How do we deliver social justice through education?
Notice bibliographique
Résumé
England and Wales have now had 150 years of state education. Various reforms since the Gladstone government's 1870 Act have undoubtedly transformed the life chances of millions of people. Yet, some aspects have changed little, the emphasis being still mainly academic, not vocational. Social mobility is possible but Gladstone's current successor is yet another old Etonian. Britain, especially England, is still a country where your life chances are set at birth. While being born privileged in Britain means that you are likely to remain privileged, if you are born disadvantaged, then you have to overcome a series of barriers to ensure that you and your children are not stuck in the same trap. The top echelons of British society are still viewed through a glass ceiling by most of us. Our education system must be the means to shatter it. We also have a sticky floor of underachievement holding back a stubbornly consistent fifth of our young people who fail to reach the minimum standards of literacy and numeracy essential to survive in the modern world. Again, our education system must be the means to allow people to rise. It is time for some real ‘levelling up’. To thrive in the next fifth of the 21st century, Britain will need a skilled workforce to attract investors away from our EU neighbours. We need our people to be flexible, creative and entrepreneurial. We must have the skills to design and develop world-beating products and services. Our education system and its outcomes must be changed in order to meet this challenge. According to education statistics produced by the OECD club of richer countries, Britain is just about inside the top third of its members on measurements of average literacy and numeracy scores. We are in the same cohort as the US, Japan and Sweden but we are far behind Canada, Korea and Poland, and other countries are likely to overtake us. Britain's average scores are held down by the bottom fifth of our young people, a tail of underachievers. Most but not all of them are from disadvantaged families. It is this group of people who are failed the most by our education system. The OECD found that 17 per cent of 15 year olds did not reach the Level 2 minimum standard of literacy, with 19 per cent failing to attain functional numeracy.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,032 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».