Work Experience

  • Knowledge Innovation Centre (Malta) Ltd.

  • Swieqi, Malta
  • Business/sector: Education

Senior Partner

–

Founder and senior partner at the knowledge innovation Centre. Responsible for:

  1. Leading all Research work in areas of Digital Technology, Quality Assurance and Equity/Inclusion
  2. Human Resources and Management
  3. Client Management and Bid Coordination
  4. Liaison with standardization bodies including W3C, IEEE, ISO, EQAR, 1EdTech, Credential Engine


Policy Areas:

  1. Digitisation and Innovation in Education, with a focus on digital credentials and AI
  2. Academic and Professional Recognition of Education, including recognition of micro-credentials
  3. Public Policy Evaluation in the area of Education & Employment Policy
  4. Quality Assurance of Education including Quality Management Systems in Higher Education and VET
  5. Skills Systems and Qualification Frameworks
  6. Work Based Learning, including apprenticeships


Main achievements:

  1. Designed and launched the Europass Digital Credentials Infrastructure and the European Learning Model - a single digital credentialing standard for the European Higher Education Area
  2. Coordinate Communities of Practices under the European Digital Education Hub, and lead Subject Matter Expert on the interoperability in Higher Education strand of work.
  3. Authored multiple publications and designed trainings for European Commission, German Government, Commonwealth of Learning on implications of Blockchain for education
  4. Lead author of ISO 21001- Educational Organization Management Systems
  5. Wrote the National Open Educational Resources Policy and Individual Learning Account policies for Malta
  6. Grew the Knowledge Innovation Centre into a specialized consultancy on education policy, with 20 FTE experts working with EC, ILO, UNESCO, ADB, ITC, GIZ, OECD and various national governments
  7. Participation (as a company) in over 20 projects in areas linked to Quality Assurance of Higher Education, Quality of Work-Based Learning, Pedagogy for Digital Learning, Micro-credentials, unbundling and digital credentials, inclusion and equity for higher education

  • Ministry for Education and Employment

  • Malta

Advisor to the Minister

–

Evaluation of Ministry's policies in the area of digital learning, including:

  • overall national digital learning strategy
  • quality assurance of digital learning
  • strategy for attracting offshore educational institutions
  • open educational resources
  • digital skills strategy


Coordination of Digital Learning Portfolio for the Malta EU Presidency

  • SCIENTER

  • Bologna, Italy

Policy Analyst and Project Manager

–

Main achievements included:

  • Managed portfolio of multinational projects exceeding € 20 million (total value) for SCIENTER, sourced €3 million new project funding
  • Quality Review of two separate IP FP-7 project (KP-LAB and STELLAR)
  • Led cross-national communication teams of c. 15 people each for dissemination, valorisation and marketing of results in 6 projects
  • Extensive networking activities in c. 20 countries – specialising in Western Balkans & Mediterranean
  • Seconded to European Foundation for Quality in e-Learning and the MENON Network for Policy Advocacy work
  • Typical work involved creation and implementation of stakeholder engagement plans, Intellectual Property exploitation plans and advertising of research results in specialist networks

  • European Foundation for Quality in e-Learning

  • Brussels, Belgium

Policy Analyst

–

Main achievements included:

  •  Work on Quality in Open Educational Resources
  • Coordination of policy outcomes of EQAVET projects for the European Commission
  • Management of the UNIQUE e-learning quality label, including reform of guidelines
  • Evaluation of EQAVET Projects, for the EQAVET Coordination and Support Unit
  • Capacity building of e-learning quality in the Western Balkans

Language skills

Mother tongue(s)

English

Maltese

Other Tongue(s)

Listening Reading Spoken interaction Spoken production Writing

Italian

C1: Proficient user
C1: Proficient user
B2: Independent user
B2: Independent user
B1: Independent user

Slovenian

B1: Independent user
B1: Independent user
A2: Basic user
A2: Basic user
A2: Basic user

German

A2: Basic user
A2: Basic user
A2: Basic user
A2: Basic user
A1: Basic user

Skills

  • Business Analysis & Planning
  • System Design
  • Analytical skills
  • Business Intelligence
  • Data Modelling
  • Zoho One Administration

Networks and Memberships

Member - W3C Verifiable Credentials for Education TaskForce

–

Member - ISO TC232 - Education and Learning Services

Secretary - ISO PC288/WG1 - Educational Organisation Management Systems

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Coordinated International group of Experts in authoring ISO 21001:2018 - Educational organizations — Management systems for educational organizations — Requirements with guidance for use

