ICT-BASED EDUCATION: CARIBBEAN REGION PERSPECTIVES
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
In 2004--2005, under the general authority of the Director of the UNESCO Office for the Caribbean, a UNESCO consultant, and author of this article, with Mr. William Corry from the University of the West Indies, Mona, Kingston, Jamaica, have made a UNESCO Review of Information and Communication Technology (ICT) in education in the Caribbean included Jamaica, Barbados, Trinidad & Tobago, St. Lucia and Suriname [1]. It covered Primary, Secondary, Tertiary Education and Vocational Training Agencies recognizing the regional frameworks and aims of the Caribbean Community (CARICOM), the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQUATE), the Caribbean Examinations Council (CXC), the Caribbean Knowledge and Learning Network (CKLN) and the Caribbean Association of National Training Agencies (CANTA). The goal of this project was to make an analysis of the ICT used in the Caribbean and to develop suggestions for improving the role of ICT in this region. Discussions took place with the Ministries of Education, Universities and Vocational training establishments to identify both current and future challenges and opportunities for improvement.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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 it