FRUITS OF DEMOCRATIC TRANSFORMATION OF EDUCATION IN A SOUTH AFRICAN UNIVERSITY IN 1998: PERSPECTIVES OF STUDENTS IN THE SCHOOL OF EDUCATION, UNIVERSITY OF CAPETOWN
Bibliographic record
Abstract
ABSTRACT. This article is based on doctoral study of educational change in the School of Education (SOE) of the University of Cape Town (UCT) in South Africa. It is an exploration of a moment in that bore witness to institutional and human transformation in South African higher education. This transformation involved development from the late nineteenth century colonization by Britain, through the Apartheid era, and finally to the time of the historic democratic election in 1994. The research examines how the post-apartheid era changed the university context and culture, as well as ways in which social relationships and student experience were transformed. This text, the first of three, analyses change from the viewpoint of the student group respondents of the study. Other articles will focus on the teachers and administrators' perspectives. LES FRUITS DE LA TRANSFORMATION DEMOCRATIQUE DE L'EDUCATION DANS UNE UNIVERSITE SUD-AFRICAINE EN 1998 : PERSPECTIVES DES ETUDIANTS DE LA SCHOOL OF EDUCATION, UNIVERSITY OF CAPE TOWN RESUME. Cet article se fonde sur une etude de la reforme de l'education la School of Education (SOE) de l'University of Cape Town (UCT), en Afrique du Sud. Il explore un « moment precis» qui temoigne de la transformation institutionnelle et humaine dans le monde de l'education superieure de l'Afrique du Sud. La transformation s'est amorcee la colonisation britannique de la fin du dix-neuvieme siecle, passe par l'ere de l'apartheid pour finir l'epoque de l'historique election democratique de 1994. La recherche examine comment l'ere postapartheid change le contexte et la culture universitaires ainsi que la maniere dont les relations sociales et l'experience des etudiants ont ete transformees. Ce texte, le premier de trois, analyse le changement du point de vue des etudiants qui ont repondu l'etude. D'autres articles se concentreront sur les points de vue des enseignants et des administrateurs.
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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 | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.039 | 0.021 |
| Scholarly communication | 0.016 | 0.006 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.005 | 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".