The Ontology of the Competency-Based Approach and the Perspectives of Implementation

The ontology of the competency-based approach and
the perspectives of implementation
Adil Hachmoud1
,Abdelkrim khartoch2
, Lahcen Oughdir3
, S.Kammouri Alami4
Sidi Mohamed Ben Abedellah University (USMBA)
Fez Morocco
adil.hachmoud@usmba.ac.ma1
, abdelkrim.khartoch@usmba.ac.ma 2
, lahcen.oughdir@usmba.ac.ma3
,
salaheddine.kammourialami@usmba.ac.ma 4
Abstract— This article is a continuation of our researches on the
competency-based approach (CBA). It presents the ways that can
facilitate and generalize the understanding of CBA, its adoption
and its implementation in the educational system of Morocco.
The work described in this paper aims of the final stages of an
ontology’s development, when consensus is reached. More
precisely, the stage of operationalization: the process that allows
the transforming from the conceptual representation of
knowledge in an ontology regardless of use, to one operational
representation appropriate to its use. This article gives an
overview of the constraints that characterize this stage and
opportunities that can be offered by the ontology’s
implementation. It outlines a functional draft of a learning
platform architecture based on CBA, in order to guide the
choices made in the operationalization phase of CBA ontology.
Keywords: Ontology, Competency Based Approach, Modeling.
I. INTRODUCTION (HEADING 1)
As part of our research about e-learning, education systems
and modeling of information systems, we are interested in the
problems being experienced by the teaching in Morocco,
especially when adopting the Competency-Based Approach
(CBA). We are devoted to the study of this approach and the
diagnosis of problems that hinder its adoption in the
educational environment. We have explored several ways to
find a solution to some important aspects of the problem, we
have notably given more importance to the use of ontologies.
Usability of ontologies, in real context, is still limited, but they
are a very popular in the capitalization and the sharing of
knowledge in the field of computer environments for human
learning. Indeed, many researches, in this direction, are trying
to build consensual ontologies for e-learning and also for
learner’s modeling, pedagogical documents structuring, and
other concepts as well. In addition, many tools and languages
for the creation of such ontologies are evolving and have
reached currently an interesting level of maturity allowing
them to be the basis for a suitable solution to our context of
study.
The rest of this article is structured as follows; after
reviewing the CBA’s situation in Morocco, introducing the
notion of ontological engineering and explaining the life cycle
of an ontology, we highlight the features and the importance
of stage of the operationalization of an ontology. Once the
requirement of this stage asserted, we’ll clarify the different
usage scenarios of an ontology. The last part will be dedicated
to laying the first stones of the foundations of a learning
system based on the CBA. In term of the conclusion, we’ll
present our future research’s perspectives concerning these
topics.
II. THE CBA IN MOROCCO
Despite the progress made in the Moroccan educational
system since 2000, with the launching of large-scale re-
engineering projects of the system according to the CBA
specifications, the revision and the reformulation of curricula.
This has not yet produced sufficient tangible results. The gains
remain fragile, and the dysfunctions persist, especially for the
effective and efficient adoption of the CBA [1].
The CBA is a pedagogical current, which considers
learning by competencies. It brings a new vision to learning
and teaching. It is now time to enable learners to build
competencies, i.e. to provide them with a framework to help
them develop competencies. This approach provides a
reference framework richer than that offered by of the learning
by goals. It is presented as a solution to remedy the
inefficiency of the educational system, it represents a real
opportunity to respond to school failure [2,3] and improves the
quality of training. But the CBA faces difficulties to take
place. This is due primarily to the low investment in training
and capacity building of teachers and other staff of the
educational system [1]. To address these problems, continuing
education and self training are unanimously recognized as
indispensable tools for updating and harmonization of
teachers' knowledge and standardization of their
competencies. But in the absence of methodological support
provided to teachers, a lack of relevant theoretical framework
guiding the conception of curricula, and a wealth of literature
on the CBA, the various contributors in education are
confused. Moreover, their material and social conditions
demotivate them and increase their inertia. So, it is impossible
to speak about teaching involving the CBA without all the
contributors’ in the process of teaching understanding
unequivocally its concepts and its pedagogical approaches.
Because that the discourse about this approach is expressed in
the natural language, so it may be subject to many
interpretations that may involve conceptual and terminological
ambiguities.
Knowing that distance training tools are cheaper, more
convenient and easier to implement, they have not yet seen the
development they deserve. Motivated by a strong desire to
International Journal of Computer Science and Information Security (IJCSIS),
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ISSN 1947-5500

create the necessary conditions for the various contributors in
this reform, so that they can adopt this approach effectively, we
first proposed a formalism [4], in the form of an ontology, this
ontology will explicit all the implicit practices of the
“competency” in class learning and in e-learning, and finally
will facilitate the implementation of this approach particularly
by an e-learning platform.
