Proceedings of the 10 INDIACom; INDIACom-2016; IEEE Conference ID: 37465

2016 3rd International Conference on “Computing for Sustainable Global Development”, 16th - 18th March, 2016
Bharati Vidyapeeth's Institute of Computer Applications and Management (BVICAM), New Delhi (INDIA)

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Mohammad Hadi Hedayati Laanpere Mart

Information Technology Department, Kabul University
Kabul, AFGHANISTAN
Email ID: hhedayati@ku.edu.af

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 II. MOTIVATION
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I. INTRODUCTION
Afghanistan as a developing country has desire to improve
the stability and living standard via modernizing its education
system. While Kabul University has succeeded in developing
three modern educational programs in the domain of computer
sciences at Bachelor level (ISCED level 655), Afghanistan's job
market needs more ICT specialists trained on the level of
vocational education (ISCED level 55). Our previous studies
[19] have demonstrated that technical vocational institutes of
Afghanistan face difficulties in providing ICT-related study
programs that are relevant to the local job market. One of the
issues we identified was the mismatch between different
vocabularies used by the different stakeholder groups when
describing desired and taught knowledge, skills and
competences [16]. This paper addresses that issue by
suggesting an ontology-driven approach to vocational ICT
curriculum development. An ontology defines a common
vocabulary for various stakeholders as well as software agents
to support information sharing in a specific domain (Ontology
101) [4]. As a rule of thumb, ontology provides machine-
readable definitions of key concepts in the domain and relations
between them. Ontology-driven modeling is mostly applied in
School of Digital Technologies, Tallinna Ülikool
Tallinn, ESTONIA
Email ID: martl@tlu.ee
four contexts: (i) Managing Knowledge, (ii) Retrieval of
Information, (iii) portals and communities of web, and (iv) e-
business [10]. Ontologies have been occasionally applied also
in the context of curriculum studies, mainly for the purpose of
analyzing the existing curricula or developing software tools
that support the curriculum design process. The aim of this
paper is to propose a new ontology-driven modeling approach
to vocational ICT curriculum development that is culturally
sensitive and can be applied in the developing country such as
Afghanistan.
We believe that the proposed model of ICT curriculum
development is enabling top standards of interrelationship of
probable semantic uses in Afghanistan's vocational Education
institutions by the engineering plotting of data on existing
practices. For instance, information of syllabi and market
demand relationship in tune with the above mentioned
stipulations for educational learning chances. So, future
students, teachers and employers will gain from our proposed
model:
x Institutions offering ICT vocational education who
desire to advertise such chances.
x Students and their institutions can easily compare the
standard ICT vocational education as well employers
demand.
III. RESAERCH DESIGN AND METHODS
The research design of our study is combining the
approaches of design-based research [15] and case study [5].
We collected the empirical data by analyzing curriculum
documentation in three technical vocational institutes of Kabul
and also by arranging focus group interviews with teachers,
alumni and employers, associated to vocational ICT education
in Kabul. The collected data was analyzed and represented in
the form of concept maps [3] using CMap Tools software.
Eventually, the concept maps were turned into ontologies using
Protégé tool [18].

978-9-3805-4421-2/16/$31.00 2016
c IEEE 928

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 Proceedings of the 10 INDIACom; INDIACom-2016; IEEE Conference ID: 37465
2016 3rd International Conference on “Computing for Sustainable Global Development”, 16th - 18th March, 2016

