Business and Training in a Knowledge-Based Economy Environment: The Telmex Case

2021 ◽  
pp. 103-116
Author(s):  
Leticia Reyes Morin
Keyword(s):  
Knowledge Based ◽  
Knowledge Based Economy ◽  
And Training

Innovative Techniques and Strategies of Skill Building for Human Resource Development in SMEs, India

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Arti Awasthi
Keyword(s):  
Human Capital ◽  
Human Resource Development ◽  
Skill Development ◽  
Education And Training ◽  
Global Competitiveness ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Key Factor ◽  
Skill Building ◽  
And Training

India has gradually evolved as knowledge based economy due to the abundance of capable, flexible and qualified human capital. With the constantly rising influence of globalization, India has immense opportunities to establish its distinctive position in the world. However, there is a need to further develop and empower the human capital to ensure the nations global competitiveness. Despite the empathetic stress laid on education and training in this country, there is still a shortage of skilled manpower to address the mounting needs and demands of the economy. Skill building can be viewed as an instrument to improve the effectiveness and contribution of labor to the overall production. It is as an important ingredient to push the production possibility frontier outward and to take growth rate of the economy to a higher trajectory. This paper focuses on skill development in Small and Medium Enterprise (SMEs) which contribute nearly 8 percent of the country's GDP, 45 percent of the manufacturing output and 40 percent of the exports. They provide the largest share of employment after agriculture. They are the nurseries for entrepreneurship and innovation. SMEs have been established in almost all-major sectors in the Indian industry. The main assets for any firm, especially small and medium sized enterprises are their human capital. This is even more important in the knowledge based economy, where intangible factors and services are of growing importance. The rapid obsolescence of knowledge is a key factor of the knowledge economy. However, we also know that for a small business it is very difficult to engage staff in education and training in order to update and upgrade their skills within continuous learning approach. Therefore there is a need to innovate new techniques and strategies of skill development to develop human capital in SME's.

The Formation of Human Capital and Its Relationship With the Knowledge Society in Mexico

2019 ◽  
pp. 50-63
Author(s):  
María del Rocío Soto Flores ◽  
Ingrid Yadibel Cuevas Zuñiga ◽  
Susana Asela Garduño Román
Keyword(s):  
Human Capital ◽  
Social Life ◽  
New Technologies ◽  
Knowledge Society ◽  
Main Element ◽  
Global Level ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The Relationship ◽  
And Training

The processes of economic globalization and accelerating technological change have led to changes in economic and social life at a global level. New technologies, such as the TICs, systems of artificial intelligence, scanning, connectivity, nanotechnology, and biotechnology, among others, have transformed the national productive structures and human capital that require technologies disruptive today. In this context, education has become the main element of the knowledge society and training of human capital that demands a knowledge-based economy. The objective of the chapter is to analyze the relationship between human capital formations in the construction of a society of knowledge in Mexico. The structure is organized in three sections: 1) an analysis of the knowledge society, 2) the formation of human capital and the institutions of higher education in the knowledge society, and 3) human capital formation and its relationship in the construction of a society of knowledge in Mexico.

Adult Learners in Higher Education

2011 ◽  
pp. 618-626
Author(s):  
Maria R. Correia ◽  
Anabela Sarmento
Keyword(s):  
Human Resources ◽  
Economic Status ◽  
Education Programme ◽  
European Council ◽  
The European Union ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Determining Factor ◽  
And Training

The development and promotion of the strategic goal of the European Union (EU) to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with relevant technological infrastructures together with people equipped with necessary skills and competencies (European Commission, 2002). This must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning programme, so that people can face the challenges of a series of new jobs, maybe separated by spells of short-term contracts or even unemployment. This continuous education programme should be available to all citizens regardless of their age and social or economic status. In a knowledge-based society, education and training are among the highest priorities because they are central to the creation and transmission of knowledge and are a determining factor for societal innovation. It is also recognized that human resources are the main assets for every organization and country (Lisbon European Council).

Adult Learners in Higher Education

2011 ◽  
pp. 72-78
Author(s):  
Ana Maria R. Correia ◽  
Anabela Sarmento
Keyword(s):  
Human Resources ◽  
Economic Status ◽  
Education Programme ◽  
European Council ◽  
The European Union ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Determining Factor ◽  
And Training

The development and promotion of the strategic goal of the European Union (EU) to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with relevant technological infrastructures together with people equipped with necessary skills and competencies (European Commission, 2002). This must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning programme, so that people can face the challenges of a series of new jobs, maybe separated by spells of short-term contracts or even unemployment. This continuous education programme should be available to all citizens regardless of their age and social or economic status. In a knowledge-based society, education and training are among the highest priorities because they are central to the creation and transmission of knowledge and are a determining factor for societal innovation. It is also recognized that human resources are the main assets for every organization and country (Lisbon European Council).

