This survey is the first attempt to generate an understanding of current activities and needs of TVET actors in the Central Asian region, specifically in four countries: Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan. It also explores the feasibility of establishing a network of universities to deepen reflection on ICH in the academic world.

1. Survey
Technical and Vocational Education and Training
Institutions (TVET) for Intangible Cultural Heritage in
Central Asia
November 2018

3. • Survey
Methodology
• Scope
• Survey Period
Offline survey,
followed
by interviews
Central Asia :
Kazakhstan,
Kyrgyzstan,
Tajikistan,
Uzbekistan
July-December 2018

4. This survey is the first attempt to generate
an understanding of current activities and
needs of TVET actors in the Central Asian
region, specifically in four countries:
Kazakhstan, Kyrgyzstan, Tajikistan, and
Uzbekistan. It also explores the feasibility of
establishing a network of universities to
deepen reflection on ICH in the academic
world.

5. The “intangible cultural heritage” domains:
(a) oral traditions and expressions, including language as a vehicle of
the intangible cultural heritage;
(b) performing arts;
(c) social practices, rituals and festive events;
(d) knowledge and practices concerning nature and the universe;
(e) traditional craftsmanship.
CONVENTION FOR THE SAFEGUARDING
OF THE INTANGIBLE CULTURAL HERITAGE, Article 2 – Definitions

6. Relationship between ICH and education
Contribute context‐specific content
and pedagogy
Reconnect schools with communities
Involve bearers Strengthen a sense of belonging
Relationship between
ICH and education

7. Integrating ICH into formal and non-formal
education will benefit the ambitions of both
Integrating ICH into formal and non-formal education will
benefit the ambitions of both
enhancing the transmission (or safeguarding) of ICH
addressing key issues in improving the quality of education

8. TVET Programs Related to ICH

9. Domains of the ICH reflected in TVET programs,
majors, or courses in the four Central Asian countries
a) general oral traditions and expressions,
including language as a vehicle of the
intangible cultural heritage,
b) performing arts,
c) social practices, rituals and festive events,
d) knowledge and practices concerning
nature and the universe,
e) traditional craftsmanship

10. Teaching and Learning ICH Are Relevant to Many
Academic Disciplines
Kazakhstan
• Specialties dedicated specifically to ICH: “Applied and decorative arts and folk
crafts,” “Instrumental performance and musical art.” The graduates of these
specialties transfer their knowledge, fully related to ICH.
• Specialties strongly related to areas of ICH: "Social and cultural work and folk art,"
"Veterinary medicine." Alumni of these specialties partially utilize their ICH
knowledge in further professional work.
• Specialties that include contents related to ICH on a medium level: “Garment
manufacture and design,” Graduates of this specialty utilize their knowledge in
areas of ICH as needed in their professional work

11. Teaching and Learning ICH Are Relevant to
Many Academic Disciplines
Kyrgyzstan
• Specialties that solely focus on ICH: “Manufacturer
of medicinal herbs,” “Manufacturer of national
products,” “National crafts,” and “Manufacturer of
artistic products from chiy (cane).”
• Specialties that are highly related to the fields of
ICH: “Manufacturer of artistic products from wood,”
“Manufacturer of artistic products from leather,”
“Jeweler,” “Manufacturer of artistic products from
bone and horns,” “The artist - the scribe,” and
“Embroiderer.”
• Specialties that incorporate contents related to ICH
at a medium level or minimally compared to the
whole curricula: “Cook of national/Oriental cuisine”
and “Seamstress.”

12. Teaching and Learning ICH Are Relevant to
Many Academic Disciplines
Tajikistan
The specialties that focus on ICH:
“The art of ornaments (painting),”
“Art pottery (modelled work),”
“Art processing of wood (production of sculptures and souvenirs from trees),”
“Art products made from metal (production of knives, jewelry),”
“The ornamental art of kundal,”
“Art products from cotton and weaver’s craft,”
“Embroidery,”
“Rug weaving,”
“Weaving of cotton or an adras,” and “Production and design of the national garment.”

13. Teaching and Learning ICH Are Relevant to Many
Academic Disciplines
Uzbekistan
• Specialties that fully reflect ICH include 11 out of the 16
specialties (such as “Head of a folklore and ethnographic
team” and “Artist of folk instruments”).
• Specialties partially covering ICH:
- “Head of an amateur ensemble,
- “Director of mass holidays and theatrical performances,”
- “Performer of folk instruments,” and
- “Head of an ensemble (orchestra) of folk instruments.”
• Specialties that have some courses related to ICH:
- “Artist-designer of cultural events,”
- “Teacher of musical-theoretical disciplines,”
- “Variety artist,” and “Librarian of an information and
education center.”

14. Since the system of TVET is under control of the state institutions, establishing the regional
network for ICH should be in coordination with the Ministries of Education and Science,
Ministries of Culture, and the respective National Committee for Safeguarding of ICH. It is
equally important to engage professional unions linked with ICH to this network.

15. Key Findings
• The survey shows that in all given countries ICH is incorporated into TVET programs
at different levels. The common challenges for them are the following:
• Lack of clear understanding of ICH and the 2003 Convention by the teachers of TVET
and many local experts in the field of education and culture as well.
• Lack of professional teachers in various disciplines related to ICH who are able to
transmit the system of values alongside with practical skills and experience.
• Insufficiency or lack of financial and technical support (lack of workshops and
equipment for students and teachers). The system of TVET, due to historical inertia,
does not have social prestige and recognition. That is why governments of Central
Asia do not spare enough funding for the development of this educational sector. In
spite of some attention paid by international organizations to TVET like GIZ, ETF,
ADB, and others, this sector has not become sustainable yet. Apart from a lack of
financial support, pedagogical staff of TVET in all given countries need to be trained
on ICH and its relationship with education.

16. Key Findings
• Lack of national, regional, and international networks of TVET institutions,
conditioned by a limited understanding of their potential benefits.
• Disproportional specialties and courses related to different domains of the
ICH. For example, there is a need to develop the area of customs, rituals, and
celebrations, as well as to develop the area of knowledge and customs related
to nature and the universe.
• In general, all technical and vocational education institutions are open for
cooperation and exchange of available resources, especially teaching staff and
curricula, as well as setting up voluntary associations (unions) both nationally
and regionally. On the other hand, traditional knowledge and skills in all these
countries are imparted from one generation to another on a daily basis, from
craftsmen to their disciples, from parents to children.