An Ontology-Based Approach for the Semantic Representation of Job Knowledge

Abstract

The essential and significant components of one's job performance, such as facts, principles, and concepts are considered as job knowledge. This paper provides a framework for forging links between the knowledge, skills, and abilities taught in vocational education and training (VET) and competence prerequisites of jobs. Specifically, the study is aimed at creating an ontology for the semantic representation of that which is taught in the VET, that which is required on the job, and how the two are related. In particular, the creation of a job knowledge (Job-Know) ontology, which represents task and knowledge domains, and the relation between these two domains is discussed. Deploying the Job-Know ontology facilitates bridging job and knowledge elements collected from various sources (such as job descriptions), the identification of knowledge shortages and the determination of mismatches between the task and the knowledge domains that, in a broader perspective, facilitate the bridging requirements of labor market and education systems.

A Survey on Skill Identification From Online Job Ads

“…In [30], the authors started crawling from the node "Software Engineering" in the DBpedia ontology graph to build an IT skills ontology/base using a depth limited Breadth-First Search algorithm. In [31], the authors relied on word association to build an ontology that bridges between job and knowledge elements found in job ads. Instead of generating a base from scratch, in [32], the authors have leveraged open knowledge bases where they used different techniques such as random walk and different algorithms to extract and infer skills from Wikipedia graph.…”

Labour Market Information Driven, Personalized, OER Recommendation System for Lifelong Learners

“…This approach builds on ontologies to reveal and organise components of jobs (e.g. skills, tasks) (Sibarani et al, 2017;Castello et al, 2014;Khobreh et al, 2015). These methods provide meaningful information for stakeholders (i.e.…”

“…These dramatic changes lead to a number of educational problems in relation to the gap between (dynamic) skills that job markets demand and the training that education programs offer (Smith and Ali, 2014;Wowczko, 2015;McGill, 2009). Furthermore, being up to date about actual job market skills has significant importance for individuals to remain employed or climb workplace hierarchy during active times of employment (Colombo et al, 2018;Khobreh et al, 2015). Notably, in order to mitigate mismatches between education and labour markets, we need to 1) understand the dynamic nature of labour a https://orcid.org/0000-0002-7368-0794 b https://orcid.org/0000-0002-9375-3516 c https://orcid.org/0000-0003-3758-5455 markets, which requires the deconstruction of jobs into required skills, and 2) match those skills to relevant learning content.…”

Structuring Visual Exploratory Analysis of Skill Demand

“…Resolving this is key to confidence in decision-making based on the contents of the datastore and analysis results, and therefore adoption of our approach. An important comment during early evaluation was that while added value in the framework was clear, there was still high potential for unreliability of the results because 18 A. of the skew in the data, a situation especially pertinent to end users working outside the UK. We build on the framework provided by Saro to track skill demand trends across time and location.…”