The Role of Canadian Colleges and Technical Institutions in International Education: A 40-Year Perspective
Bibliographic record
Abstract
This article documents the emergence and evolution of Canadian postsecondary technical or vocational international education by analyzing information derived from the administration of an in-depth survey to senior college officials in Canadian colleges and postsecondary technical or vocational institutions. Those who responded on behalf of the appropriate department in each institution had a wide variety of education, training, and skills related to the promotion and enhancement of international education. Results showed that the primary goals of international education in these institutions since 1960 were to form human capital, promote economic growth, and facilitate economic globalization. Few institutions in Canada in 1960 met the criteria of being colleges or technical institutions, and even fewer were involved in international education. The large increase in their numbers a few years later coincided with a rapid expansion of interest in international education. Geographical areas of international education were concentrated in Africa, Southeast Asia, and the Caribbean from 1971 to 1985. From 1986 to 1998 this changed to cover almost every area of the nonindustrialized world. The intent of international education in these institutions changed from the earlier altruism to a focus on staff development, generation of revenue, and provision of humanitarian assistance. This information may be of assistance to institutions setting policy and suggesting strategies for more effective coordination of international education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.006 | 0.007 |
| Science and technology studies | 0.015 | 0.005 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 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 source (direct Gemma or distilled Codex), 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".