The expansion of knowledge is exponential, and it is impossible to gather and track all of it. Modern education has shifted its focus from know-how (how to do things) to know-where (where to get information that can help us achieve things). In addition, the knowledge and abilities required to tackle problems in the present may not be adequate for the unforeseeable future. Therefore, individuals should be able to unlearn, learn, and use new abilities to solve a variety of situations. They require a developing attitude as opposed to a fixed perspective. Therefore, this essay educates us on the historical and contemporary features of knowledge management. In addition, it describes a few effective ways to manage knowledge (DIKW) so that knowledge can be recycled to increase GDP in the next global knowledge economy.
The reasonable interpretation of one’s experiences constitutes knowledge. From data and information, knowledge is derived, applied, and integrated with other contemporary knowledge to generate applications. Furthermore, knowledge can be classified in numerous ways. For example, codified knowledge is the most prevalent and formal form of the knowledge with which we interact. It is available in various media formats, including books, websites, and libraries. In contrast, tacit knowledge consists of the practical skills and beliefs that govern the application of codified knowledge. After many years of practicing codified knowledge, an individual may build a core of tacit knowledge. It is one’s beliefs and motivations that serve to define the limits of the usage of codified knowledge.
Knowledge management is crucial so that individuals can access and benefit from the collective wisdom of humanity contained in the databases that can be searched. They are not need to expend energy and resources on recreating the wheel. They can benefit from and build upon the knowledge of others. It will enable them to recreate their knowledge through integration with other bodies of knowledge. By doing so, it will be possible to further refine these concepts in light of fresh empirical evidence. Thus, not only will it increase academic standards, but it will also stimulate economic activity by giving improved procedures to various companies. For instance, management in the sector can be enhanced by researching the best management practices of the world’s top 500 businesses or by implementing the 6-sigma methodology. In this approach, information can increase the efficiency and output of a variety of businesses.
The essay identifies education quality as a significant concern. Institutions are not creating the skilled individuals required for the knowledge economy of the 21st century. In current times, knowledge is not appreciated if it cannot be transformed into products. Therefore, it is essential to manage knowledge and equip employees with the skills necessary to transfer knowledge into products that the sector can use to generate economic activity. This can be accomplished by emphasizing quality education and higher-order thinking skills. This will encourage imaginative problem-solving abilities in individuals. They will be able to develop new goods to increase the country’s GDP. This will also allow us to contribute to the international community.
The page also provides information about the DIKW knowledge management model. It is the systematic process of learning, storing, and reusing knowledge whenever and wherever it is required. All of this, however, begins with data, and it requires participants to trust one another and exchange data so that it can be used to draw meaningful inferences and extract useful information. This necessitates a shift in the university administration’s perception of knowledge as a community asset as opposed to a sacrosanct property. Universities should disseminate knowledge in the form of their discoveries so that other consumers of knowledge can integrate and validate their knowledge through global contemporary research.
In the past, before the nationalization program, there were private educational institutions, but they were all nationalized during the 1970s nationalization wave. In 1979, the government permitted the opening of a private educational institution since there were insufficient public institutions to educate all students. As a result of the mismatch between demand and supply, there has been a mushrooming of private degree-granting institutions.
Education institutions in Pakistan have fallen behind in developing a comprehensive knowledge management plan. This may be owing to the elites’ lack of interest, as they have sent their children to foreign colleges to dominate the next generation of illiterate Pakistanis. On the bright side, there have been some success stories, such as COMSAT, and recently the virtual university has been doing a great deal of work to bridge the gap between theoretical knowledge and industry needs in order to promote entrepreneurship in Pakistan.
Knowledge management is essential for Pakistan’s sustained economic success. From a historical vantage point, this article explores several elements of the topic. In the past, however, the regulator (formerly the UGC) was criminally negligent in pushing for comprehensive knowledge management measures. However, after the reorganization of the regulatory agency into HEC, there has been considerable progress in this respect. More institutions, such as LUMS, COMSAT, VU, and NAMAL, are now emphasizing professional and career-related employability skills. It is insufficient, but not too late. This would increase our students’ ability to apply current knowledge and skills to better serve various businesses, hence boosting Pakistan’s economy.
EdNet.Live 