1.
Role ooff RReesseeaarrcchh bbaasseedd
EEdduuccaattiioonn iinn SSttrreennggtthheenniinngg
KKnnoowwlleeddggee SSoocciieettyy
bbyy
PPrrooff.. ((DDrr..)) PP..VVaannaannggaammuuddii
VViiccee--CChhaanncceelllloorr
TThhee TTaammiill NNaadduu DDrr..AAmmbbeeddkkaarr LLaaww UUnniivveerrssiittyy
CChheennnnaaii

2.
OOuuttlliinnee
 TToo ttrraaccee IInnddiiaann EEdduuccaattiioonn ffrroomm tthhee ppaasstt ttoo tthhee
pprreesseenntt
 IImmppoorrttaannccee aaccccoorrddeedd ttoo eedduuccaattiioonn iinn tthhee ppaasstt
 EEdduuccaattiioonn nnoott ffoorr aallll –– oonnllyy ffoorr ffeeww –– uuppppeerr
ccaassttee ppeeooppllee –– nnoott ffoorr lloowweerr ccaasstteess
WWiissddoomm aanndd kknnoowwlleeddggee ggiivveenn eeqquuaall
iimmppoorrttaannccee –– tthheeyy wweerree aakkiinn ttoo 22 ssiiddeess ooff tthhee
ssaammee ccooiinn

3.
CCoonnttdd……
 HHiigghheerr eedduuccaattiioonnaall iinnssttiittuuttiioonnss iinn
ddiiffffeerreenntt bbrraanncchheess ooff kknnoowwlleeddggee eexxiisstteedd
wwiitthh iinn--ddeepptthh ssyyllllaabbuuss –– NNaallllaannddaa,, TTaaxxiillaa,,
KKaanncchhiippuurraamm..
 GGuurruukkuullaa SSyysstteemm –– wwhheerree tthhee ssttuuddeennttss
wweenntt iinn sseeaarrcchh ooff aann aaccccllaaiimmeedd tteeaacchheerr
 TTeeaacchheerr tteesstteedd tthhee ssttuuddeenntt’’ss ccaappaabbiilliittiieess
bbeeffoorree aacccceeppttiinngg hhiimm aass hhiiss ssttuuddeenntt
 MMeeaanniinngg aanndd rreelleevvaannccee ooff rreesseeaarrcchh bbaasseedd
eedduuccaattiioonn

4.
CCoonnttdd……
RReesseeaarrcchh bbaasseedd eedduuccaattiioonn iinn IInnddiiaa ––
HHiigghheerr eedduuccaattiioonnss iinniittiiaattiivveess
DDrraawwbbaacckkss aanndd ppiittffaallllss iinn rreesseeaarrcchh
ppllaannnniinngg iinn IInnddiiaann HHiigghheerr eedduuccaattiioonnaall
iinnssttiittuuttiioonnss
MMeeaassuurreess ttoo ssttrreennggtthheenn kknnoowwlleeddggee
ssoocciieettyy

5.
PPyytthhaaggoorraass tthheeoorryy
 SSaattttvvaa,, RRaajjaass,, TTaammaass –– HHuummaann nnaattuurree iiss ddiivviiddeedd oonn
tthheessee tthhrreeee ccrriitteerriiaa..

6.
CCoonntt……
a) RAJAS ( Valour)
a) TAMAS (Wealth)
b) SATVA
(Wisdom)
Research Based
knowledge

7.
Research bbaasseedd eedduuccaattiioonn
 IItt iiss nnoott rreesseeaarrcchheerr bbaasseedd eedduuccaattiioonn,, bbuutt rreesseeaarrcchh
bbaasseedd eedduuccaattiioonn
 IItt iiss aa pprroocceessss ooff iimmppaarrttiinngg kknnoowwlleeddggee ttoo tthhee
ssttuuddeennttss bbyy tthhee IInnssttiittuuttiioonn.. TThhee kknnoowwlleeddggee ttoo bbee
iimmppaarrtteedd sshhaallll bbee bbaasseedd oonn aauutthheennttiicc ffaaccttss..
 AAuutthheennttiicciittyy ooff ffaaccttss mmeeaannss aanndd iinncclluuddeess tthhoossee
ffaaccttss wwhhiicchh aarree rreelliiaabbllee aanndd vvaalliidd,, lliikkee sscciieennttiiffiicc
ffaaccttss wwhhiicchh aarree ggeenneerraalliizzaabbllee aanndd pprreeddiiccttaabbllee..

