INTELLIGENT HIGHER EDUCATION MODEL BASED ON COMPETENCES AND ARCHITECTURES FOR THE COLOMBIAN POST-CONFLICT

Published in: Global Partnerships for Development and Engineering Education: Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education and Technology
Date of Conference: July 19-21, 2017
Location of Conference: Boca Raton, FL, United States
Authors: Jesus Alfonso Perez Gama, (FUNDACION EDUCACION SUPERIOR SAN JOSE, CO)
Anselmo Vega Vega, (Universidad Distrtital Francisco Jose de Caldas, CO)
Juan Pablo Rubio, (Universidad Incca de Colombia, CO)
Gaby Estefany Espinosa Sanchez, (Fundacion Educacion Superior San Jose, CO)
Byron Alfonso Perez Gutierrez, (Universidad Militar Nueva Granada, CO)
Full Paper: #117

Abstract:

In our Colombian institutions, we find educational and entrepreneurial leaders who are technophiles towards systems based on knowledge and others, and on the other way, we find leaders with the technophobia towards those systems, situation that could act like a sword of double edge: expensive errors, vs. the unwanted Accountability. This seems common in third world countries. Intelligent Knowledge based systems (IKBS) have to do with the creation of value from intangible intelligent assets, that are resurrected from amalgams of Artificial Intelligence, Knowledge Engineering (KE), BUSINESS PROCESS REENGINEERING (BPR), Cognitive Systems Engineering, Software Engineering, and Third Millennium organizations, among others. Intelligent behavior requires being able to acquire and manage information, data and knowledge to make effective decisions for organizations to function intelligently in crises. Requires intellectually demanding environments with more open minds. The U. San Jose-FESSANJOSE has developed a supportive environment for decision-making in the complexity of higher education (HE), and a set of planning tools has been designed to deal with the crisis. These tools, are expected to help stakeholders develop and communicate understanding of high priority issues so that smart decisions can be made and implemented during crises in the case of Colombia. After 60 years of war confrontation (civil society, guerrilla, paramilitary) we are preparing toward a post-conflict situation; for labor re-qualification of thousands of victims a new education model based on integrating architectures and knowledge systems is proposed. The post-agreement implies greater social investment especially in education, towards the reconstruction of Peace and Equity that goes beyond social mobility (e.g. employment) with new educational models based on high quality and decentralization. Nowadays the Government of Colombia (GoC) signed an Agreement with the guerilla FARC after 6 years of talks. In the following days the Peace Nobel Prize was granted to the GoC President, Juan M. Santos. The following days new dialogues, with the minor and remaining guerilla ELN, was announced for starting soon in Ecuador. If succeed, the total peace will be warranted. The new educational model, involves: • Individual monitoring and evaluation, • guided by ICT (information and communications technologies), • competencies (supported by KE) • asynchronous methodolyg, • personal tutoring: teaching/automated online (including mobile devices usage), • for the population of young and adult, victims of armed conflicts, • for people preparation for the IV Industrial Revolution, and to face the transition to the Digital Transformation (to radically improve performance of institutions) Regarding the social situation, in our side we are preparing for a post-conflict situation; we have to prepare thousands of demobilized people and victims, requiring labor re-qualification. In addition, given the deficit of 100,000 ICT Engineers, and 300,000 Technologist (T) and Professional Technicians (PT), e.g. programmers; our proposal is intended as a disruptive innovation to address the post-war digital divide, and this country has based human talent mental rehabilitation, with training and labor requalification. We integrated our own experiences and proposed a new education model, based on the integration into an Intelligent Management Information System (iMIS), of 5 architectures that we previously have implemented in several higher education Institutions (HEI) in Colombia. Those architectures, supported by the convergence of Information, Software, and KE, with Artificial & Computational Intelligence, and guided by mathematical and computational models. iMIS integrates hybrid multilevel architectures with multilevel systems, in order to respond to the solution of HE-ME (middle education) problems, leading to face competitiveness and productivity, observing specifically how to include these technologies for evolving the university into modernity, bringing together the institution governability, the student and teacher productivity, and the High Quality Education (HQE). The paper characterizes an intelligent educational organization of the III millennium, defines post-conflict crises, and discusses a competency-based educational model as part of the alternatives to confront the national crisis with an educational crisis management framework. We are trying to consolidate numerous experiential learnings related to the complexity of HE such as student dropout, educational quality, productivity and competitiveness in an underdeveloped country like Colombia. Finally, the model includes the use of architectural tools already implemented