The Graph-Based Approach to Creating a System of Educational
Management Based on Labour Market Demand in Terms of STEM and
Science Education
Yevhenii Shapovalov
1 a
, Viktor Shapovalov
1 b
and Borys Shapovalov
2
1
The National Center “Junior Academy of Sciences of Ukraine”, 38-44 Degtyarivska Str., Kyiv, 04119, Ukraine
2
Kyiv Institute of the National Guard of Ukraine, 7 Oborony Kyieva Str., Kyiv, 03179, Ukraine
Keywords:
Ontologies, IT Polyhedron, Labour Market, STEM, Education, New Ukrainian School.
Abstract:
The educational system in modern society is required to provide a fast reaction to real-life challenges. Also,
the growing role of IT skills in labour market requires to provide changes in educational systems related to
enhancing the role of IT. This study aims to provide the development of a system that considers real-life
requirements of labour market and defines competencies it requires (including IT skills) and provides the
possibility to take them into account during the development of the educational programs. In the paper, the
system that provides a correspondence between the demand on competencies provided by employers and
delivering that request to Methodists that developing educational programs is described. The main actors
in the proposed systems are Employers, Job Seekers, and Ministry specialists (Methodists). The proposed
concept may be implemented using simple basic tools such as MS Excel and as well by specialized tools such
as CIT Polyhedron and Phyton. A graph-based system using CIT Polyhedron has been developed. In this
case, each entity is represented in form of nodes. Proper links have been provided between entities (nodes).
Characteristics and descriptions of each specific entity were added in form of semantic and numeric nodes’
metadata. An example of CIT Polyhedron’s specific tools (rank) usage is described.
1 INTRODUCTION
The problem of building digital-based sociality is rel-
evant today. However, development tendencies are
very high, and education is one of the fields that
may not provide the required digital-based changes
(Mahyoob, 2020; Saminathan, 2021). Moreover,
especially digitalization has come sharply during
COVID-situation, leading to some problems related
to its implementation (Eutsler et al., 2020; Trubavina
et al., 2021).
Sure, there were many attempts to provide digi-
tal approaches. For example, it is using of cogni-
tive IT platform Polyhedron (Stryzhak et al., 2018;
Velychko et al., 2017; Strizhak, 2014) with its func-
tions auditing (Stryzhak et al., 2014; Globa et al.,
2015, 2019) and ranking (Nadutenko et al., 2022),
virtual educational experiments (Slipukhina et al.,
2019), using mobile Internet devices (Modlo et al.,
2019) and augmented reality (Leshko and Rykova,
a
https://orcid.org/0000-0003-3732-9486
b
https://orcid.org/0000-0001-6315-649X
2017), distance learning in vocational education and
training institutions (Petrenko et al., 2020), on-line
courses (Vlasenko et al., 2020; Yahupov et al., 2020).
Also, there are many approaches to providing STEM
(Cheng et al., 2021, 2020; Badmus and Omosewo,
2020; Stryzhak et al., 2017).
However, its usage cannot be widely provided if
it is not declared in the educational programs. Now,
the New Ukrainian School is used to provide modifi-
cation to the educational process (Elkin et al., 2017;
Budnyk, 2018; Zhorova et al., 2022). It contains a
list of the competencies that should be taught during
education.
Currently, job seekers’ search uses web-based
services that require not standardized experience,
skills and competencies. For example, such services
are work.ua, rabota.ua, djinni.co (specialised in IT),
etc. Moreover, it seems that the labour market re-
quired more digital-based skills than it declared in
the New Ukrainian School and educational programs
in Ukraine. Also, it seems more relevant to use the
results of employers’ requests on vacancies compe-
Shapovalov, Y., Shapovalov, V. and Shapovalov, B.
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and Science Education.
DOI: 10.5220/0012061200003431
In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 5-19
ISBN: 978-989-758-662-0
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
5

tencies to include them in educational programs and
forecasting requests in future.
