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Although educational research advocates the perspective of the learner, who or what is it advocating against? The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people?
Knowledge is fast becoming a main source of wealth, but it can also be a source of inequalities. This work addresses whether it is possible to hasten the transition towards a knowledge-based economy and enhance competitiveness with increased employment and improved social cohesion across Europe.
The Internet is changing the world we live in, and the challenge for Europe is to embrace the digital age and become a truly knowledge-based economy. The way in which the European Union manages this transition will help determine our quality of life, our working conditions and the overall competitiveness of our industries and services. 'eEurope' is the EU's scheme for guiding this process of change and for modernising our education and vocational training systems to ensure digital literacy at school and in the workplace. eEurope and the related education strategy have become the driving force behind the EU's push to become the most competitive knowledge-based economy in the world by 2010.
Seminar paper from the year 2006 in the subject Politics - Topic: European Union, grade: 1,0, University of Münster (Political Science), course: European Economic Policies, language: English, abstract: Throughout the course of the 1990s, Finland underwent a tremendous economic transformation unrivaled by any other European or OECD country in the post-World War II era. In less than a decade Finland went from being perhaps one of the least knowledge-based economies to becoming the sole most embraced one, subsequently heralding it to be a model example of not only Europe’s but the world’s ‘new economy’. During the twentieth-first century, Finland has three times to date ranked number one in the World’s Economic Forum’s (WEF) Competitiveness Index, alongside achieving an astonishing close second to Sweden in the World Bank’s Knowledge Economic Index (KEI). On these grounds, Finland’s recent development towards a knowledge-based economy has indeed captured the international spotlight, and justly the attention of economic policy-makers across the world. To this day in age, knowledge has irrefutably become the driving force behind economic growth and social development, with exogenous factors particularly that of globalization playing enormous roles in the acceleration of the diffusion and the application of knowledge. Perhaps, not better put then in the trivial words of Bill Clinton “in today’s knowledge-based economy, what you earn depends on what you learn,”5such words do certainly substantiate the importance of knowledge and innovation in today’s ‘new economy’. Thus is seems, successful economies and societies will be those who can adapt to the rapid demands of globalization, where the need of countries to be more flexible, creative, innovative, and welcoming to the winds of change, have been more critical than it has ever been before. Advancement in information and communication technologies (ICTs) has often been seen as one method of achieving a more knowledge-based economy, as development in ICTs seem to provide new opportunities in product specialization, improved productivity, and sustainable growth.
With over 160 indicators, 60% of them new to this edition, the volume provides a comprehensive picture of countries’ performance in the areas of science, technology and industry.
Is the objective that the European Union set itself in 2000, that is, to be «the most competitive knowledge-based society and economy» by 2010 still realistic? The momentous year has arrived, but it is discouraging to note that very few steps have been made in the direction that was fixed. What has gone wrong? Were the philosophical, epistemological and economic conditions adequate to achieve the desired result? This book – the result of a research project commissioned by the European Commission – critically investigates the society of knowledge and the way in which the European Union has proceeded towards it, examining first of all the premises and the contributions that the disciplines of Science and Technological Studies can provide. In this way, we have proposed innovative theoretical and epistemological bases for a multidisciplinary approach – making use of the Modelling Approach to Science – and therefore insisting on the function that human sciences can have for a society of knowledge that hinges not so much on an industrialist scenario, but a humanist one that eschews hyper-specialization and instead privileges creativity, flexibility, imagination and innovation economy.