Framework for Ontology-Based Modeling of

Vocational ICT Curricula in Developing Countries

Mohammad Hadi Hedayati, 3rd Year PhD StudentSupervisor: Mart Laanpere 10th February

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My research statement

o Background o Research Problemo Research Objectiveso Research Questionso Research Designo Research Mythologyo Publicationso Conclusion

Background: TVET in Developing Countries (Afghanistan)

Four hundred thousand graduates from high school (UNESCO and NESP, 2015) High unemployment among youth Universities are capable to enroll 20-25 % No standard curriculum in TVET Mismatch between TVET curricula and job market

needs Some curriculum copied from two year program

University🔸 http://unesdoc.unesco.org/images/0023/002327/232702e.pdf

International standards for ICT education

EUCIP and e-CF models, Most of the specific areas and competences can be considered

betweenthese two models.

The e-CF is mostly used as a reference framework for designing ITpractitioner competence models.

The EUCIP is used in many EU countries in certification process anddeveloping training services.

http://www.eqavet.eu/gns/policy-context/european-vet-initiatives/european-qualifications-framework.aspx

Research Problem

How can semantic tools help us to set up a modern and scalable national curriculum framework for vocational ICT education in developing countries while maintaining balance between international standards and unique local needs?!

Research Objectives

To identify the requirements based on analysis of local context and needs

To create a reference model of vocational ICT curriculum and its development process, based on integration of international standards and requirements for developing countries

To develop a reference framework and validate it in the context of developing countries, including Afghanistan

Research Questions

1. What are the restrictions, expectations and needs of main target groups of vocational ICT curriculum framework in developing countries?

2. What are the major conflicts, gaps, overlaps between international standards and local needs regarding vocational education in ICT domain in developing countries?

3. How a shared understanding about the reference framework for curriculum can be built and maintained among vocational ICT curriculum stakeholders?

Research DesignThe research design carried out in three phases and each dedicated to one of the main research objectives:1. Contextual inquiry cycle, involving content analysis on regulative

documents, focus group interviews using personas and scenarios to identify the local needs in vocational education on ICT

2. Domain modeling cycle, involving content analysis on international standards for ICT qualifications (ACM, IEEE, IFIP, EUCIP), identifying gaps and conflicts between standards and local needs in developing countries, domain modeling and building a reference model for vocational ICT curriculum development in developing countries

3. Reference model development cycle, involving participatory design of reference model and its validation in focus groups and expert panels

Research Methodology

Mixed methods research:Exploratory, participatory, scenario-based designOntology-driven modeling of vocational ICT curriculumdevelopment and validation of an instrument

Research Methodology…

In the first phase: Visits

One Vocational Institute in Estonia (Saarama) Three Vocational institutes in Kabul (ATVI, CTI and AIT)

data collection (Qualitative method) through focus interviews (4 groups of 6 subjects

representing various stakeholder groups as Employers, Teachers, Alumni and Deans, open coding of interview data using NVivo

Used software engineering techniques (Personas and Scenarios) for qualitative data collection

Research Methodology…

In the second phase: Development Conceptual framework and ontology

based focus groups result describing and studying the field

of vocational ICT curriculum development in countries like Afghanistan.

Research Methodology…

The third phase will be: Validation of the Ontology-Based reference Model of

Vocational ICT Curricula in Developing Countries

Research Methodology…

Best interaction design technique Creating and validating five personas and five scenarios creating and validating the conceptual model of ICT vocational

curriculum and competence domain in Afghanistan

Design artifacts: personas and scenariosScenario Feedback

Persona Feedback Scenario Persona No

++++++ ++++++ Preparing the course on Java programming (written and taught curriculum)

Mohammad: a programming teacher in a vocational institute 1

+++++- +++++-

Studying the course on Database (written curriculum, which is formally accepted and enforced by a legal body such as educational institution, ministry, government, professional body).

Fatima: student in a vocational institute 2

++++++ ++++++Recommending the courses (written and taught curriculum to perform quality assurance and administration of resources in TVEI).

Amir: dean in the a vocational institute 3

++++++ ++++++

Recommending the courses (learned and assessed curriculum to expressing best competencies for recruiting as recent graduates of TVEI).

Hasam: employer, ICT department head in a bank 4

++++++ ++++++Student Ali uses the courses content (taught and learned curriculum when starting with more advanced IT career).

Ali Khan, Student of Vocational training 5

The Nature of curriculum, http://www.sagepub.com/sites/default/files/upm-binaries/44334_1.pdf

Research Methodology… Software Engineering process

Research Result: Ontology in Concept map

Research Result: Ontology in Concept map

Research Result: Ontology in Concept map

Research Result: Ontology development using Protégé

Research Result: Ontology development using Protégé

Publications

1. Identifying Requirements for Vocational Information and Communication Technology Curricula in Afghanistan, Published

2. Analyzing the Skill Gaps of the Graduates of Vocational ICT Programs in Afghanistan, Published

3. Scenario-based Design and Conceptual Modeling on Vocational ICT Curricula: a Case Study in Afghanistan, under work

4. Modeling the Culturally-Sensitive Curriculum Development Process: a Case Study in the Context of Vocational ICT Education in Afghanistan, accepted

5. Reference model for vocational ICT curriculum in developing countries, next final

•Collecting Data and working on Design Research•Paper III

Persona-based Design of Vocational ICT Curricula in Afghanistan

Conclusion The first phase of research is done

no standard curriculum, mismatch with job marketThe second phase is almost done

Software engineering method, scenario-base designOntology-based Model vocational ICT curriculum development

The third phase will be done in next stepValidation of instrument (Media Wiki or ???)Sharing the framework for future reusabilityquality assurance of institutions

Thanks for your attention!Questions?