Migrant Learning Centers on the Thai-Myanmar Borderland: Giving New Meaning to “Live and Learn”
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
“It is the weakest among us who need education the most and we cannot stand by as they are being excluded,” said Kishore Singh, UN Special Rapporteur on education, following the adoption of the Incheon Declaration at the World Education Forum in May 2015. He also called for “strategies to address inequality by focusing on girls and women, ethnic minorities, persons with disabilities and children living in conflict-affected areas, rural areas and urban slums.” One especially vulnerable group that has been denied their right to education are the children caught up in forced migration along the Thai-Myanmar border. One strategy, highlighted in this article, for ensuring these children have access to quality early childhood education and complete primary education with effective learning outcomes, is nonformal, migrant alternative learning centers. The authors present a case study of one such center, New Blood School and Boarding House, to demonstrate the critical role alternative care systems can play in meeting the needs of marginalized children and ensuring that no child is left behind.
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 | 0.000 | 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 | 0.001 | 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