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Cultural Heritage

Cartoons created by students at the Lycée franco-hélénique Eugène Delacroix for the International Day Against Illicit Trafficking in Cultural Property (November 14, 2025):

Le trésor de Couan

Les tablettes de Gilgamesh

Okukor, le coq de bronze

Le chevalier chargeant

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Cultural Heritage

All the PITCHER OERs are on Zenodo

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Docentes del IES Albalat del equipo “REA Albalat”

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The talking clay. An OER to value our heritage.

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“El barro que habla” es el Recurso Educativo Abierto diseñado y realizado por un grupo de docentes del IES Albalat dentro del proyecto europeo Erasmus K220 “PITCHER” (Preventing Illicit Trafficking of Cultural Heritage: Educational Resources). Este REA pretende introducir al alumnado de 12 y 13 años de edad (1.º y 2.º de la ESO en el sistema español) en la concienciación sobre el respeto al patrimonio cultural y los peligros que lo acechan. El REA tiene estructura gamificada, de forma que el alumno o alumna debe resolver varias tareas, a través de un discurso narrativo que se presenta en forma de cómic para facilitar su lectura, según los postulados del DUA.

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Both Heritages

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The UNESCO World Heritage Education Programme, initiated as a UNESCO special project in 1994, gives young people a chance to voice their concerns and to become involved in the protection of our common cultural and natural heritage. It seeks to encourage and enable tomorrow's decision-makers to participate in heritage conservation and to respond to the continuing threats facing our World Heritage.

The idea of involving young people in World Heritage preservation and promotion came as a response to Article 27 of the Convention Concerning the Protection of the World Cultural and Natural Heritage (World Heritage Convention).

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World Heritage Education Programme © UNESCO The UNESCO World Heritage Education Programme, initiated as a UNESCO special project in 1994, gives young people a chance to voice their ...

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This section gathers resources that can be directly used with young audiences, including awareness-raising materials, structured educational resources, and museum exhibitions or permanent displays embedding educational approaches related to the project themes.

These resources will serve as a working base within WP2 to identify, adapt and combine the most relevant content to support the educational and awareness-raising actions of the ONE HERITAGE project.

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Erasmus+ projects: related themes and approaches

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Erasmus+ projects: related themes and approaches

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GreenHeritage. The impact of Climate Change on the Intangible Cultural (ERASMUS-EDU-2022-PI-FORWARD)

CHANGES. Cultural Heritage and Archaeology for the study and dissemination of Natural, Geological, Environmental and Social events due to climate changes in antiquity: learning from the past for a better awareness in the future (KA220-HED)

CHARISMA. Cultural Heritage Academy for Risk Management (KA220-VET)

CHePiCC online. Cultural Heritage Protection in Climate Change online (Strategic Partnership in Higher Education)

MOTION. From overtourism to innovating sustainable solution in EU (KA2)

EcoHeritage. Ecomuseums as a collaborative approach to recognition, management and protection of cultural and natural heritage (KA204)

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Cultural Heritage

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Historical and Cultural Heritage and Its Didactics | Universidad de Granada

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Fundada en 1531, institución de carácter docente e investigador. Con más de 54000 estudiantes, es primer destino Erasmus y está en posiciones destacadas en rankings como Shanghai

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Discover the European Commission’s proposals to transform the EU into a modern, resource-efficient and competitive economy while reaching climate neutrality by 2050.

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This column gathers articles illustrating the common threats affecting cultural and natural heritage: looting, illicit trafficking, poaching, illegal exploitation of resources, pressures linked to human activities, climate change and conflicts of use.
These resources are intended to support analysis, reflection and awareness-raising activities from an educational perspective.

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This column provides definitions and key concepts that are useful for understanding the ONE HERITAGE approach. It also brings together relevant scientific publications for an Erasmus+ project, which may serve as case studies in future training content and Open Educational Resources (OER).

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Institutional framework and European policies

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Institutional framework and European policies

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This column brings together the main institutional frameworks, public policies and European priorities within which the ONE HERITAGE project is embedded.

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Natural Heritage

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THE YOUNG PEOPLEOF THE BIOSPHERE RESERVE | Julian Alps Biosphere Reserve

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This project was developed thanks to the initiative of Europarc, the Federation of European Parks, which fosters quality experiences in direct contact with nature for youths residing in protected areas.If you enjoy being in contact with nature, reside in one of the Biosphere Reserve municipalities and are aged between 12 and 14, you can become a Junior Ranger too!