Member - European Consultative Group on Micro-Credentials

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Providing input as a national and thematic expert on micro-credentials, include presentations to the group on Quality of Micro-Credentials, Technological Aspects of Micro-Credentials and Stackability & Recognition

Advisor - Micro-credentials linked to the Bologna Key Commitments

–

Principal Member - CTDL Advisory Group

Coordinator - European Digital Education Hub Interoperability Squads

Publications

Micro-Credentials in Context: Implications for Educational Systems

2021

(Upcoming - Springer)


In academic discussions and policy documents, mMicro-credentials have fast become one of the foundational key topics of reform in education globally. In Europe, micro-credentials are on top of priorityies of the European Commission, hoping to drive the competitiveness, innovation and renewal of education, while with key initiatives additional initiatives are promoting the concept also in Australia, Canada and India, to name a few. The timely and topical importance of micro-credentials is demonstrated both from the perspectives of provision and recognitionadoption. Both iInternational and national initiatives to foster micro-credential adoption have been increasing in numbers in the past few years. Similarly, increasing number of educational institutions are setting up their strategies and adjusting their processes to deploy micro-credentials. Indeed, the timely and topical importance of micro-credentials is demonstrated from the perspectives, of discussion, provision and recognition.


Micro-credentials are building blocks, but a link to their implementation context and the purpose of use means each implementation appears unique. Despite the growing importance of micro-credentials, the literature on the topic is therefore highly limitedfragmented – with most publications only presented one or two aspects on the topic area.  There i’s therefore a strong demand for a publication to bring together empirical research results and practice-based examples that could discuss and to really unpack what micro-credentials are, why they are important and how they can be effectively adopted. The lack of relevant literature is one of the main reasons for the confusion around the topic amongst practitioners. This book is aims to be a “low-threshold” entry point to the world of micro-credentials, seeking to resolve such confusion and create a foundation for new debates, policies and practices.

The Digitisation of Skills and TVET

2020 https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---emp_ent/documents/publication/wcms_752213.pdf International Labour Organisation

The affordances of digital technologies are such that when deployed in a context of stakeholders with a propensity for change, they will facilitate new opportunities and also create challenges for the technical and vocational education and training (TVET) sector. This report provides a global, high-level snapshot of the digitalization of TVET and skills systems in a set of countries and international organizations. The primary data are derived from a set of semi-structured interviews with experts and practitioners in the TVET and education sectors, as well as a desktop literature review. The data provide insights into TVET and skills systems in Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey and the United States. They also include the views of the labour market and representatives from global organizations such as the Commonwealth of Learning (COL), the International Labour Organization (ILO), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Office of the United Nations High Commissioner for Refugees (UNHCR).

Apprenticeship Quality Toolkit

2017 https://knowledgeinnovation.eu/publication/apprenticeship-quality-toolkit/

The Apprenticeship Quality Toolkit follows a quality management system style approach as defined by ISO. It is designed considering the need to control eight critical processes within professional Higher Education and SMEs. It Includes sections on:


For Professional Higher Education Institutions:

  1. Setting the learning objectives of the overall programme
  2. Identifying and recruiting placements
  3. Negotiating the agreement
  4. Monitoring of apprenticeships
  5. Assessment of apprenticeships


For Small and Medium Enterprises

  1. Creating positions for apprentices
  2. Negotiating the agreement
  3. Managing the apprenticeship

Context of Collaboration in Higher VET in Europe

2017 https://knowledgeinnovation.eu/publication/context-of-collaboration-in-higher-vet-in-europe-national-cases-from-england-flanders-czechia-denmark-germany-and-the-basque-country/

The publication examines the cooperation within the strategic triangle of Educational Institutions, Enterprises and Students in England, Flanders, Czechia, Denmark, Germany and the Czech Republic. Within each of these nations, the publication examines the systems of higher vocational education, provides a typology of higher vet qualifications and examines the partnerships between the members of the strategic triangle at policy, institutional management and pedagogical levels. The reports are based on a mixture of focus groups with employers, providers and students and desk research into Higher VET Systems

e-Competence Frameworks

2011 https://knowledgeinnovation.eu/publication/e-competence-frameworks/

This study was commissioned by the Malta Information Technology Agency (MITA) to collect data on the various e-competence frameworks in Europe. It was intended to help Government make an informed decision on the eventual drafting of a Maltese e-Competence Framework. This process included:

