Medir progresos en educación en derechos humanos: Una experiencia interamericana en marcha
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
Since the year 2000, the Inter-American Institute of Human Rights (IIHR) has been developing a new research methodology on human rights based on a system of progress indicators about three groups of rights: access to justice, political participation and human rights education. The approach was initially applied in 6 countries of the region, and produced the Progress Maps on Human Rights. This experience set the foundations for the annual preparation of the Inter-American Report on Human Rights Education, which IIHR distributes every December 10th, since 2002. The paper explains the oldest and more widely used approaches for research on human rights: (i) the registration of violations and (ii) the analysis of human rights situations. Then, it introduces the approach of measuring progress, its tools (progress indicators), the main methodological considerations, and the application of this approach, up to date, in 19 countries of the American continent that subscribed and/or ratified the San Salvador Protocol. Such application constitutes the first two Inter-American Reports on Human Rights Education, which are part of a series of 4 reports. El main objective of the series is to investigate the variations produced regarding the incorporation of Human Rights Education in formal and non-formal education, in the selected countries, during the period 1990-2002/03. The I Report (2002) focused on the legal developments of Human Rights Education at the national level, and the II Report (2003) examined the advanced in the curriculum and the textbooks in the elementary and high school levels of the formal education system. The conclusions and recommendations of both Reports are transcribed in the appendices.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 |
| 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