Bureaucratisation of the Teaching Profession in Decentralised Vocational Education—The Case of Slovenia, Europe
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 2001, Slovenian vocational education has undergone major changes at the curricular and financing levels, particularly moving towards competence-based and open curricula and the decentralisation of responsibilities. Both tendencies have changed the role of the teacher, who has become a team worker with many new responsibilities in planning, assessment and evaluation of the pedagogical process. Reform measures are regularly evaluated, and research findings are an important source of information for reforms. In our secondary analysis of selected evaluations, we attempt to prove our thesis that the teacher’s autonomy has, despite this decentralisation, not increased in terms of better conditions for the students’ development. Instead, it has resulted in teachers becoming exhausted by paperwork, the purpose of which they do not realise due to poor training and difficult working conditions. The article proves that the potential positive outcomes of the reforms can be lost if reform instruments are abused for political and/or economic purposes, if the swiftness and content of the reforms are dictated by the European (financial) policies and particularistic political interests, and/or if the school is reformed according to the rules of the market.
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 | 0.002 |
| 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