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It is argued that developing digital abilities is key for today’s knowledge society. They facilitate engaging with pervasive information communication technologies and manipulating information. Gov...

Rural libraries serve the specific information need(s) of communities where they are domiciled. They are vital to the knowledge society, fundamental to the information access and distribution frame...

The higher education ecosystem has been impacted significantly by the outbreak of the coronavirus (COVID-19), creating uncertainty regarding the future of higher education (HE). The coronavirus has...

This study advances the analysis of cognitive skill use at work by considering another crucial factor: the motivation-to-learn (MtL). Previous research has indicated that MtL forms cognitive skills...

Since 1997, the United Arab Emirates (UAE) has invested in higher education and its expansion as part of its commitment to building a knowledge-based society. Though the UAE has prioritised quality...

During the past two decades, a shared set of norms and ideas on doctoral education and its purposes has emerged. As the EU strives to transform itself into a knowledge society, countries are expect...

The information and knowledge society has resulted in the exponential growth of information and communication technologies (ICTs), thus creating a gap between those who use ICTs and those w...

This book gives a comprehensive yet in-depth look at Qatar’s aims and achievements in transitioning towards a knowledge society in a fast-growing part of the world. As the authors note in their own...

This special issue presents an outstanding overview of theoretical models of multiple text comprehension. The goal of this commentary is to synthesize insights from the four models and identify recurring themes. In so doing, I outline skills needed by the proficient reader emphasizing the importance of adaptivity. I conclude with an outlook on potentials of and barriers to promoting the skills of multiple document comprehension in a sustainable way.

Human rights (HR), from the perspective of interest and thematic selection, are recognized in the topics of the communication. In general, there is considered to be a positive relationship between the media and its function of mediation with citizenship in reference to the declared general principles since inception in 1948. With this approach, the paper deals with providing an updated reflection of that connection and its main difficulties, such as the crisis of credibility in the information in the context of the European Union and within the framework of the paradigm changes that has derived in the knowledge society of the so-called third environment. The precepts of those recognized as generations of HR survive in the informational stories, of which, due to their current relevance in recent decades, those related to migratory movements, inequality, and poverty stands out. Moreover, the paper explores and discusses how a new generation derived from the implementation and intervention of technol...

It is well known that John Dee presented the Monas Hieroglyphica (1564) as the basis for a wholesale transformation of early modern knowledge culture - a claim that raises obvious issues of epistemic credibility. This paper discusses the social techniques that Dee proposed as a solution to these issues. First, our reconstruction of the "socio-epistemic imaginary" that Dee conveyed in the Monas shows how the marriage between a traditional rhetoric of secrecy and a courtly politicising of natural philosophy allowed Dee to invent social distinctions between credible and false purveyors of true knowledge. Second, a comparison with Willem Silvius's other scientific print productions of the 1560s shows how Dee's socio-epistemic solutions to the problem of knowledge were also promoted by local Galenic physicians taking in hand the challenges of the medical marketplace. However, it also had to contend with alternative socio-epistemic imaginaries, promoted by Paracelsian physicians and more lowly alchemists, which primarily defined knowledge communities as moral communities of Christian charity.

This article reviews history, analyses principles and presents a modern interpretation of advanced engineering education (AEE). AEE originated in France, was adapted in Germany and reached its zenith in the second half of the twentieth century as part of technological efforts induced by the space race. AEE is an enhanced form of education aimed at producing inventors, thinkers and leaders capable of bringing new technological changes and scientific revolutions. AEE introduces a challenging educational environment that is generally addressed to the most enthusiastic and capable students; it is not necessarily suitable for the mainstream education. The role of AEE is projected to increase as the world becomes a global knowledge society.

This article offers an institutional and sociological analysis of knowledge generation and dissemination for policy in Bangladesh. Because institutions participating in knowledge generation remain largely understudied, the article focuses on analysing the means and challenges to knowledge creation, and the complex agency and power relations among and within think tanks and universities. The article concludes that the scarcity of domestic financial resources and the political co-option of think tanks and universities weaken academic freedom, fragment the knowledge creation process, and contribute to depoliticising research. Research-to-policy linkages are engineered through the personalised networks of a few strategic individuals.

