Rationale for KM Education and Training Beginning in Primary School


  • Philip William Sisson
  • Julie J.C.H. Ryan


knowledge management competencies, educational objectives, knowledge management education, educational competencies, theoretical research, multiple methods, qualitative research


The paper identifies KM competencies by examining the unrecognized indications that KM concepts independently exist in educational systems. It suggests introducing KM education and training in primary, secondary, and vocational schools and a shift to specifying educational objectives based on competencies rather than subject. Qualitative approaches were used to identify omissions and needed clarifications in educational objectives by examining educational objectives, models, and guidelines. This paper “discovers” unnamed KM in today’s educational systems. It provides definitions for competency terms for educational guidelines and identifies the foundational skills needed from both economic and social perspectives. It reveals long‑standing definitional shortfalls that can be rectified by defining appropriate terms. It concludes by recommending a transition to competency‑based concepts as guidelines. Competency terms for KM, all three of Bloom’s domains, and the skills of making and doing, are required. Socialization needs for acculturation require amplification. KM education and training should be introduced in primary, secondary, and vocational schools to improve employability. Reviewed policy guidelines are limited to US and UK sources; other sources might provide additional insight. Socialization and science are not developed in competency word format. KM is discovered to be justified by educational guidelines, current curriculums, and unstated needs in educational objectives; justification does not rely on traditional KM sources. KM competencies complement other basic competencies in acculturating and preparing people for the modern workforce. Recognizing KM competencies as foundational competencies indicates that knowledge and KM topics should be included in primary, secondary, and vocational education and training. Collectively, the suggested terms more clearly identify competencies needed in a knowledge society and provide an alternative as guidelines to the subject approach currently used.



1 Nov 2017