Architecture of a Knowledge-Based Education System for Logistics

2013 ◽  
pp. 2683-2692
Author(s):  
Dianjun Fang ◽  
Xiaodu Hu
Keyword(s):  
Education System ◽  
Knowledge Based

ICT for Educational Excellence in Jordan

2013 ◽  
pp. 119-135
Author(s):  
Atef Abuhmaid
Keyword(s):  
Private Sector ◽  
Education System ◽  
Large Scale ◽  
Ministry Of Education ◽  
National Interests ◽  
Planning Stage ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
External Assistance ◽  
The Impact

This chapter discusses the Jordanian Ministry of Education’s reliance on both the local private sector (public-private partnership) and foreign aids in order to accelerate its integration of ICT to meet the needs and demands of the knowledge-based economy. The discussion sheds light on strings attached to the role played by the Ministry of Education, as the central educational authority, in the diffusion of ICT across the education system. Understandably, in the Jordanian context, likewise other countries in the Middle East and North Africa region, the education system has to deal with a great deal of complexities in which, internal and external issues can impede reform efforts. Partnership with local and international partners might be needed in the Jordanian context in order to initiate reform especially the large-scale and costly ones. ICT-related reform initiatives are expensive and require expertise in various areas which might justify seeking external assistance by the educational system. However, external involvement can impact the integrity of the educational reform when it is left with inadequate coordination and efforts in order to keep them in line with national interests and agendas. Furthermore, the impact of these issues can be severer when they are not taken into account during the planning stage of the reform. Thus, this chapter discusses major issues arose when international partners and the local private sector were involved in ICT-based education initiatives in Jordan.

The Knowledge Economy as a Development Potential for Industrialized Countries and a Perspective for Developing Countries

2019 ◽  
Vol 9 (4) ◽  
pp. 21-37
Author(s):  
Fredj Fhima ◽  
Walid Trabelsi
Keyword(s):  
Developing Countries ◽  
Research And Development ◽  
Economic Performance ◽  
Education System ◽  
Knowledge Economy ◽  
Oecd Countries ◽  
Industrialized Countries ◽  
Development Potential ◽  
Knowledge Based

Based on a panel of 51 countries (22 developed and 29 developing) for a period from 2002 to 2012, this study develops a number of indicators and indexes to compare these two groups of countries according to their knowledge economy content. Results show that in OECD countries, knowledge plays a central role in economic performance and growth. These countries have managed to convert knowledge to ability; they are called knowledge-based economies. Developing countries, although they use knowledge, only few of them are regarded as knowledge-based. The success of a strategy of building the knowledge economy requires investments in knowledge which translates into expenditures on research and development and a strong education system.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

scholarly journals From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe

2020 ◽  
pp. 145-169
Author(s):  
Djénéba Gory ◽  
Jayanti Bhatia ◽  
Venkatesh Reddy Mallapu Reddy
Keyword(s):  
Education Reform ◽  
Content Knowledge ◽  
Education System ◽  
First Century ◽  
Theory Of Change ◽  
Knowledge Based ◽  
Stable Conditions ◽  
The World ◽  
Competency Based

Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.

The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030

2019 ◽  
Vol 106 (1) ◽  
pp. 22-40
Author(s):  
Alhasan Allmnakrah ◽  
Colin Evers
Keyword(s):  
Preservice Teachers ◽  
Saudi Arabia ◽  
Education System ◽  
Development Project ◽  
Education Development ◽  
Positive Role ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Vision 2030 ◽  
The Right

To put Saudi's Economic Vision 2030 (or Vision 2030) into practice, Saudi Arabia has to reform its education system. To this end, King Abdullah's Education Development Project (hereafter the Tatweer project (Note: Tatweer, as it is known in Arabic)) of 2007–2013 has mandated an educational reform package, which focuses on a broad range of improvements, including enhancing schools' teaching methods and strategies. Hence, this paper argues that to diversify its economy and income away from a strictly oil-producing export country, Saudi Arabia requires an educated citizenry, trained in several disciplines, and students who have the necessary skills for progressing toward a knowledge-based economy. To achieve this, in-service and preservice teachers need to be trained in innovative ways, including listening to their voices and assessing what Saudi teachers require in order to play a positive role in contributing to the achievement the goals outlined in the Vision 2030. This research paper, hence, aims to shed some light into the implantation of Saudi 2030 vision and its direct link to in-service and preservice teachers who must be equipped with the right necessary critical teaching tools. The paper sees teacher voices, teacher training, and the development of strategies such as critical thinking as being essential for future success toward a shift in the Saudi education system vis-à-vis Saudi 2030 vision.