A ‘knowledge society’ relies on a workforce with high-level skills in Information and Communication Technology (ICT). Continuing development of ICT will arise partly from research undertaken by doctoral graduates. However, compared to other cognate disciplines, ICT has relatively few students taking up doctoral studies. This article explores some of the perceived barriers to undertaking doctoral studies in ICT in three Australian universities. Current students were surveyed regarding their post-course intentions relating to employment and further study, and the resulting data was analysed in terms of type of university attended, gender, nationality and first-in-family status. Overall, the perceived barriers to doing a research degree were related to the financial implications of such study and a limited understanding of what research in ICT involves. The following recommendations are made to universities and higher education policy-makers: that universities ensure that students have accurate information about the financial costs of doctoral studies; that students be provided with authentic undergraduate research experiences; and that pathways be developed to facilitate a smooth return to research degrees after periods of working in industry. Refereed/Peer-reviewed

This paper is based on the current debate concerning the criteria for quality assessment of higher education in a knowledge society, focusing attention on its pertinence. It is approached from dual...

In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite a 30-year program of research and development and recognition that there is a close fit between Knowledge Building and efforts to meet knowledge society needs, Knowledge Building is frequently reinterpreted along the general lines of bringing constructivist learning into schooling rather than means to reframing education as a knowledge-creating enterprise. This article aims to clarify Knowledge-Building goals and to make the opportunities afforded by Knowledge Building more accessible.

This paper introduces a new line of research in international coastal mass tourism destinations. Such destinations have started to function in a more complex and potentially beneficial way, acting as transitional areas between the global city and local territory while at the same time developing their own unique characteristics. From this perspective, such destinations can potentially become environments for creativity and innovation, two factors that act as economic driving forces in the so-called “knowledge society”, thereby promoting the sustainable development of the destination from a socioeconomic perspective.The methodology used herein develops 10 indicators that are calculated and mapped out for two case studies which examine the same geographical context and comparable populations in order to demonstrate the creative capacity of a location whose economy is heavily reliant on tourism. The results show that tourist destinations have greater potential for generating creative capital than non...

This report examines the effectiveness of the virtual literacy model in pedagogical competence acquisition and presents an analysis of the model’s efficacy, advantages and limitations. The model was applied throughout the 2012–13 school year to a sample made up of 2,151 students enrolled in the subject Knowledge Society Technology and Education and the 44 tutors who worked with them. Data were gathered from an online student survey and grade lists (exams and continuous assessment activities). Content analysis was used to analyse the open-ended survey questions, and descriptive analysis was applied to the quantitative data. Findings suggest that, while there is room for improvement in the assessment system, the virtual literacy model does contribute to competence acquisition. Further research is needed.

In line with its Vision 2020, Malaysia has been implementing a series of ‘quality’ reforms in its higher education sector (Sirat, 2010). For critics, these reforms are driven by an ideological shift from the idea that knowledge is a “public good” (Dzulkifli, 2011, p. 28). This study explores whether the use of ‘standards’ as governance forms would lead Malaysia towards “identity formation”, i.e. the creation of a culture-based knowledge society, or direct it towards “knowledge shopping”, i.e. the commodification of higher education. This article concludes that Malaysian higher education governance is more oriented towards “knowledge shopping” than “identity formation.”

After the 1973 coup, Chile swung from a centralized state to a dictatorial decentralized one where education turned from a public to a private good. Since the 1990 restoration of democracy, market-based trends have endured, involving the fomentation of a knowledge society, one where everyone is always studying. The present study, drawn from an action research project to develop English for academic purposes at a top-ranked Chilean university, considers how paradigmatically functionalist research can lead to critical openings for research at an elite Global South university marshalled into public service to promote innovation. As the university in the study fosters innovation to propel Chile from a raw materials to a knowledge-based economy, two points aid our entree into elite site investigation: the university’s internationalization policy and its focus on graduate students’ getting their work in high-impact journals and conferences. Accessibility remains a challenge for garnering substantive qualitative...

The literature on higher education policy points to changes in the dominant discourse over the years. In particular, the ascendance of a discourse marked by concepts of new public management, using language inspired by neoclassical economic theory which characterizes education as a marketplace where students are customers, has led scholars to critically question the foundations of modern higher education policy. This paper uses critical discourse analysis to trace the development of higher education policy discourse in Denmark from the late 1970s until today. The authors find that the discourse has moved from a pluralistic one embracing not only the economic benefits of education, but also emphasizing on democracy, citizenship, and equality, towards a predominantly economic one, focused squarely on notions of globalization and competitiveness in a knowledge society.

