U.A.E KNOWLEDGE ECONOMY--PROBLEM IN DEFINING KNOWLEDGE ECONOMY OR INDUSTRY

UAE KNOWLEDGE ECONOMY:
CHALLNGES IN REDEFINING KNOWLEDGE
ECONOMY, EDUCATION, TRAINING
AND QUALIFICATIONS
PROF. (DR.) RAJU M. MATHEW
(This is a modified version of the presentation at the
National Qualification Authority, Abu Dhabi, UAE)

UAE VISION OF THE KNOWLEDGE
ECONOMY
• The United Arab Emirates (UAE) has been striving hard to
become a Knowledge Economy with ambitious
e-Governance, Smart Schools and so many other programs.
Though these programs are successful, it is not clear how
they contribute for building up a Knowledge Economy due
to certain serious methodological problems.
• There is an urgent need to redefine ‘Knowledge Economy’
and redesign the entire Education, Training and
Qualifications besides governmental programs for building
up a ‘Knowledge Economy’ rather than a ‘Data or
Information Economy’ with over emphasis on Information
Technology. The UAE Model will be useful both for
developed and developing countries, if executed properly.
Dr.Raju M. Mathew - Developing Knowledge
Economy for the UAE
2

BIRTH OFKNOWMATICS AND
KNOWLEDGE BANK
• In 2005, after realizing the inability of Information Technology to deal with
knowledge and the substitution of Data or Information for Knowledge and
declining role of Knowledge, I propounded Knowmatics – Mathematics and
Engineering of Knowledge- based on Mathew’s Theories of Knowledge
Consumption and Production.
• On the basis of further research on the Application of Knowmatics in Education,
Professional Practices, Research and Decision making, I jointly with Ranjit Mathew,
a network expert, submitted a paper ‘Knowmatics- A New Revolution in Higher
Education’ in 2008 for the Second World Universities Forum. The World
Universities Forum, comes under the World Economic Forum. After taking more
than two years for Peer Review, including UNESCO experts, the paper was finally
accepted and presented for the Fourth World Universities Forum held at Hong
Kong, Jan.14-16, 2011 and published in the Journal of the World Universities
Forum 4,1,2011:1-11. It was selected as a Finalist for the International Award for
Excellence.
• After studying the scope and possibilities of the New Generation Knowledge
Industries, I developed the blue print for the technology, the system and the
business model for Knowledge Bank or Knowledge Corporation so as to produce
and deliver value-added Knowledge Products and Solutions to Education,
Practicing Professions, Government and Corporate Sector, Scientific Research
and etc. so as to augment the Consumption and Production of Knowledge and
thereby their efficiency , productivity and competitiveness. After studying the
complex problems of the Arab World, I propose the Arab Knowledge Bank.
3
Dr.Raju M. Mathew - Developing
Knowledge Economy for the UAE

KNOWLEDGE BASIS OF RELIGIONS AND SCRIPTURES
• A detailed study of the scriptures, teachings, messages, communication skills and
organizational style of the Hinduism (3500 years) the Buddhism (2600 years),
Confucianism (2500 years), Christianity (2000 years ) and Islam (1400 years), help
us realize that even illiterates, primitive tribes, sidetracked and oppressed men and
women can be empowered with complex knowledge for their Knowledge
foundation ; education or culture is not a barrier for knowledge creation, sharing
or transferring. The depth, intensity and diversity of the Knowledge dealt by them
are really amazing, though people are still making use of less than 5 to 10 %
Knowledge that they have taught.
• In spite of the major research, application of technology and huge investment in
terms of billions, Education all over the world is still remained without much
innovation or revolution or effectiveness compared to Aristotle’s Academy of
Athens and Taxila University in India during 300 BC.
• By a combined use of the strategy and techniques of knowledge creation, sharing
and empowerment of religions and also the judicial application of the available
Information Communication Technology, we can empower the entire humanity
besides augmenting the knowledge intensiveness of Education, Training,
Research, Decision making, Professional Practices and all social production
processes in the agriculture. industrial and service sectors.
• These are the underlying principle behind Knowmatics – Mathematics,
Cybernetics and Engineering of Knowledge and the New Generation Knowledge
Industry, including the Knowledge Banks. Some mathematicians identify the root
of Knowmatics in the Pythagorean Mathematics.
4