III. ONTOLOGICAL ENGINEERING
Ontologies are representations of general properties of what
exists in a formalism supporting a rational treatment. These
are the result of an exhaustive and rigorous formulation of the
conceptualization of a domain. These are alive objects, they
follow a life cycle as software does, they may be software
components that can be embedded in information systems and
provide them with a semantic dimension, that has been lacking
so far.
A real engineering has begun to emerge around ontologies
and their scope of implementation continues to widen. Many
principles and criteria for building ontologies have been
proposed [5], without any real general methodology for the
construction of ontologies in the field of ontological
engineering. The life cycle of an ontology could be seen as
follows:
The needs’ evaluation can be presented into three aspects: to
precise the operational objective, to define the scope of
knowledge and to identify users. The conceptualization is
done by proceeding to the analysis of documentary corpus,
interviews, etc. in order to specify and explicit the semantics
of the field, by defining the concepts (classes) of the domain
and their relations, by organizing these concepts’ hierarchy
(super-class, sub-class) and by defining attributes and
constraints characterizing these concepts. The ontologisation
is a partial formalization that respects the integrity of the
conceptual model, in accordance with the following criteria:
clarity and objectivity of definitions, axioms’ consistency,
scalability of the ontology, the minimality of encoding
postulates and minimality of vocabulary. The
operationalization and implementation consist in equipping an
ontology with tools to enable a machine, using it to manipulate
knowledge in the field. Finally, the evaluation and the
development are done by testing the correspondence to the
operational objectives of the ontology, which are fixed at the
stage of the needs’ evaluation.
Many tools for building ontologies, using various
formalisms and offering different features, have been
developed. The most interesting are those which are
implementations of methods. For example the methodology
METHONTOLOGY[5], the environment ODE [6], the
publisher ONTOEDIT [7] and recently PROTEGE2000 [8].
IV. CONSTRUCTION OF THE CBA ONTOLOGY
After extensive study of the CBA and its constraints for the
adoption and the implementation as well as the constraints
presented by the Moroccan educational system. As a first step
towards a comprehensive solution to the problems of adoption
of the CBA we thought of formalizing this approach [4]. To do
this we opted for the building a domain ontology, which we
believe is the appropriate solution to reduce or eliminate the
conceptual and terminological confusion and ensure a shared
understanding in order to improve communication, sharing,
interoperability and possible reuses.
To build our domain ontology, we first proceeded to the
identification of conceptual primitives (concepts and relations)
and semantics of the domain (conceptual properties of
primitives) in a corpus of knowledge [4]. Secondly, we have
structured and formalized the conceptual description [4]. The
corpus that we have analyzed [4] is a set of documents
expressed in natural language, and therefore is informal. This
corpus covers the whole field of knowledge about the CBA, to
help remove any semantic ambiguities. Specific knowledge of
the field has been identified in terms of conceptual primitives
and axioms.
Our ontology is a hierarchical organization of concepts and
relations that we have emerged from the formal analysis of
literature of CBA and pedagogies that have been developed
around this approach, particularly the pedagogy of integration
[3].
The concepts of our ontology (Figure 1):
A situation (or a class of situations) is emblematic, it
presents problems to solve, challenges to rise, constraints to
overcome, it belongs to a domain of life or a scientific
discipline, it raises questions that must be answered and aims
at one or several purposes to achieve. A situation may be, in
terms of teaching, divided into tasks with a degree of
complexity, processes to execute and products. A situation has
a context that can be real with all its complexity or it can be
didactic for learning (or target) i.e. a simple scope of practice
or integration of a competence. The situation has assessment
tools which defines the means and criteria of evaluating the
performance under the circumstances of the situation and its
context.
The main Classes of resources mobilized in a situation:
 External resources are often environmental resources
needed to develop the competency (human resources,
spatiotemporal and material resources, contextual
resources, social resources, cultural resources, didactic
resources, help, …)
 Internal resources belong to the individual
(competencies, cognitive resources, conative resources
(experiences), physical and mental skills, …)
Knowledge is a particular resource mobilized by the
competencies in a situational problem. It is important to deepen
the knowledge-competencies links. It is not enough that a
knowledge is "vaguely" connected to a competency, its
mobilization must be attested [9] [10].
In a didactic context, it is essential to define the knowledge
needed to solve a situational problem, in order to enable the
learner to acquire this knowledge before mobilizing it in a
given situation.
