Taught · layers 02 and 05 · WP2 · WP4 · WP8

What provision transmits

Site dyads and the curriculum response interval

Between what is prescribed and what is lived sits what is taught. Adding it turns the prescribed/lived distance into a decomposition: translation failure at framework level, transmission failure at provider level.

Planned work, not a funded project

The taught layer

Site dyads and the curriculum response interval

Taught · What provision transmits

Site dyads and the curriculum response interval

Instrument: Site dyads; curriculum response interval; access gradient; curricular record
Produced in: WP2 Tasks 2.1, 2.4, 2.5; WP4 Task 4.3; WP8 Task 8.2
Deliverables: D2.3, D2.4, D4.5, D8.5
Used next by: Gap decomposition (Task 8.4); Equity Monitor (Task 8.7); Roadmap (Task 9.3)
Answers: RQ5

The layer the architecture inserts. Between what is prescribed and what is lived sits what is taught. Adding it turns the prescribed/lived distance into a decomposition: translation failure at framework level, transmission failure at provider level. That is what makes the resulting guidance usable by a training institution.

Sites are opened in dyads. Every energy workplace is paired with the provision serving the same travel-to-work area: the vocational centre, works school, adult-training provider or sectoral fund that would have to teach whatever the workplace has started doing. The pair, not the plant, is the unit of observation.

The curriculum response interval is the time between an observed change of process at the workplace and a corresponding change in that provision, reconstructed in five dated sequences (inheritance, problematisation, public instrumentation, pedagogical translation, real work). It is measured at the 12 Round 1 dyads (D4.5, month 24) and re-measured in Round 2 (D7.1). The instrument is built in the statist regimes (FR · BE · SE), where public authority still holds the levers that move a curriculum, and tested in PL, LV and ME. The liberal pole enters only through the macro layer – the O*NET baseline, carried to Canada's OaSIS by POLYGON (task 6.4) – a limit the design declares rather than hides. Published as a protocol any region can re-run (KER7).

Its time depth

How long the gap has been forming

Time depth · How long the gap has been forming

HACx — situated historiography

Instrument: HACx: situated historiography and the CNAM / Musée curricular record
Produced in: WP2 Task 2.5; WP4 Task 4.2
Deliverables: D2.4, D8.3
Used next by: Dates the response intervals; Expo-Action scenography
Answers: RQ7

The Historical–Archival Collection (HACx) gives each site its own time. At every site, workers' accounts are dated against the site's own records: works-council minutes, training and apprenticeship files, plant and municipal archives, union collections, occupational risk registers and health-check protocols. The result is a site historiography: what the site says about itself, what its records show, and the distance between the two — itself a finding, not an error.

CNAM's holdings and those of its Musée des Arts et Métiers document how energy occupations were defined, taught and displaced from coal to oil, electrification, nuclear and renewables. They show whether today's curriculum response intervals are historically fast, slow or without precedent. HACx is delivered as a reusable protocol, not as a national archive study.

The protocol

Historical–Archival Collection

HACx

Historical–Archival Collection

Situated historiography and the time depth of the taught layer · WP2, WP4

HACx is not a separate archival project running beside the fieldwork: it gives each site its own time, and it is delivered as a reusable protocol rather than as a national archive study.
Situated historiography. At every site the trajectories collected in the Circles are read against the account the site gives of itself, and both are anchored in documentary series held locally: works-council minutes, training and apprenticeship records, plant and municipal archives, union collections, occupational risk registers and mandatory health-check protocols.
The result is a site historiography: the history the site tells, the history its records carry, and the distance between the two, which is itself a finding and not an error to be corrected.
The time depth of the taught layer. CNAM's holdings and those of its Musée des Arts et Métiers document how energy-related occupations were defined, taught and displaced from coal to oil, electrification, nuclear and renewables, establishing whether today's curriculum response intervals are historically fast, slow or without precedent.
Each interval is reconstructed in five dated sequences: T0 inheritance; T1 problematisation; T2 public instrumentation; T3 pedagogical translation; T4 real work. HACx answers RQ7 with records where retrospection alone cannot (D2.4).

Next door

Lived