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Both Heritages

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L'Établi de l'Éducation Artistique et Culturelle

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PREAC Arts, Nature, Culture - L’Établi de l’Éducation Artistique et Culturelle

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PRESENTATION La Réunion est située au cœur de l’Océan Indien. Elle est l’entité européenne la plus à l’Est au monde et possède des spécificités en termes de biodiversité et de patrimoine naturel (inscription au Patrimoine mondial de l’Unesco), qui en font un terrain d’étude exceptionnel. Fort de ce constat, ils ont décidé de mettre en […]

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Both Heritages

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La DAAC, en partenariat avec de nombreuses structures culturelles, porte plusieurs projets et formations qui croisent arts et sciences. Les Classes Patrimoine Nature Avenir offrent l’opportunité de travailler en interdisciplinarité autour des patrimoines de proximité.

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EU biodiversity strategy for 2030 | EUR-Lex

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Communication — EU biodiversity strategy for 2030 on bringing nature back into our lives

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The European Commission supports EU Member States in their efforts to

equip learners and educators with the knowledge, skills and attitudes needed for a greener and more sustainable economy and society

help education and training institutions to integrate sustainability into teaching and learning and across all aspects of their operations

create a shared understanding on the deep and transformative changes needed in education and training for sustainability and the green transition

Council Recommendation on learning for the green transition and sustainable development

actively involve students and staff, local authorities, youth organisations and the research and innovation community in learning for sustainability

The Council Recommendation is supplemented by a Staff Working Document, which provides details and evidence for the Recommendation, including results from the public consultation and examples of good practice from across Europe.

Learning for sustainability working group

The European Commission supports the implementation of the Recommendation through a dedicated working group on sustainability in education. The 40+ members include representatives of education ministries (EU and partner countries), social partners, NGOs and international bodies.

The group has published a series of input papers and key policy messages on topics including whole school sustainability, curriculum and competences, effective policy design and teacher education.

European competence framework on sustainability

The European competence framework on sustainability ('GreenComp') was published in January 2022. This framework, which has been translated into all official EU languages, can be used in education and training programmes and policies in formal, non-formal and informal settings.

The framework defines the four competence groups related to sustainability that should be acquired by learners of all ages. Each competence has three sub-parts.

Embodying sustainability values

valuing sustainability

supporting fairness

promoting nature

Embracing complexity in sustainability

systems thinking

critical thinking

problem framing

Acting for sustainability

political agency

collective action

individual initiative

Envisioning sustainable futures

futures literacy

adaptability

exploratory thinking

In 2023 the Commission is establishing a Community of Practice to connect schools, researchers, public authorities and other bodies using the new competence framework.

Funding

The 2021-2027 Erasmus+ programme places a strong focus on the green transition and sustainability in education and training. In addition, environmental protection, sustainable development and climate action are priorities for the European Solidarity Corps.

In the 2023 Erasmus+ annual work programme, priority is given to projects on sustainability in school education, including on developing sustainability competences and skills, promoting positive action on sustainability and tackling eco-anxiety, supporting teacher capacity building and whole school approaches to sustainability.

Research

The Commission is also undertaking a number of studies on green education, including on

teacher professional development

mapping approaches to learning for sustainability in school education

synergies between the green and digital agendas in school education

green and sustainable learning environments and infrastructure

Erasmus+ Teacher academies

Erasmus+ Teacher Academies is a flagship action of the current Erasmus+ programme. The goal is to create European partnerships of teacher education and training providers and boost the European and international dimensions of teacher education in Europe.

Three of the Academies, started in 2022 and running for three years, are focusing specifically on sustainability.

EduSTA will create learning pathways where teachers can develop and demonstrate their sustainability education competences with digital badges.

The TAP-TS project will produce, test and validate packages of resources relating to sustainability for schools and teacher education.

CLIMADEMY is focusing on helping teachers to better understand climate change drivers, impacts and mitigation options and will create a network of teachers on climate change education.

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Learning for the green transition and sustainable development

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Europeans rank climate change among the most serious problems facing the world today. Education and training, like all sectors, must take action to respond to this planetary crisis.