A situational problem is the opportunity for practice,
learning and assessment competencies, it is the key resource of
teaching according to CBA. Indeed, a competency is always
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associated at least with a situation or with a class of situations.
A competency is developed in situations and it is the result of
completed, successful and socially accepted handling of these
situations by a person or a group of people in a given context
[11].
A situation is emblematic, it presents problems to solve,
challenges to rise, constraints to overcome, it belongs to a
domain of life or a scientific discipline, it raises questions that
must be answered and aims at one or several purposes to
achieve. A situation may be, in terms of teaching, divided into
tasks with a degree of complexity, processes to execute and
products. A situation has a context that can be real with all its
complexity or it can be didactic for learning (or target) i.e. a
simple scope of practice or integration of a competency. The
situation has assessment tools which defines the means and
criteria of evaluating the performance under the circumstances
of the situation and its context.
The mobilization is more than a routine application or use;
it is a meta-cognitive capacity of identification, selection,
activation, coordination and integration of various resources
to deal with situations. This is the central concept of our
ontology; it combines the situation, the competences, the
person, the performance and all kinds of resources.
The Resources effectively mobilized in a situation, far
exceed, those determined in the prescriptive competences that
are required for the resolution of the situation. Indeed they are
of different nature and from various sources; internal
resources of the person (with a complex profile) which may
be integrated competences (implicit, innate), conscious
competences (acquired, explicit, conscious, transferable,
conceptualisable) or cognitive (knowledge embodied by the
person) or life experiences or integrated competence
(implicit, innate) or aptitudes (body and mental
predisposition), external resources of the situation may be
material (tools that extend the perception and action of the
person), spatiotemporal (the time and the space given, the
opportunity) or human (support, aid, assistance, monitoring)
and contextual resources may be social (prejudices, ethic) or
cultural (religious prejudices, patrimony, shared memory).
Prescriptive (or required) competence is a simple pre-
supposed cutting of effective competence that should take
place, it is conceived as an organizational framework of the
curriculum, according to the cascade architecture of Jonnaert
[3]. Transversal (or extended) competence is a common
competence to several disciplines. Disciplinary (or specific)
competence is a competence associated with a specialty
domain.
Competence is the result of an efficient coordination of the
capacities of the person with all the categories of resources.
Capacity is the unit, on which prescriptive competence is
based. It is a meta-cognitive structure stabilized, operative and
reproducible as the scheme.
Figure 1: The CBA Ontology Overview
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The skill is a meta-cognitive, internal and conscious process
of the person; it is specific to a class of tasks or specific
situations and it is based on well-defined contents.
The contents may have different forms: “Theoretical
knowledge” which is conceptual, declarative, factual and
codified in books or “Knowing-how” which is operative and
procedural or “Knowing-how-be” which is behavioural and
relational.
Jerome S. Bruner considers in "Actual Minds, Possible
Worlds, 1987" the speech on competence as a speech on the
intelligence. This intelligence takes several forms according to
Howard Gardner (1983):
These "intelligences" are: linguistic and logical-mathematical
(the styles of thinking measured most often on psychological
tests), musical, spatial, bodily-kinesthetic (including large and
small motor skills), interpersonal (an area of strength for
teachers, social workers, and politicians), and intrapersonal
(self-knowledge). These “intelligences” represent absolute (or
maximum) competences.
Our ontology does not present the concept of effective (or
real) competence, this competence cannot be formalized nor
represented, because it is the work (or the performance) of the
actor in the situation that is taking place in time, that is the
person builds in the context of the situation. The prescriptive
competence is supposed to be the decontextualised
representation of effective competence.
After the construction of the ontology, the obtaining and the
maintaining of a consensus on the choices of representation
and conceptualization made in this ontology, it is time we
tackled the stage of operationalization and prepared the
implementation.
V. THE OPERATIONALIZATION OF CBA
ONTOLOGY
To integrate an ontology in an information system allows to
formally declare some knowledge which is used to
characterize the information managed by the system and to
rely on these characterizations and the formalization of their
significance to automate certain tasks of information
processing. But, the use of a conceptual representation in a
computer system is only possible if the system can use the
concepts through the operations associated with them [14].
Using an ontology in a machine for reasoning requires that
it is associated with an operational semantic which specifies
the operations that the system will apply to the knowledge,
these operations must comply with the formal semantic
already specified in the ontology. This operational semantic is
distinct from the formal semantic which only constrain the
possible uses of conceptual primitives, without specifying how
knowledge associated with these primitives will be
implemented in an operational system.
