Preliminary communication
https://doi.org/10.32728/mo.07.3.2012.01
EDUCATION AND KNOWLEDGE-BASED ECONOMY
Metod Černetič
; Faculty for Organizational Sciences in Kranj (Slovenia)
Abstract
With the term human capital different economists determine "stock of knowledge, which can be economically evaluated and has been captured by individuals." In the first place, these are qualifications, gained either in the system of qualification or either through professional experience. In the wider meaning this conception grasps numerous trumps, which can be carried into effect by individual in the marketplace and can be shown by employee as a potential sources of advantage: for example physical appearance, good manners, way of life and state of mind or even good medical condition. In such manner by the opinion of OECD human capital would unite "knowledge, qualifications, competence and individual characteristics, which relieve creation of personal, social and economic welfare." Conception of human capital is not entirely original, but it has achieved enormous success among international institutions and western governments, not only because it propose a strategy of permanent development as its advocates suggests, but because economical justifies education; what is in the eyes of decision makers only valid justification. Prevailing doctrine in pedagogy and education today has a focus in the theories of human capital. These theories, although full of ideological prejudices, reflect very real tendency of modern capitalism to mobilizing a far greater number of values to their double aspects of factors of production and merchandise.
Because of the pressures of global competition, in which knowledge be-comes deciding element of competition, the cycle of knowledge rotate faster. More important becomes development of new products and services, their fast transfer to production or wider usage and simultaneous education and training of individuals in the way that they are able to include in the new product environment and use new products. Lisbon? If educational and research organizations, especially uni¬versities will try to stay important factor in the cycle of knowledge they will have to improve and innovate their educational technology and become more dynamic. In this moment they lose monopoly over creation and transfer of knowledge in the society of knowledge.
Lisbon´ s goals and strategy (2000) gives us the answers to the question how EU can be competitive in long term and at the same time preserve European model of life. That means a balance between economical, social and environmental goals.
Keywords
strategy of development; human capital; education and re¬search; cycle of knowledge; university and higher education; transfer of kno¬wledge; competence
Hrčak ID:
87841
URI
Publication date:
12.9.2012.
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