ARISTOTLE’S ACADEMY
• Aristotle in 336 BC founded a school called Lyceum in Athens where he
taught for the next 12 years. Most of his works were created in this period
in Athens of which today only fragments survive. He is said to have given
two types of lectures: detailed discussions in morning to advanced
students and in the evening, short discourses for general people. He
studied and educated his students on a variety of topics, which included
logic, physics, astronomy, meteorology, zoology, metaphysics, theology,
psychology, politics, economics, ethics, rhetoric, and poetics.
• Modern universities are the modified versions of Aristotle’s Academy and
they follow the same organizational structure, teaching and research
models and strategies. No revolution has been taken place in education,
especially higher education for the last 2000 years, though we have hi-
tech universities and IT-intensive class rooms, labs and libraries. As a
result, everybody is unhappy with the way in which education has been
delivered in schools and universities, the spiralling cost of education and
irrelevant programs that have a negative impacts on building up
Knowledge Economies.
5

KNOWLEDGE ECONOMY
• Now everybody talks about ‘Knowledge Economy’ In order to buildup the
Knowledge Economy the most effective way is to develop the New Generation
Knowledge Industry based on Knowmatics rather than following the present
strategies built upon the familiar Education and Training, Management
Techniques , Information Technology and Economic and Social Development
Model that are getting ineffective. It is the most effective way to tide over the
present Global Economic Crisis and to attain sustained development.
• There is a need to redefine the Knowledge Economy. A Knowledge Society is
characterized by consuming and producing knowledge at high quality and
quantity by all the members of the society, consequent on getting all the social
production processes as knowledge-intensive. Those who have mastery in the
production, consumption, processing, managing and delivery of Advanced
Knowledge ultimately control the World in the coming days.
• Advanced forms of Knowledge have increasingly been consumed, applied and
produced constantly not only in the Industrial and Service Sectors but also even
in the Rural or Agriculture or Primary Sectors. The quality and quantity of
Knowledge consumed and produced in a society determine its role, sustainability
and competitiveness globally.
• In a Knowledge Economy, over 80% of the work force is engaged in the
production and consumption, including application of Advanced Knowledge that
constitute over 80% of the national income. Knowledge is a catalyst in
increasing the overall productivity and competitiveness of the Economy that
necessitates the creation or updating new Knowledge, Skills and Expertise
regularly, for the Dynamic Nature of the Knowledge Economy.
6Dr.Raju M. Mathew - Developing Knowledge Economy for the UAE

QUALIFICATIONS AND SOCIETIAL REQUIRMENTS
• Striving for world class qualifications is a basic step in building up a
vibrant knowledge economy. But that is not enough. Along with
upgrading and upholding qualifications of highest standard in a set
of familiar education and training programs, especially in
Management or Information Technology or Medical Sciences or
Engineering, for building up a knowledge economy, there is a need
to develop people with multi-disciplinary backgrounds besides
experts in Basic Sciences, Applied Sciences and Technology,
Humanities, Social Sciences and Soft Skills that provide the
intellectual and cultural wealth of the economy. With the existing
Education and Training Programs, no nation can enter into a
Knowledge Economy within 50 years.
• Knowmatics based Knowledge Bank offers the means to create the
required number of experts in identified areas provided the society
is endowed with young people with the required intellectual caliber
, aptitude and commitments. It also facilitates rapid
‘Knowledgeization’ of the society and thereby the creation of the
Knowledge Economy.
7Dr.Raju M. Mathew - Developing Knowledge Economy for the UAE

