Learning has come to the front position of the educational agenda in many countries of the world – the knowledge society, learning society, learning organization and so forth are the common terms now in the 21st century. The terms come into view in countless publications of the European Union and of many other countries in and outside the European Community.
The learning society is one of the products of globalisation and knowledge, learning and education are intertwined with global capitalism. Education is considered as a servant to global capitalism, enabling trans-boundary companies to gather more effectively in the knowledge society. Learning has become to a central task in governmental education policy in many countries and it is being treated as investment – adding value to human and social capital, resulting in employability and then in work, which makes an even greater distribution to the economy, rather than being treated as a natural human process that results in the improvement of people as human beings. Profound changes are taking place as a result of globalisation that is affecting the whole of the educational institution.
The objective of this contribution is to present Germany on its way to a knowledge society by examining the past and the present situation of Germany concerning mobility and furthermore mobility programs.
Table of Contents
1. Knowledge society
2. Globalisation Trends Europe
3. German Internationalism
4. Mobility programs Germany
Research Objectives and Topics
This paper examines Germany's integration into the modern global knowledge society by analyzing its historical development, current educational performance, and the strategic implementation of mobility programs to foster economic growth and social prosperity.
- The paradigm shift from industrial to knowledge-based economies.
- Evaluation of Germany's current status using performance indices and PISA results.
- The impact of globalization on educational structures and labor market requirements.
- Historical context of German multinational enterprise development.
- Overview of funding organizations and international exchange initiatives like the DAAD and EU programs.
Excerpt from the Book
Knowledge society
Nowadays widely accepted by policy makers is the notion of the paradigm shift from industrial economy to knowledge-based economy. The generation and exploitation of knowledge is now the predominant factor in the creation of wealth. For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living – more than land, than tools, than labour. Today’s most technologically advanced economies are truly knowledge-based.
The central view is that most economic value is now generated by trade in knowledge, rather than manufactured goods. Turn outs can be distinguished in two ways: Through the growth of highly skilled and individualized service industries and by a shift in what makes manufactured goods valuable.
The emergence of the knowledge society, building on the omnipresent influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. We are in a progress of the transformation of our economy and society. Knowledge has always been a factor of production, and a driver of economic and social development. Earlier economies depended, e.g. on knowledge about how to farm, to build or to manufacture. However, the capacity to manipulate, store and transmit large quantities of information reasonably has increased at an astounding rate over recent years. The digitisation of information and the associated pervasiveness of the Internet are facilitating a new intensity in the appliance of knowledge to economic activity, to the extent that it has become the leading factor in the formation of wealth. As much as 70 to 80 percent of economic growth is now said to be due to new and better knowledge.
Summary of Chapters
Knowledge society: This chapter outlines the global transition toward knowledge-based economies, emphasizing the role of information technologies and the necessity of continuous learning for economic competitiveness.
Globalisation Trends Europe: This section analyzes how worldwide social and economic forces reshape educational systems and create challenges regarding workforce mobility and cultural integration.
German Internationalism: This chapter reviews the historical trajectory of German companies as early multinationals and the evolution of the national education and research landscape post-World War II.
Mobility programs Germany: This final chapter details the institutional efforts, such as DAAD initiatives and EU-wide programs, designed to enhance student and professional mobility to sustain economic growth.
Keywords
mobility programs, Germany, globalisation, knowledge society, learning society, innovation, education policy, information technology, digital divide, economic development, lifelong learning, internationalisation, labor market, vocational training, knowledge economy
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores how Germany is transitioning into a knowledge society and how it utilizes educational and professional mobility programs to remain competitive in a globalized economy.
What are the central themes discussed in the work?
Key themes include the shift from industrial to knowledge-based economic models, the influence of ICT, the necessity for lifelong learning, and the role of international exchange programs.
What is the core objective of the research?
The objective is to present Germany's current position regarding its knowledge society transition by examining historical developments, current status indicators, and the impact of its mobility policies.
Which methodology is applied in this analysis?
The paper utilizes a descriptive approach based on secondary data, including reports from the European Foundation, OECD/PISA metrics, and documentation from German funding institutions.
What topics are covered in the main section?
The main sections cover the definition of a knowledge society, the trends of globalization in Europe, the historical context of German international enterprise, and specific details on mobility programs.
Which keywords define the research?
The research is characterized by terms like mobility programs, knowledge society, innovation, globalization, and lifelong learning.
What role does the DAAD play in Germany's strategy?
The DAAD is the largest funding organization in Germany, serving as a critical intermediary for higher education, research internationalization, and implementing EU-wide exchange policies.
How does Germany compare to other nations in knowledge indicators?
Germany generally performs at an average level compared to other EU nations, with strong infrastructure and self-directed learning, but shows relative weaknesses in the formal education system and PISA scores.
What is the significance of the "Bologna Process" mentioned?
It is a vital initiative to harmonize academic structures across European countries to facilitate student mobility and create a unified higher education area.
Why is lifelong learning considered a policy focus?
It is essential because the skills required for modern occupations change rapidly, and a significant portion of the future workforce is already active, necessitating constant adaptation and upskilling.
- Quote paper
- Eva Poppe (Author), 2007, Rise of mobility programs in Germany due to globalisation, Munich, GRIN Verlag, https://www.grin.com/document/90357