Considering what was noted before, it seems rel-
evant to develop approaches that takes to account job
requirements for specialists during projecting of ed-
ucational courses. Therefore, the study aims to de-
scribe an information system that provides data trans-
fer on real-life required competencies from employers
who demand job seekers’ competencies to specialists
in the Ministry of education and science to take them
into account. Therefore, the object of the study is
an approach that provides taking to account real-life
required competencies during providing educational
programs.
2 METHODS
To provide study and develop solving approaches, the
concepts developed by the Ministry of Education and
Science of Ukraine were used to define the problem
and provide background research. Also, consider-
ing growing the role of digital skills (competencies)
in digital sociality, the proposed approach focuses on
digital competencies but is not limited by them.
The UML schemes were used to describe the in-
formational system that may solve the problem of im-
proving considering required real-life competencies
during the development of educational programs. A
use case diagram is developed to describe the main
actors of the proposed system. Next, a class diagram
is developed to describe the database, the main classes
in it, and data for each class. Finally, the ways of im-
plementation and some of its features are described.
The cognitive IT Polyhedron was used to create
graphs as it was described before (Shapovalov and
Shapovalov, 2021). Both graphical and excel-based
approaches were used to form graphs. The excel-
based approach to constructing a graph is shown in
figire 1.
3 RESULTS
3.1 Analysis of Nonconformity of
Competency Provided by Education
and Requirements by Employers
As noted before, there is the problem of nonconfor-
mity of competencies given by teaching and required
by employers. It means that some educational time is
wasted. The competencies taught during the modern
educational process of Ukraine in middle school are
declared by the New Ukrainian School concept and
its implementation in specific educational programs.
However, employers require competencies, and those
declared by New Ukrainian School were not com-
pared.
Employers are seeking a person who can solve
specific tasks he needs. For example, such skills
are knowledge of using MS Office, English level B2,
Adobe Photoshop, or using the textile machine. Also,
the employer may require some measurable experi-
ence in some field (5 years working on environmental
projects, three years of C++ coding). These compe-
tencies are very static, specific and easy to determine.
Such requirements (competencies) may be named as
“specific” and can be divided into “static skill-based”
and “static experience-based”.
However, the competencies declared by New
Ukrainian School have different essential nature, and
it is instead “abstract”, “wide”, and “relatively static”.
Using the term “abstract”, we mean competencies that
include more specific (in our classification – “static”)
competencies. In this group, we propose to include
mathematical competence, essential competencies in
natural sciences and technologies, and information
and digital competence. For the term “wide”, we
mean that it is not provided specific knowledge or
skill but rather some dynamic abstract level. Also,
the “wide” means that competencies are used in each
decision-making. The analysis of competencies de-
clared by the New Ukrainian School is shown in ta-
ble 1.
As seen from table 1, the competencies declared
by New Ukrainian School may not be used by the em-
ployer.
All noted before makes the gap between skills pro-
vided by education and used in real-life work. How-
ever, it seems that it may be solved by standardisation,
defining of values of each competency and using sim-
ple well-known ranking mechanisms. Sure, the pro-
posed method is not dedicated to violating market-
based society, but it allows for prioritising the com-
petencies that have not been taken to account before.
Also, the idea of standardisation can be used to define
a median salary for jobs that require specific skills.
Then, students can use that to decide on skills re-
quired by digitalised sociality.
3.2 Proposed Approach
3.2.1 Using Ranking Tools to Evaluate the
Digital Competencies of the Job Seekers
To solve the problem, it seems relevant to use mea-
surable competencies (such as “static skill-based”
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
6

Figure 1: Excel-based approach to graph forming.
Table 1: The analysis of competencies declared by New Ukrainian School.