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International Institute for Environment and Development

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Biocultural heritage is the inter-linked biological and cultural diversity of indigenous peoples and local communities, from seeds to landscapes and from knowledge to spiritual values, handed down from generation to generation.

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Figure 1: In this schematic, the socio-environmental system has many component parts (rectangles) that interact within and across levels of organization. The overall boundary of the whole S-E system is the solid black line, and the subsystems are in light blue or green. The large black arrow at the top indicates that the overall system state or behavior "emerges" as a result of the interactions. The interactions noted are not exhaustive (e.g., reduced forest-product income could spur changes to national policy).

The above schematic is a common way to conceptualize and represent S-E systems, but many others exist. For an overview and other examples, see Chapter 1 in Biggs et al. 2021. These schematics are broadly referred to as frameworks, and they vary depending on the purpose of the research or the management goal that motivates them. S-E frameworks may be in the form of network diagrams if the interest is in understanding relationships between individuals, groups, or institutions-collectively referred to as "agents" by S-E researchers (Figure 2). ² Flowchart-type frameworks are often used when there is interest in developing different scenarios to explore how futures may play out based on different policies or assumptions (Figure 3). ³ And of course, a framework's organization may be designed around social processes. A well known example is Elinor Ostrom's Institutional Analysis and Development (IAD) framework, which is meant to help understand governance-specifically, how do people interact and create communities, organizations, and rules to sustainably manage resources (Figure 4). 4

Figure 2: These network frameworks depict individuals cooperating and exchanging information with one another from different sectors in Cambodia-development, natural resource management, human rights, government, and agriculture.
(Riggs, Langston, & Phann 2020)

Figure 3: A S-E framework depicting scenario modeling of potential nitrogen (N) futures under new interventions across the food system and across all N-polluting sectors (agriculture, industry, transport, and wastewater).
(Modified from Kanter et al. 2020)

Figure 4: The Ostrom IAD framework particularly focuses on the "action arena" where policies or institutions are designed by people who interact in the context of the biophysical world they experience, as well within the current norms (e.g., rules/policies in use) and characteristics of their community (e.g., socioeconomics). Their decisions influence outcomes that in turn have feedback effects on decisions.
(McGinnis & Ostrom 2014)

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To view in your browser and/or download the article, click on the PDF below. A socio-environmental (S-E) system refers to a group of humans, social elements...

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List of factors
affecting the properties

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Climate change / Competing uses / Conflicts / Plundering

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Climate change / Competing uses / Conflicts / Plundering

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Both Heritages

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4 UNESCO Heritage Sites Under Threat | Earth.Org

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Climate change and human activity threaten UNESCO heritage sites, their integrity and the invaluable stories they tell.

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Natural Heritage

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Vantara: The Illusion of Conservation or a Billionaire’s Private Zoo? | Big Cat Rescue | Wild cats in the wild: Our mission, their future.

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In the heart of Gujarat, India, nestled within one of the world’s largest oil refinery complexes, lies Vantara, a facility that claims to be a beacon of wildlife rescue and conservation. Owned by Anant Ambani, the youngest son of billionaire Mukesh Ambani, this sprawling 3,000-acre compound boasts a

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Natural Heritage

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About the Commons

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This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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COP 15 renews the Joint Programme on Nature/Culture linkages

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The UN Convention on Biological Diversity COP 15 renewed its commitment to the Joint Programme of Work on the Links between Biological and Cultural Diversity

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Incorporating Sociocultural Phenomena into Ecosystem-Service Valuation: The Importance of Critical Pluralism

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Protection of Biocultural Heritage in the Anthropocene: Towards Reconciling Natural, Cultural, Tangible and Intangible Heritage

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Conserver ensemble patrimoines naturel et culturel. L’exemplarité des ruines féodales des Vosges du Nord.

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Conserver ensemble patrimoines naturel et culturel

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Remerciements : Ces recherches ont été financées par la DRAC de Lorraine. © F. Joulian Selon qu’il est naturel ou culturel, le patrimoine a ses institutions propres, son administration, ses modes…

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Natural Heritage

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Vols d’arbres, trafic et saccages : les forêts françaises victimes de la mafia du bois

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Partout en France, les vols d’arbres se multiplient, notamment sur les petites parcelles isolées. Dans le viseur des vandales : les chênes, revendus à prix d’or. Le phénomène est tel qu’il force autorités et propriétaires à réagir.

