How Are Skills Becoming a Social Technology? Some Reflections on the Quebec Experience
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
Vocational and technical training has become an ideal arena for testing curricula designed on “competency-based education” lines. The experience acquired here by the Ministry of Education in Quebec was part of the reaction to the behaviorist assumptions on which “teaching by objectives” used to be based. In addition, the Quebecer aim was to put an end to the multiplication of pedago-gical objectives by introducing a broader and more integrated picture of vocational training, keeping the requirements of the labour market in mind. The “social technology” which has thus developed in this country has led to the professionalization of vocational training courses and transformed the behavioural goals of vocational training by placing the emphasis on pupils’ participation in apprenticeship situations. It has also led to defining the competences required in terms of technical procedures, which has actually strengthened rather than weakening the role of those involved in forging links between training and employment.
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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 | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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