La formation à distance : Un instrument de promotion de l'éducation pour tous en Haïti
Bibliographic record
Abstract
Haïti, pays indépendant depuis 1804, fait face aujourd’hui à des problèmes de tout ordre qui menacent son existence. Des problèmes qui s’enchevêtrent les uns aux autres en une sorte de cercle vicieux : d’une part des aspirations légitimes de développement économique et social qui se heurtent à un système politique et un État incapable de les satisfaire; d’autre part, un État et un système politique qui ne peuvent pas compter sur le développement économique et social pour créer la base de richesse à gérer et à distribuer. Tout cela sur un fond d’analphabétisme chronique et persistant qui marginalise une forte proportion de la société. C’est dans ce contexte que vient de naître, avec l’aide de la Télé-université, la Fondation haïtienne pour la formation à distance et le développement, un réseau du savoir qui se veut un instrument de promotion de l’éducation pour tous en Haïti. Haiti, which gained its independence in 1804, is beset with a tangled set of problems that interact in a kind of vicious circle to threaten its very existence: on the one hand, the population’s legitimate aspirations toward economic and social development come up against a political system and a State incapable of meeting such aspirations, and on the other hand, the State and the political system cannot rely on sufficient social and economic development to create the basic wealth that might then be harnessed and distributed. Meanwhile, chronic illiteracy marginalizes a large percentage of the population. It is in this context that a knowledge network known as the Fondation haïtienne pour la formation à distance et le développement (Haitian Foundation for Distance Training and Development) has recently been established with the assistance of Télé-université; its objective is the advancement of education for all Haitians.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.006 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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".