METHDOLOGICAL PROBELEMS
OF KNOWLEDGE
• Education or Qualification is not a necessary condition for
people to be made rich in knowledge, even complex or
advanced knowledge, provided they have the required
intellectual caliber, the desire for knowledge and
knowledge is delivered or made accessible to them in a
style, form and language in which they can understand.
• Education and Qualification is not a sufficient condition for
people to be made rich in Knowledge. There are people
with higher educational qualifications without much
expertise or competency to share their knowledge or put
their knowledge into application or problem solving. This is
known as ‘doctors without expertise’ for their inability to
enter the critical stage of high level knowledge
consumption, as explained in Mathew’s Theories of
Knowledge .
8

KNOWLEDGE-RICH AND
KNOWLEDGE-POOR
• It can also be found that most of the scholars or experts could not make
use of more than 5% of the knowledge that they have, though about 85%
of their knowledge could have been shared or made accessible globally to
those who need it. At present, we don’t any such global knowledge
sharing system.
• With death or disease or accident , knowledge of a great scholar or expert
can be erased or deleted for ever at any time. But unfortunately, at
present we don’t have any technology or system to tap their unexploited
knowledge for the benefit of the humanity.
• Knowmatics based Knowledge Bank has been designed or developed to
address these complex problems as a knowledge extracting, knowledge
sharing and knowledge delivery system linking the networks of knowledge
producers and knowledge consumers or the knowledge rich and the
knowledge-poor and thereby enriching and empowering everybody with
knowledge. With Knowmatics based Knowledge Banks, Knowledge and
Brainpower can be transformed into wealth and source of income and
they can be marketed and delivered globally.
9

QUALIFICATIONS -THE END OR THE MEANS
IN THE KNOWLEDGE ECONOMY?
• Educators, Economists, Brain Researchers, Cognitive Scientists and Educational
Policy Makers have been considering Education and Training as the End and not
the means. But the underlying philosophy behind the Knowledge Economy is to
treat Education and Training, including Qualifications, as not the end but only the
means for entering the Knowledge Economy which demand new skills, expertise,
competency, knowledge and qualifications. Even if conventional education and
training are offered with high quality, they may not be socially relevant and
productive.
• The quality, competency , attitude, behavior and Knowledge Intensity of the
Human Resources are the determining factor for making the Knowledge Economy
and attaining excellence and competitiveness.
• However, the exponential growth of Knowledge, too much dependence on
Information Technology and fast life style are the factors that prevent not only
the experts, the students and teachers but also the common people to make use
of knowledge, scattered in books or libraries or scholars and experts besides
tapping the potentiality of the Internet and Digital Libraries.
• The humanity is using less than 5% of the Brainpower and the available
Knowledge Resources. In the familiar ‘Knowledge Management’ the missing
element is knowledge and it has been reduced into Data or Information or
Document or Human Capital Management. Education and Training are getting
more and more Data or Information- Centered rather than Knowledge-Centered.
10

MAKING EDUCATION AND TRAINING
KNOWLEDGE CENTRED
• For the increasing applications of the Information Communication Technology,
Education is getting fragmented and data or information centered. While IT has
been built upon Algorithms based on Data Structure which is linear, static and
one dimensional, Education has been based upon Knowledge and Thinking
Structure that are non-linear, dynamic and multi-dimensional.
• Education and Training, besides Skill Acquisition and Scientific Productivity have
slowly become an art of Data or Information manipulation without much
Knowledge Base. Even in 2013, the role of IT has been limited with information
search, retrieval, analysis, manipulation and presentation or communication.
• This has adverse impacts on the personality development, critical thinking, vision
and imagination, the spirit of exploration or adventure and innovation of the
new generation. Too much exposure of IT to children at a tender age has
negative impacts on their personality development, creativity and imagination.
(For details see: digitally modified children (dmc) - new threats to the humanity -
SlideShare www.slideshare.net/.../crimes-against-children-in-the-digital-age)
• It is time for the Humanity to devise new techniques and strategies for making
Education and Training Knowledge Centered besides consuming and producing
high quality knowledge and acquiring socially needed critical skills with
efficiency.
11