In addition, the formal semantic is determined from a
corpus at the end of the process of conceptualization and
ontologisation. Although based on the conceptual
representations in the ontology the operational semantic is not
only depending on the knowledge of the field, but the
operational use that will be made of the considered ontology
also.
Besides this, the operational use of an ontology requires its
representation in a language not only formal but operational as
well, i.e. providing reasoning mechanisms adapted to the
envisaged knowledge manipulation [13]. It is therefore
necessary to transcribe the ontology, from the formal language
in which it is expressed into the operational language through
which the system will handle the knowledge.
The so-called operational ontology is an ontology
expressed in a language with operational semantics described
as operational or computational. Thus, the operationalization
of an ontology is to specify the operational semantic added to
the ontology that allows to describe the mechanisms of
reasoning which will be implemented in the projected system,
and then to translate the conceptual representation of the
ontology in an operational language, this transcription is
forced and directed by the operational semantic specified.
According to Fürst [12], the usage scenario is the
description of purpose of usage of the knowledge specified in
the ontology, two extreme scenarios can be distinguished:
 The pure validation scenarios, where the ontological
knowledge is used to validate a knowledge base in
relation to the semantics of a field;
 The automatic or quasi-automatic deductive scenarios,
where the ontological knowledge is used to produce or
help produce new knowledge about a given case.
VI. TOWARDS THE IMPLEMENTATION OF CBA
ONTOLOGY
Ontologies are mainly used in the field of Knowledge-Based
Systems (KBS), they open up various large horizons in terms
of target applications, which can be classified according to the
objectives’ use of ontologies in several categories; research by
concepts in documentary bases, consultation and navigation
[15], indexing and classification (content management) and
problem-solving.
In our case, the ontology we have built to support the CBA in
the Moroccan educational system did not only aim at making
this approach an object of consensus commonly shared
between the different contributors in the process of teaching to
facilitate action, but our goals were much more ambitious.
Indeed, ensuring the shared understanding between humans, of
a field of knowledge and making explicit what is considered
implicit as well as allowing software agents to manipulate
information from an interesting semantic level to assist
humans to produce knowledge are among the objectives of
building ontologies. Therefore, we plan to deepen our
research, in the near future, on what could be done with our
ontology in a purely software context, mainly the application
in the field of education, e-learning and probably in the field
of professional training and human resource management.
However, we should try to anticipate, to sketch the outlines of
the learning system which will make use of this ontology, in
accordance with the usage scenarios we set in th stage of the
specification of requirements, which have certainly evolved
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during the project. In fact, the choices we must make in the
stage of the operationalization are conditioned by the use we
will make of our ontology.
We present here an outline of a functional architecture of a
learning platform integrating the CBA, based on the CBA
ontology, that will enable the various actors involved in the
process of learning to intervene, and will facilitate the
adjustment of learning needs and expectations of the learner in
the context of an online learning environment.
The expected objectives of such a system tend towards the
implementation of various aspects of the CBA as follows:
- Building a referential of all the competencies taught in
the curriculum: The competencies’ base should be organized
in a referential of competencies that will be common,
standardized and shared. The guarantor of the integrity of this
referential is, of course, the CBA ontology. It will be the core
of any system based on the CBA. All programs and diplomas
will be reformulated in terms of this referential. It goes
without saying that we need to design and produce updating
and consultation tools for this competencies’ base.
- Assisting the design of programs within the framework of
the CBA: A system of aid in the development of training
programs will be designed to create new ones (prescriptive
profiles) validated by the specifications of the Moroccan
White Paper of education or the requirements of the job
market.
- Assisting and validating all productions according to the
specifications of the CBA: A support system construction of
Learning and Assessment Situations (LAS) well be dedicated
to assist both the author of content and teachers to build LAS
in consistency with the targeted competencies respecting the
rules of the development of LAS (obviously explained in CBA
ontology). These LAS will be linked to the competencies on
the referential.
- Allowing the capitalization of the CBA resources: The
semantic referencing of the LAS (basic resources of the
progress of learning by the CBA) would capitalize these
resources in a structured warehouse according to several
semantic dimensions such as the competencies they mobilize,
their level of difficulty, their purposes, etc.
A multicriteria research system by concepts, in the resource
base, will be used to associate educational resources and
contents to LAS, and also to find and reuse existing LAS in
contexts which may be different from the one for which they
were originally planned, (by operating a probable simple
modification).
- Making the learner the main actor of the learning
process: A learner has a profile, expressed in terms of
competencies which can be certified by acquired diplomas,
which may be also claimed, or an effective profile.
A system, in direct interaction with the learner, will be able to
get an estimated profile of him through the evaluation system.