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Natural Heritage

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Innovative ways of mapping water-related ecosystems in Ohrid region

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UNESCO and the abrdn Charitable Foundation (aCF) have joined forces to launch the project “Promoting sustainable development through UNESCO’s programmes and sites”, which focuses on fostering a more

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Both Heritages

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Tourism by UKLO

Come to the UNESCO-listed city of Ohrid, North Macedonia, for an inspiring Summer School on Sustainable and Cultural Tourism, taking place from 7 to 13 September 2025. Organized by the Faculty of Tourism and Hospitality - Ohrid, in close collaboration with the COLOURS European University Alliance, this unique program combines education, culture, sustainability, and local engagement.

About the Summer School

The Ohrid 2025 Summer School explores the dynamic intersection of sustainable tourism and cultural heritage management. Through hands-on learning, fieldwork, and collaboration with local institutions, students will discover innovative approaches to responsible tourism in heritage-rich destinations.

Key Objectives

Understand key principles of sustainable tourism and their application to cultural heritage.

Examine the challenges and opportunities for sustainable tourism development in Ohrid.

Co-create solutions that balance tourism growth with heritage conservation.

Encourage cooperation among students, researchers, and local stakeholders.

Who Should Attend?

Undergraduate and graduate students in:

Tourism and Hospitality

Cultural Heritage and History

Environmental Studies

Urban Planning and Social Sciences

Teaching & Learning Methods

Multidisciplinary Lectures & Seminars: Delivered by experts in tourism, environmental sciences, and cultural studies.

Co-creation Projects: Students will work with local communities and stakeholders to develop practical, sustainable tourism strategies.

Field Trips in Ohrid: On-site visits to cultural landmarks and natural heritage sites.

Digital Tools: Multimedia presentations, collaborative tools, and online resources enhance learning and project development.

Program Schedule

Sunday: Arrival & Welcome Reception

Monday-Tuesday:

Principles of Sustainable Tourism

Cultural Heritage Management

Case Studies & Local Insights

Wednesday-Thursday:

Field Trips to Ohrid's Cultural Heritage Sites

Workshops with NGOs and Municipal Stakeholders

Friday:

Student Project Presentations

Closing Ceremony

Saturday: Departure

Lecturers & Experts

You will learn from leading academics and professionals from:

Faculty of Tourism and Hospitality - Ohrid

National Institution for Protection of Monuments of Culture and Museum - Ohrid

Municipality of Ohrid

COLOURS Alliance universities

Expected Outcomes

Participants will:

Gain in-depth knowledge of sustainable and cultural tourism practices

Strengthen collaborative, research, and project development skills

Produce actionable recommendations for sustainable tourism in Ohrid

Build a lasting network with peers, academics, and local experts

This summer school offers a unique opportunity for students to explore the intricate connection between sustainable tourism and cultural heritage preservation. Through a collaborative learning environment and engagement with local communities, participants will gain valuable knowledge and contribute to the sustainable development in cultural destinations.

For more information, please contact: summerschool.colours@uklo.edu.mk

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International Summer School: Sustainable and Cultural Tourism by UKLO – Colours – European University Alliance

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Come to the UNESCO-listed city of Ohrid, North Macedonia, for an inspiring Summer School on Sustainable and Cultural Tourism, taking place from 7 to 13 September 2025. Organized by the Faculty of Tourism and Hospitality – Ohrid, in close collaboration with the COLOURS European University Alliance, this unique program combines education, culture, sustainability, and local engagement.

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Unesco Convention on the means of prohibiting and preventing the illicit import, export and transfer of ownership of cultural property

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EU action plan against illicit trafficking of cultural goods, adopted by the European Commission on 13th December 2022

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UNESCO Mixed Heritage

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UNESCO issues final warning to North Macedonia and Albania over Ohrid heritage destruction

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UNESCO has given North Macedonia and Albania a final deadline to halt the deterioration of…

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Natural Heritage

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Araripe-Apodi National Forest, also known as FLONA Araripe .

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Cultural Heritage

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Competing uses / Plundering / Climate change

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Competing uses / Plundering / Climate change

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Biocultural Heritages

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As Cameroon's jungle shrinks, pygmies' lifestyle is under threat

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Hello everyone,

I am the head of digital mediation and coordinator of the Educational and Cultural Resources Center (PREAC) for Archaeological Heritage. It is in this capacity that I coordinated the PITCHER project.

