Culture education is one of the principle means of transmitting the intangible cultural heritage to next generation and thus ensuring the viability of this heritage. Convention for the Safeguarding Intangible Cultural Heritage highlights the importance of education in addition to preparing inventories, raising awareness and consciousness for safeguarding of intangible cultural heritage. The Convention offers two education forms for transmitting intangible cultural heritage: formal education and non-formal education. What kinds of models can be improved for these education forms not contained in the Convention text because of the diversity and originality of State Parties' cultural heritage. Periodic Reports on implementation of the Convention are considerably enlightening and useful documents to reveal the problems, teaching methods and the outcomes of state parties on culture education. In this article, the role and importance of education for transmitting traditional knowledge and how state parties interpret formal and non-formal education of intangible cultural heritage have been evaluated on the basis of periodic reports. Evaluations and comparisons of modern non-formal education ways and traditional forms provide to figure out the connection between customary ways and modern transmitting models by means of periodic reports which contain state parties' education experiences. Formal and non-formal education forms bring along some problems and pitfalls. However, it should be kept in mind that the viability of intangible cultural heritage depends on the potentials of adopting to new contexts and revitalization.