NO REVOLUTION IN EDUCATION SINCE ARISTOTLE
• It is surprising to note that Schools, Colleges and Universities all
over the world still follow almost the same technique and
methods that Aristotle had developed for his Academy- Lyceum in
Athens by 330 BC or that of Taxila University in India during the
same period.
• Aristotle is said to have given two types of lectures: detailed
discussions in morning to advanced students and in the evening,
short discourses for general people.
• Even after the introduction of Information Technology in
Education during 1990s there is not much basic changes in the
way in which teachers are teaching and students are learning or
scholars are researching in Schools or Universities.
• Compared to age of Aristotle, now knowledge has grown both
vertically and horizontally into thousands of folds along with the
number of learners and teachers; as a result, the old techniques
and methods and organizational structure have become totally
incompatible. A revolution in education is the need of the hour to
help humanity make rich in knowledge, skills and expertise.
12

KNOWMATICS –
A NEW REVOLUTION IN EDUCATION
• Knowmatics has been proposed to make a Revolution in Education. as
elaborately discussed in :
• 1) Knowmatics: A New Revolution in Higher Education .Journal of the
World Universities Forum, Volume 4, Issue 1, pp.1-12. Article: Print
(Spiral Bound). Article: Electronic (PDF File; 763.482KB).
cgpublisher.com...www.wuj.cgpublisher.com/products_index Mathew,
Raju M. and Mathew, Ranjit Raju, Knowmatics: A New Revolution in
Higher Education--Mathew’s Theories of Knowledge Production and
Consumption as the basis of
• 2) Knowmatics: A New Revolution in Higher Education – YouTube
www.youtube.com/watch?v=4p0SXqRuV3k
Mathew's Theories of Knowledge consist of the two basic theories in
knowledge consumption and production formulated by Mathew in 1984,
were published in ...
• 3) Knowmatics and knowledge industries – YouTube
www.youtube.com/watch?v=fHcapByJeS4
–
• 13

DATA,INFORMATION AND KNOWLEDGE
• Knowledge must be distinguished from Data or Information or Documents
in print or digital form.
• The building blocs of Data are bits which do not have any independent
meaning, unlike concepts. Processed Data constitute Information.
Information is one-dimensional and it has no value without Knowledge.
• The building blocs of Knowledge are concepts; each concept is multi-
dimensional in nature and can be represented at different levels such as
Elementary or Basic, Advanced and Specialized with several subclasses All
Domains of Knowledge have a common structure similar to our logical
thinking structure.
• In spite of human evolutions and social revolutions, the basic nature and
the thinking and learning pattern or the knowledge consumption-
production pattern of the human beings remain almost same. That is why;
the Vedas and Upanishads created about 5000 years ago, the Bible (the
Old and the New) between 3500 to 2000 years ago and the Koran about
1400 years ago and the Modern Science during the last 100 years are
understandable to us even in the 21st century. Other wise, nobody can
understand them.
14

KNOWLEDGE – STOCK AND FLOW
• Knowledge can be either a stock or a flow. All the
knowledge kept in the printed or the digital forms or
documents constitute the stock of knowledge or static
knowledge.
• All the knowledge that flows from experts or scholars or
teachers to others can be considered as the flow of
knowledge or dynamic knowledge. For the human
interventions, static knowledge changes its content and
quality when it is transformed into Dynamic Knowledge.
• Almost all the existing Information Systems, Data Banks and
Libraries, including Digital Libraries and e-books are based
on Static Knowledge or Information. Knowmatics-based
Knowledge Banks deal with Dynamic Knowledge.
15

