Bibliographic record
Abstract

 
 
 Contents
 Continuity and Change in Students’ Account of Race and Class Relations at a South African University
 Deevia Bhana .....................................1
 Funding Higher Education in Africa: State, Trends and Perspectives
 Damtew Teferra ........................................19
 Towards Evaluating a Higher Education Residence Environment that is Conducive to Learning, Development and Success
 Willem Petrus Wahl ..................................53
 Reengineering Postgraduate Curricula and its Mode of Delivery: Graduate Students’ Views of Modular Course Delivery at Addis Ababa University
 Solomon Areaya, Ayalew Shibeshi & Daniel Tefera ....................71
 Massive Open Online Courses (MOOCs) and Green Economy Transition: Feasibility Assessment for African Higher Education
 Godwell Nhamo ................................103
 The History of Makerere Institute of Social Research (MISR) and Her Place in the Study of the Social Sciences in Africa
 Stanley Baluku Bakahinga Mbalibulha.................................123
 The British Model, ‘Africanization’ of the Curriculum and other Issues: The Influence of Professor D. W. Ewer (1913-2009) on University Teaching in Ghana and on Biological Education in Africa
 Richard Alan Baker ...................................... 145
 “...University is ISO 9000:2008 Certified”: Neoliberal Echoes, Knowledge Production and Quality Assurance in Kenyan State Universities
 Ishmael I. Munene .........................................163
 
 
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 | 0.000 | 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) | 0.111 | 0.002 |
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".