‘South-South’ Borrowing: Lessons from the Caribbean and implications for post 2015 agenda
Bibliographic record
Abstract
This article aims to draw attention to complexities of ‘education borrowing’ and outline considerations for setting education goals beyond 2015, the projected expiry date for Education for All goals. While policies from multilateral agencies advocate sharing best practices between developing nations to support improvements to quality education, qualitative research in Barbados and Trinidad & Tobago indicates that best practices are not shared nor implemented. At best, foreign ideas from industrialized countries are used to legitimize local policies. It appears that directives aimed at fostering ‘South-South’ cooperation do not account for cultural differences. Findings also suggest a lack of cross-national attraction as developing nations are more concerned about ‘international standards’. Policy development considerations for 2015 include a stronger emphasis on identifying locally driven approaches and goals in place of ‘South-South’ borrowing rhetoric. Abandonment of a common realm of values is not necessary; however the reduction of interventions by multilateral agencies may be a worthwhile goal for post 2015.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| 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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".