Do Tripartite Approaches to Reform of Services for First Nations Make a Difference? A Study of Three Sectors.
Bibliographic record
Abstract
First Nations in Canada have developed tripartite arrangements with federal and provincial governments in a range of service areas. Some scholars classify the arrangements as “mere” devolution; others debate whether they mark an emerging, more collaborative Crown/Indigenous relationship. There is also the pressing question of impact. Do tripartite service arrangements promote positive changes for affected First Nations and their members? This paper examines the character of these arrangements, as well as their impact on both services and relationships among the signatories. Analysing regional tripartite arrangements concluded over the past decade in First Nations policing, child welfare, and primary/secondary education, it then draws on evaluations, and scholarly and other “grey” literature to identify common challenges and successes. Throughout, the paper seeks to discern potential lessons from the past decade for negotiating and implementing tripartite service arrangements in the future.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 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 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".