  • Identifying all national e-competence frameworks in Europe through desk research and surveying of e-skills national contact points throughout Europe
  • Presenting usability options for each of the identified frameworks
  • Examining and identifying a lexicon of terminology used in the field, in light of the learning outcomes approach


Blockchain in Education

2017 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/blockchain-education Joint Research Centre of the European Commission

Blockchain is an emerging technology, with almost daily announcements on its applicability to everyday life. It is perceived to provide significant opportunities to disrupt traditional products and services due to the distributed, decentralised nature of blockchains, and features such as the permanence of the blockchain record, and the ability to run smart contracts. These features make blockchain technology-based products or services significantly different from previous internet-based commercial developments and of particular interest to the education sector – although education, with some minor exceptions, is not currently perceived to be high on the agenda of most countries with national blockchain initiatives. In addition, currently stakeholders within education are largely unaware of the social advantages and potential of blockchain technology. This report was produced to address this gap. 

Blockchain in der Hochschulbildung (Blockchain in Higher Education)

2018 https://www.stifterverband.org/blockchain-in-der-hochschulbildung Stifterverband fur Deutsche Wissenschaft

Blockchain gilt als Zukunftstechnologie mit hohem disruptivem Potenzial, um über das Internet Werte, Vereinbarungen oder Transaktionen ohne zentrale Instanz vertrauenswürdig austauschen zu können. Der Diskurs zu ihrem Einsatz im deutschen Hochschulsystem im digitalen Zeitalter ist vielversprechend, facettenreich und entwickelt sich – auch und gerade im europäischen Kontext – rasant. Dieser Bericht ist eine Bestandsaufnahme zu einer Zeit, da sich auch in Deutschland Anbieter, Netzwerke und Kooperationen formieren, die Lösungsansätze für den Blockchain-Einsatz vorbereiten und entwickeln. Nicht zuletzt gilt es, vor dem Hintergrund standortbezogener Wettbewerbsszenarien auch die internationale Strahlkraft und den Startvorteil Deutschlands mit Berlin als europäischen und international Talente attrahierenden Hub der internationalen Blockchain-Entwickler- und Start-up-Community zu stärken. Ihre Entwicklungen sind nicht nur wirtschaftlich verwertbare Innovationen, sondern auch für soziale, gemeinwohlorientierte Innovationen nutzbar.

Technology-Enabled Credentials for Young People in Africa

2018 Mastercard Foundation

Credentials mean different things to different stakeholders – from those who issue them to those who receive them to those who use them at some later stage, such as employers. Most African nation states continue to have one-stop-shop, education systems in place that lead to an academic pathway, when the skills needed by the labour markets that may offer employment to young people may not necessarily be best served by academia. Before engaging in any discussion on the appropriateness of tech-enabled credentials, it is vital to determine the right credentials needed by the specific labour market sectors in specific target countries: in this study, after consultation with the Mastercard Foundation we focused on Kenya, Rwanda, South Africa and Ghana. 


This study proposes five hypotheses as recommendations for tangible pilots that may fast-track the take-up of tech-enabled credentials by young people in Africa, and in turn increase their chances of securing gainful employment. They include: levering on the existing Mastercard Scholars Program to issue co-branded Foundation and participating university credentials which are notarized using the Blockcerts open standard; issuing secure immutable TVET credentials; the development of verifiable professional certifications for independent professionals; the recognition of reference letters and ratings as valid social collateral by notarizing certificates on the blockchain; and the use of the blockchain to develop a system for the crowd-based validation of skills.

State of the Art Review of Quality Issues Related to Open Educational Resources (OER)

2014 https://publications.jrc.ec.europa.eu/repository/handle/JRC88304 Joint Research Centre

The need for quality assurance mechanisms to support the development and sustainable use of Open Educational Resources (OER) are being raised in the literature and in European and national policy documents as a major challenge and opportunity. The aim of this report is to provide an overview of Quality approaches and concepts for OER and to some extent, Open Education, with the aim to identify policy options for action at EU and Member State level to further promote the development and use of OER in Europe. The focus for the overview is on Higher Education in the context of Open Education as announced in the Commission Communication on “Rethinking education: Investing in skills for better socio-economic outcomes”.This report introduces quality concepts and approaches related to OER. It provides an overview of definitions of quality for OER and suggests a conceptual mapping as well as an overview of major issues related to quality for OER. Where appropriate, it gives examples of relevant existing practices and initiatives to illustrate the conceptual mapping. It also provides insights on the role of different actors and institutions involved in quality and OER. Finally, the report provides recommendations for policymakers at European and Member States level on quality assurance and OER with the aim to support the further development and use of OER in Europe.