Competency type title Description of competency type List of competencies
Abstract Impossible to measure, are very abstract
and includes some more specific compe-
tencies
Mathematical competence; Basic compe-
tencies in natural sciences and technolo-
gies; Information and digital competence
Wide Impossible to measure, is used during solv-
ing any of practical based-problems
Ability to learn throughout life; Initiative
and entrepreneurship; Awareness and self-
expression in the field of culture; Social
and civic competence; Environmental lit-
eracy and healthy living
Relatively static Possible to measure, but still relatively
hard. However, accepted international lev-
els may be used to measure
Communication in the state (and native in
case of difference) languages; Communi-
cation in foreign languages
and “static experience-based”) that may be processed.
Their processing may be used to obtain a general in-
tegrated score of the corresponding person to the va-
cancy.
Also, it seems relevant to use the importance of
competency for vacancies description. As for digital
specialisations, such skills will provide a core score
for Job seekers’ evaluation, but for other specialisa-
tions in digitalisation of sociality, it may provide up
to 50% of the ranking score.
Such a ranking approach will provide a win-win
situation during the job-seeking process. Employers
will decrease the role and load on the company’s HRs.
Job seekers will be evaluated objectively and receive
reasonable estimates based on the general skills of job
seekers, including digital. It will not provide a waiver
of HRs, but it significantly decrees their work amount
and provides a more accurate, fair candidates selec-
tion. As a standard to create a relevant system of ranks
inputted by the user, the document “job responsibili-
ties” may be used.
So, the employers will use a well-known raking
tool that the modified equation of graph-based rank-
ing can describe:
RANK
abs(i)
=
∑
(IMP
i
×
v
i
v
max
) (1)
where RANK
abs(i)
– ranking rank in absolute value for
i’s node; IMP
i
– importance coefficient for data of i’s
object; v
i
– the value i’s object; v
max
– maximum value
of the dataset.
For this, the class name of each data will be the
name of the competency (skill); its numeric data (v
i
)
will correspond to the mastery level of that skill; the
importance (IMP
i
) is a level of such competency re-
quested by the employer. So, each job seeker will ob-
tain his personal RANK of corresponded for a specific
vacancy. Such an approach will be also useful for job
seekers due they will obtain the matrix of the RANKs
for the vacancies they choose and define by themself
work that they are fitted and comfortable to do.
As it was noted before, in the digitalized social-
ity, the role of digital competencies will be always
high. To prove it, the example the IT profession (ju-
nior front-end programmer) and non-IT professions
(enterprise economist) vacancies RANKs is shown in
table 2 and table 3, respectively. For the examples,
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and
Science Education
7

approximations of ranks and levels will be used to
simplify understanding. The competency level will
be used in form of relative values (%).
As shown from Table 2, Jobseeker 1 with RANK
of 480 is more suited for vacancy than Jobseeker 2
with RANK of 400. Also, digital skills are valuable
for non-IT specialists as it is shown in table 3.
As it is shown in table 3, Jobseeker 2 has higher
hard Bookkeeping skills, but low IT skills and gener-
ally it will be less suitable for the vacancy than Job-
seeker 1. That proves that the proposed approach will
be helpful to IT specialists and non-IT specialists in
the digitalised world. However, it requires providing
a certification program to define the competency level
(numeric data).
3.2.2 Using of Competency Importance Data to
Develop Educational Programs
The developed approach will collect the employer’s
requests on competencies they need. So, it will be
possible to use such data sets to generate real-life re-
quired skills and competencies.
The most valuable is a set of Importance (IMP
i
)
requested by the employer for each skill data to anal-
yse the labour market requirements in competencies
and modify the educational process. So, it may be
represented as further:
< CN
edu
, IMPC
edu
>= RANK(< CN
n
, IMP
n
>) (2)
where
< CN
edu
, IMPC
edu
> – cortege of skills and its
values recommended for education;
RANK(< CN
n
, IMP
n
>) – ranking results of each
element of cortege of skills and their importance for
the employer (< CN
n
, IMP
n
>).