In a changing knowledge society, many workplaces experience a great number of reforms, implying improvement, new ways of working and professional learning. When a reform is introduced, however, does a professional act as an ever-moving machine – a perpetuum mobile – always learning with full energy? In this article, I ask the following: What characterises the learning dynamics of pastor networks as they go through a reform? I will follow how a reform is enacted in three different situations amongst pastors in the Church of Norway as a national reform of the church services is carried out. Through a thematic content analysis of an ethnographic fieldwork study of three congregations in Norway, professional learning is analysed as the dynamics between substance, force and time. I argue that introducing something new like a reform does not always effectuate high-powered learning. When professionals experience a reform, socio-material elements energise or slow each other down and generate various professional ...

The failures of knowledge to assure a desired outcome, and the gains made by those who bet against it, point to a larger paradox. The rise of the professional managerial class whose specialized expertise would reign in a knowledge society has continued apace yet seen their autonomy wither and mastery fade. The formation and decomposition of this now prevailing class entwines the fate of those engaged in financial services and academic labor, where knowledge was to be formulated, instructed and applied. The question of this larger entanglement, the interdependencies and principles of association that would give the notion of class substantive meaning point to a circumstance in which knowledge cannot rule itself and the collision of knowledge claims creates a generalized condition of volatility that both disperses and binds diverse kinds of human agency. Hence, rather than treating crisis as a momentary break-down in the normal state of affairs, the antinomies of the financial logics of risk management, der...

The paper reports on an empirical study based on qualitative interviews with staff from four Australian universities. These universities are shown to be undergoing significant social change as processes of marketisation impact on the everyday practices of academic workers. The universities are analysed as sites of contestation between the new professional managers and the established academic profession over the control of the conditions of work, the production of expert knowledge and the worksite itself. The theory of academic capitalism is examined, and the relevance of Bourdieu’s work for the analysis of a university sector in a context of marketisation is assessed. Bourdieu’s interlinked concepts of capital, habitus and the field are employed to investigate the nature of the contestation, revealing a dynamic process in which academics innovatively respond to threats to reduce their autonomy, to increased levels of surveillance and other constraints on practice. In addition, the study illustrates the p...

In our knowledge society and economy, doctoral education is increasingly considered as a means to produce knowledge workers to feed the needs of the global employment market. This raises concerns about the competencies developed through doctoral training. Surprisingly, only a few studies have addressed this question and most of them are restricted to very limited populations or lack empirical evidences. In this context, we performed a national survey answered by 2794 PhDs. From the data collected, we built a reference framework containing 111 competencies organized in 6 main categories. From statistical analysis, we identified a set of ‘core’ competencies that are shared by doctorate holders (Microsoft Excel spreadsheet Chi squared goodness-of-fit test, alpha level .05). This study therefore demonstrates that PhDs develop a set of common competencies and delineate its boundaries.

The knowledge economy is marked by recent trends in technological advancement, globalisation and increasing knowledge intensity. Through new technologies like Open Educational Resources (OER), knowledge can be freely accessed by individuals around the world, blurring traditional notions of ownership and prompting a social transformation manifested through values based on open knowledge access. This paper examines the extent to which values of openness are at odds with the capitalist frameworks underlying the knowledge economy and considers whether the influence of openness is transitory or whether a new capitalism must evolve in order to support social forces based on these values.

The 2008 global financial crisis (GFC) has cast a long shadow over Ireland and Irish higher education. In 2009, the IMF (2009) said Ireland was experiencing an “unprecedented economic correction…that exceeds that being faced currently by any other advanced economy”, while Ireland’s National Economic and Social Development Office (NESC 2009) said Ireland was beset by five different crises: a banking crisis, a fiscal crisis, an economic crisis, a social crisis and a reputational crisis. These circumstances provide the best explanation for the policy choices now confronting the government and higher education as they struggle to sustain the publicly-funded mass higher education and university-based research system, and reposition the country as a globally competitive knowledge society attractive to mobile capital and skilled labour. Whatever the outcome, it is unlikely that public funding for higher education will ever return to the levels enjoyed during the previous “golden age”. This paper examines the background and policy challenges confronting the government and higher education. After providing an overview of the economic and policy context, the chapter summarises four key policy challenges: i) creating a coherent higher education “system”; ii) sustainability; iii) research excellence; and iv) quality and performance. The conclusion discusses the challenges in terms of policy-trade offs and considers the implications.

