By : Collence.T.Chisita

ABSTRACT

This paper is going to assess the knowledge management patterns in the government technical institutions of Higher learning in Harare. The writer will explore the shifts in knowledge production within these institutions explore the shifts in knowledge production within these institutions of Higher learning and try to establish any interdisciplinary collaboration between industry, education and other stakeholders. This paper will also outline the knowledge management systems and their role in complementing educational objectives. This will be explored in the context of a global information or knowledge society in which the quality of life, and the prospects for social and economic development depend increasingly upon information and its effective exploitation.

The writer will expound that the information society would be a society in which the patterns of work and leisure, education and the market system are all influenced by developments in information and knowledge. The writer envisages the country of focus as an evolving post –industrial society whose contours would be based on information and knowledge just as the industrial society was characterized by a society driven by the production of goods and services. The concept of knowledge and information management has become topical to the extent that it is now on the agenda of many formal organizations and Zimbabwe is no exception.

Knowledge has become increasingly more valuable than the traditional tangible assets and this is why the writer is motivated to investigate the knowledge management patterns in government technical institutions of Higher learning in Harare. The writer’s interest to conduct this study has been triggered by the fact that technical institutions of higher learning in Zimbabwe have embarked on programmes on how information and knowledge can be utilized to realize Millennium Development Goals. Knowledge management is here viewed as a concept that refers to the broad collection of organizational practices and approaches relating to knowledge creation, coordination and promotion and application in dealing with practical problems.

INTRODUCTION

Morrow defines knowledge management as a concept that encompasses the sum total of organizational practices and approaches relating to the generation, dissemination and application of knowledge.1 Bernborn views Knowledge management as a process of discovering knowledge and being able to systematically organize it for use and the value that is derived from sharing and systematically using it.2The concept of” knowledge “ can be traced back time immemorial as communities struggled to acquire knowledge to enable them master nature rather than live at its mercy. Knowledge refers to the state of knowing, the capacity for action and codified, captured and accumulated facts.

It was through the acquisition of knowledge that societies were able to evolve from one mode of production to the other. Knowledge management as an academic discipline is arguably in its infancy with such terms like “knowledge economy” and knowledge society evolving. The common denominator of the various definitions of knowledge management involves the exploitation and development of organisation’s intellectual assets with a view to realize organizational goals.

The concept has a close relationship with epistemological debates in ancient and contemporary Western philosophies, for example, Descartes argued that there was need for a body of knowledge about knowledge. It has now become a universally topical issue as it dominates the agenda of institutions of higher education. Kidwell (et.al) notes that Colleges and Universities have an opportunity to apply knowledge management to every part of their mission because there is tremendous value that can be derived from such initiatives, for example, an institution wide approach to knowledge management can result in an exponential improvement in sharing knowledge, improvement in client satisfaction, competitive advantage and realization of organizational goals.3

HIGHER EDUCATION AND KM

Professor Jennifer Rowley notes that Higher Education institutions are in the knowledge business because generally they are involved in knowledge creation, coordination and promotion.4 Knowledge management is critical for national development because successful organizations are judged by how they utilise knowledge in order to realize organizational objectives and institutions of higher learning in Zimbabwe are no exception to this trend. Kidwell (et.al) notes that in the current age of information economies, higher education institutions have significant opportunities to apply knowledge management practices to support every part of their mission.5

Institutions of higher learning are the engines of national development and it is imperative that they should be involved in promoting the drive towards a knowledge driven economy. The writer goes on to state that sharing knowledge is the main purpose for the existence of institutions of higher learning and as such the Harare Polytechnic and other government institutions in Harare are satiated with examples of programmes whereby they have leveraged knowledge to stimulate innovation and achieve organizational success as the engines of social and economic transformation.

BACKGROUND TO THE STUDY

Zimbabwe has invested heavily in higher education because the integration of knowledge, education and technology will accelerate the drive towards the realization of a knowledge society. Muganda notes that the integration of knowledge technology and livelihood in education systems basically means an integration of general education that is normally obtained through formal or non-formal training with vocational skills and competencies that are relevant to the social and economic well-being of the learners and the society.6 This approach to knowledge generation is premised on the notion that learners learn to acquire skills and knowledge in order to transform information to knowledge relevant in solving day-to-day problems encountered by the community.