- Assisting the assessment of learning in terms of
competencies: A comprehensive system of assessment (or
pre-evaluation) will be able to make the calculation of the
proximity of the current profile to the targeted one, and to
elaborate a probable plan of rapprochement between these
profiles, in order to personalize the learning, this would be
possible if we define a metric to measure the distance between
the current profile and the targeted one (corresponding to a
degree for example). In fact, the comparison of the current
profile of the learner with the targeted profile is necessary to
evaluate the feasibility of training. An alternative goal (more
reasonable intermediate step) is proposed if the level of
feasibility is low. This metric should calculate the distance
between two levels (eg "low" to "high") when competency is
present in the current profile of the learner and in the targeted
profile, and the distance between a competency which is not
present in the current profile of the learner and a competency
in the targeted profile.
In this brief study, we have made about the expected
functionality of the system that will implement the CBA
ontology, we find out that this system will appeal for both
validating and production scenarios of usage of ontologies.
The operationalization will focus on the prescriptive aspects of
the CBA rather than the effective aspects, which can be
represented only in an approximate way by making estimates.
VII. CONCLUSION
The object of this article was to emphasize the constraints
and the problems posed by the stage of the operationalization
of an ontology in the global context of its life cycle. As it was
necessary to make discriminating choices in consistency and
adequacy with the objectives planned for our CBA ontology,
we have presented our proposition of a functional architecture
of the future system that is going to implement the CBA
ontology.
Thus, we have opened a big field that is going to initiate a
debate which would lead to precisions. This will allow us to
reevaluate our ontology in relation to the new operational
specifications before its implementation. It is also necessary to
choose an adequate transcription language to finalize the stage
of operationalization. This is done, we can devote ourselves to
study in detail the targeted applications of the CBA ontology
without forgetting the technical specifications.
REFERENCES
[1] Conseil Supérieur de l'Enseignement • Rapport Annuel 2008, Première
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“Vers une reproblématisation de la notion de compétence”, UQAM, Chaire
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AUTHORS PROFILE
1. Adil HACHMOUD, Engineer degree in Computer Science in 2003; DESA
degree (Extended Higher Studies Diploma) in software engineering in 2006
from Mohammadia School of Engineers (EMI Rabat-Morocco); He is a PhD
student in Computer Science. Since 2004,he is an instructor at the Computer
Science area at High School of Technology (EST Fez) Sidi Mohamed Ben
Abdellah University (USMBA). He is also a member of Engineering Sciences
Lab (LSI). Areas of interest: Programming, Modeling in Software
Engineering, knowledge management, ontology, ITS, e-learning, pedagogy,
Competency-Based Approach.
2. Abdelkrim KHARTOCH, Engineer degree in Computer Science in 2004
from National School of Applied Sciences (ENSA), Oujda-Morocco; DESA
degree (Extended Higher Studies Diploma) in 2006 from National School of
Computer Science and Systems Analysis (ENSIAS), Rabat-Morocco. Since
2005, he is an instructor at the Computer Science at High School of
Technology (EST Fez) Sidi Mohamed Ben Abdellah University (USMBA).
He is a PhD student in Computer Science. He is also a member of Engineering
Sciences Lab (LSI). Areas of interest: ITS, e-learning, pedagogy,
Competency-Based Approach.
3. Prof. Lahcen OUGHDIR, PhD in Computer Science from Sidi Mohamed
Ben Abdellah University. He is a Professor at the polydisciplinary faculty of
TAZA. Areas of interest: ITS, e-learning, Pedagogy and education,
information security and privacy.
4. Prof. Salaheddine Kammouri Alami is born in 09 Mai 1972 in Morocco.
Having purshed his superior studies at the University Sidi Mohamed Ben
Abdellah of Fez (USMBA). He obtained his license in physics, option
Mechanics of fluids in 1995, as well as his CEA degree in Mechanics and
Energetic from the faculty of sciences of Tetouan. In 2000, he obtained his
PhD from the University Sidi Mohamed Ben Abdellah of Fez (USMBA). His
work were realized in the laboratory of scientific Calcul of the High School of
Technology of Fez. His researches consisted to study the problem of modeling
contaminant transport and biodegradation in a saturated porous media. He
began his activities of education as a professor at the polydisciplinary faculty
of TAZA in 2003. His important activities in teaching and research allowed
him to obtain, in December 2009, the habilitation degree to manage research
and assist young searchers. His publications are numerous and of international
fames. Mr Kammouri is actually a member of the laboratory of Engineering
sciences (LSI) of the polydisiplinary faculty of TAZA. He works on the
numerical processes on modeling contaminant Transport and biodegradation
in porous media.
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