Towards a feminine oriented education for empowerment: Reorganizing adult learning for peri-urban women development in Ghana
Bibliographic record
Abstract
The issue of informal and lifelong learning seem to be under microscopic scrutiny in learning policy discourses as learning is becoming part of everyday life. Learning facilitates the skill development of an individual. Thus education, learning, development, equity, empowerment, women, consciousness, equality, gender, have become buzz words in the development literature after the 1975 International Women's Day and 1996 Beijing women's meeting respectively. These concepts, however, may be mere rhetoric for women in Ghana and elsewhere if they do not translate into interventions which positively impact on the lives of marginalized and vulnerable women. So structures affecting women's learning need reorganizing whilst systemic hindrances to their learning, interrogated. This research advocates for the consideration of informal learning as pedagogy for developing the social and cognitive skills of women to ensure their functionality in society. Its pays special attention to the African and Ghanaian contexts. The research will employ the process of textual analysis to conceptualize and review learning vis-a-vis issues around women, feminism and, gender and development by using the feminist discursive framework to elaborate the essence of informal learning as means that impacts women's development.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".