Adult Education in the Post-Secondary Context: Sustainability in the 21st Century
Bibliographic record
Abstract
The role of adult education is considered within the post-secondary context. In this paper, sustainability education, and particularly, the recent emergence globally of the United Nations University’s Regional Centres of Expertise (RCEs) provides an example of how adult education may continue to serve in the 21st century, an era that has already proven itself in peril with issues of social and environmental justice – spanning wide ranging challenges of gender, race, and ecology. Le rôle de l’éducation des adultes est étudié dans le contexte postsecondaire. Dans cet article, l’éducation au développement durable et notamment l’émergence récente sur l’échelle mondiale des Centres régionaux d’expertise de l’Université des Nations Unies, offre un exemple de la mesure dans laquelle l’éducation des adultes peut continuer à être utile au 21e siècle, époque qui s’est déjà avérée aux prises avec des problèmes de justice sociale et environnementale qui couvrent un vaste éventail de défis liés au genre, à la race et à l’écologie. Mots clés : éducation postsecondaire, interdisciplinarité, implication communautaire, éducation au développement durable, Centres régionaux d’expertise
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 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 source (direct Gemma or distilled Codex), 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".