The institutions of Higher Education have been integrated within the frameworks of knowledge creation, production, reproduction and consumption process and this also includes the incorporation of both formal and non-formal education. This integrated educational system has provided the basis for the development of a knowledge society in Zimbabwe. Technical institutions of Higher Education have incorporated knowledge with social, economic and technological development within the local and universal context of their respective environments.

METHODOLOGY

The study was based on the survey methodology, which involved the use of interviews and questionnaires to collect data. In this study the researcher combined data collection techniques to collect information from the research departments of the target government technical institutions of higher Education in Harare. This design was chosen because it enabled the researcher to collect data from dispersed population within the parameters of Harare. The researcher also used the observation method to obtain first hand information pertaining to the research phenomenon.

ISOP AS AN OUTREACH PROGRAMME

The Harare Polytechnic has in place the Integrated School Outreach Programme or (ISOP) whereby the college works with rural communities to impart skills that are meaningful to the livelihood. The college has been able to take the knowledge and skills to the rural people by firstly identifying the knowledge and skills deficiencies within the community, secondly seconding qualified staff to train the locals in income generating projects like sewing, building, dress making, business management and other relevant disciplines. This ISOP project is a typical example of a bottom up or grass-roots adoption of Knowledge management, which reflects the human and cultural dimension of knowledge management through the vehicle of communities of practice.

The Integrated School Outreach Programme involves the College going out to the community to find out the training needs of local communities. It is departure from the conventional system whereby students do apply to study a curriculum is that is readily designed for them by the curriculum development unit. The local communities have immensely benefited in terms of acquiring skills in baking, soap making, dressmaking, welding, carpentry and building. This approach reaffirms the notion that education should be geared towards equipping students with life-long skills that will enable them to effectively deal with the socio- economic challenges of life.
“ …the whole process of education should be conceived as the process of learning to think through the solution of real problems…”7

RESPONDING TO LOCAL NEEDS

The people centered approach towards knowledge generation is driven by the needs of the local people and it is part of the process of democratising education so that it is accessible to all irrespective of one’s social standing. This programme has seen the Harare Polytechnic’s lecturing staff being deployed in rural areas to impart knowledge and skills on projects relevant to the local communities, for example, dressmaking, building, welding and carpentry. It is through such programmes that the concept of intellectual humility as outlined by Steve Covey is realized and upheld as illustrated by one of his comments “principle centered people are constantly educated by their experiences…They discover that the more they know the more they realize that they do not know; that is as their circle of knowledge grows so, thus its outside edge of ignorance grows” 8

INNOVATIONS IN SCIENCE AND TECHNOLOGY

Another significant stride by the Polytechnic can also be noted in the Jatropha Biodiesel Project. Through its Science and Technology Department, it managed to carry out a research project that resulted in the production of Biodiesel from the Jatropha plant commonly known as “Mujirimono” in Shona language. This project was embraced by the state and actually culminated in the commissioning of a national biodiesel plant at Mount Hampden near Harare. The national project now involves other players like Industry and Commerce including other stakeholders. Harare Polytechnic has a small press and small processing plant with a capacity of 500litres/day.

“The energy challenge for Africa requires a diversified approach and the need to recognise the potential contribution of various energy resources," 9

The other project that the College is embarking on includes the production of agricultural implements scotch –carts, disc harrows and ploughs to complement the Agricultural mechanization programme. This involves a partnership incorporating the college, industry and the government and this is true reflection that knowledge is being used to respond to local needs for sustainable development. This project has also involved students in live projects in the production of agricultural implements and this has given them experiences of producing products of value as well as an opportunity to contribute towards national development. The other collaborative projects includes the collaboration between the Departments of Civil, Electrical, and Mechanical Engineering drip irrigation technology which is also known as efficient irrigation technology. This technology is being customized to suit local needs in promoting sustainable development.

