Cambodia aspires to become a knowledge-based society to remain relevant in the context of the global knowledge-based economy. However, it remains uncertain how this aspiration can be realized ...considering the low quality of the country’s education system. Drawing on secondary sources, this article aims to shed light on Cambodia’s aspirations for a knowledge-based society. The article begins by defining the term “knowledge-based society” before providing an overview of the Cambodian education system and discussing key challenges that limit Cambodia’s ability to realize its vision to become a knowledge society. Key challenges were related to low higher education enrollment, a shortage of educational staff with doctoral degrees, a weak innovation capacity, and other critical challenges such as low academic salaries, a lack of clear academic career pathways, limited research funding, and limited knowledge about research. The article provides a set of recommendations that concerned stakeholders should consider to improve the quality of the Cambodian education system and support the country to achieve its goal in developing into a knowledge-based society. It concludes with suggestions for future research to generate new knowledge about Cambodia—a context underrepresented in international literature.
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 ...compounded the challenges the United Arab Emirates (UAE) is facing in actively producing knowledge capital. This article collects evidence from current scholarly literature regarding the newly emerging skills and jobs needed for building aknowledge society in the UAE. This article explores how higher education in the UAE has transformed its role and its modes of delivery in response to the coronavirus pandemic and, additionally, offers recommendations for how to address these challenges while moving towards aknowledge society. The recommendations coming out of this study are multifaceted, along three main lines:1) maximising the research potential of the UAE's HEIs by building partnerships between public and private sectors; 2) embracing technology in higher education;3) customising curricula, course delivery, and assessment by adopting online education models; and4) making lifelong learning accessible and affordable for all citizens. By cultivating institutions that are responsive to the changing needs of the labour market, the UAE and its citizens are poised to come out of the pandemic with atransformed higher education system.
This study examines the perspectives of Cambodian provincial university students about Cambodia’s vision to transform itself into a knowledge-based society. The study employed a qualitative approach ...to gather data to answer three research questions. Based on in-depth interviews with 21 university students from three provinces, including Battambang, Siem Reap, and Svay Rieng, it was found that Cambodian university students had a superficial understanding of the term knowledge-based society. They were ambivalent, expressing both optimism and pessimism, when it came to Cambodian universities’ contributions to supporting Cambodia’s development into a knowledge society. The study also revealed a number of challenges facing university students in provincial Cambodia, such as limited access to educational resources and opportunities, inadequate opportunities for gaining practical knowledge and skills needed for the job market, and other issues of various nature. The study sheds light on how Cambodian university students perceive Cambodia’s aspirations for becoming a knowledge-based society and has implications for policy, practice, and future research.
While higher education has been considered as both an ‘engine’ for innovation and a ‘catalyst’ for sustainability development, the integration of both the ‘innovation engine’ and ‘sustainability ...catalyst’ roles is best reflected in higher education’s engagement in innovation ecosystems—the theme of this special issue, including 16 articles dealing with the topic from various perspectives. In this editorial, we outline an overarching framework about the relations between higher education and innovation ecosystem. When elaborating the framework, we provide a new definition of innovation ecosystem and identify three roles of university in innovation ecosystems, based on synthesizing relevant literature. The framework could facilitate readers to comprehend each of the collected articles and find synergy among them.
Purpose
Ignorance has been seen as negative in the mainstream philosophical narrative and knowledge-based society. This study introduces Chinese epistemic traditions of Confucianism and Daoism as ...resources to reunderstand ignorance and current educational issues.
Design/Approach/Methods
Guided by hermeneutic openness, this study fuses ancient epistemic and modern educational horizons by reinterpreting early Confucian and Daoist classics.
Findings
The boundary between ignorance and knowledge is flexible and blurry in Confucianism and Daoism, and ignorance is distinctively understood as Confucian admissible propriety and Daoist transcendence of conventional knowledge. Rooted in these epistemologies, Confucianism and Daoism have developed unique educational ideas and forms— congyou (从游) and zuowang (坐忘)—which advocate moral socialization and self-reflexivity beyond knowing through language. These traditions inspire today's educators and learners to find more space for self-formation, appropriate forgetting, and illuminating intuition in education.
Originality/Value
As an initial exploration, this study examines potential nonnegative ignorance and its educational implications in Confucian and Daoist wisdom. The findings are instructive for rethinking today's knowledge-based society and the text-oriented education of Chinese culture and can contribute to world epistemic diversity and cultural interactions.
act Universities support the development of students' capacities to harness, create and produce knowledge in any context of life, respecting individual interests and previous learning experiences. ...Diversity on all levels, communicating with business and research institutes, and integrating into the global issues around the world can be tackled from different angles with different qualifications. It is important for students to be educated, open-minded and preoccupied with adapting to team, environment, requirements, and evolution. Integration and the ability to adapt are requirements that must concern any university regardless of the subjects taught
Forged in different academic and national traditions, the university is arriving at a common entrepreneurial format that incorporates and transcends its traditional missions. The academic ...entrepreneurial transition arises from the confluence of the internal development of higher education institutions and external influences on academic structures associated with the emergence of ‘knowledge-based’ innovation. Policies, practices and organizational innovations designed to translate knowledge into economic activity as well as addressing problems from society have spread globally. The objective is to enable universities to play a creative role in economic and social development from an independent perspective while still being responsive to government and industry priorities. The entrepreneurial university model paradoxically includes both increased university autonomy and greater involvement of external stakeholders. However, to facilitate the successful development of the entrepreneurial university, the dominant metrics used to determine university rankings and academic performance need radical revision. This article concludes with a summary of the critical questions to be addressed by the recently launched Global Entrepreneurial University Metrics Initiative in its effort to develop a metrics system that will facilitate the evolution of the entrepreneurial university and emphasize the role of higher education in economic and social development.
Whatever societies accept as ‘knowledge’ is embedded in epistemological, institutional, political, and economic power relations. How is knowledge produced under such circumstances? What is the ...difference between general knowledge and the sciences? Can there be science without universal truth claims? Questions like these are discussed in eleven essays from the perspective of Sociology, Law, Cultural Studies, and the Humanities.
The article discusses the role and significance of knowledge and education in the contemporary Polish society and presents the changes in the national education system from the perspective of ...successive reforms and their social perception. Particular attention was paid to the last reform of the education system – from December 2016, which since the beginning of work on it has aroused a lot of social emotions and caused controversies and has not ceased to cause them more than a year after it was in force. The authors of the article draw attention to the need to adapt curricula and teaching methods to contemporary realities, but also emphasize the dangers of introducing socially controversial changes to the education system that cause objections among citizens, especially parents of school-age children
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