Fostering Global Citizenship through the UNESCO Young People`s World Heritage Education Programme
Bibliographic record
Abstract
In recent years due to the evolving interconnectedness around the globe, global citizenship has become a prominent area of research. While investigation of this phenomena has expanded, few studies exist on how global citizenship is fostered vis-à-vis international youth programs. The purpose of this study therefore, is to understand in what ways the UNESCO Young Peoples World Heritage Education Programme has fostered global citizenship, supporting the development of life-long global citizens. Using an interpretivistic approach, the study has gathered the individual perspectives of former youth delegates (9 delegates from 7 countries) of the 2008 World Heritage Youth Component held in Quebec City through semi-structured interviews. Cross analysis through a literature review on global citizenship was utilized to confirm findings from interviews. The use of high impact learning and the encouragement to employ knowledge within both local and global spheres, allowed for five types of individual transformations to occur. While in some ways differences between individual viewpoints became linked to distinctions in cultural backgrounds and societal contexts, similarities dominated. These similarities are attributed to the role global institutions play in influencing individual perspectives on global citizenship. Practical implications from this study offer a greater understanding into the type of global citizenship that is fostered by international youth programs. This recognition may equip the UNESCO World Heritage Education Programme in particular to further develop young people as actively engaged global citizens, leading to stewardship and sustainable management of the world’s most outstanding natural and cultural heritage.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".