KNOWLEDGE-- A PRODUCT FOR CONSUMPTION
AND PRODUCTION
• Knowledge, though intangible, is a form of wealth, capable of adding values to all
other wealth when applied. In economic terminology, Knowledge is a Product for
Consumption and Production. Consumption of Knowledge leads to the
production of Knowledge. Every scientific or technological or social advancement
results in the intensification of knowledge in the social production processes.
• Education, Teaching, Learning, Training, Skill Acquisition, Research and Scientific
Productivity, Inventions, Innovations, Policy and Decision-making are basically a
function of Knowledge Consumption and Production. Knowledge is inbuilt in
every aspect of Education, Training, Values, Beliefs, Revelations, Culture,
Language, Expertise, Professional Practices, Inventions, Innovations,
Interpretations and Explanations.
• All forms of social organizations and institutions, including Schools, Colleges and
Universities are charged with processing, consuming and producing Knowledge
at different levels or quality. Every religion is founded on a set of faiths, beliefs
and practices that constitute the consumption, production and transfer or
communication of Knowledge .
• The terms: ‘Word’ in the Bible, ‘Read’ in the Koran and ‘Om’- the Sound in
Hinduism represent ‘Knowledge’ of different nature. The Bible says: ’Beginning
was the word’ and asks “to hear or listen the words” ; The Koran starts with the
command : “You Read”;for the Hinduism ,“ Ohm” the Sound or the Cosmic
Energy was the beginning.
16

THEORIES OF KNOWLEDGE
CONSUMPTION AND PRODUCTION
• Even though Philosophers, Educational Psychologists, Linguists and Brain
Researchers had dealt Knowledge within their framework, there was no
theory on the consumption and production of knowledge.
• As early as 1981, Mathew ( the present author) in his book published from
England pointed out the possibility of treating knowledge as a product for
Consumption and Production. On this basis, he was nominated to a 12
member FID International Committee on Research on Theoretical Basis of
Information Science as the youngest member with Prof. A. I. Mikhalove, the
father of Informatics, as the chairman. The Committee had consultative with
the UNESCO.
• In 1985 when Information Technology was not popular even in the West, the
Committee published the Two Theories of Knowledge Consumption-
Production of Raju M. Mathew . Subsequently they appeared in eight
languages and came to be known as Mathew’s Theories of Knowledge that
can be applied in augmenting learning, acquisition of sophisticated skills and
scientific productivity. They have become an area for doctoral research. A
detailed discussion on the applications of these theories in Education is
given: www.slideshare.net/drrajumathew/mathews-theories
17

PRACTICAL IMPLICATIONS OF MATHEW’S FIRST
THEORY OF KNOWLEDGE
• Mathew’s Theory of Knowledge Consumption-Production Correlation identifies
the direct correlation between high level (quality) knowledge consumption and
high level knowledge production. High level knowledge producers are experts,
scientists or technocrats , decision makers, innovators, problem solvers or rulers.
The basis of high level knowledge production is high level knowledge
consumption.
• Its educational and training implications are: to produce the required number of
experts or people with required skills is to indentify young people with the
minimum intellectual caliber and aptitude and feed them with basic or
elementary, advanced and specialized knowledge within a short period of time
using the most optimal learning, instructional or training strategy in a deliberate
and systematic way. Unfortunately, in the existing education and training
programs employed for civilian and military purposes, there is no deliberate
attempt to create high level knowledge consumers and producers. Experts are
created quite accidentally, not deliberately.
• If the theory is applied, the cost, efforts, strain and time expended for education
and training can be cut short into one fifth. Knowmatics based Knowledge Banks
are proposed for ensuring accessibility of knowledge and high level consumption
of knowledge leading to high level knowledge production.
18

PRACTICAL IMPLICATIONS OF MATHEW’S
SECOND THEORY OF KNOWLEDGE
• Mathew’s Stage Theory of Knowledge Consumption-Production
Growth identifies five distinct stages of knowledge consumption
that ultimately leads to high level knowledge production or
making of the experts or decision makers or problem solvers.
• By developing the required technology and system, knowledge
accessibility and knowledge consumption can be augmented into
several folds besides making a quantum leap from lower stages to
higher stages.
• It implies that the cost, time, efforts or strain of education and
training can be cut short into five to ten fold besides achieving
efficiency and effectiveness. Knowmatics based Knowledge Banks
are proposed for ensuring accessibility of knowledge and high
level consumption of knowledge. This theory can be employed in
the acquisition of sophisticated skills within a short span of time,
especially in training pilots and military personnels.
19