PARADIGM SHIFT IN KNOWLEDGE PRODUCTION

Such projects mark a paradigm shift from Mode 1 of knowledge production to Mode 2 of knowledge production which is characterized by partnerships, for example, there is an inter-disciplinary collaboration between science and technology focusing on production and automotive engineering focusing effect on the engine, automobile performance and other variables. This development validates what Gibbons and Scott (et.al) have always emphasized on the paradigm shifts in knowledge production. This has seen many organisations assuming an outward looking and responsive approach to local needs rather remaining insulated from local needs.10

OUTWARD LOOKING APPROACH IN HIGHER EDUCATION TRAINING

This outward looking approach towards education helps in that these colleges will be creating their own knowledge and they are also able to define this knowledge from their own perspectives rather than having other people defining knowledge for them. This is a reaffirmation of Nath assertion that it is imperative for developing countries to find and secure strategies for valuing and owning their knowledge and knowledge foundations.10 The writer goes further to assert that there is danger in uncritically accepting foreign knowledge and information that can distort reality especially in the context of information as a source of power. Saadar echoed similar sentiments”. Information and knowledge organized on the basis of a particular world view will direct the mind towards that world view and hence will influence the behavior of those who have (information and knowledge) imposed on them…”11

This new development also reaffirms Anantatula’s assertion that knowledge management is concerned with the use of Information Technology and tools, business processes, best practices and culture to develop and share knowledge within an Organisation and create linkages between people who possess knowledge and those who seek to know.12 These developments in the form of innovations have amplified and helped in shaping the magnitude along which trans-disciplinary cross fertilization and communication as a response to socio-economic problems is taking place and Zimbabwe’s technical institutions of Higher learning are no exception to this development.

The opening up of access to higher education to a wider array of social classes and age groups, with students from a diverse range of life and work experiences, has led to an equivalent shift in the 'higher learning' function of institutions. Technical institutions of Higher education in Zimbabwe have shifted from the elite cultures and specialist knowledge of privileged middle class to progrmmes that integrate the ideals and expectations of underprivileged communities, with references to the acquisition of relevant practical competencies critical for para-professionals, professionals and community life.

CHANGING PATTERNS

The changing pattern in knowledge production and consumption is also significantly notable in the changes and evolution of syllabi in curricula in the respective institutions and the new terminology reflecting the paradigm shift in the focus of today’s higher education. Originally the education system was mostly theoretical and then evolved into vocational where emphasis shifted to production. Now emphasis is not only being able to provide lower order skills but to become even more pro-active entrepreneurs who are the driving forces of economies. Such new terminologies or normenclature to describe the new phenomenon include ‘technopreneurship’, ‘technovation’, ‘infopreneurship’, ‘infobrokerage’, ‘creagement’ (creation management), including other more effervescent terms.

Harare Institute of Technology has demonstrated remarkable progress in implementing technopreneural projects. These have been mostly in their Science and Technology and Engineering departments. Various research projects that have been successfully implemented include the rural bathing geyser that uses coal heating, diesel making from steam of heat-charcoal, tobacco seed germinator, soya products like milk, yogurt and ice-cream. Products like the soya products have actually been patented and are now intellectual assets. Before these products are patented, they undergo technological incubation, i.e. testing and simulation to ensure that the ultimate product will conform to standards before commercialization. This is a remarkable feat, in view of the fact that patents and copyrights are the ultimate goal of knowledge production and management as institutions owning these can actually sell and get proceeds from knowledge generation through research and development!

Government technical instutitutions of higher learning have developed systems, in the form of libraries and electronic databases to support projects, which contribute to the systematic management of information. At institutional level there exists libraries with both centralized and decentralized systems to provide for the information needs of both students and staff. These facilities are also complemented by information resource centers providing Internet services at a subsidized rate to both students and lecturers. There is also the use of annual departmental reports that are then compiled into an annual college report by both technical institutions of Higher Education. These publications help to capture and accommodate useful knowledge that is kept for further reference and for posterity.

At the national level the National Archives of Zimbabwe exists to provide records management and archival services, for example, patents are deposited for safekeeping under highly strict security consideration. As a National Reference library the National Archives is legally mandated to offer reference and bibliographic services, which also feeds on to the universal bibliography control. Many colleges deposit dissertations with the National Archives.
CONCLUSION

The knowledge management patterns of technical institutions of Higher Education in Harare have changed to encompass an all-inclusive approach towards training. This involves creating linkages and networks between government technical institutions and industry and commerce. Organisations should prioritise knowledge management as it helps knowledge generation and in creating intellectual assets that can be marketed to generate wealth as well as creating employement. Institutions of higher learning should continue to set higher benchmarks in knowledge management as this will help to produce quality products. The shift in knowledge production have resulted an improvement of quality of products and services.

