Education and training in the knowledge-based economy: the application of knowledge management

2007 ◽  
Vol 6 (1) ◽  
pp. 92 ◽  
Author(s):  
John E. Psarras
Keyword(s):  
Knowledge Management ◽  
Education And Training ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
And Training

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).

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 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.

scholarly journals Upskilling and Reskilling the Workforce via Industry Driven Technical and Vocational Education and Training: Strategies to Initiate Industry/Institution Partnership in Malaysia

2020 ◽  
Vol 7 (2) ◽  
pp. 94-103
Author(s):  
Gowrie Vinayan ◽  
Davindran Harikirishanan ◽  
Siow May Ling
Keyword(s):  
Adult Learning ◽  
Vocational Education ◽  
Mixed Method ◽  
Sampling Technique ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Empowerment Theory ◽  
Knowledge Based ◽  
And Training ◽  
Industrial Revolutions

The advent of Industrial Revolutions that swept the region has not spared the Malaysian business landscape.  This has compelled industries to produce highly skilled workforce (Yizit and Yezim Denis, 2018) to promote knowledge-based skills in various sectors in Malaysia. Anticipating this change, the Malaysian Government initiated Technical Vocational Education and Training (TVET) program to address the issue during the early 90’s. However, the current highly pedagogical supply driven TVET system has not addressed the need to effectively upskill and reskill workforce talents to achieve maximum productivity. Hence, this study, which is grounded on empowerment theory, aims to develop mechanisms to skew the path towards industry-driven TVET by adopting heutagogical approaches that promotes lifelong and independent adult learning (Blaschke, 2012). The study will be executed using sequential exploratory design (mixed method) beginning with qualitative followed by a quantitative study by collecting samples via stratified random and proportional sampling technique whereby a framework will be developed to enable Government policymakers an impetus to formulate relevant strategies that forges the collaboration between the industry and academia.  

scholarly journals Keterlibatan Siklus Terintegrasi Knowledge Management Terhadap Perilaku Kerja Inovatif Sumber Daya Manusia di Balai Diklat Keuangan Yogyakarta

2020 ◽  
Vol 16 (1) ◽  
pp. 1-22
Author(s):  
Bagas Dwi Praptowo ◽  
Mikhriani Michdor ◽  
Agus Suharsono
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Knowledge Sharing ◽  
Financial Education ◽  
Education And Training ◽  
Work Behavior ◽  
Knowledge Capture ◽  
Innovative Work Behavior ◽  
Innovative Work ◽  
And Training

To realize Knowledge Management as one of pillars of Ministry of Finance Corporate University, Financial Education and Training Agency Yogyakarta as an institution that carries out a role of building a learning environment needs to have a series of systems and procedures for managing financial knowledge so that is available and well managed. This study aims to prove efforts effective influencing Human Resource (HR) Innovative Work Behavior in Financial Education and Training Agency Yogyakarta are through an integrated Knowledge Management Cycle namely Knowledge Capture, Knowledge Sharing and Dissemination, Knowledge Acquisition and Application. This integrated cycle can stimulate HR in critical, creative, and innovative thinking to produce useful new knowledge. This research method was a quantitative approach to SEM analysis using Smart PLS software. The results of the study proved that Knowledge Acquisition and Application affect the HR Innovative Work Behavior. However, Knowledge Capture and Knowledge Sharing and Dissemination did not affect HR Innovative Work Behavior, this indicates that there was a need to increase Knowledge Capture and Knowledge Sharing and Dissemination at Financial Education and Training Agency Yogyakarta so that overall employees could contribute to fostering Innovative Work Behavior in accordance under BPPK Decree No. KEP-140/PP/2017 which regulates that Knowledge Management is all employees’ task of Ministry of Finance. Keywords: Knowledge Capture, Knowledge Sharing and Dissemination, Knowledge Acquisition and Application, Human Resource (HR) Innovative Work Behavior Abstrak Mewujudkan Knowledge Management sebagai salah satu pilar Kemenkeu Corporate University, Balai Diklat Keuangan Yogyakarta sebagai instansi yang menjalankan peran membangun lingkungan pembelajaran, perlu memperhatikan rangkaian sistem dan prosedur dalam mengelola pengetahuan keuangan negara agar tersedia dan terkelola dengan baik. Penelitian ini bertujuan untuk membuktikan bahwa upaya yang dipandang efektif dalam mempengaruhi Perilaku Kerja Inovatif SDM di Balai Diklat Keuangan Yogyakarta adalah melalui siklus terintegrasi dari tiga tahapan Knowledge Management, yaitu Knowledge Capture, Knowledge Sharing and Dissemination, Knowledge Acquisition and Application. Siklus terintegrasi tersebut dapat merangsang SDM untuk berfikir kritis, kreatif, dan inovatif sehingga menghasilkan pengetahuan baru yang berguna. Metode penelitian ini melalui pendekatan kuantitatif analisis SEM menggunakan software Smart PLS. Hasil penelitian membuktikan bahwa Knowledge Acquisition and Application berpengaruh terhadap Perilaku Kerja Inovatif SDM. Namun, Knowledge Capture dan Knowledge Sharing and Dissemination tidak berpengaruh terhadap Perilaku Kerja Inovatif SDM. Hal ini mengindikasikan bahwa perlunya peningkatan Knowledge Capture dan Knowledge Sharing and Dissemination di Balai Diklat Keuangan Yogyakarta agar secara keseluruhan pegawai dapat berkontribusi menumbuhkan Perilaku Kerja Inovatif sesuai Keputusan Kepala BPPK No. KEP-140/PP/2017 yang mengatur bahwa tugas Knowledge Management adalah seluruh pegawai Kemenkeu. Kata kunci: Knowledge Capture, Knowledge Sharing and Dissemination, Knowledge Acquisition and Application, Perilaku Kerja Inovatif SDM

Competitiveness, Clustering and Knowledge Management of Greek Manufacturing Industry at Post-Crisis Era

2015 ◽  
Author(s):  
Fotini Voulgaris ◽  
Christos Lemonakis ◽  
Konstantinos Vassakis
Keyword(s):  
Knowledge Management ◽  
Growth And Development ◽  
Manufacturing Industry ◽  
Know How ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Innovation Capacity

The globalization and the increasing competition especially during the latest years of crisis provide a new environment for SMEs. In the “knowledge-based economy”, firms’ competitiveness is strongly related to technical know-how and skills. The important keys for the survival, growth and development of SMEs are related to technological and scientific improvements, cooperation, innovation capacity and knowledge management. This is the first study which attempts to present the above characteristics of Greek manufacturing SMEs at the post-crisis era.

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