The general workflow is using such a system pro-
vides obtaining of data set (cortege) of required by
Employer competencies and its importance. Such
data is processed by the system and it provides both,
the results of corresponding of Job Seeker to the va-
cancy and obtaining a set of importance competen-
cies values used for the development of education pro-
grams (figure 2).
3.3 Practical Developments
To simplify, the approach will be described in short
form. The main actors of the proposed system are an
employer that generates demand on competencies and
a methodist that uses that demand on competencies to
lay down it into educational programs. Also, there
is an actor called Jobseeker. That actor is already an
educated person who is already characterised by some
stack of competencies.
Each actor has many functions, but only the most
important actions will be described. The employer
creates the vacancies and adds required competencies
with the importance of the job. The required vacancy
competencies and their importance are used to rank
the corresponding specific job seeker with its stack
of competencies with a vacancy. Ministry special-
ists use such ranking results to analyse them and lay
down the most required competencies in educational
programs. The use case diagram of the proposed ap-
proach is shown in figure 3.
The classes that correspond to actors and actions
are used to create such a system. First of all, some
classes describe actors themselves, and they are Job-
seeker, Employer and Ministry Employee. Each of
such classes has person identifiers due they describe
actors. Each Job seeker has its personalised set
of competencies called the “Job seeker’s set of the
competencies”. Each Job seeker’s set of competen-
cies consists of competencies (skills), competency’s
(skill’s) level and certificates that prove it.
Each Employer is looking for a Job seeker, and
finding it creates a vacancy. Each employer can cre-
ate multiple numbers of Vacancies, and it creates a
library of them called Set of Vacancies. Each vacancy
has data about competencies and their importance to
provide Vacancy’s activities well. Job seeker’s set of
competencies provides a ranking that defines corre-
sponding of its to Vacancy’s RequiedCompetency and
CompetencyImportance.
Set of Vacancies with its data Competen-
ciesAndImportance is used by Ministry employees
(Methodists) to modify the educational program with
an array of StudiedCompetenices. The list of database
entities in the form of a class diagram is shown in ta-
ble 4 and figure 4.
The proposed Use case diagram and Class dia-
gram will be useful to developing real-life systems.
3.4 Implementation
3.4.1 Possible Approaches
The proposed concept may be implemented using
simple basic tools such as MS Excel and by spe-
cialised tools such as KIT Polyhedron (Tarasenko
et al., 2021; Shapovalov et al., 2021) and by using
Python.
Also, the proposed approach seems relevant
to use in a stack with modern semantic graph-
based technologies (Paschke and Sch
¨
afermeier, 2018;
Sch
¨
afermeier et al., 2021) and neural networks to pro-
vide analysis and predictions.
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
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Table 2: Example of RANKing the junior front-end programmer.
Class name
(competency name)
Mastery level of the skill (v
n
)
(numeric data), %
Importance (IMP
n
)
requested by the employer
RANK
n
of the skill
General
RANK score
Job seeker 1
CSS coding 50 5 250
100
HTML codding 30 4 120
MS office skills 50 2 100
Business analysis 10 1 10
Geography skills 10 0 0
Job seeker 2
CSS coding 20 5 100
83
HTML codding 70 4 280
MS office skills 10 2 20
Business analysis 0 1 0
Geography skills 50 0 0
Table 3: Example of RANKing the enterprise economist vacancy.
Class name (competency name)
Mastery level of the skill
(v
n
) (numeric data), %
Importance (IMP
n
)
requested by the
employer
RANK
n
of the skill
General
RANK
score
Job seeker 1
Bookkeeping 80 5 400
100
Bookkeeping Law understanding level 40 5 200
MS office using level 60 3 180
Analysis and reporting 60 4 240
General skills of PC using 20 4 80
Job seeker 2
Bookkeeping 90 5 450
85
Bookkeeping Law understanding level 60 5 300
MS office using level 10 3 30
Analysis and reporting 30 4 120
General skills of PC using 10 4 40
Figure 2: Workflow of data in proposed system.
