Beyond Future Skills in Higher Education: A New Theory of Change
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
Abstract The role of higher education in equipping students for future paths that are being shaped by major global challenges and yet which remain unpredictable is an area of ongoing concern. This chapter proposes a new theory of change that supports efforts to identify the skills needed by future generations that higher education can provide. It extends the conceptualization to focus on how, through higher education, these skills could shape and refine people and societies. The theory of change is based on the findings of a survey conducted by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC) during 2021, which was completed by almost 1,200 respondents in nearly 100 countries. This theory of change identifies the main skills that will be needed in the future, the accelerators that will facilitate the adoption of these skills, and the ways in which these skills and accelerators might lead to transformation at individual, institutional, and societal levels.
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.013 | 0.003 |
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