This is the age of 'The Lost Generation' and the Victims of Expensive and Irrelevant Education. From the time of Aristotle's Academy about 600 BC, Education has been delivered without any revolutions; nobody dares to question its worth and relevance for spending such a long time and huge money. Information Technology has no impact on education except on peripheral aspects. Education is unscientific and mismanaged. It reinforces poverty and misery of millions allowing just 2% own or control over 80% of the wealth of the Humanity. It is high time to bring a Revolution in Education with philosophical, methodological, technological and managerial support. Knowmatics and Dynamic Knowledge Banks or Corporations offers new possibilities in these directions.

1. EDUCATION:
RE-DESIGNING
THE MOST UNSCIENTIFIC AND
MISMANAGED ENTERPRISE INTO A SCIENTIFIC,
WELL-MANAGED AND LEARNER-FRIENDLY
KNOWELEDGE INDUSTRY
PROF. (DR.) RAJU M. MATHEW

2. DEDICATION
 This work is dedicated to the young and adult learners
of both developed and emerging economies of the
world who are struggling hard to improve their skills,
expertise and knowledge and play a positive role in
their respective societies. Unfortunately, Education is
getting highly expensive and unaffordable besides
delivering irrelevant or inferior skills, expertise and
knowledge. Everybody has to struggle a lot and spend a
lot of time, energy and money even for such a
substandard Education. It is time for a Revolution, not
mere reforms, in Education so as to deliver a five fold
quality Education at one tenth cost besides making
Knowledge accessible to all in an easy to use and apply
format. We need a different strategy and approach.

3. THE GREATEST HUMAN ENDEAVOR
 Since the time of Aristotle's Academy about 600 BC., Education has
been emerged as the greatest human endeavor and enterprise.
Nobody dares to question the worth of education as it is the greatest
blasphemy or non-sense. Both the parents and the students have no
other option but to spend time, energy and money for education.
 Unfortunately, no revolution has been taken place in education for
the last 2600 years though all the other human endeavors or
enterprises or intuitions related to food, shelter, family, faith,
religions,
governments, ideology, transport, marriage,
entertainment, communications, and etc. have undergone drastic
changes and revolutions.
 Even Information Technology could not go deep in the heart of
education to make a revolution for its over-dominance of ‘Data’ or
‘Information’ over ‘ Wisdom’ or ‘Knowledge’. However, education
has emerged as the biggest business or industry capable of
employing millions though the students and their parents are the
looser.

4. THE GREATEST SOCIAL LIABILITY
 Education the world over, from Europe to Afro-Asian Region;
from Kindergarten to Universities, needs not mere reforms but
innovations, redesigning, professional management and greater
professionalization of teaching, instruction, research and social
commitment.
 Thousands of reforms or recommendations rendered by various
national educational commissions or the deliberations of the
UNESCO or research works of almost all universities did not
bring any improvement in delivering quality education in the form
of skills, values, expertise and knowledge to the masses. No
reform can save Education other than those who involve in
reforms!
 Billions of man hours of the youth who are engaged in education
have been wasted, besides the under-utilized skills, talents and
knowledge of millions of teachers in schools, colleges and
universities all over the world. Education has become the greatest
social liability of the modern world, making everybody helpless.

5. BRAIN,EDUCATION AND KNOWLEDGE
 Knowledge is dynamic, non-liner and multi-dimensional as the human
brain functions. The building blocks of knowledge are concepts; each
concept has hundreds of levels of depths and dimensions according to the
nature of the brain of the each learner or individual. For the sake of
simplicity, we can categorize learners as brilliant, bright and dull or
above average, average and below average. In a different discipline or
classroom, brilliant students may turn dull and vice-versa.
 Disregarding these basic facts, education has been designed and
delivered through class rooms, instructions or teaching and learning
materials in a static, linear and uni-dimensional format. Education has
been designed just for one category of the learners, probably ‘the
average’, ignoring the other categories, the brilliant and the dull,
resulting over 70% wastage; even among the average, just 30% alone is
benefitted. In short, the wastage involved in education is above 80%.

6. MOST STUDENTS ARE SPOILED
 Just 2 -5 % students is lucky enough to have the best teachers, the
quality learning or reading resources and the best schools or
universities. The rest is spoiled with poor teachers, substandard
learning resources and ill-equipped and poorly managed schools
and universities. For the sake of 2 -5% students, over 95% students
is spoiled. Education has been designed for the2% elite to own and
control over 80% of the wealth or resources of the humanity.
Education is the major stumbling block of the ‘Just Global Social
Order ensuring Food, Dignity and Knowledge for All’.

7. THE DROP OUT AND THE STRUGGLING

8. ILLOGICAL AND UNSCIENTYIFIC
 It is illogical and unscientific to make learners to spend such long
years in schools and universities , exert so much pain, strain and stress
and incur so much expenses for acquiring such a silly, unjustifiably
small and substandard or even irrelevant skill, expertise, values
,outlooks and knowledge. Everybody knows that even a doctorate
degree holder is incompetent in his or her own field without much
problem-solving abilities. It is tragic to note that over 60% of the
humanity lives beyond the reach of education.
 If education is made scientific and efficient, by spending just one fifth
of time, money and strain one can have at lest tenfold skills, expertise,
knowledge and values or outlooks. It is time for a Revolution in
Education at all levels to benefit all and to build up a New Global
Social Order ensuring Food, Dignity and Knowledge for All. Other
wise; everybody has to pay a very great price encountering untold
famine, misery, bloodsheds and terror and the total collapse of socioeconomic and political systems far beyond the expectations of the
men and women of the World Economic Forum of Davos in
Switzerland.

9. KNOWMATICS, KNOWLEDGE BANKS AND
KNOWLEDGE INDUSTRY
 Knowmatics- Mathematics and Cybernetics of Knowledge- has been
formulated to bring Revolutions in all aspects of Education from
Kindergartens to Universities. Knowmatics is based on Mathew’s
Theories of Knowledge Consumption-Production that can augment
Skill Acquisition and Scientific Productivity besides augmenting the
Mass Consumption and Production of Knowledge leaving none.
 Knowmatics facilitates the emergence of Dynamic and Interactive
Knowledge Banks in stead of the Static Data Banks, Information
Centers, Digital or Conventional Libraries. It provides new avenues
of growth for Knowledge Industries transforming Knowledge and
Brain Power into value-added Knowledge Products and Solutions for
all.These themes are discussed in the following works.

10. THE ALTERANTIVES
 The
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following
presentations
at
www.slideshare.net/drrajumathew give more details.
1) Knowmatics – a New Revolution in Education;
2) New Model of Education for a New Global Social
Order;
3) Arab Dynamic Knowledge Bank;
4) World Knowledge Bank;
5) Mathew’s Theories of Knowledge Consumption and
Production;
6)Skill Acquisition and Scientific Productivity;
7)Development based on Knowledge and Brain Power.