IV. THEORETICAL BACKGROUND development process and its relation to other stakeholders
shown in Table 1.
$ 0HWDGDWDIRU,&79RFDWLRQDO(GXFDWLRQ&XUULFXOXP
'HYHORSPHQW3URFHVV5HSUHVHQWDWLRQ TABLE I.  ICT VOCATIONAL EDUCATION CURRICULUM DEVELOPMENT
PROCESS
The European ICT competence standards such as e-CF and
EUCIP are designed for guiding the curriculum development Stages Focus questions Sources
What are the major goals for
aiming at the desired qualifications. On the other hand, the 1.Setting
educational improvement the Job Market
curriculum theory denies the mechanical transfer of a objectives
institution should attain?
curriculum from one cultural context to another, in our case: 2. Identify
To attain this goal what sort of
from developed European societies to quite different settings in learning
changes in educational experiences Standard Guidelines
curve and
Afghanistan. National frameworks for qualifications, job syllabus
can be provided?
market situation, traditional hierarchies in schools and 3. Managing How can these educational
companies are so different in Afghanistan that it makes it mot learning learning curve can be effectively Emplyers
meaningful, nor possible to copy directly the study programs curve managed?
and competence frameworks from Europe even in the well- How can we underestand that these
4.Assesment Alumni
goals are being attained?
standardized and internationalized domain such as ICT. Yet,
we can and should consider these standards in parallel with the % 2QWRORJ\DQGVHPDQWLFZHEFRQFHSW
local traditions while developing a common vocabulary for The ontology is herewith defined as an explicit specification of
expressing the units, structure, contents and processes related to conceptualization. Ontologies are able to capture the structure
ICT curricula. Such combined vocabulary could be represented of the specific domain for instance conceptualization. This may
in the form of ontology that represents metadata of ICT domain include the model of the domain with imaginable boundaries.
model, key concepts from local regulations in vocational For the purpose of Ontology development, well defined
education, as well as the professional vocabulary of ICT methodology must be followed according to the consideration
teachers and employers. We have generated the latter group of of the certain guidelines which is expressed as follows:
concepts based on the focus group interview, which targeted x During Ontology development Software Engineering
the three stakeholder groups in vocational ICT education: standards should be followed.
employers, alumni and teachers at ICT vocational institution x Consideration of Simple and practical Ontology
level. Our expected ontological representation's metadata for development strategy is more acceptable in this case.
ICT domain model is mainly focused on the courses Software Engineering principles are generally satisfying when
development itself, its syllabus, outlines and assessment of it is covering Software Development Life Cycle [13]. These
learning outcomes. In addition, the result of this study will stages are expressed in figure 1.
enable the institutions for the periodic curriculum revision on
the basis of job market demand [15], [6], [8], [17].
A computer-based and semantic web technology for ICT
vocational education is more flexible and having strong tactics.
The well-known organizations ACM and IEEE has started to
make ontological presentation of universal knowledge and
computation rules and they express relationships between
different areas of ICT topics [11]. What we found out from this
research is that our applications are not sensitive towards
cultural differences in developing countries such as
Afghanistan and cannot be directly utilized by vocational
institutes for developing their ICT curricula. Such utilization
would require adaptation of these ontologies to the local
cultural, academic and economic context. Only then the local
accreditation bodies, the employers and technical vocational
institutes can make use of it. More over young jobless students
Fig. 1. The ontology development stages match and satisfy Software
who have just learned to identify their strengths and areas for Engineering
further development can also benefit from this. This research is
based on continuation of previous studies of the authors of this The powerful technology like Semantic Web is the tool behind
paper and in sync with our prescribed sample of curriculum improvement of World Wide Web, interpret and connect it, to
development [19] proposes to use ontological principles for the help humans to find necessary knowledge. Semantic Web
Modeling the Culturally-Sensitive ICT vocational education technology only shares data and not any document. A common
Curriculum Development Process. This is an initial framework can be presented with semantic web to provide
conceptualization of ICT vocational education curriculum platform for information sharing and application reuse [9].
Although the Semantic Web technology is an extension [1] of

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Ontology-Driven Modeling for the Culturally-Sensitive Curriculum Development: A Case Study in the Context of Vocational ICT
Education in Afghanistan

World Wide Web, but there are differences between each of Ontology-driven modeling is targeting the levels 4 and 5 in the
those as mentioned below: Curriculum Maturity Model, but partly it can be applied
1. SW is an extension of WWW that manipulates the already on the level 3.
contents of information automatically without human
involvement, while WWW is human focused. V. ONTOLOGY DEVELOPMENT USING PROTÉGÉ
2. SW discovers documents for it to gather relevant
information, but WWW discovers documents for Protégé is an open-source software tool for creating and
people. managing ontologies, it has been developed by Stanford
3. SW deals with resources like people, photos, pages, University in order to support young developer's community in
and images, whereas WWW deals only with media domain modeling. With this tool we can create several of
resources like web pages, photos, images. knowledge-modeling structures that support the creation and
4. SW shows association among different kinds of visualization of ontologies in various representation formats.
resources for different kinds of relations, WWW only Protégé can also be extended by a number of plug-ins and Java-
holds the hyperlinks between resources. based programming interface to enhance the possibilities of
5. SW uses ontology allowing users to organize ontology-based domain modeling. Protégé enables the
information into scientific concepts, while WWW developers to define categories, class variables series,
does not follow the concept of ontologies. attributes, objects and class relationships and their properties
6. SW uses web ontology languages for generating data [18].
by formal semantics of context, but WWW does not Protégé has also been used within the knowledge engineering
have contextual formal semantics and its contents are community as a knowledge elicitation tool. As a flexible and
machine readable but not machine understandable. customizable knowledge engineering toolbox, it can provide
7. In SW complete information to Semantic Search support for a variety of methodologies and interfaces to other
Engines like Hakia are accessible, whereas in WWW knowledge modeling frameworks [14].
only a few pages of information are accessible to the In this study Protégé was selected for the following reasons:
traditional Search Engines like Google. x user-friendly environment, relatively easy to learn
x open source and free tool, works on many platforms
& &XUULFXOXP0DWXULW\0RGHO x scalability and extensibility
In order to conceptualize and evaluate the curriculum x It supports import and export to and from various
development process in a vocational school, we propose a languages with different formats.
framework called Curriculum Maturity Model. It is inspired by x Protégé used as databases for storing ontologies.
the well-known Capability Maturity Model (CMM) that is a x It is customizable that could provide domain-friendly
taxonomical model used for describing the organization’s level support.
of capability in the domain of software engineering (Paulk et al The ICT education curriculum development process ontology
1995). A similar framework has been used previously in two classes and subclasses showed in the following figure.
studies [x] and [x], but due to the different context, these
Curriculum 
previous curriculum capability maturity models cannot be
applied in the settings of our study. In the context of culturally Revision period 
sensitive vocational ICT curriculum development, we define he Syllabi 
following five levels of curriculum maturity [20]:
Domain concepts 
1. ,QLWLDO (chaotic): curriculum development and
implementation is undocumented, chaotic and unstable Competences
2. 5HSHDWDEOH: curriculum is a formal document that is copied Learning Outcomes

