Bibliographic record
Abstract
Integrating School and Workplace Learning in Canada Principles and Practices of Alternation Education and TrainingRapid economic change has raised public concern that the educational system is not preparing its graduates for work in the new economy.Many employers complain that the knowledge and skills of post-secondary graduates are inadequate or irrelevant to the needs of the workplace.Vocational and workplace training programs are, however, criticized as being too narrowly focused.Approaches to learning that combine experiential and cognitive learning represent a promising response to the need to acquire relevant skills and develop the intellectual capabilities that allow individuals to address and solve complex problems encountered in the workplace.Such hybrid forms of learning are termed "alternation."They not only involve a curricular balance between the theoretical and the practical but also use two distinct venues for learning -the classroom and the workplace.Regular periods of classroom learning are complemented by workplace learning in apprenticeships, co-op education, or work-experience programs.Various facets of alternation are discussed in this volume, including its basis in cognitive and social learning, its implementation in a variety of settings, its role in smoothing the school-work transition process, and its potential to contribute to the knowledge and skills needed by the workforce.The authors bring a wide range of disciplinary perspectives to bear in their analyses of the principles and practices of alternation in Canada, providing historical, theoretical, and practical insights.Their analyses contribute to and extend the current debate and discussion surrounding necessary changes in Canada's educational and training policies.
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 | 0.000 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.031 | 0.014 |
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; both teacher heads agree on what is shown here.
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".