A Comparative Analysis of the K-12 International Education Policies of Ontario and Manitoba.
Bibliographic record
Abstract
This paper utilizes critical policy analysis framework to examine provincial policy documents in K-12 international education. Adopting Ball’s (1994) three policy contexts framework – 1) the context of influence; 2) the context of policy text production; and 3) the context of practice - this paper provides a comparative analysis of the international education policies of Ontario and Manitoba. The paper shows that policy documents are not simply linear government directives but they are rather processes driven by local stakeholders including schools, school boards, non-government organizations and educational administrators.Through this comparison, informed by document analysis and stakeholder interviews, we provide an understanding of what factors have led to K-12 international education impetus, and discuss the potential outcomes in terms of (under) privileging of certain values, its effects on (in) equity, and its long-term implications for a publically funded educational system in Canada.
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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 | 0.000 | 0.001 |
| 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 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".