Bibliographic record
Abstract
Based on interviews with youth in Canada participating in a high school based apprenticeship programme, this article investigates the extent to which such programmes affect stated policy goals of facilitating school-work transitions and developing workplace skills. Although embedded in very different education and labour market structures, Germany’s dual system is often discussed as a successful model for youth apprenticeship programmes. A comparison between Canadian and German youth apprentices therefore provides a rare critical look at how these differences shape individual experiences in apprenticeships, but also how they affect the accomplishment of policy goals. Findings show that the study participants themselves viewed their apprenticeships as positive and meaningful experiences. Yet the Canadian apprentices had only a cursory knowledge of apprenticeship regulations and career paths, and the German apprentices were restricted in their choices by the early streaming processes in Germany’s education system. Skill development in Canada was limited by a focus on workplace-readiness skills and a lack of integration of what participants did at work and what they learned at school. Rather than gaining an understanding of their rights and responsibilities in the workplace, they were learning to accept their under-privileged place in it.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.006 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".