from other organization or international standard Courses
3. 'HILQHG: the organization has established some sets of 
defined and documented standard processes for curriculum Objectives

development that are somewhat improved over time Learning Outcome
4. 0DQDJHG: the organization is capable to manage and adapt 
Assessment
the processes of curriculum development and 
Credit
implementation, using a common descriptive framework
and involving other stakeholders (alumni, employers, Text Book(s)
publishers, domain experts) Contributors 
5. 2SWLPL]LQJ: organization is capable to continually improve Role
the curriculum development and implementation processes Teacher
through both incremental and innovative technological
changes. Fig. 2. ICT Education Curriculum Development Process Ontology

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 Proceedings of the 10 INDIACom; INDIACom-2016; IEEE Conference ID: 37465
2016 3rd International Conference on “Computing for Sustainable Global Development”, 16th - 18th March, 2016
The vocational ICT curriculum development process ontology
is developed using Protégé and showed in figure 4 and 5.
Fig. 3. The ontology development using Protégé
Protégé enables the developers to easily make the classes,
subclasses, entities and objects and showed in Figure 5.
Fig. 4. Classes, subclasses, entities and objects showed in Protégé
In the Protégé tool under the ontology graph the classes,
subclasses, entities and objects can showed in different mode
[12].
VI. DISSCUSSION
As it was aimed enabling reuse of domain knowledge using
ontology-based [2] to model the Culturally-Sensitive ICT
vocational education Curriculum Development Process This
representation includes the ideas resulted in to two researched
oriented workshop in Kabul. The participants represented ICT
vocational institution, alumni and Kabul city-based employers.
We developed such ontology in detail that others can easily
reuse it for their domains. Moreover, the advantage of ontology
using protégé is difficult to construct a big ontology, but we
can integrate various existing ontologies into one which could
describe the points of the bigger domain [7]. In this paper the
most important concept classes and subclasses developed and
visualized by protégé [18]. The explicated domain enables the
user to change firms smoothly when basic knowledge about
domain changes is understood. Programming language makes
understanding tough and even makes finding the problem to
solve difficult for bringing changes to correct mistakes. It is
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noticed that in certain particular cases for anyone without
programming knowledge makes life even more difficult. So,
explicated and domain knowledge identification is developed
by protégé which are very useful for young developers without
learning the programming languages.
VII.CONCLUSION AND FUTURE WORK
This paper described a case study that focused on the
ontology-driven modeling of the culturally-sensitive curriculum
development in the domain of vocational ICT education in
Afghanistan. Three different sets of domain-related
vocabularies were collected from international standardized
competence frameworks, existing curriculum documents in
three technical vocational institutes in Afghanistan and also
from the focus group interviews involving three different
stakeholder groups: employers, alumni and teachers of
vocational institutes in Kabul. Three sets of vocabularies were
then represented in the form of concept maps, merged and
turned into formal ontologies using the Protégé tool. As an
outcome of the contextual examination, we created five
personas that described goals and motivations of the model
users as stakeholders for ICT vocational education curriculum
development.
Our research result may enable various young future
researchers to create their own ontology with Protégé 4.3. We
believe that our findings can be used by the local vocational
institutes to develop creative and user friendly relevant search
engines for the curriculum developers. Our ontology can be
extended in future for improving performance of ICT
vocational education institutes in Afghanistan.
In this research we have used the English terminologies in the
future local language can be used to develop the concepts and
ontologies.
ACKNOWLEDGEMENTS
The authors are thankful to all their colleagues and friends who
gave them valuable suggestions and comments during the
writing of this paper.
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Education in Afghanistan

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