ERIC ED449749: Can Canada Get Its Act Together in International Education?
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
This paper discusses the position of Canada with regard to international education, drawing on the findings of a prior study intended to foster development of an agenda for promoting a more strategic national approach to the internationalization of Canadian education. International education, for the purposes of this discussion, includes extending Canadian education to people from other countries, promoting educational experiences in other countries for Canadians, and fostering an international orientation in the curricula and milieu of Canadian institutions. The importance of international education for Canada can be supported by cultural, political, academic, and economic reasons, with the economic aspect being of great importance to Canadians who recognize that their country faces international competition and international opportunities. At present, Canada's proportional allocation of public expenditures to international culture, science, and education is small when compared with the allocations of some European countries. In addition, the future outlook is not promising for Canada in the international arena. The study found, however, that a considerable amount is happening in a largely uncoordinated fashion to promote international education in Canada. These initiatives should be encouraged, and national advocacy organizations for international education should expand their scope and find ways to include the provinces in their efforts. If a relatively loose confederation of these organizations could be organized, productive synergies could be realized by making a whole greater than the sum of its parts. (SLD)
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 | 0.000 | 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.278 | 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 it