Primacy of Commodified Knowledges

2010 ◽  
pp. 107-127
Author(s):  
Karim A. Remtulla
Keyword(s):  
Knowledge Management ◽  
Adult Education ◽  
Business Processes ◽  
Education And Training ◽  
Knowledge Based ◽  
Cultural Paradigm ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Learning Scenarios ◽  
And Training

This chapter discusses the cultural paradigm of ‘commodified knowledges’ in the workplace. This cultural paradigm is the second of two paradigms discussed in this book that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. ‘The knowledge-based economy’ as a concept of the global age comes from the various schools of thought. Each of the theories forwarded by these schools of thought continues to influence knowledge-based economic policy today, whether in regards to information-based societies; knowledge products; knowledge workers; or, technological innovations. These are the global policies that afford commodified knowledges their priority in the (knowledge-based) workplace. Organizations specifically concerned with knowledge governance, now invest in practices better known as ‘knowledge management’. Organizational apparatuses such as strategic priorities, value chains, and business processes, all become appropriated towards the materialization and reification of knowledge as an economic commodity for the benefit of the workplace. ‘Business process reengineering’ continues to have impact on the workplace as both a mandate and method for knowledge management towards the commodification of knowledge in the workplace. Workplace e-learning for workplace adult education and training now becomes another means for commodified knowledges through continuously reengineered knowledge management apparatuses. For workplace e-learning, adherence to the belief in the primacy of commodified knowledges leads to two workplace e-learning scenarios: (a) dehumanizing ideologies (see Chapter 9); and, (b) social integration (see Chapter 10).

The role of entrepreneurship education and training on creation of the knowledge economy

2017 ◽  
Vol 13 (4) ◽  
pp. 375-388 ◽  
Author(s):  
Yagoub Ali Gangi
Keyword(s):  
Knowledge Economy ◽  
Innovation System ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Long Period ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Short Period ◽  
And Training

Purpose The purpose of this paper is to explore the experience of Qatar with entrepreneurship education and training, and its contribution in creating a knowledge-based economy. By doing so, the paper will contribute towards raising awareness about the state of entrepreneurship education, training and the knowledge economy in Qatar. Design/methodology/approach The research design for this paper is a descriptive and interpretive case study that is analysed through qualitative methods. Secondary information is analysed through descriptive statistics. Findings The main finding of this paper is that although Qatar has launched many initiatives of entrepreneurship education and training to help diversify its economy by creating knowledge-based economy, the data show that there is some improvement in Qatar’s ranking in the Knowledge Economy Index. Research limitations/implications The main limitation of this study is the unavailability of secondary data for a long period of time. Social implications The main policy implication that can be derived from the findings of this paper is that entrepreneurship education and training alone cannot create a diversified and knowledge-based economy in a short period of time. In fact building a knowledge economy requires more than introduction of entrepreneurship education and training. In addition to entrepreneurship education it requires improvement in the national innovation system, large investment in information and communication technology and a good macroeconomic performance. Moreover, the success of entrepreneurship education and training in fulfilling its objective requires a comprehensive strategy to be implemented over a long period of time. Originality/value The paper represents an original work that links entrepreneurship education and training with the knowledge economy. This is the first paper that handles this issue in the context of Gulf countries.

scholarly journals REFLECTIVE TEACHING FOR EFFECTIVE TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTRUCTIONAL DELIVERY IN A KNOWLEDGE-BASED ECONOMY

2020 ◽  
Vol 8 (2) ◽  
pp. 176-187
Author(s):  
Jane Itohan Oviawe
Keyword(s):  
Vocational Education ◽  
Collaborative Work ◽  
Education And Training ◽  
Reflective Teaching ◽  
Vocational Education And Training ◽  
Knowledge Based ◽  
Joint Construction ◽  
Knowledge Based Economy ◽  
Technical Vocational Education ◽  
And Training

Today’s world is currently knowledge-based due to globalization which brought information and communication technology into being. This paper highlights the concept of Technical Vocational Education and Training (TVET), its objectives and training areas. The paper discussed the concept of knowledge-based economy, the pillars of knowledge-based economy, and the characteristics of knowledge-driven economy. The paper also discussed instructional strategies for effective delivery of TVET in knowledge-based economy. The paper affirms that reflective teaching model allows teachers to closely and critically observes all that goes on in the class and enables the teacher to examine his/her work in order to consider alternative ways of ensuring that students learn thereby encouraging joint construction of knowledge. The paper also looked at the characteristics, benefits and limitations of reflective learning. Conclusively, the paper suggested among other that: teachers should constantly question their aims and actions because they need to be clear on what they want to achieve and how they intend to achieve it; the curriculum of TVET should include training on effective communications in an increasingly technical and knowledge-driven environment. It should also include training on willingness to take on responsibility, collaborative work skills, innovation, critical thinking and problem-solving.

Sign in / Sign up

Export Citation Format

Share Document