Sure, while using simplified tools such as MS Ex-
cel or Google Sheets, it will not be an informational
and communicational system, and it will not be pos-
sible to communicate with it using API. However, it
will be possible to provide all required functions. For
the Excel-based approach, libraries of skills “Compe-
tencyName” will be located in a separate sheet and
used as a drop-down list.
Also another vital question to be solved is data
collection. Using google forms to create vacancy
profiles and cortege on importance and competencies
is the simplest way. Such google form can collect
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and
Science Education
9

Figure 3: Use case diagram of proposed approach.
Vacancy’s “name”, “Description”, “RequiedCompe-
tenices”, and “CompetenicesImprotance”. Another
form may be used to collect data on a Job seeker’s
set of competencies.
Sure, it is the most common and straightforward
way. The system will be created using full-stack
(back end and front end) development in real life.
However, MS Excel-, Graph- and Phyton-based tools
will be developed to make concept proof tests in fur-
ther studies.
In any form of its implementation, the proposed
approach will be helpful and provide an effective way
to consider real-life required competencies. Compar-
ing approaches to create a system that takes to account
job requirements for specialists during projecting of
educational courses educational programs with real-
life labour market demand is shown in table 5.
As seen from table 5, the Excel-based approach
is simple to provide, but it does not provide possibly
to provide noted database structure in full-scale. On
the other side, a python-based approach is a full-scale
approach that gives the possibility to provide any sys-
tem, but it requires a vast number of resources. Thus,
the most perspective to use is a no-code cognitive IT
Polyhedron to provide such a system. Also, the ad-
vantage of Polyhedron has integrated audit and rank-
ing tools.
3.4.2 Graph-Based Approach
One of the advantages of the graph-based approach
is a visualisation of entities (in the form of nodes)
and their links. Thus, it is possible to implement a
UML diagram to represent the database in the form
of a graph in full-scale. Also, taking into account the
specificity of graphs built using cognitive IT Poly-
hedron (however, it will be relevant for most graph-
based approaches), some classes will be represented
not in the form of nodes but in the form of semantic or
semantic numeric data of some entities. For example,
competency (skill) and its level will be represented in
the form of metadata of nodes vacancies or job seek-
ers (depending on the variant of realisation). For this
case, competency (skill) will be the class name of the
node, and its value will be the value of such a class.
Such an approach provides the possibility to provide
a ranking. However, competencies (skills) also will
be represented in the form of nodes (separate entities)
to provide additional structurisation.
The first data structural component is a set of com-
petencies. Each specific competency has been di-
rected on the “Set of competencies” link to represent
its dependence on this class. A general view of the
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
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Table 4: Description of the classes of UML class diagram of proposed system.
Name of Class Attributes of Class
Job seeker
+ ID: int
+ name: string
+Job seeker’s set of the competencies: array(Competency (skill), Competency’s (skill’s) level)
AddNewCompetency(string): text
AddCompetency’s(skill’s)Level: int
AddCertificate:link
display(set of the competencies): list(set of the competencies)
Competency’s
(skill’s) level
+ ID: int
+ value: int
Competency
(skill)
+ ID: int
+ name: string
Certificate
+ ID: int
+ name: int
+file: link
+authority:name
Job seeker’s
set of the
competencies
+sertificates: list(certificates)
+ SetOfCompetencyLevel: array Competency (skill);
Competencies(skills)level
Display(Competency(skill)): list(Competency(skill))
Display(Competency’s(skill’s) level): Competency’s (skill’s) level
Ranking
++ ID: int
+ rank: int
+ get(Job seeker’s set of the competencies):array (Job seeker’s set of the competencies)
+ get (RequiedCompetenices): array(RequiedCompetenices):
+ get (CompetenicesImprotance) array (CompetenicesImprotance)
Employer
+ Id: int
+ name: text
+create(Vacancy):array(Vacancy)
+display(Job seeker’s set of the competencies)
Vacancy
+ Id: int
+ name: text
+ Desription: text
+ RequiedCompetenices:array
+ CompetenicesImprotance:array
Set of the va-
canieses
+Vacancynames(Vacancyname): array
+CompetenciesAndImportance
(VacancyRequiedCompetenices);VacancyCompetenicesImprotance:array
Ministry
employee
+ Id: int
+ name: text
+ displayRequiedCompetenices:array
+ displayCompetenicesImprotance:array
+ modify
Educational
program
+ users: list(User)
+ TextOfProgram: text
+ StudiedCompetenices:array
structural component “set of competencies” is shown
in figure 5. Each competency is linked with the Job
seeker whom it owns, a certificate that it proves and a
vacancy that is required.
