What makes a programme vocational?: school-based work-related programmes in Canada
Bibliographic record
Abstract
The paper addresses the vocational aspects of the curriculum of five work-related programmes of a school board in Canada. The fieldwork on which this paper is based was carried out in autumn 2009 and involved a qualitative case-study investigation of the vocational dimensions of the learner experience on these courses which were located in different secondary schools. Central to the paper is a consideration of the work-related learning embodied within the activities and assessment tasks on these upper secondary school programmes. Of particular interest were the curriculum activities, pedagogy and assessment tasks and the views of teaching and support staff, as well as student views and dispositions, for example their learning and career aspirations and their attitudes towards their programme. The paper will argue that a key influence on the vocational dimension of the courses is the background and experience of the teachers. The paper presents vignettes of each of the case study courses and discusses the extent and ways in which employers were involved in and engaged with each programme using a framework that has been developed for exploring the vocational dimensions of school-based work-related courses.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".