Fruits of democratic education transformation in a South African university in 1998 : perspectives of administrators, teachers, and students in the School of Education : University of Cape Town
Bibliographic record
Abstract
This is a study of educational change that was carried out at the School of Education (SOE) ofthe University of Cape Town's (UCT) in July 1998.It is about institutional and human transformation in South African higher education in 1998.The context ofthis inquiry is situated in South African society and polit y from the start of the Apartheid era in the late nineteenth century colonization by the Britain, through the 1948 period of minority Afrikaner nationalist government, and to the time of the historie democratic election in 1994.It deals with postapartheid policies aimed at eliminating apartheid in all areas of society and education.The thesis examines new educational policies and practices that resulted from postapartheid transformational initiatives that addressed past inequities and injustices committed against the African and black majority population.South African universities were charged with the responsibility of increasing access to formerly exc1uded students and staff, in circumstances of dec1ining economic fortunes.My central research question was concemed with the changes that had been brought about in the educational system to enable the process of transformation to come about.More specifically, 1 inquired whether changes had occurred at UCT and if they did, to what extent could they be indicative of a transition from apartheid to a democratic ideal.The research targets the respondents' (students, teachers, administrators) views of transformational experiences, whether positive or negative.The research adopts a case study approach to gain insights into transformation in South African universities' reform process.
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.056 | 0.022 |
| Scholarly communication | 0.018 | 0.005 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.006 | 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".