La démocratisation de l'enseignement supérieur au Canada: la face cachée de la massification
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
The increase in available student placements at colleges and universities, the implementation of provincial and federal postsecondary education policies, and the rise of the educational aspirations of families and individuals have all led to the massification of Canadian higher education. Based on Merle's typology of the forms of democratization, this article attempts to revisit the theory of equality of opportunities by critically analyzing the link between massification of higher education and social equity. The results of an analysis of longitudinal data from the (YIT) Youth in Transition Survey show that at the age of 24 in 2008, approximately 77% of young Canadians have pursued studies in a college or university. If access to postsecondary education is now higher, to what extent has it improved social equity? The article shows, in light of the Merle's typology, that mass university education is achieved in part under the seal of a segregative democratization, while college education tends to be egalitarian. L'augmentation de la capacité d'accueil des collèges et des universités, la mise en œuvre de politiques provinciales et fédérales de développement de l'enseignement postsecondaire et la montée des aspirations scolaires des familles et des individus ont contribué à massifier l'enseignement supérieur canadien. En se basant sur la typologie des formes de démocratisation de Merle, le présent article tente de revisiter la théorie de l'égalité des chances en s'interrogeant sur le lien entre la massification de l'enseignement supérieur et l'équité sociale. Les résultats obtenus à partir de données longitudinales provenant de l'Enquête auprès de jeunes en transition (EJET) montrent qu’à l'âge de 24 ans en 2008, environ 77 % des jeunes Canadiens ont poursuivi des études dans un collège ou une université. Si l'accès aux études postsecondaires est aujourd'hui plus élevé, dans quelle mesure celui‐ci a‐t‐il amélioré l’équité sociale? L'article montre, à la lumière de la typologie de Merle, que la massification de l'enseignement universitaire se réalise en partie sous le sceau d'une démocratisation ségrégative, tandis que l'enseignement collégial a tendance à être égalisateur.
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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 | 0.007 | 0.007 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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