Ontology-driven modeling for the culturally-sensitive curriculum development: A case study in the context of vocational ICT education in Afghanistan

摘要

This paper discusses an ontology-driven approach to the culturally sensitive curriculum development process in the context of vocational ICT education in Afghanistan. The data about curriculum practices and related job market needs have been gathered from various stakeholders groups and represented as ontology that also relies on international ICT competence standards such as e-CF, EUCIP, IEEE and ACM model curricula. The aim of this study is to demonstrate the uses of ontology-driven modeling and semantic web technologies in vocational ICT curriculum improvement, using the curriculum capability maturity model as the reference model and taking into account the cultural context of a developing country such as Afghanistan.