隨著世界遺產的保存與維護觀念逐漸受到國人重視，臺灣過去10多年來，早已透過當時行政院文化建設委員會（現為文化部）的政策推動，開始建立屬於自己國家的世界遺產潛力點名單。然而在政策的推行過程中，「教育」的課題往往被大家所忽略。由於廣義的教育可以分為正規教育與非正規教育，因此「教育」絕非只有專業者的實務養成教育，它也應該涵蓋非專業者對於文化資產的認同與觀念啟發的教育課程或活動。 因此本研究欲從此角度出發，探討自1972年《世界遺產公約》將「教育計畫」（Educational Programmes）的角色納入公約後，世界遺產委員會與世界遺產中心操作世界遺產教育計畫的內容，另外也以美國對於世界遺產地的教育計畫為例，探討其操作方式與教學內容。本研究將針對世界遺產中心所提出的「世界遺產教育計畫」（World Heritage Education Programme）與美國世界遺產維吉尼亞大學、費城獨立廳進行相關文獻收集，並且透過世界遺產官方網站上的文件資料庫進行資料的歸納與分析工作。希望透過本研究的資料收集與研究分析，能夠帶給臺灣世界遺產潛力點的相關單位作為日後推廣世界遺產教育活動之用，同時也對於臺灣未來在研擬文化遺產教育活動時之參考。

The Council for Cultural Affairs of the Executive Yuan (Taiwanese government agency, nowMinistry of Culture) has implemented cultural policies for potential World Heritage sites, due toincreasing public concern over the conservation and preservation of cultural heritage over the lastdecade. Several tentative lists for potential World Heritage sites have been produced for the Taiwanese region. However, the function of education is ignored in the implementation of policy. Educationincludes both formal and informal varieties. Therefore, it is not only practical education for those inthe profession that is important, but also the education for general population to encourage them toidentify with and be inspired by cultural heritage. Consequently, this study investigates the educational content of World Heritage Programs since 1972, which are operated by the committee of WorldHeritage and the Center of World Heritage. Furthermore, the educational programs for World Heritage sites in USA are also discussed. This study analyses the policies and contents related to World Heritage Programme through thepublications and documents which are provided by World Heritage Center. In addition, this study also analyses the educational programs about two World Heritage Sites in USA. The conclusion of studyrevealed some strategies for the promotion of the education of cultural heritage for the Potential World Heritage Sites in Taiwan.