8.
CCoonnttdd……
OOnn rreesseeaarrcchh bbaasseedd eedduuccaattiioonn,,
tthheessee aarree iimmppoorrttaanntt ccrriitteerriiaa
–AAuutthheennttiicciittyy ooff iinnffoorrmmaattiioonn
–VVaalliiddiittyy ooff iinnffoorrmmaattiioonn
–RReelliiaabbiilliittyy ooff iinnffoorrmmaattiioonn

9.
Indian Higher EEdduuccaattiioonn SSyysstteemm
 IInnddiiaann UUnniivveerrssiittiieess aarree ssttrroonngg iinn tthheeoorryy bbuutt wweeaakk
iinn aappppllyyiinngg iitt ttoo pprraaccttiiccaall ppuurrppoosseess
 IInnaabbiilliittyy iinn pprraaccttiiccaall aapppplliiccaattiioonn ooff tthheeoorryy aaffffeeccttss
aaddvveerrsseellyy oonn nnoonn--eemmppllooyyaabbiilliittyy ooff IInnddiiaann
ggrraadduuaatteess..
 LLeeaarrnniinngg bbyy rroottee oorr mmeerree mmeemmoorriissiinngg ooff
kknnoowwlleeddggee hheellppss iinn sseeccuurriinngg mmoorree mmaarrkkss,, bbuutt iinn
tthhee ccoommppuutteerr aaggee,, uunnddeerrssttaannddiinngg aanndd aanniimmaattiinngg
tthhoossee ffaaccttss aarree mmoorree iimmppoorrttaannccee..

10.
Difference bbeettwweeeenn WWiissddoomm aanndd
KKnnoowwlleeddggee
 ‘‘KKnnoowwlleeddggee’’ iiss ttoo kknnooww wwiitthh tthhee hheellpp ooff ffiivvee
sseennsseess..
 66tthh SSeennssee –– 66tthh sseennssee aapppplliiccaattiioonn –– ccoonnvveerrttss aanndd
ttrraannssffoorrmmss tthhee kknnoowwlleeddggee ttoo wwiissddoomm..
 TThhiiss bbeenneeffiittss tthhee ppeerrssoonn aatt tthhee ppeerrssoonnaall llaawwss aanndd
aallssoo tthhee ssoocciieettyy aatt llaarrggee..
 FFaaccttss mmuusstt bbee
– AAuutthheennttiicciittyy ooff iinnffoorrmmaattiioonn
– VVaalliiddiittyy ooff iinnffoorrmmaattiioonn aanndd
– RReelliiaabbiilliittyy ooff iinnffoorrmmaattiioonn

11.
Education – a fundamental
activity in the knowledge based
society
· In the Romanian Encyclopedic Dictionary (1996),
education is defined as a fundamental verbal process
of transforming the life experience of children and
young individuals in order to be better prepared for
life, for their integration in society with benefits for
the individual as well as for society.

12.
CCoonnttdd……
 Several authors underline the fact that “ the
se cre t o f the future so cie ty is e ducatio n. But
no t in the o ld-fashio ne d co nce pt o f te aching ,
but o f pe rmane nt e ducatio n, o ve r the e ntire
life time , in o rde r to g ain supe rio r
compe te nce s: to ve rify, to co nce ive , to
cre ate and to inve nt.