The built graph also represents Job seekers and
Vacancies branches. All specific Job seekers are
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and
Science Education
11

Figure 4: UML Class diagram of the proposed system.
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
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Table 5: Comparing approaches to create a system that takes to account job requirements for specialists during projecting of
educational courses educational programs with real-life labour market demand.
Name of approach Requiring to write
specific code
Possibility to provide noted
database structure in full-scale
Integrated ability to provide raking
without writing specific code
Excel-based No No No
Graph-based No Yes Yes
Python-based Yes Yes No
Figure 5: Element “Set of competencies” of proposed
graph-based system.
(a)
(b)
Figure 6: Element “Set of vacancies” (a) and “Set of em-
ployers” of the proposed graph-based system.
linked to the “Job seekers” node (figure 6a). Each
vacancy is linked with the “Set of vacancies” node to
show its belonging and a specific employer who pro-
vided such vacancy. All employers are linked with the
Set of employers node (figure 6b).
The primary users of demand analysis shown at
graph’s node “Education management institution”.
Vacancies are linked with members of education man-
agement institutions. Education management institu-
tion is the root node linked with ministry employee
that in turn linked with Methodists who develop edu-
cational programs. Ministry employees form all ed-
ucational programs. That is why they are linked.
Each multiplicity of educational programs is linked to
the “Educational programs” node. Educational pro-
grams additionally may be represented as a form of
nodes of this graph that represents elements of spe-
cific programs themselves or have a link to the spe-
cific ontology-based educational program (figure 7).
Figure 7: Elements “Educational management institutions”
and “Educational programs” of the proposed graph-based
system.
The proposed system is integral is maybe used for
decision making. All entities in the form of graph’s
nodes are linked as noted before:
• Job seekers with vacancies and with competencies
and certificates that it proves;
• competencies with certificates that prove job seek-
ers and vacancies
• vacancies with job seekers, required competen-
cies, employers who provide it and methodists
who form educational programs;
• job seekers are linked with competencies and cer-
tificates and with vacancies they responded on;
• methodists are linked with vacancies that describe
real-life demand on competencies and with min-
istry employees who form educational programs.
A general view of the proposed graph-based solu-
tion for taking to account real-life required competen-
cies is shown in figure 8.
Both job seekers and vacancies have metadata.
Job seekers’ metadata are the skill level that job seek-
ers own, and vacancies’ metadata are skills and com-
petencies that are required (figure 9a and b).
The ranking is possible to provide in both ways, to
evaluate which vacancy fits the best chosen by a spe-
cific job seeker and to evaluate which job seeker fits
the best for the proposed vacancy. The type of ranking
depended on users’ requests. The user chooses factors
that he requires to rank and their importance for him.
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and
Science Education
13

Figure 8: Developed a graph-based approach to taking to account real-life demand in the labour market.
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
14

(a)
(b)
Figure 9: Metadata in graphs’ elements.
