On Merve Sancak’s Institutions, Skills, Production Regimes and the Near Periphery, Oxford, Oxford University Press, 2022
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
Correspondence: [email protected] A leading scholar on the political economy of skill formation, Kathleen Thelen once noted that focusing on vocational training may not be the ‘most scintillating’ topic for some social scientists (Thelen, 2004, p. xi). Sancak’s book begs to differ. This is a very timely contribution to existing debates, given the limited number of studies that problematize vocational education policies in the Global South. Importantly, the book provides a multilayered study of training systems in two emerging markets: Mexico and Turkey. These economies have built ever closer ties with the global value chains over the last few decades. Especially in the ambit of automobile production, the demand for skilled labor in both countries has increased. In response to these pressures, Sancak finds that a lack of coordinated public investment in vocational education in Mexico has led to sub-optimal growth performance while Turkey has built a system that is characterized by strong state involvement in skill formation, leading to an inclusive growth trajectory.
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 | 0.002 | 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 | 0.001 | 0.002 |
| 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