13.
CCoonnttdd……
Education is not only about putting the individual
in contact with values, but also raising him to the
level of these values, than extending this process
from the individual level to the society level, thus
increasing its value and functionality. One of the
specialists on education, Jaques Hallak (1990),
stated that “ e ducatio n is a human right, since it
le ads to individual cre ativity, incre ase s the
participatio n to the e co nomic, so cial, cultural
activity in the so cie ty, co ntributing this way to the
pro ce ss o f human de ve lo pme nt”

14.
CCoonnttdd……
 According to A. Töffler (1995) “we are
living a mome nt in which the who le
powe r structure that ke pt the wo rld
to g e the r is falling apart and a new
powe r structure is be ing bo rn, affe cting
the human so cie ty o n e ve ry le ve l, and
this powe r structure is knowle dg e ”.

15.
CCoonnttdd……
· According to Drucker (1999), the people of the
future will be “knowle dg e able wo rke rs, se rvice
pro vide rs, traine d and e ducate d acco rding to the
so cie ty’ s pe rfo rmance crite ria, able to embe d in
the ir attitude and behavio r the value s, the demands
and the commitme nts o f so cie ty and behave as
e ducate d pe o ple , able to influe nce thro ugh the ir
knowle dg e and compe te nce s the pre se nt, to shape
the future , be ing pre pare d to live in a g lo bal
e nviro nme nt, whe re the primary re so urce will be
knowle dg e ”.

16.
CCoonnttdd……
 In this context, the investment in education
becomes the most important investment of
the society and of the organizations, with
long lasting results, as “ the ide as, the
knowle dg e in g e ne ral can be use d and
re use d fo re ve r, and g row in value as the y
are be ing utilize d, this co ntributing to the
succe ss o f so cie ty”.

17.
CCoonnttdd……
 The perspective of knowledge summons and
aligns the efforts towards:
– Producing new knowledge through research
activity;
– Transferring knowledge through education and
professional training;
– Disseminating the knowledge by publishing;
– Utilizing knowledge in the society’s best
interest, especially through innovation;

18.
CCoonnttdd……
· This research underlines the ways in which
education remains the key element in the
knowledge-based society, even if in today’s
economic crisis it is currently facing
difficulties. According to the authors, this
challenge could bring about a new
configuration of the educational process in a
new society of the future, with different sets of
values.

19.
CCoonnttdd……
· To conclude the article, throughout the world, the roles of
education and of its multiple benefits to the economic and
social environment are well known, as education is
recognized as being “the sing le mo st impo rtant path to
de ve lo pme nt and to limiting po ve rty”. The increasing extent
of services in the economy, the pace of technological
changes, the advanced level of information and knowledge,
as well as the size of the industrial and social re-organizations,
all give good arguments in favor of the
knowledge based society. The main component of
economic and social development becomes knowledge.

20.
CCoonnttdd……
· In other words, the basis of the future society is education
(perpetual, life-long educative process) and knowledge and
information represent the key variables in the development
of society. During the development process, the
contribution of education and professional training are
essential, their funding needs to be recognized as being of
maximum importance and today’s economic crisis demands
identifying new funding mechanisms resulting from the
partnership between the companies and the public sector. In
the knowledge-based society the mission of the educational
system becomes a key component of change.

21.
BENEFITS OF RESEARCH IN
EDUCATION
Research will help to understand any
subject and its principals in much
better and easier way which will
encounter new questions and search
for answers of those questions will
lead you to learn new theories of any
subject.

22.
CCoonnttdd……
Research means trying something out
of the box. When it is done such things
it will separate one from other students
which will surely attract attention of
your tutors as well which in turn
benefit extreme need of help from
someone who is more knowledgeable
than the other.

23.
CCoonnttdd……
RReesseeaarrcchh iiss nnoott aallwwaayyss aa ccoonncceepptt
tthhaatt pprraaccttiittiioonneerrss,, mmaannaaggeerrss aanndd
ppoolliiccyy mmaakkeerrss rreessppeecctt.. TToooo oofftteenn
iitt iiss sseeeenn aass aann aaccaaddeemmiicc aaccttiivviittyy
ccoonndduucctteedd bbyy ootthheerrss –– ttoo tthhee
pprrooffeessssiioonn,, nnoott wwiitthh tthhee
pprrooffeessssiioonn..

