Perpetuating education–jobs mismatch in a high school internship programme: an ecological model
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
Enhancing school‐to‐work transitions for youth is a policy focus of secondary schools in most OECD countries. This paper examines one organisation's efforts to encourage high school youth to consider careers in health care by providing them with summer internship opportunities. We adopt an embedded context approach to examine the effects on outcomes of trends in health care work, the institutional realities of schools and health services workplaces, and the behaviours of students, employers and educators engaged in the internship programme. Our analysis of interviews with youth and other partners suggests that different features of the programme within the broader context of changes in the health care workforce make it unlikely that it will fulfil its goal of addressing education–jobs mismatch. Part of the problem is that Canadian transition systems are characterised by a market approach that relies on employers to engage in long‐term workforce planning and develop the capacities of a wide range of youth. Instead, we argue that more coordination and communication among partners is needed to ensure that a variety of youth are afforded opportunities to learn about as well as for work.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 it