The Lisbon commitment for a European knowledge society together with the subsequently implemented policy of lifelong learning and social inclusion has significantly affected the German educational system and its teaching practices. This article examines the impact of these policy reforms on educational work in Germany through an analysis of the career narratives of workers in school-to-work transition programmes, career guidance activities and training and education programmes for long-term unemployed who are constantly negotiating the boundary zone between work and education. This qualitative analysis is contrasted with an analytical description of the meso-level reconfigurations in the framing of school-to-work transition.

Globally, governments recognize the importance of creativity and innovation for sustainable socioeconomic development, and many invest resources to develop learning environments that foster these capacities. This paper provides a systematic framework based on Nair's Innovation Helix model for studying the factors of a country's creative learning ecosystem (CLE), the quality of its education system (QES), and its innovative capacity (IC). The CLE factors are infrastructure/infostructure (physical and digital infrastructure), intellectual capital, interaction, integrity systems, incentives, and institutions. Using a composite CLE index for 113 countries, the findings indicate a strong correlation between a country's CLE, QES and IC. Through brief case studies of countries that measure highly in CLE, QES and IC, this study points out their higher education strategies and their best practices for other countries to emulate, in order to facilitate creativity and innovation through higher education.

Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about knowledge and the processes of knowing, the challenge of overcoming biases in that reasoning, and the challenge of overcoming misconceptions. We propose that research in epistemic cognition, motivated reasoning, and conceptual change can help to identify, understand, and address these obstacles for public understanding of science. We explain the contributions of each of these areas in providing insights into the public's understandings and misunderstandings about knowledge, the nature of science, and the content of science. We close with educational recommendations for promoting scientific literacy.

Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education conducted in Portugal since 1992. Based on the results of this analysis, the study develops a reflection on the concepts, policies and practices of in-service teacher education, contextualising it within a wider equation related to teachers' education in Europe. The study consisted of content analyses of scientific articles, research reports, studies of evaluation and legal documents that provide the guidelines for in-service teacher education in Portugal. At the end, a final reflection and some general recommendations for teacher education are presented. There is a focus on the importance of placing in-service teacher education at the centre of educational contexts and on the problems that this causes in teachers' work, emphasising its importance for social justice in Europe. (c) 2013 (c) 2013 Taylor & Francis.

Community multimedia centers (CMCs) are considered by initiating agencies as instruments able to inform, entertain and educate the population, as well as to offer them a voice into knowledge society and to public initiatives. This article presents a quali-quantitative content analysis of 230 interviews held with staff members, users of the venues, people of the community who listen to their radio component but do not use their telecenters, and community members not using CMCs. The sample includes 10 CMCs around Mozambique. The purpose of the study is to investigate the perception of local communities of inbound, outbound, and shared information and communication flows connected to CMCs. Results highlight how CMCs are perceived as inbound information enablers, mostly by means of their community radio component, and as means to share information and communication within the communities' boundaries. Yet, CMCs still do not appear to be widely recognized as participation means to a reality that transcends the communities' physical borders.

This article inquires into discourses of globalisation as they are put to use to accelerate higher education’s seemingly ready acquiescence to the demands of the market. We maintain that globalisation operates as a way to reason about space that produces images and narratives of universities, knowledge and students. We focus our analysis on curriculum reform as a way universities materialise the seemingly abstract economic logic of the so-called ‘knowledge society’ at the level of student-citizens, who are to be educated to become economic globalisation’s next agents. In order to locate curriculum’s productive role within university respatialisation, we offer a discourse analysis of the circulation of ideas about globalisation and higher education through intergovernmental and national documents, which take material form in a US state university system’s attempted curricular reform of its general education core. We inquire into the ways space, as a rationality, acts to create systems of reasoning about in...

Is it possible that less developed societies may learn and profit from the stories and lessons of the developed economies? This paper explores the feasibility of doing so through the use of benchmarking and good practices of knowledge management policies for development. In the era of the knowledge economy, where knowledge is the key determinant of competitiveness, it is posited that it may be desirable to evenly distribute knowledge within and across societies so that trade and cooperation may take place. The study begins with a review of the literature on knowledge societies, their characteristics, the prevalence of knowledge disparities, knowledge policies for development, and the role of benchmarking and good practices in formulating such policies. A framework is proposed for identifying measures that help reduce knowledge disparity and promote development. Using this framework, a detailed analysis with data from the World Bank's Knowledge Assessment Methodology custom scorecards was conducted. A Knowledge Management Index was consequently constructed for the use of policymakers. While quantitative measures were used for benchmarking purposes, the analysis of good practices and lessons learnt was essentially qualitative. Finally, the paper concludes by underscoring the key role of benchmarking knowledge policies and learning from good practices in order to promote development.