My expertise is mainly focused on cultural heritage and archaeology, their mediation to different audiences, and the training of education professionals. Reflecting on the links between cultural and natural heritage is an area of interest and work that I am developing, fueled by field experience and exchanges with various stakeholders.

As part of ONE HERITAGE, I will be coordinating the project and am particularly interested in designing e-learning activities. I look forward to hearing from you.

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The Faro Convention emphasizes the important aspects of heritage as they relate to human rights and democracy. It promotes a wider understanding of heritage and its relationship to communities and society. The Convention encourages us to recognize that objects and places are not, in themselves, what is important about cultural heritage. They are important because of the meanings and uses that people attach to them and the values they represent.

The Faro Convention is a "framework convention" which defines issues at stake, general objectives and possible fields of intervention for member States to progress. Each State Party can decide on the most convenient means to implement the Convention according to its legal or institutional frameworks, practices and specific experience. Compared to other conventions, the "framework convention" does not create specific obligations for action. It suggests rather than imposes.

The Convention was adopted by the Committee of Ministers of the Council of Europe on 13 October 2005, and opened for signature to member States in Faro (Portugal) on 27 October of the same year. It entered into force on 1 June 2011. To date, 19 member States of the Council of Europe have ratified the Convention and 6 have signed it.

Faro Convention Action

Concrete actions give life and meaning to the Council of Europe conventions and make words powerful, shaping the policies for positive social change. With an enhanced definition of heritage, emphasis on heritage communities and the principle of shared responsibility, the Faro Convention Action seeks creative ways of developing and managing community heritage assets with active civil society involvement.

Faro Convention Action, through its heritage-led work, creates field-based platforms where transversal issues and the Council of Europe institutional knowledge and experience are brought together around concrete actions, setting examples for the type of society we aspire to build.

In line with the Faro Convention principles and criteria, civic initiatives enable institutions and communities to develop decision-making capacities and to manage their development processes, ensuring that heritage contributes to the social, cultural and economic dynamics of the communities.

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Convention on the Value of Cultural Heritage for Society (Faro Convention, 2005)

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The Faro Convention emphasizes the important aspects of heritage as they relate to human rights and democracy. It promotes a wider understanding of heritage and its relationship to communities and society. The Convention encourages us to recognize that objects and places are not, in themselves, what is important about cultural heritage.

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What, according to the Convention, does the term "landscape" cover?

The landscape is part of the land, as perceived by local people or visitors, which evolves through time as a result of being acted upon by natural forces and human beings. "Landscape policy" reflects the public authorities' awareness of the need to frame and implement a policy on landscape. The public is encouraged to take an active part in its protection, conserving and maintaining the heritage value of a particular landscape, in its management, helping to steer changes brought about by economic, social or environmental necessity, and in its planning, particularly for those areas most radically affected by change, such as peri-urban, industrial and coastal areas.

Identifying and protecting landscapes

The Convention sets great store by identifying and assessing landscapes through field research by professionals working in conjunction with local inhabitants. Each landscape forms a blend of components and structures: types of territories, social perceptions and ever-changing natural, social and economic forces. Once this identification work has been completed and the landscape quality objectives set, the landscape can be protected, managed or developed.

The people at the heart of landscape policy

One of the major innovations of the European Landscape Convention is the definition of "landscape quality objectives", meaning, for a specific landscape, the formulation by the competent authorities of the aspirations of the public with regard to the landscape features of their surroundings. No longer the preserve of experts, landscape is now a policy area in its own right.

Management in line with landscape quality objectives also calls for education and training, including training for specialists, elected representatives and the technical staff of local, regional and national authorities, and school and university courses dealing with values attached to the landscape and its protection, management and planning.

Landscape has no borders

Landscape is not a matter for individual states alone. It also needs to be considered in international policies and programmes.
Co-operation between Parties is designed to enhance the effectiveness of the measures taken in each state, provide mutual technical and scientific assistance and facilitate exchanges of landscape specialists and the sharing of information on all matters relating to the Convention.
Transfrontier co-operation is encouraged at local and regional level and, where necessary, can pave the way for the preparation and implementation of joint landscape programmes.

