORCE PERSONNara University of Education
46

Mr. KATO Hisao

President

47

Ms. LIOU Lin-Yu

Professor, Department of Music Education,

Tokyo City University
48

Mr. SATO Masahisa

Professor, Tokyo City University

Tokyo National Research Institute for Cultural Properties
49

Mr. ISHIMURA Tomo

Head, Audio-Visual Documentation Section

Ministry of Education, Culture, Sports, Science and Technology
50

Mr. KOBAYASHI Yosuke

Director for International Strategy Planning, Office of the
Director-General for International Affaires

51

Mr. HIRASHITA Fumiyasu

Deputy Director-General for International Affairs

International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI)52

Mr. IWAMOTO Wataru

Director-General53

Ms. OHNUKI Misako

Deputy Director-General54

Mr. HAYASHI Yohei

Chief Officer

55

Ms. SASAKI Kazue

Associate Fellow

56

Ms. UMEDA Yasuyo

Associate Fellow

Interpreter
57

Mr. Pham Duc Minh

Vietnamese-English

58

Mr. Nguyen Duc Tang

Vietnamese-English

Observers59

Ms. Almagul Osmonova

Director, Taalim-Forum Public Foundation, Kyrgyz
Republic60

Mr. Ehsanur Rahman

Executive Director, Dhaka Ahsania Mission, Bangladesh

61

Mr. Kristian Apriyanta

Representative, Dewi Fortuna Community Learning
Center, Indonesia

62

Ms. Ming Chee Ang

General Manager, George Town World Heritage
Incorporated, Malaysia

11