Farzaneh Chaharband; Farshad Momeni
Volume 1, Issue 4 , December 2012, , Pages 116-75
Abstract
The main input of the knowledge based economy (KBE) is knowledge and its application. This model requires an authentic fundamental knowledge and preparations in which the effective human capital has the main weight. So the main subject of this research is that, under conditions in which the global economic ...
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The main input of the knowledge based economy (KBE) is knowledge and its application. This model requires an authentic fundamental knowledge and preparations in which the effective human capital has the main weight. So the main subject of this research is that, under conditions in which the global economic relations are knowledge oriented, importing technologies, expanding the tertiary education and following developed countries policies, without considering the infrastructure of KBE, cannot be the proper solution for developing countries. As education has always had close relationship with economic development, education in general and basic education in specific has been considered as essential ways to operate in this new model and also as one the main pillars in KBE. “Development in basic education has direct relationship with the development of KBE index” is our hypothesis. In this survey a descriptive- analytical and also cause and effect procedures have been chosen to deal with key definitions of this era. Then, using the World Bank knowledge based economy measurement (Knowledge assessment measurement-KAM), the status of knowledge economy index (KEI) in Iran for the years 1995-2009, will be investigated. According to the findings of this research, it can be concluded that the function in Iran in the field of providing a kind of basic education which can be a mean to KBE, has been weak. This weakness has reasons such as a rentier atmosphere, lack of attention toward the importance of basic education in comparison to tertiary education in macro planning and improper strategies in the field of education. So having educational adjustments from basic to higher education, developing core competencies and establishing an effective and continuous relation between basic education, higher education and labor market can lead to an improvement of an institutional framework and of course achieving to KBE.
