![Background
TVET preparespeople for specific trades, crafts and careers at various
levels from a trade, a craft, technician, or a high professional
practitioner positionin career's such as ICT, engineering,
accountancy, nursing, medicine, architecture, law etc[16].](https://image.slidesharecdn.com/2015-03-11research-seminarhedayati-150313141012-conversion-gate01/85/2015-03-11-research-seminar-part-1-8-320.jpg)
![Background…
Vocational education can be at the secondary [16],
post-secondary level,
further education, and higher education level ,
Increasingly, vocational education can be recognized in terms of
recognition of prior learning and partial academic credit towards tertiary
education (e.g., at a university) as credit.](https://image.slidesharecdn.com/2015-03-11research-seminarhedayati-150313141012-conversion-gate01/85/2015-03-11-research-seminar-part-1-9-320.jpg)
![Background in Afghanistan…
Four hundred thousand graduates from high school [19]
- high unemployment among youth
-Universities capable to enroll 20-25 %
-TVET capacity is around 20-30 %
- no standard curriculum in TVET
- mismatch between TVET curricula and job market](https://image.slidesharecdn.com/2015-03-11research-seminarhedayati-150313141012-conversion-gate01/85/2015-03-11-research-seminar-part-1-11-320.jpg)
2015-03-11 research seminar part 1
- 1. Design-based research on computer-assisted development of the vocational ICT curricula in developing countries Mohammad Hadi Hedayati, PhD Student Mart Laanpere, Supervisor 12th March 2105 Institute of Informatics
- 2. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 3. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 4. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 5. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 6. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 7. Research ProblemResearch Problem22 44 Research QuestionsResearch Questions BackgroundBackground11 Contents Research ObjectivesResearch Objectives33 Research Design and MethodologyResearch Design and Methodology55 66 Current Status / Next PlanCurrent Status / Next Plan
- 8. Background TVET preparespeople for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a high professional practitioner positionin career's such as ICT, engineering, accountancy, nursing, medicine, architecture, law etc[16].
- 9. Background… Vocational education can be at the secondary [16], post-secondary level, further education, and higher education level , Increasingly, vocational education can be recognized in terms of recognition of prior learning and partial academic credit towards tertiary education (e.g., at a university) as credit.
- 10. Background… As the labor market becomes more specialized - require higher levels of skill, - governments and businesses investment at TVET - post-secondary level vocational education is typically provided by an institute of technology/polytechnic, university, or by a local community college.
- 11. Background in Afghanistan… Four hundred thousand graduates from high school [19] - high unemployment among youth -Universities capable to enroll 20-25 % -TVET capacity is around 20-30 % - no standard curriculum in TVET - mismatch between TVET curricula and job market
- 12. Background in Afghanistan… ICT curriculum at ATVI, CTI and AIT, -implementing the same curriculum near to two year program of Computer Science of Kabul University. - The similarity of these institutions are very near, they designed their curriculum based on supply rather than demand. - no idea about job market of Afghanistan, during the visit which author had, it is expressed by the principles.
- 13. 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
- 14. Research Problem
- 15. 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
- 16. Objectives... - To develop a reference framework and validate it in the context of developing countries, including Afghanistan
- 17. Research Question 1 1. What are the constraints, expectations and needs of main target groups of vocational ICT curriculum framework in developing countries?
- 18. Research Questions 2 2. What are the major conflicts, gaps, overlaps between international standards and local needs regarding vocational education in ICT domain in developing countries?
- 19. Research Questions 3 3. How a shared understanding about the reference framework for curriculum can be built and maintained among vocational ICT curriculum stakeholders?
- 20. Previous research - EUCIP competence model and e-CF, -most of the specific areas and competences can be mapped between these two models - The e-CF is mostly used as a reference framework for designing IT practitioner competence models, - EUCIP is used in many EU countries in certification process and developing training services.
- 21. Previous research - Within EUCIP three different areas like -Plan, Build and Operate developed to use merely in ICT Professionals certifications - EUCIP has sub areas to specify merely skills and competences
- 22. Previous research- EUCIP competence model
- 23. Previous research Within e-CF version 3.0 five different areas like - PLAN, BUILD, RUN, ENABLE and MANGE created which is very sufficient to use for ICT Professionals in all industry sectors Each area of e-CF has sub areas to specify merely competence
- 25. Research Design… Design-based research, carried out in three phases. Each of these phases is dedicated to one of the main research objectives: 1. contextual inquiry cycle, involving content analysis on regulative documents, focus group interviews and Delphi study to identify the local needs in vocational education on ICT
- 26. Research Design… 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
- 27. Research Design… 3. reference framework development cycle, involving participatory design of reference framework and its validation in focus groups and expert panels
- 28. Research Methodology… I am going to implement exploratory design within the first iteration of my research, taxonomy development model within the second iteration and instrument development and validation model within the third iteration.
- 29. Research Methodology… In the first phase, I am going to start with qualitative data collection -through focus interviews (4 groups of 5-6 subjects representing various stakeholder groups in Afghanistan), -- qualitative content analysis on VET ICT curricula and other regulative documents as well as Delphi study involving 6-10 local experts. - This qualitative data will be analyzed both with qualitative and quantitative methods - resulting with a sound conceptual framework for describing and studying the field of vocational ICT curriculum development in countries like Afghanistan. - The sampling procedure for focus groups and Delphi study follows the approach of purposive sampling.
- 30. Research Methodology… In the second phase, I will conduct qualitative and quantitative data collection from purposive samples of international ICT competence standards, Western VET curricula, ICT study programs in various developing countries (Ghana, Nigeria, Guatemala, Pakistan). Qualitative and quantitative content analysis will be applied on analyzing collected data. Additional qualitative data will be gathered through observations of participatory design sessions on taxonomy building and expert panels in Afghanistan institutions of vocational education.
- 31. Research Methodology… The third phase focuses on participatory design-based (QUAL) research resulting with a reference architecture (taxonomy and process model) for building next- generation semantics web tools that support vocational ICT curriculum development and implementation in developing countries. Based on that reference framework and domain model (from phase 2), I am planning to create a QUAN instrument for monitoring the ICT curriculum development and implementation process in VET institutions. This instrument will be validated and then applied in real-life context
- 33. Current status Paper I IDENTIFYING REQUIREMENTS FOR VOCATIONAL ICT CURRICULA IN AFGHANISTAN The way in which different countries are addressing this realization, and which competences they are offering in ICT study programs with the consideration to the labor market needs, is the focus of this study. Such comparisons are undemanding, because of the multiplicity of educational systems. Yet, there are some lessons we can learn from the international experience.
- 34. Current status… Paper II Analyzing the Skill Gaps of the Graduates of Vocational ICT Programs in Afghanistan This study compares the expectations of employers and ICT Vocational institutions graduates about job skills leading to differences defined as skill, employability, and perception gaps based on learning from employers in Afghanistan. According to the implementation of the European Qualifications Framework (EQF), the e-CF was created for application by ICT service, user and supply companies, for managers and HR departments, for education institutions and training bodies including vocational education, for market watchers and policy makers, and other organizations in public and private sectors.
- 35. Next steps… •Continue Literature Review •Collecting Data and working on Design Research •Paper III Persona-based Design of Vocational ICT Curricula in Afghanistan
- 36. Individual Analysis and Reflection • Study in Estonia • Level of knowledge Strengthens • Mobility and life in Estonia Weaknesses • Supervisor commitment • Studying major courses Opportunities • On time finish research Treads
- 37. Thank you very much !