Cinderella and the search for the missing shoe: Latin American adult education policy and practice during the 1990s
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
Abstract This article examines the main trends in adult education policy in Latin America during the 1990s. During this period, in spite of the commitments made by national governments in Jomtien in 1990 and ratified in Dakar in 2000, adult education in Latin America has been marginalized and neglected, both in terms of public policy and public funding. This paper raises different hypotheses in order to explain this dynamic and the variety of strategies that have been proposed to garner support for the field. Adult education in Latin America is now at a crossroads, and the collective search for its mission, purpose and identity is as urgent as ever. In discussing the revitalization of adult education in Latin America, the debates undertaken in the region by governmental and non-governmental organizations in the preparation for and in the follow-up to the 1997 Hamburg International Conference on Adult Education (CONFINTEA V) are described. In the final section, after summarizing the main issues and achievements, the article outlines several challenges for the future.
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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| 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