Гендерні аспекти профорієнтаційної роботи з учнями \nсередніх навчальних закладів Канади \n(Gender aspects of career guidance of students of Canadian secondary schools)
Bibliographic record
Abstract
Проаналізовано канадський досвід врахування гендерних аспектів у профорієнтаційній \nроботі зі школярами. Розкрито сутність гендерно справедливого професійного спрямування в \nканадській середній школі. Висвітлено напрями профорієнтаційної роботи та відображення \nгендерної складової у них. З’ясовано риси та навички, які формують канадські педагоги у \nсвоїх вихованцях для їх успішного працевлаштування та виконання майбутніх професійних \nсоціальних ролей. Окреслено основні форми роботи з молоддю для розширення її уявлень \nпро можливі траєкторії трудової діяльності. Охарактеризовано програми, метою яких є \nзаохочення учениць до вибору нетрадиційних для їх статі професій, обґрунтовано принципи \nтаких програм \n(The Canadian experience of taking into account gender aspects in the career guidance of students has \nbeen analyzed. The essence of gender-equitable professional development in Canadian schools has been \nillustrated. The main directions of career development and gender inclusion in these spheres have been \ndetermined. Personal qualities and skills which are formed and developed in students by Canadian teachers \nfor their effective employment and performance of future professional and social roles have been outlined. \nThe main forms of work with youth in order to expand their consciousness of career paths have been defined. \nThe programs aimed at girls’ encouragement to choose nontraditional careers for their sex have been \ncharacterized. The principles of these programs have been justified.)
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How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.004 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.006 | 0.001 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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; both teacher heads agree on what is shown here.
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".