Education & Training

University of Malta

–

  • Diploma for Notary Public

  • Tal-Qroqq, Malta
  • Field(s) of study: Business, administration and law not elsewhere classified
  • Level in EQF: EQF level 7
  • National classification: MQF level 7
  • Type of credits: ECTS
  • Number of credits: 60

University of Malta

–

  • Bachelor in Laws

  • Tal-Qroqq, Malta
  • Field(s) of study: Law
  • Final grade: magna cum laude
  • Level in EQF: EQF level 6
  • National classification: MQF level 6
  • Type of credits: ECTS
  • Number of credits: 180
Bachelor in Laws

University of Malta

–

  • Diploma in Higher Education (Pharmacy)

  • Tal-Qroqq, Malta
  • Field(s) of study: Pharmacy
  • Level in EQF: EQF level 6
  • National classification: MQF level 6
  • Type of credits: ECTS
  • Number of credits: 150

University of Malta

  • Masters of Pharmacy

  • Field(s) of study: Pharmacy
Training Course on Internal Quality Assurance for the Institute of Education in Malta

Projects

Evaluation of National QA Agencies in the 'Western Balkan 7' economies

–

Funder: Regional Cooperation Council

Role: Lead Evaluator


Evaluation of regulations governing tertiary education, and interview of ministry, employment and education stakeholders to:

1)     Outline and compare Quality Assurance (QA) systems against ESG of Albania, Bosnia and Herzegovina, Kosovo, Montenegro, Republic of North Macedonia and Serbia;

2)     Outline the standards which are not met but are required by ESG for each WB6 Economy;

3)     Outline a comprehensive list of specific recommendations per each Economy with actions on achieving the ESG.

European Blockchain Services Infrastructure - Diploma Use Case

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Client: European Commission - Directorate-General for Communications Networks, Content and Technology                                                                     

Positions held: Subject Matter Expert - Diplomas Use Case

Main project features: Creation of an 'EU Blockchain' to run critical government services, including a platform for self-sovereign identity and notarisation. Also analysis of legal aspects and recommending to update EU Directives in areas of Digital Identity and Signature.            


Activities performed: 

  • Business Analysis for "Diplomas Use Case".
  • Design of User Stories for Blockchain-based diplomas within the European Union
  • Development of Integration Scenarios with other EU services including Europass, Erasmus without Paper, and national educational infrastructures in MS
  • Validation of technical requirements
  • Liaison with international standardisation bodies
  • Outreach towards educational stakeholders.

Indonesia ICE Institute

–

Client: Asian Development Back

Positions held: International Blockchain Design Specialist

Main project features: Propose a framework for micro-credentials, sourcing micro-credentials from different global providers, designing learning pathways around stacking and combining these credentials, and issuing them via a blockchain                                                      


Activities performed: 

  • Creation of human resource plan for ICE institute, to allow delivery of project
  • Support in creation of micro-credential sourcing strategy and interoperability framework
  • Establishment of software analysis, development, testing and deployment procedures
  • Architecture Integration Analysis between ICE and other systems including EdX, Coursera
  • Authoring of Technical Requirements for System
  • Vendor Analysis against Requiremnets
  • Facilitation and coordination between the Ministry and key stakeholders

Europass - Digitally Signed Credentials

–

Client: European Commission - Directorate-General for Employment

Positions held: Project Lead: Digitally Signed Credentials

Main project features: Design of European Framework for Digitally Signed Credentials as part of the Europass project. The Framework is intended to be a set of European standards, software and services to digitise and secure all formal and non-formal credentials issued by educational institutions with Europe.                                                          


Activities performed: 