The Convention also established a Council of Europe Landscape Award, which the Council's Committee of Ministers can award to a local or regional authority, or a group of such authorities (in one country or on a transfrontier basis) or a non-governmental organisation that has instituted a policy or measures to protect, manage and/or develop their landscape, which have proved lastingly effective and can thus serve as an example to other territorial authorities in Europe.

The Florence Convention and other international treaties

The European Landscape Convention introduced a Europe-wide concept centring on the quality of landscape protection, management and planning and covering the entire territory, not just outstanding landscapes. Through its ground-breaking approach and its broader scope, it complements the Council of Europe's and UNESCO's heritage conventions.

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The landscape is part of the land, as perceived by local people or visitors, which evolves through time as a result of being acted upon by natural forces and human beings. "Landscape policy" reflects the public authorities' awareness of the need to frame and implement a policy on landscape.

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My name is Pier Giacomo Sola and I am project manager at the Michael Culture Association, created in 2007 to support cultural isntitutions in the digitisation of their collections. I will have soon a 30-years experience in EU projects, working in the Culture, Education, Tourism and Social innovation sectors. I am quite expert in community engagement and in technical coordination of projects.

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This section brings together existing initiatives related to the themes of the ONE HERITAGE project, including Erasmus+ projects, pilot educational actions, training programmes, and citizen-led or awareness-raising initiatives.

It provides a source of inspiration and reference points, helping to identify relevant approaches, tested formats and good practices that will be further analysed and contextualised within WP2 to inform the design of project activities and deliverables.

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Both Heritages

The display cases of the National Customs Museum (Bordeaux) on the illicit trafficking of protected species and cultural property

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Both Heritages

For the series, not for each book

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Both Heritages

Nevers Heritage Interpretation Centre, with a section dedicated to the Loire in all its components (environment, biodiversity, remains of past developments, practices that have disappeared or are still alive...).

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Natural Heritage

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Both Heritages

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La participation,
la citoyenneté et
l’engagement des jeunes
en milieu rural et périurbain

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Natural Heritage

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This collaborative space aims to share common resources and references related to cultural and natural heritage, in order to foster a shared understanding of key issues and to support the co-construction of the Erasmus+ project application.

Link to the project presentation

Interested partners are invited to request access to this space in order to contribute, and then to post a short introduction presenting their organisation, expertise, areas of interest and initial ideas for contribution.

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Slavica Koteska (Kocho Racin Primary School )

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Slavica Koteska (Kocho Racin Primary School )

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Hello,

I’m Slavica Koteska, an elementary school teacher by profession, with many years of experience in the educational system. I work at the “Kocho Racin” Primary Municipal School in Ohrid.

For the past four years, I have had the honor of being the principal of the same school. I view this position as both a challenge and the opportunity to advance the educational process and create the best possible learning and development environment for our students. As Principal I’m committed to:

Building Quality Education: I work on modernizing teaching, supporting and teaching staff, and implementing innovative methods.

Creating a Positive School Climate: I advocate for a school that is safe, inclusive, and where every student and employee feels respect and valued.

Community Collaboration: I actively work to strengthen the partnership between the school, parents, and the local community.

My previous experience as a classroom teacher gives me a deep understanding of the needs of the students, which helps me effectively manage the school and make decisions that are in the best interest of everyone.

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Hello, I am Bruno Marmiroli, head of the Mission Val de Loire, managing the UNESCO cultural heritage site of the Loire Valley. All the team is involved, since several years, in considering both natural and cultural heritages as a all. We have been engaged in the Loire parliament project and we still explore new tracks that welcome, listen and consider living being into all the managment process - especially those related to cultural heritage. We are very pleased to join the One heritage Erasmus + project.

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Hello, my name is Carolina Molina Fernández. I have a PhD in Hispanic Philology and I am a professor of Spanish Language and Literature. For the past nine years, I have been the headmistress of IES Albalat de Navalmoral de la Mata, and during this time we have made our school a national benchmark in STEAM practices of Shared Teaching and in new methodologies, which are necessary for 21st-century citizens. Our participation in the PITCHER project has made us aware of how much remains to be done in terms of heritage. We need our teachers and students to realise the importance of continuing to care for the world around us.

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In Scotland, a traditional language comes to the rescue of the forests (FR)

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itch io is an online platform dedicated to distributing independent video games, often created by small studios, artists, or experimental developers. Here's a first look at what exists regarding natural heritage and cultural heritage.