So, if he chooses the factors that correspond to com-
petencies that require vacancy and chooses the impor-
tance of such factors for this job, the system will rank
job seekers to their relevance to this vacancy; on the
opposite, if the job seeker chooses competencies that
require for jobs (for example, Require HTML cod-
ding), he will rank existing vacancies and find which
of them fits him best (figure 10).
Methodists and Ministry employees may use a ta-
ble view of the graph with or without filtering the
data. A table view of the generated graph used by
the Methodists and Ministry employees is shown in
figure 11.
Therefore previously, the connection between ed-
ucation and the practical labour market was not pro-
vided systematically. And now it is proposed to use
ontologies to produce such connections. In this case
connection will be provided by connection relative
nodes by graph’s edges. The proposed approach will
be much more efficient in case of its usage in com-
plexes with forecasting systems such as regression or
neurolar networks. However, it is important to col-
lect such data to forecast and ontologies are used to
provide it.
4 DISCUSSION
Currently, the labour market requires specialists with
soft skills, hard skills, critical thinking, creativity,
The Graph-Based Approach to Creating a System of Educational Management Based on Labour Market Demand in Terms of STEM and
Science Education
15

(a)
(b)
Figure 10: Metadata in graphs’ elements.
project management and other skills. The approach
that provides it is STEM/STEAM, but no trivial (as
for the Ukrainian educational system) approaches that
foresees not-project based and not-real-life based ed-
ucation. The proposed graph will be very effective to
modernise both trivial educational programs (as it will
highlight the skills and knowledge that are not used in
employing process) and STEM-based education.
The skills and their values will prioritise the skills
to teach based on market demand. As STEM is more
fluent compared to traditional ones, it will be possible
to use for STEM-based programs to develop the most
required skills. Also, it can develop required real-
life skills even during not-specialised subject learn-
ing. For example, the task was given to students dur-
ing chemistry maybe project that foresees using cod-
ing, project-management or business analytical skills
if such is defined as the most demanded by the labour
market.
For example, the task that develops business
analysis during chemistry discipline may foresee
analysing of current business process and technologi-
cal process of production of ammonia (for example; it
can be related to any production; related to the tech-
nology aspect of STEM); find the laws, fundaments
and existing modern scientific studies that related to
the field (related to science aspect of STEM); pro-
vide calculation of the existing production and pro-
pose technology that optimises the production (re-
lated to science aspect of STEM); find or develop
equipment to provide proposed optimised technologi-
cal approach (related to engineering aspect of STEM).
As it can be seen, it provides both STEM-approach
and development required for the current state of
AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology
16

Figure 11: Table view of the generated graph to use by the Methodists and Ministry employees.
marked skill (for example, business analysis).
5 CONCLUSION
It is shown that some competencies that are required
in real life are not prioritised in educational programs.
The study describes an information system that pro-
vides data transfer on real-life required competencies
from employers to specialists in the Ministry of edu-
cation and science and Methodists consider them.
The main actors in the proposed systems
are Employer, Job Seeker and Ministry specialist
(Methodist). The main classes in proposed systems
are Jobseeker Competency’s (skill’s), level Compe-
tency, (skill) Certificate, Job seeker’s set of the com-
petencies, Ranking Employer Vacancy, Set of the
vacancies, Ministry employee, educational program.
Each of these classes has the data that describes it.
The proposed concept may be implemented as
well using simple basic tools such as MS Excel and
as well by specialised tools such as KIT Polyhedron
and as by using Phyton. In further studies, MS Excel-,
Graph- and Phyton-based tools to make concept proof
test.
It is shown that the graph-based approach is char-
acterised by advantages, and it was chosen to build
the system’s prototype. It represents the graph’s root
nodes are a Set of competencies, Job seekers, a Set
of Vacancies, a Set of employers, educational man-
agement institutions and educational programs. It
is proven that the most perspective approach during
which such a system can be used is STEM because a
high level of flexibility characterises it.
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