  • Business Analysis of Market, including role of credentials in employment settings
  • Preparation of Options Grid outlining different Strategic Options for System Design
  • Preparation of Technical Requirements based on selected strategic options
  • Monitoring of implementation of technical requirements by business and software teams
  • Design of a data model as well as a set of standards to manage digitally signed credentials
  • Design of systems to digitise accreditation, recognition and quality assurance decisions across Europe
  • Creation of interoperability strategy towards global standardisation bodies, vendors and educational institutions
  • Consultancy on European Approach to Micro-Credentials

Training and Equipping Mentors in SMEs to provide Quality Apprenticeships

–

Programme: Erasmus+ KA2 - Strategic Partenrships

Role: Scientific Consultant


MentorTrain created a platform for imparting pedagogical skills to mentors, particularly experienced workers from SMEs who may not necessarily have relevant teaching experience. The focus is on mentors in companies who are working with professional higher educational institutions at EQF levels 5-7.


The project, aimed to define the specific competences required by early-stage and experienced mentors, and use this to define learning activities which can be used to acquire these competences, structured as a common curriculum for mentorship within PHE-apprenticeships.

These were used to create a course aimed at prospective and early stage mentors, made up of a set of modular online micro-learning units, each of which will allow participants to master a specific competence relevant to quality mentoring.

Multiplying Evidence-Based Strategies for Inclusion

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Programme: Erasmus+ KA3 - Support for Policy Reform

Role: Scientific Consultant


The project #Multinclude – Multiplying evidence based strategies for inclusion intends to help educational organizations to deploy strategies to create inclusive environments for youth, in order to develop their sense of belonging in school, their communities and society.

It focuses on inclusion in education that leads to the successful completions of secondary education and progressing to tertiary education.

#Multinclude contributes to the dissemination of good practices in inclusive education. It brings together operators of successful practices with those of prospective initiatives to stimulate a positive feedback loop whereby they support each other in strengthening/starting such initiatives, to improve their equity profiles.

 

The activities in the project are split in 6 different pathways (outputs), each with specific task:

  • DETECT: To understand the landscape of inclusion; we collected 70 cases of initiatives which are enhancing access to, participation in and completion of education up to Higher Education, for learners from disadvantaged groups. Learn more
  • ANALYSE: We analyzed those cases and created a typology of approaches to inclusion, to answer questions such as: What policy elements allow interventions to thrive? What organizational policies lead to success? Which methodologies have the highest effectiveness and efficiency? Learn more
  • EXCHANGE: We built a learning community which consists of a blogs written by our community members in which they reflect upon inclusion; a learning community network; an open education resource database; and a series of webinars to highlight cases of best practice. Learn more
  • IMPACT: We developed a scoring matrix for inclusion strategies, which allows schools to evaluate the scope, comprehensiveness, and effectiveness of their inclusion strategies and make changes accordingly. Learn more
  • MULTIPLY: We transferred the lessons learned on inclusive practices in schools to teachers, through the creation of a freely available online course which trains teachers on how to use their school’s inclusion strategies as starting points to improve inclusive practices in the classroom.  Learn more
  • INSPIRE: Our outreach programme (Lecture Tour) informs the general public about successful interventions for inclusion, while reaching out to academics and experts in the field, for the purpose of promoting our work, and have them adopt it and take it further. Learn more

Supporting Apprenticeships between Professional Higher Education & Small and Medium Enterprises

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Programme: Erasmus+ KA3 - Support for Policy Reform

Role: Scientific Coordinator


SAPS was established to improve the perception of SMEs of the benefits of engaging apprentices from PHEIs, lower the barriers to cooperation between PHEIs and SMEs and establish more regular and structured cooperation between umbrella organisations for PHEIs and organisations representing SMEs.


The project developed the Apprenticeship Quality Toolkit which provides a hands-on, easy-to-use management tool for PHEIs and SMEs in order to ensure the quality of apprenticeships and a beneficial cooperation for all. This toolkit was produced as an online and printed form and was translated into all the 8 project languages – Czech, English, French, German, Lithuanian, Portuguese, Serbian, Slovenian, as well as Spanish and Basque. These quality criteria served as a basis for the development of the resource pack for SMEs entitled: ‘Mobilising apprenticeships across Europe’. The aim of this guide is to become a hands-on, practical material to be used by the staff of SMEs for easier understanding of the whole process, systems in place and support measures.


The materials were promoted directly to SMEs in a Europe-wide campaign, that made over 100000 contacts with individuals around Europe to explain benefits of apprenticeships.