INFORMATION TECHNOLOGY REVOLUTION
AND EDUCATION
• By 1986 Information Technology Revolution became a reality with a lot of
promises, including a revolution in education. Mathew started to study
the theoretical foundations of Information Technology in the context of
application in Education and Knowledge Processing.
• However, the application Information Technology in Learning, Teaching
and Research has been limited only at peripheral level without going deep
in the heart of Education for its inability to process, manage and employ
Knowledge. Even in 2013, the role of IT has been limited with information
search, retrieval, analysis, manipulation and presentation or
communication.
• Too much exposure of IT to children at a tender age has negative impacts
on their personality development, creativity and imagination. (digitally
modified children (dmc) - new threats to the ... - SlideShare
www.slideshare.net/.../crimes-against-children-in-the-digital-age
20

INTERNET –KNOWLEDGE VS INFORMATION
• Internet search has been designed to download the maximum data or information
about information within a short span of time, including irrelevant and unwanted
ones. To cull out a small quantum of knowledge from a heap of data or information,
one has to spend hours together in searching, weeding out, organizing, extracting and
organizing.
• It may take over 30 hours to extract worthwhile Knowledge from a mountain of data
or information searched and downloaded by spending just 30 minutes., provided one
is equipped with skill and expertise in formulating queries, using the exact key
words, narrowing down the searches, downloading and identifying the relevant
materials, organizing them, extracting the relevant knowledge from them and finally
packaging or presenting it. All the initial advantages of the internet has been eroded
and loosing its cost-effectiveness.
• It can be seen that not only the University students but even primary school students
also follow almost same search strategy and download almost same materials from
the net. However, over 80% of the resources available in the net, including
Wikipedia, is not authentic and up-to-date. As a result, not only school children or
university students but also Experts, Professionals, Researchers, Policy Makers and
University Professors are forced to satisfy what they get from the net. In spite of all
these complexities, about 90% of the internet resources has not been utilized
optimally and less than 8% of the resources has been used heavily. So also is the case
with the conventional libraries and learning resource centers.
• 21Dr.Raju M. Mathew - Developing Knowledge Economy for the UAE

THE STATED VISION AND MISSION AND
THE ACTUAL ACHIEVMENT
• School teachers and students do not have much freedom to go away from the
curriculum and prescribed text books for the constraints of time, resources and the
rigidity of the system though higher education is bit more flexible. However, Libraries
are the most under-utilized resources in almost all educational institutions; about
80% of the library resources has not been touched by anybody at all (20/80 Rule).
• Curriculum, Text Books and Instructions have been designed unidimensionally in the
sense that they are made basically for a particular type of students with a particular
intellectual caliber, mindset, disciple, imagination and creativity, generally called as
average students who constitute less than 50% of the student body.
• But in reality, over 20% students is above average and above 30% students is below
average. Even the average students are not homogenous as is in the case of above
average or below average students. Each student is multi-dimensional in nature. Each
student varies in his or her intellectual caliber, aptitude, imagination, creativity, level
of abstractness, vocabulary, language skill , learning skill and involvement.
• As a result, the existing education systems all over the world, including the British,
American, Indian or Chinese are unscientific, inefficient and ineffective to the extent
of between 70 to 90%. To absorb a small quantum of skill, values and knowledge, the
stress, strain and pain undertaken by each student is unjustifiably too high for the
wrong methodology and unscientific nature.
• It is less than 2% of the students fulfill the goal set by the school or the society when
leaving the school or becoming an adult citizen—the glaring discrepancy between the
stated Vision and Mission of the education institutions and their actual achievement.
22

