Unpacking the Relationship Between International Development and Early Childhood Care and Education in Dharamshala, India
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
This research study provides a new model to evaluate early childhood development internationally by integrating perspectives from the disciplines of International Development and Early Childhood Care and Education. This new model, The Geographic Context Education Development Matrix, was developed through this piece of research and will assist in providing a deeper understanding of the intersectionality of these disciplines as they relate to early childhood development. This model helps to illustrate the scholarly gap in understanding the local perspectives of international development, specifically through short-term international volunteering in Dharamshala, India. Data was collected through an experiential learning project where the primary investigator volunteered for one month in a private school in Dharamshala. Following this participatory experience, qualitative semi-structured interviews were conducted with local teachers and parents. The purpose of this research was to ascertain the current effectiveness of international interventions in Early Childhood Care and Education, especially through international volunteers, in Dharamshala, India and provide insight into the barriers impeding sustainable Early Childhood Care and Education. Through the analysis of the data collected, it was evident that the practice of short-term international volunteering is not effective in supporting Early Childhood Care and Education in Dharamshala. Short term volunteers are not an effective intervention because they cannot address the most significant barriers faced by local educators, their support is generally unreliable, and their presence can, and often does, perpetrate neocolonial tendencies.
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 | 0.001 | 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) | 0.000 | 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