A standardized practical toolkit to implement the European Quality Assurance Framework for Vocational Education and Training

–

VET21001 aims to launch of national accredited certification schemes for EQAVET and ISO 21001, supported by ISO standards such as the 17021 series; enable simplified peer-recognition between European and non-European VET, HVET/PHE providers; internationalise European branded products such as EQAVET and EQF; grow the national qualification catalogues database and its usage; and increase mobility of EQAVET professionals across Europe and beyond, through facilitated recognition of their competences.


The will:

  • identify clearly the difficulties felt by EQAVET users in interpreting and/or implementing the EQAVET criteria;
  • determine the adequate competence profiles for EQAVET professionals;
  • design curricula for capacity-building of those professionals; and
  • develop a standardized practical toolkit that will facilitate and support EQAVET criteria implementation by VET/HVET organisations.

Support Future Learning Excellence through Micro-Credentialing in Higher Education

–

Programme: Erasmus+ KA3 - Support for Policy Reform

Role: Scientific Coordinator


Credentialing in the form of digital badges, nano-degrees, and micro-credentialing is a new concept in HE advocated for use in the acknowledgement of coursework taken online; badges provide a method of accrediting content knowledge rather than course credit for specific knowledge. Digital badges are now being examined and accepted for wider applications in HE. The project provided the most comprehensive policy analysis of the impact of modularisation, unbundling and micro-credentialing on Higher Education in Europe yet conducted, and address associated challenges by:

• gathering the state of the art in micro-credentialing in European Higher Education, by organizing the first European survey on micro-credentials in HE, surveying at least 70 institutions across the continent,

• forecasting the impacts of continued modularisation of Higher Education on HEIs by using forward-scanning techniques, specifically through the use of DELPHI methodology;

• examining the adequacy of European recognition instruments for micro-credentials in particular ECTS, the diploma supplement and qualification frameworks;

• proposing a ‘credit supplement’ to give detailed information about micro-credentials in a way compatible with ECTS, the diploma supplement and qualification frameworks;

• proposing a meta-data standard and developing an online clearinghouse to facilitate recognition, transfer and portability of micro-credentials.

Blockchain & Open Educational Resources

–

Client: UNESCO

Role: Individual / LEad Consultant


In the field of Blockchain and OER

  • Conduct a desk review of past and ongoing papers, activities, implementation, actors and emerging issues as they relate to both educational and non educational matters
  • Identify key issues to be considered in the implementation of blockchain on OER, including in the framework of the UNESCO OER Recommendation. These issues include: potential challenges to blockchain application in OER, energy consumption, platform choice, investment requirements, the possibility of automated solutions and any other technical or educational issues of concern for the implementation of blockchain on OER.
  • Lead consultation meetings amongst a panel of experts on blockchain and OER

Support to the National Commission for Further and Higher Education

–

Client: National Commission for Further and Higher Education (Malta)

Role: Lead Reviewer, Trainer, Consultant


Over a number of years I provide support to the Commission by:

  • conducting multiple trainings of External Reviewers employed by the Agency to conduct reviews according to the NCFHE guidelines (training the large majority of reviewers employed by NCFHE);
  • leading 5 review teams for reviews of Higher Education Institutions according to the guidelines.
  • providing recommendation on review of the NCFHE guidelines to better accommodate digital learning
  • review of all internal procedures at the agency to prepare and improve them in preparation for a 'Part 3' review by an external QA Agency against the European Standards and Guidelines for Quality Assurance in Higher Education.


European Digital Education Hub

–

Client: DAAD - German Academic Exchange Service / European Commission - Directorate General for Education and Culture

Role: Community of Practice Coordinator


For the digital Education Hub I am providing

  • overall design of the community of practice and its working methodologies;
  • design of the communications plan for the hub
  • preparing research papers and reports on current topics in digital education

Data Contract Service Rulebook Implementation

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Programme: Next-Generation Internet: Data Portability & Services Incubator

Role: Software Architect and Project Manager


The project 'Rulebook+, provides an open-source API to be used by data intermediaries to automatically generate appropriate contracts for human-centric data transfers and data portability based on consent thanks to machine readable open contractual clauses described as objects, published on a common open git, using W3C standards (data privacy and controls vocabulary). We will also build a contract ledger to notarize the data transfer contracts on the blockchain.


For the project I am providing:

  • architectural design of the overall solution
  • design of blockchain architecture for notarisation of contracts
  • project management of overall software delivery.