THE BEST TEACHERS AND THE
GREAT SCIENTISTS
• The best students and the best school or university are endowed
with the best teachers and great scientists who are not only rich in
knowledge or expertise but also with best methods and skills of
instruction and learning, ability to motivate the students and
induce their imagination and above all gifted with effective
communication skills.
• But unfortunately, at any moment of time, just 2 or 3 % of the
students alone is getting such kind of the best teachers and the
great scientists. In other words, over 90% of the students is
spoiled with poor or incompetent teachers or schools.
• If every student is lucky enough to have the best teachers and the
great scientists to interact with them, the efficiency and
effectiveness of the schools or universities could have been
increased into ten or twenty folds. Knowmatics based Knowledge
Banks has been designed to solve this fundamental problem of
Education and Training.
23

ARAB KNOWLEDGE BANK
• Since I have elaborated the underlying principle, strategy and
methodology of the Arab Knowledge Bank in my presentations
uploaded in slideshare.net, as given in the following links , I am not
elaborating them.
• 1. ARAB KNOWLEDGE BANK -MAKING KNOWLEDGE ACCESSIBLE ...
• www.slideshare.net/drrajumathew/arab-knowledge-bank-for-the
Sep 25, 2012 – Arab Knowledge Bank deals with all types and forms
of Knowledge, not Data or Information, for the Arab World as a Big
Business. It involves ...
• 2. ARAB KNOWLEDGE BANK -- WHY AND HOW ? ?
• www.slideshare.net/.../arab-knowledge-bank-why-and-how-
• 1459965...Oct 5, 2012 – Discuss the need for the Arab Knowledge
Bank, the Methodology, Theory, Technology, System and Business
Model of the Arab Knowledge ..
24

SYSTEM AND TECHNOLOGY OF THE ARAB
OR NATIONAL KNOWLEDGE BANK
• Since Knowledge Bank is a revolutionary idea, it demands new
technology, system and business model from the familiar ones. By
protecting the IPR issues, a New System must be designed; new
programs must be developed; new technology must be devised or the
existing technology must be redesigned and new business model must
be worked out. A dedicated team of experts can develop all these within
six months. Decision must be taken in adopting either cloud or rain
computing besides the appropriate networks.
• Along with developing the system and technology, different types of
domain experts, professionals, service providers, knowledge engineers,
knowledge technicians, channel, but its cost is less than the cost of an
average university in terms of land, building, technology, staff and etc.
25

SOME OF MY WORKS IN
ECONOMCS OF KNOWLEDGE AND KNOWLEDGE ECONOMY
• I started my career as a Lecturer in Economics. After studying Islam, Christianity, Hinduism,
Buddhism, Communism, Fascism, besides Political Science, History and philosophy of Science and
Technology till early 80s, I turned towards Economics of Knowledge.
• My first work on Economics of Knowledge was published from England by the MCB University Press
in 1981 . As a result, I was nominated to a 12 member FID Committee on Research on Theoretical
Basis of Information Science as the youngest member. The Committee had consultative status with
the UNESCO.
• In 1984 I formulated two theories of Knowledge Consumption and Production that got published
form Moscow in1985 for the Netherlands based International Federation for Documentation. They
appeared into several languages and known as Mathew’s Theories of Knowledge. These theories
can effectively applied in augmenting Education, Skill Acquisition and Scientific Productivity.
• With the emergence of IT Revolution, I started to study the theoretical and policy aspects of
Information Technology besides the Social Application of IT for Development. My works got
presented or published for the Second World Conference on Strategies and Policies of Informatics
for Development, Rome, I984; International Information Economy Handbook 1985, IFIP Second
World Conference on Tele-Teaching ,Norway,1992 and etc.
• Since I propounded Knowmatics – Mathematics and Cybernetics of Knowledge- in 2005, I have
been conducting research on Knowledge Economy, Knowledge Science, Cybernetics of Knowledge,
Intelligent Internet, New Generation Knowledge Industries, Redesigning Schools and Universities
for the Knowledge Economy. Some of my works can be found at
www.slideshare.net/drrajumathew
26

U.A.E KNOWLEDGE ECONOMY--PROBLEM IN DEFINING KNOWLEDGE ECONOMY OR INDUSTRY

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