REFERENCES

1. Morrow,N.M.Knowledge Management Introduction In.Williams,M.E.(ed)Annual Review of Information Science and Technology(ARIST)p.382.

2. Jillinda, J.Kidwell (et.al)Applying corporate Knowledge Management Practices in Higher Education.In :Education Quartely.
3. Bernborm,G(ed)Information Alchemy:The Art and Science of Knowledge Management,EDUCAUSE Leadership Series,3.San Fransisco:Jossey Bass, 2001.
4. Rowley,J.I Higher Education ready for the Knowledge Management.In:International Journal of Educational Management.200.Volume.Issue 114p.325
5. Muganda, C.Developing a knowledge society in Developing communities:Challenges and Prospects.In:JIPE-Journal of Issues and Practices in Education.Vol.I,No.1, June, 2006.Dar Es Salaam:Open University of Tanzania.p.36.
6. Covey ,Steve.In:Kumar,G.Sociology of Information Management. 2nd.ed.New Delhi:Ashok Publications, 1998.p.191.
7. Lake, J.Lifelong learning skills:How to teach today’s children for tommorow’s challenges.Ontario:Pembroke,1997.p.64
8. African Development Bank Report, 2006.
9. Gibbons, Michael(et.al) (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage
10. Nath, V(2004) Heralding ICT enabled knowledge societies:Way forward for the developing countries, Policy Analyst,New York:UNDP
11. Saardar, Z.Information in the Muslim World:Astrategy for the Twenty -First century.London:Mansell, 1988.
12. Kumar, G.Sociology of information management.2nd.ed.New Delhi:Ashok Publications, 1998.
13. Anantula, V.(2005).Knowledge management criteria.In Stanskovsky, M.(ed)Creating the discipline of knowledgement.Oxford:Elsevier Butterworths Heinemann.p.171-181.
14. Mchombu,KWhich way African Librarianship?In IFLA Journal.No.17(1991)

BIBLIOGRAPHY

1. African Development Bank Report, 2006.

2. Anantula, V.(2005).Knowledge management criteria.In Stanskovsky, M.(ed)Creating the discipline of knowledgement.Oxford:Elsevier Butterworths Heinemann.p.171-181.
3. Bernborm,G(ed)Information Alchemy:The Art and Science of Knowledge Management,EDUCAUSE Leadership Series,3.San Fransisco:Jossey Bass, 2001.
4. Covey ,Steve.In:Kumar,G.Sociology of Information Management2nd.ed.New Delhi:Ashok Publications, 1998.p.191.
5. Gibbons, Michael(et.al) (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage.
6. Jillinda, J.Kidwell (et.al)Applying corporate Knowledge Management Practices in Higher Education.In :Education Quartely.
7. Kumar, G.Sociology of information management.2nd.ed.New Delhi:Ashok Publications, 1998.
8. Lake, J.Lifelong learning skills:How to teach today’s children for tommorow’s challenges.Ontario:Pembroke,1997.
9. Mchombu,KWhich way African Librarianship?In IFLA Journal.No.17(1991)
10. Morrow,N.M.Knowledge Management:An Intoduction.In.Williams,M.E.(ed)Annual Review of Information Science and Technology(ARIST)p.382.
11. Muganda, C.Developing a knowledge society in Developing communities:Challenges and Prospects.In:JIPE-Journal of Issues and Practices in Education.Vol.I,No.1, June, 2006.Dar Es Salaam:Open University of Tanzania.p.36.
12. Nath, V(2004) Heralding ICT enabled knowledge societies:Way forward for the developing countries, Policy Analyst,New York:UNDP.
13. Rowley,J.I Higher Education ready for the Knowledge Management.In:International Journal of Educational Management.200.Volume.Issue 114p.325
14. Saardar, Z.Information in the Muslim World:Astrategy for the Twenty -First century.London:Mansell, 1988.