ESD for All: Learnings from the #IndigenousESD Global Research
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it