24.
CCoonnttdd……
Research education professionals
are always learning, finding out
things, analyzing information,
adapting their behavior according
to information received, looking to
improve and adapting to modern
demands.

25.
CCoonnttdd……
 Practitioners have to comply with policy. Teachers can
adapt it to fit the individual needs of their own pupils.
 As teachers are accountable, the public must have faith in
the profession – and attitudes to education vary across
many social groups – so the performance of teachers can
be demonstrated through the publication of research
findings.

26.
CCoonnttdd……
 Teachers project their own personality upon
learning experiences. Sometimes this is intuitive and
these decisions can either be successful or fail.
Research methodologies give teachers the tools to
analyze and make informed decisions about their
practice.
 Research helps teachers to share with colleagues.
Too often research looks backwards and there are
lessons to learn.

27.
CCoonnttdd……
However, it would be better to
prefer a research in education as
invention and innovation so that it
should be future oriented and
designed to benefit learners rather
than the researchers themselves.

28.
CHALLENGES IN RESEARCH
EDUCATION
 The learning and teaching experience be based upon
research and evidence, but it runs the risk of being any
one of theory, ideology, convenience and prejudice.
 Education should serve to liberate, and promote
democracy and equality of opportunity.
 Ideology can be dangerous. Teachers have a social
responsibility – to develop active citizens. Following an
ideological route restricts choice, which is the opposite
to the real purpose of education.

29.
CCoonnttdd……  What is been taught in an age gone by – new theories
and technological advances have taken, and are taking,
place. Basing our practice solely on our own learning
experiences, without reflection, mean education runs the
risk of being outdated and not being forward looking.
 Any single theory cannot operate in isolation. Learners
and learning are complex and success is influenced by a
multitude of factors, social backgrounds, family
background, personality, age, gender, location etc.
Theories needs to be combined, tested and challenged in
order to allow us to adapt to suit local and personal
environments.

30.
CCoonnttdd……
Convenience and manageability are
important. Teachers can occupy and
even control pupils, as well as entertain
them. Learning new things and new
ways of behaving can be uncomfortable.
It is not enough to base teaching and
learning around convenience.

31.
INTELLECTUAL CAPITAL
 Knowledge-based society is felt more
and more with technology and
manufacturing methods changing
continuously and constantly. “Intangible
capital” and knowledge result in the
highest added value and only a click on
the computer might mean as much as a
physical asset (Bedrule-Grigoruţă,
2006).

32.
CCoonnttdd……
 At the dawn of this new era, intellectual capital
was used for the first time to explain the importance
of intellectual resources such as: information,
knowledge and expertise in a modern society
(Sarrocco, 2004).
 Education and research, irrespective of how noble
they might be, are not activities themselves. They
are means that help one build a certain type of
society and knowledge emerges as a catalyst
accelerating the promotion of technical progress and
raises the efficiency of any human activity.

33.
CCoonnttdd……
 Research can help teachers to understand what
works and why, what the short and long term
implications are, provide a justification and
rationale for decisions and actions, help to build
a repertoire to help deal with the unexpected,
identify problems, inform improvement and so
forth
 Based on above challenges only one cannot
adhered to the research, but the decisions upon
evidence is morally sound.

34.
Methodological Benchmarks
· The main objective of the present paper is the
emphasis of intellectual capital’s importance in
knowledge-based society, of the idea that “ the
empire s o f the future shall be true empire s o f
o ne ’ s mind, as the world is dominated by the
power of intangible assets and the brains (Suciu,
2008) and that “ inte lle ctual capital is made up o f
inte lle ctual substance - knowle dg e , info rmatio n,
inte lle ctual pro pe rty, e xpe rtise which can be use d
in o rde r to cre ate we alth” (Steward, 1998).

35.
CCoonnttdd……
· “In a knowle dg e -base d so cie ty, ide as
viewe d as info rmatio n are no t o nly
primo rdialbut also primary, since
the y manife st as be ing ine ffable and
substantial, e sse ntial andco ncre te ,
functio nal and e fficie nt” (Dinu,
2006).