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.

While knowledge work is privileged by contemporary managerial discourse as a principal tenet of the present epoch, this paper examines an earlier knowledge society the Renaissance and argues that the contemporary designation of society as a 'knowledge society' is neither new nor unique. In contemporary discourse, much as during the Renaissance, institutional authorities sought to control unauthorized knowledge through disciplinary actions. There is also a parallel between the historical conditions that enabled the Renaissance to emerge and those preceding the emergence of a contemporary knowledge society. The paper argues that discourses of knowledge work and knowledge society may be seen as recycled, making what is old seem new again. © 2013 © 2013 Taylor & Francis.

‘Knowledge society’ and ‘knowledge economy’ are current buzzwords in the visions of the future made by nations, regions and federations on a global scale. A concrete outcome of this is the globalisation and intensification of higher education and research. The visions based on a knowledge component should be treated as expressions of an ideology. In this article we use the notion of ‘eduscapes’ and ‘imaginaries’ as analytics for an understanding of such visions as these are expressed by individuals and institutional actors involved in educational landscapes. The argument is made that this notion is less ideological and more apt for an analysis of globalisation of higher education.

Knowledge has long been a motor for societal development. However, the way knowledge is produced, distributed and applied has changed considerably and is regionally differentiated. In this paper, it is argued that different types of spatial profiles are discernable at the broader, national level: (i) Prominent hubs emerge, influenced by the knowledge society. (ii) The knowledge society expands to rural areas, being located between metropolitan regions, forming corridors of development. (iii) Regions with a knowledge society deficit, which might be perceived as a sort of “novel periphery”, remain. Drawing on examples from Germany, this paper examines rural regions which can be seen to fit with these profiles, revealing how planning paradigms change in the knowledge society and how spatially sensitive stakeholders can and do use knowledge as a strategic resource.

This edited collection is the sixth in Sense Publisher’s series ‘The knowledge economy and education’, edited by David Livingstone and David Guile. The book comprises 12 chapters written by authors...

This article explores the implications of the knowledge society for education and education systems. It focuses on how education systems in Asia are contributing to the development and sustainability of the knowledge society through creating powerful professional learning communities. The article explores how professional collaboration, at scale, is being used to generate social capital in order to promote educational transformation and improvement. The article draws upon a range of theoretical perspectives to examine how professional learning communities are contributing to educational improvement and the construction of new knowledge. The article concludes by arguing that disciplined, collective and inter-dependent learning is critical for the knowledge society to be sustained.

The article charts the extent to which selected societies of Southeast Asia can be seen as knowledge societies. Beginning from the premise that the global world of knowledge is changing from the former bipolar model of the West and the Rest, towards a more multi-polar world in which Asia figures more prominently, the analysis proceeds to use China, the most prominent example of this shift to the East, as a benchmark for Southeast Asia. Charting China's rising knowledge profile is followed by a consideration of the notion of a knowledge society, including the work of Nico Stehr and Manuel Castells, and its transformation into the contemporary, and more instrumental, knowledge economy. The five Southeast Asian states of Indonesia, Malaysia, Philippines, Thailand and Viet Nam are selected for analysis, revealing both a common intent of moving towards a knowledge society (often now more commonly expressed as a knowledge economy), but rather different outcomes, and knowledge profiles. National innovation indic...

The internationalization of higher education is considered to be a major policy agenda in the global knowledge society. For Japan, internationalization has been a key driver in academic and social advancement, while its traditional culture and national identity have also been retained. Recently, a series of policies have been presented by the government, university, and industry to attract more students and top calibre researchers from Asia and further afield, and to enhance exchange and collaboration, internationalization at home, and global human resource development. Concurrently, the controversial nature of internationalization has been pointed out, as well as the stagnant mobility of Japanese students and their inward-looking attitude. This paper discusses the internationalization of Japanese higher education by examining the relevant policy, practice, and perceptions of the people and institutions concerned. The major findings reveal the complexity of internationalization as a dynamic process of cha...

