Education and Life Long Learning Argument for the Development of Knowledge Based Economy and Society

AuthorNicoleta Gudănescu; Anca Cristea
PositionLecturer, Ph.D., Ecological University, Bucharest/Assistent, Ph.D. candidate, Ecological University, Bucharest
Pages430-441

Page 430

Introduction

The scientific paper work is emphasizing the Lisbon Strategy objectives on the one hand the goal to have in the future a competitive human capital and on the other hand the society and the economy have to be capable to create more and better jobs all over the EU space. The main contribution in accomplishing these goals is brought by life long learning, the new Lisbon concept of preparation during the entire life of the individual. Only this way can be developed a new society, knowledge based, which is centered on the human capital and all the aspects related to human wellness, needs for education and life long learning etc.

Very important in this context is the link between the sustainable development as a main objective of this century’s humanity and the concept of human sustainable development which is centering the entire process on the human being and his evolution in the next years.

The paper work is presenting the main concepts „knowledge society and knowledge economy”, concepts that are considered the basis for the society of the future. In the mean time isPage 431 emphasized the role of the education primary to tertiary and life long learning, including a proposed model of the knowledge society development.

That’s why this work is going to be concentrated on the European space and also the European Policy regarding education in the new knowledge society and their influence on the Lisbon strategy main objectives and the economic evolutions.

The paper work is considered an actual subject matter for the entire scientific and economic society.

Main Concepts

What is knowledge society?

Knowledge society is that phase in the capitalist society evolution which represents: basic resource;

• main source of power and wellness;

• main space for generating and existing of new jobs; x the way of acting for the main social actors;

• the zone for social conflicts;

• the base for governmental and managerial innovative decisions;

• competition existence (knowledge means innovation);

• criteria for national wellness.

What is knowledge economy?

In order to delimitate the post-industrial knowledge society the scientists proposed a new sectorization for the economy: first sector - direct nature exploitation: agriculture, mining, forestry, fishing, hunting; second sector – industry includes: subsector > - new industry (electronics, computers, robots, IT); subsector > - traditional industry; third sector – economic services (transportation, commerce, warehousing etc.); fourth sector – social services (health, banking, insurance, tourism etc.); fifth sector – IT services (R-D, education, collecting and managing information, management etc.)

From the prospective of technologic and professional the post-industrial knowledge society is defined as the society in which the great majority of the work force is working in the IT services sector (fifth sector) and in a subsector of industry.

The knowledge economy is a term that refers either to an economy of knowledge focused on the production and management of knowledge, or a knowledge-based economy. In the second meaning, more frequently used, it refers to the use of knowledge to produce economic benefits. The phrase was popularized if not invented by Peter Drucker as the title of Chapter 12 in his book The Age of Discontinuity.

Various observers describe today's global economy as one in transition to a “knowledge economy”, as an extension of “information society”. The transition requires that the rules and practices that determined success in the industrial economy need rewriting in an interconnected, globalised economy where knowledge resources such as know-how, expertise, and intellectual property are more critical than other economic resources such as land, natural resources, or even manpower. According to analysts of the “knowledge economy”, these rules need to be rewritten atPage 432 the levels of firms and industries in terms of knowledge management and at the level of public policy as knowledge policy or knowledge-related policy.

However, this concept has grown and expanded beyond the definition developed by Drucker. As depicted in the diagrams below the concept does not focus on IT developments or innovation only but a whole range of matters related to: information, information flows, information management, knowledge, knowledge flows, knowledge production, knowledge management, knowledge flows, knowledge transfer, knowledge sharing, knowledge translation (innovation) access, knowledge institutions/industries, knowledge services, knowledge trades, Research and Development, Education, knowledge supplies and demand and knowledge society. The interpretation will change depending on the area of focus and issues to be addressed. For any country to begin with matters of knowledge economy there is a need for conceptual operationalization for different sectors. A need for countrywide participation and involvement, massive creation of awareness of the concept and how it applies to different sectors and impact people at national and individual levels. An important point to make is that knowledge economy does not refer to science knowledge only but all forms of knowledge as long as such knowledge and or activities lead to economic growth and job creation.

A Model of a Knowledge Society

[SEE THE FIGURE IN THE ATTACHED PDF]

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Proposed Pillars of Knowledge for Economy Development

[SEE THE FIGURE IN THE ATTACHED PDF]

This is the main reason for which the World Bank initiated a Program for assistance that helps different countries to accede to this society. In the mean time, Education for the Knowledge Economy refers to World Bank assistance aimed at helping developing countries equip themselves with the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Such assistance recognizes first and foremost that the ability to produce and use knowledge has become a major factor in development and is critical to a nation’s comparative advantage. It also recognizes that surging demand for secondary education in many parts of the world creates an invaluable opportunity to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.

What is the World Bank doing to support work in this area?

World Bank assistance for EKE is aimed at helping countries adapt their entire education systems to the new challenges of the “learning” economy in two complementary ways:

Formation of a strong human capital base: A framework for knowledge-driven growth requires education systems to impart higher-level skills to a rising share of the workforce, foster lifelong learning for citizens, and promote international accreditation of a country’s educational institutions. Efforts along two dimensions are needed: to provide quality and relevant education to a larger share of each new generation of young people through expanded secondary and tertiary education; and to train and retrain the existing labor force to provide opportunities to those who were unable to complete secondary or enter tertiary education.

Construction of an effective National Innovation System (NIS): A national innovation system is a well-articulated network of firms, research centers, universities, and think tanks thatPage 434 work together to take advantage of the growing stock of global knowledge, assimilate and adapt it to local needs, and create new technology. Tertiary education systems figure prominently in NIS, serving not only as the backbone for high-level skills but also as the main locus of basic and applied research.

EKE encompasses a wide range of efforts, comprising:

• Secondary education to lay the foundation of a healthy, skilled, and agile labor force

• Tertiary education to create the intellectual capacity to produce and utilize knowledge

• Lifelong learning to promote learning throughout the life cycle and help countries adapt to changing market demands

• Science, technology, and innovation capacity to continually assess, adapt, and apply new technologies

• Information and communications...

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