Bibliographic record
Abstract
Canada is one of the major immigration countries, with a rich tradition of adult education and high participation rate in the adult education. The predominant philosophical basis of adult education is humanistic individualism with faith in self-education and responsibility of the individual for his/her own continuing education and development. Adult Education in Canada is defined very pragmatically and encompasses a broad spectrum of activities. It includes formal, non-formal and informal adult education activities, offered by public institutions as well as by non-profit, non-government organizations and private for-profit institutions and companies, which provide general education, vocational education professional continuing education, in group as well as individual programs of all kinds. General adult education, functional literacy training and basic adult education, as well as secondary school completion for adults vocational training, upgrading and retraining or post-secondary education of adults have important role in the adult education in Canada. Serious consideration is pay to professional preparation of adult educators, as well as to researches in the field of adult education. The most power target groups in the field of adult education are women and seniors. Special places among more recent innovations have credit for experience and credit banking. The two current major competing trends are the further vocationalization of adult education, and the shift from adult education based on institutions to independent learning.
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.
How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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 teacher head, 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".