Journal on Efficiency and Responsibility in Education and Science

1-19

Authors: MULEJ, Matjaž

The school of today faces circumstances that differ very much from the ones in which the current educators have been educated as students, especially in the countries that are new members of the European Union as EU-27. Therefore, in order to manage knowledge in their school of today, one must understand the socio-economic development trends and their impact over the school as a subsystem of the emerging innovative society in which the innovative business leaves little or no room for the routine-loving behaviour of previous decades, centuries, and millennia. This contribution summarizes a dialectical system of this development trends and the resulting newly required attributes of the contemporary schools and teachers, but it does so on the level of provocation for readers’ creative and innovative thinking and action rather than on the level of any final answers. The Bologna Process seems to be an underused opportunity for innovation of higher education in Europe.

27-31

Authors: DÖMEOVÁ, Ludmila

The heart of most knowledge management (KM) strategies was and often is in technologies as data warehousing, dokument management, etc. The so called „second generation of KM“ is based on a knowledge life cycle with both demand and supply side. Many discussions of KM are on theoretical and conceptual level and that ´s why many practicioners do not consider the KM as a significant contribution to competitive advantage. I tis necessary to make the knowledge more concrete, readable and user friendly. For knowledge collection and codification we use knowledge maps – schemas or models of how we undestand the problems and how we take actions. The knowledge maps can be expressed in texts, charts, pictures, etc. The character of knowledge map is closely connected with appropriate containers of knowledge. The containers perspektive is important in the implementation strategy of organizational learning.