36.
CCoonnttdd……
· Knowledge-based society confers new dimensions to
the learning process namely focusing on learning and
innovation is no longer the feature of a small group of
people and several forms of training are used: training
employees how to learn; moving employees inside
the fields of their specialty and also to other fields;
working in “intervention teams” (“task force”);
participation in practical lectures and seminars, periodical
reflection reunions, creativity stimulation meetings,
training stages and study visits; individual learning
according to updated curricula (Chivu – Stănescu, 2009).


37.
CCoonnttdd……
· Knowledge-based society gradually replaces the
industrial one which in its turn has replaced the
agrarian society, the latter two being centered on
the production of material goods, thus knowledge-based
society including information as power in
its broadest meaning – no mater whether it is
political, economic, financial – the superior
acquisition, mastering and capitalization of
information, therefore the cornerstone of the
society (Năstase, 2011).


38.
CCoonnttdd……
 Starting from the definition of intellectual capital
as being “an organization’s native resource
which, after successive extractions, processing and
disseminations is turned into the most valuable
asset”, (Brătianu, 2011) it is visible that the growth
of competitive ability relies on an organization’s
innovation, intangible resources, use of competitive
intelligence and therefore innovation means the
process by which new products, new services, new
technologies, new management and marketing
processes are accomplished.

39.
CCoonnttdd……
· The concept of “intellectual capital”
also known as the “currency of the
new millennium” is the key to
success in the “era of knowledge”
(Moroianu, 2009), a way to create
value and a hidden resource in an
organization (Jianu and Brătianu,
2009).

40.
CCoonnttdd……
· The conceptual development of
intellectual capital has taken place in two
directions (Curaj and Jianu, 2010):
- the increase in an organization’s competitiveness
and of a strategic advantage on more competitive
markets by the intensive capitalization of
intangible resources;
- enhancing the success of a company which has
had an ascending trend of the ratio between
market value and balance sheet financial value.

41.
CCoonnttdd……
As a term attributed to intangible assets,
intellectual capital has four
components (Moroianu, 2009): market
assets that ensue from the relationship
between an organization and its market
or clients (for instance: clients and how
loyal they can be, distribution channels,
various contracts and agreements etc.);

42.
CCoonnttdd……
 assets based on intellectual property,
including know-how, marketing secrets,
copyright, patents and other rights;
 assets focused on human resources
referring to the ability and creativity
manifested while solving problems as
well as to the skills of a leader ,
entrepreneur, and manager that an
organization’s employees might have.

43.
CCoonnttdd……
· The knowledge of an asset as
compared to other assets is unique and
once knowledge-based society has
emerged, intellectual capital has become
much more important as compared to
other production factors (cars, lands,
money etc.) as it leads to the creation and
application of knowledge in order to
increase organizational value.

44.
CCoonnttdd……
· The competitive advantage
generated by intellectual capital
envisages the acquisition of the same
benefits as those acquired by
competitors, yet at lower costs and it
will mainly belong to those well-informed,
innovative and creative.

45.
CCoonnttdd......
 Academician Mihai Drăgănescu states that “knowledge-based
society means much more because it ensures an
unprecedented dissemination of knoweldge to all citizens by
new means, mainly using the Internet, electronic books and
learning methods by electronic means (e-learning), it
pursues the expansion and deepening of scientific
knowledge and truth, it is the only way by which a
sustainable society from the ecological perspective willbe
present and there will be a new culture stage (based on
knowledge culture whichinvolves all types of knowledge,
including artistic, literary knowledge etc.)” (Mihai
Drăgănescu, 2009).

46.
The relation between
intellectual capital and
knowledge society

47.
Conclusions
 Training of an individual
 The issue of education for the requirements
of the current society,
 Quality of resources which becomes the main
force of world competition.

48.
Wild
animals
including
Tiger
afraid of
Fire

49.
THANK
YOU