Analytical Models for Tertiary Education by Propaedeutic Cycles Applying Knowledge Engineering and Knowledge Management

Abstract

A Knowledge based system model to face the new methodological strategy on Higher Education in Colombia by propaedeutic cycles. A great challenge is presented to Superior Education Institutions: to establish the link between traditional cycles: professionaltechnical, technology and university ones with the secondary, basic and media levels. Our solution is presented linking each phase with a propedaeutic component discussed in a model. The model is dialogically integrated by cognitive an informational components. Leontief III Millenium: we present the problem resituation from the Inter-industry Economy Model, to the new Knowledge and Information Economy, by recontextualizing the W. LEONTIEF Model from the Industrial Society to the Knowledge Society, and by innovating it with the Process and Knowledge Engineering, Artificial and Computational Intelligence, Fuzzy Logic and General Systems Theory in order to face the most critical problems in Superior Education in Colombia. A structural system to determine and analyze the cohesion and coherence of the propedaeutic cycles between competences and the curriculum knowledge. This construct enables curricular knowledge management inside the media and higher education. Several types of matrices are developed; firstly regarding columns: the longitudinal one in time (semesters); secondly the cross one grouped by curriculum subjects, (additionally each cell of them can be expressed by fuzzy values); thirdly regarding the structure: the input/output for optimization purposes. Also an individualized model of student productivity to be integrated to counteract the stereotypes which considers the technical and technological cycles as relegated careers in higher education. This model is an intelligent knowledge based one which was validated with a software prototype just implemented in the FESSAJOSE. This construct has as its mission the guarantee of quality assurance of student’s propaedeutic cycles. These initiatives are focused on Research, Development, Innovation and Experimentation with application of knowledge and ICT architectures. They are synthesized with a model designed and implemented to confront the four main problems frequently found in third world countries: