Le développement de l'alternance en formation professionnelle dans un contexte québécois
Bibliographic record
Abstract
Les formations professionnelles initiales offrant des programmes en alternance sous l’appellation Alternance Travail-Etudes (ATE) au Quebec, ou enseignement cooperatif dans le reste du Canada, constituent les manifestations les plus organisees de la tendance a une redefinition des frontieres et des rapports entre l’education et le travail. Ces pratiques de formation, qui allient plus d’un stage en entreprise et des periodes de formation en etablissement scolaire, se multiplient, s’introduisent de plus en plus dans les programmes de type professionnel, aussi bien en formation professionnelle initiale qu’en formation continue. La formation professionnelle initiale, interface entre le monde de l’education et celui du travail, devient donc un lieu ou se croisent d’importants enjeux, et subit ainsi des restructurations refletant des politiques et des mesures qui pronent un rapprochement entre les systemes educatif et productif. Dans le contexte quebecois, l’alternance se developpe essentiellement pour poursuivre deux grandes finalites : l’amelioration de la qualite de la formation et l’adequation formation emploi dans un contexte de penurie de main-d’oeuvre. (...)
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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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.018 | 0.012 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".