Science education, since the end of the nineteenth century has been a formal vehicle to ensure the perpetuation of scientific knowledge necessary for general scientific literacy and the creation of a society of scientists. However, since then, beliefs about knowledge and knowing have changed from science being described as being just a pile of chronologically documented facts, through the dynamic growth of scientific knowledge as explained by Kuhn in his Structure of Scientific Revolutions, to the present twenty-first century concept of knowledge societies by which new scientific knowledge is being interpreted. Science education perspectives in relation to teacher education and pedagogies need to be frequently revisited. Indeed, many nations in the Asia-Pacific region are doing just that. How then is the teaching and learning of scientific knowledge in the region? This article will review and compare research related to science achievement, quality of science education and approaches to teaching science i...

The role of education in development is highlighted all the more by the move towards a knowledge-based society, which emphasizes the need to reorganize the formation of human capital in line with t...

As nations worldwide strive to compete in a globally interconnected knowledge society the importance of innovative forms of education is being increasingly recognized. In doing so, many education systems look to comparative and international experience for guidance and inspiration. Malaysia aims to become a regional hub for high quality education and economic creativity by 2020, and educational reform is seen as a central component in this strategy. This article examines the key factors, at home and abroad, that have influenced changes in the Malaysian education policy context. It then documents the origins, nature and development of one contemporary educational innovation – the Malaysian Clusters of Excellence Policy. Conclusions reflect upon the place and potential of this key initiative in supporting broader development goals designed to transform the nation into a leading knowledge society within the Southeast Asia region.

Graphic novels offer an exciting new medium across the curriculum, but classroom research must be done. Anecdotal evidence is a start, but reform requires thoughtful study. Teachers are in the best place to do this research, as they have ready access, currency, and credibility. Teacher research on graphic novels, indeed all new media, is also needed for teacher professionalism in the Knowledge Society.

In this paper, I develop a critique of the Organization for Economic Cooperation and Development (OECD)-based lifelong learning policy discourse with a particular focus on ‘key competencies’ (KCs) and its equity implications for school curricular policies. First, I review the discussion of KCs in the writings by the OECD-affiliated researchers and other OECD documents. In so doing, I identify a marked decoupling of KCs from the initial lifelong learning policy framework. Then, I situate the discussion of KCs within the sociological critique of the new mode of learning deemed essential for a ‘knowledge society’. I identify KCs’ potential to naturalize the (re)production of inequalities through schooling and argue that this can be further compounded by the extraction of KCs from the lifelong learning policy discourse. Finally, I ground these expositions in the specific policy context of Japanese education, highlighting how KCs and its decoupled articulation pose a difficult policy dilemma for Japan’s Minist...

The purposes of this study are to evaluate the phase Turkey is in with regard to the transition to a knowledge society and to discuss the priorities in relation to this process in the future. In this task, first, the concept of knowledge society is examined according to various views along with the properties that such a sociological structure needs to have. Then, the current state of Turkey is assessed. This is carried out on the basis of different studies published by International Telecommunication Union, United Nations, and Turkish State Planning Organization. In the last section, it is discussed how the transition process to a knowledge society in Turkey can be managed in a more effective and efficient way. This study points out that in Turkey important improvements especially with regard to infrastructure and education have to be achieved.

Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. However, if developing countries are to become societies that can compete properly with Western industrialized countries, not only is a fundamental shift in thinking with regard to the value of education and more/better provision of teaching required, but strong support from other countries is needed as well. This article explores questions such as whether Western policymakers can avoid a repetition of some of the failures of the past few decades in terms of providing foreign aid; how educators and providers of educational scenarios and learning contents can foster and manage the creation of a worldwide knowledge society; and in particular, if the provision of open educational resources (OER) can realistically overcome the educational gap and foster educational justice.

Through an analysis of a recent Danish administrative educational reform in the area of early childhood education, this article raises a discussion about the way pedagogical objects and subjects are generated in the knowledge acquisition of administrative educational reforms promoting accountability, visibility and documentation. It is argued that pedagogy is generated as a sequential and unit-specified way of working on the production of ‘the learning child’, forming a time- and material-optimising approach. Hereby, the nursery teacher, as a daily scientific researcher, comes to serve the nation by an ongoing observational intervention, producing the learning foundation for the entrepreneurial citizen, and thus the nation as a knowledge society in a globalised world. This is what this article terms the emergence of the analytical method.