What role does knowledge have in competency based higher education? Many Dutch Universities of Professional Education are struggling with the implementation of competency-based curricula. In view of current practice, this article distinguishes between two sorts of knowledge: vocationrelated knowledge and context-free knowledge. In higher education curricula are developed with the aid of various...

The purpose of this paper is to compare the content of samples of curricula in current use in the nation's schools and curricula recently developed by researchers. We describe briefly the nature of these curricula. We then provide an analysis of their content.

This paper proposes a credit transfer system using Web Ontology Language (OWL) between universities. Credit transfer has been conducted mainly comparing and transforming curricula among universities. Mutual 1 :1 comparisons are needed n(n-1)/2 among n universities. We propose a credit transfer system using IEEE/ACM Computing Curricula as intermediate curricula in the area of computer science in...

In this work, we present a constrained-based representation for specifying the goals of “course design”, that we call curricula model, and introduce a graphical language, grounded into Linear Time Logic, to design curricula models which include knowledge of proficiency levels. Based on this representation, we show how model checking techniques can be used to verify that the user’s learning goal...

In 1998, the Association for Computing Machinery (ACM) and the Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) convened a joint curriculum task force called Computing Curricula 2001, or CC2001 for short. The final report is planned to be organized into five volumes: Volume I: Overview, Volume II: Computer Science, Volume III: Computer Engineering, Volume IV: ...

The principle objective of this research was to establish what computing curricula are required for the Sub-Saharan Africa region. Input from academics, businessmen and the analyses of curricula from several African universities revealed a gap between existing curricula and what is considered to be ideal for this region. Required knowledge clusters were identified: Science and Technology; Soft ...