The relationship between knowledge mapping and the open innovation process: the case of education system

2019 ◽  
Vol 34 (1) ◽  
pp. 17-29
Author(s):  
Brahami Menaouer ◽  
Matta Nada
Keyword(s):  
Education System ◽  
Open Innovation ◽  
Expert Knowledge ◽  
Innovation Process ◽  
External Information ◽  
Knowledge Map ◽  
Knowledge Mapping ◽  
Knowledge Based ◽  
Critical Knowledge ◽  
The One

AbstractIn an increasingly competitive economic environment, innovation has become an invaluable asset to the organization and for effective knowledge management (KM). Nowadays, organizations are knowledge based and their success and survival depend on creativity, diversity, and innovation. A knowledge map is a vital tool for better KM and innovation. To this effect, the innovation processes on KMin education system through knowledge transfer activities will facilitate the shift from teaching as knowledge transmission to teaching as learning facilitation. In this context, we present a new approach based on, the one hand, the critical knowledge mapping being based on an extraction work of the expert knowledge and on the other hand, the description of the conceptual framework design which allows one to exploit and integrate knowledge capitalized and external knowledge by the open innovation process. In addition, this practice makes it possible to examine how KM, in particular, the knowledge mapping, can be used to establish the flow of the internal and external information in order to increase the efficiency of creativity and invention.

scholarly journals Islamic Philosophy of Education and Our Challenges Ahead

IIUC Studies ◽  
2015 ◽  
Vol 9 ◽  
pp. 59-78
Author(s):  
Md Maimul Ahsan Khan
Keyword(s):  
Human Resource Development ◽  
Education System ◽  
Philosophical Foundation ◽  
Islamic Philosophy ◽  
Knowledge Based ◽  
Education Needs ◽  
To Come ◽  
Viable System ◽  
The Masses ◽  
Islamic Values

Philosophical foundation of any area of study or disciple is very important aspect to deal with before undertaking comprehensible plans and programs to implement. Education is a quite undefined and ever expanding area of human resource development directly related to the nation-building, national security, and overall emancipation of the masses. Creaking highly professional and skilled human resources is indeed one of the prime goals for any education system. However, at the ground levels, our failure to disseminate minimum knowledge based on objective assimilation of required information may endanger the survival of the entire nation. Feeding the nation with only greed for money, wealth, and power may cause tremendous damage to the psyche of a nation leading to disastrous consequences for educational policies as well. Finding right kind of balance for educational and cultural system is a very big challenge. This complicated challenge with many ideological, social, and economic dichotomies can only be met by reforming education at its core. Any Morally sound and economically viable system of education needs technical support all the way from top to bottom. Simple mechanical and rote learning of anything may be good for some individual drives to be fulfilled immediately. But those drives as a whole may not be befitting to save a nation from ignorance, moral decadence and arrogance. Thus we can hardly overemphasize the importance of building a comprehensive philosophical foundation based on some universal and Islamic values directed to creating humble souls with cutting edge technological know-how beneficial for the entire ummah, human race, and major causes of environmental protection. The major objective of writing this paper is to articulate some of the challenges we have been confronting in our education system as a whole and to endeavor finding a few approaches to address at least some of those problems to help ourselves in making us better equipped to bring happiness, prosperity, and humility around us all, and also to keep trying to leave the planet a better place for the generations to come for their safety, security, and spiritual salvation in worldly life and hereafter.IIUC Studies Vol.9 December 2012: 59-78

scholarly journals Reforming the Education System in Bangladesh: Reckoning a Knowledge-based Society

2014 ◽  
Vol 4 (4) ◽  
Author(s):  
Md. Nasir Uddin Khan ◽  
Ebney Ayaj Rana ◽  
Md. Reazul Haque
Keyword(s):  
Education System ◽  
Knowledge Based
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