LEGISLATIVE PROVISION OF ADULT EDUCATION IN THE USA AND CANADA: COMPARATIVE ANALYSIS
Bibliographic record
Abstract
The article deals with comparative analysis of legislative provision of adult education in the USA and Canada. It was found out that a special attention is paid to adult education development in the USA and Canada, for it is viewed as inevitable element of educational system, important instrument of state support and development of civil democratic society. Common features for both countries are extensive legislative basis, which is distinguished by a great number of laws and acts, which regulate functioning of adult education system. In after-war period the priority in educational policy was giving educational services to soldiers, who came back from war. For this reason, in 1944 G. I. Bill was enacted and in 1946 Law on Employment was enacted, which are viewed as beginning of legislative basis creation. Practical realization of G. I. Bill began after World War II, soldiers were given financial support for obtaining education. This law presupposes obtaining higher education, but financial support was given to those who wanted visited courses aimed at self-development and self-perfection. Important step in reformation of adult education in Canada was state intrusion in reformation of professional and technical education. Before the second half of the XIX century technical education in Canada was provided mainly by institutes of mechanics, which was not enough due to demands of industry. For this reason, Law on technical education was enacted, according to which new colleges and technical educational establishments were created, which were under control of provinces and territories. According to this law all educational establishments must be under control of provinces and territories. At the end of the 60th of the XX century Law on professional education was enacted, in which attention is paid to professional education in general and to informal education at workplace with the aim of socio-economic controversies elimination, which are caused by scientific-technical revolution, title to Law on Elementary and Secondary education, which was aimed at illiteracy obliteration. The difference in legislative provision is that taking into account the fact that every state has its own laws, there is a number of federal laws, in particular Adult education law that is in constant renovation, but there is no law at federal level in Canada, but every provision has its own law and directions of adult education development; in 2008 Learn Canada was enacted, which indicates necessity of accessible, diverse and flexible system of adult education, that is able to provide professional and personal development of an adult. Strategical documents in the USA concerning adult education are Law of Investment in Workforce (1998), which is every year enriched by the titles (titles 1999, 2001, 2003, 2005, 2007, 2009, 2011, 2013), which cover formal and informal education. The USA and Canada have stable and effective mechanisms of legislative and financial support and regulation of system of adult education, which should thoroughly analyzed for tracing opportunities of their usage in national space of adult education.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.008 | 0.023 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".