## 1 Introduction  
Information technology plays a vital role in modern education, just as in many other fields of activity. Effective management of an educational organisation is impossible without using educational process management information systems. Classical information systems based on relational databases allow the automation of typical accounting and analytical procedures. Such procedures include managing the staff of the organisation and the contingent of students, planning the workload and schedule of classes, and accounting for the progress and academic achievements of learners. At the same time, the situation is much worse with the management of the content of educational programmes. In most educational organisations, informatisation tools for working with such entities as \"curriculum\" or \"course curriculum\" have been successfully implemented and are being used. Despite this, management procedures are usually limited to taking into account training courses and their formal attributes--the amount of time to study, forms of control, positions in the curriculum, etc. At best, the system will provide a list of topics studied in the course, which, however, is practically not suitable for any computer analysis. This is a consequence of the fact that the information systems mentioned do not solve the problem of managing the educational content. The situation is slightly better in LMSs (Learning Management Systems) designed to deliver educational content and interactive work of trainees. Despite better structuring, LMSs in most cases still use \"flat\" models of educational content description, which do not allow reflection on the relationship of individual didactic units, both within one course and between different ones. The main problem of most implemented systems and tools for educational purposes is the lack of a formal representation of the content semantics.  
According to the authors, to solve the problem of managing educational content at a meaningful, semantic level, it is necessary to use relevant technologies and techniques, which includes the so-called ontological approach. It consists of presenting the content of learning in the form of a semantic network. The ontological approach implements the knowledge model of information representation, which defines universal ways of presenting the semantics of educational content. Semantic technologies represent the next step in developing machine-readable ways of presenting information. They make it possible to implement models of information representation and processing methods, the logic of which is similar to human thinking, which allows the use of intelligent inference procedures.  
The ontological approach is based on the representation of any information in the form of a semantic graph of any structure, whose nodes are concepts and the edges are relations. At the formal level, an ontology is a system consisting of a set of approaches and theorems about them, on the basis of which classes, relations, functions and units can be described. Informally, an ontology is a view of the world regarding a specific area of interest. This description consists of terms and rules of their use limiting their meaning in a specific area.