(P-ED-11) The Existing Knowledge Gaps and Knowledge Economy

Background/Case Studies: United Nations Development Program (UNDP) Statistical Update 2018 shows clearly the lower the human development index (HDI) the more significant the decrement in secondary and tertiary education enrollment. Data illustrate the impressive paucity in education, hence knowledge teaching in Low- and Medium-HDI countries. This global paucity in in education is predicted to result locally in a weak knowledge economy (KE) of available and accessible knowledge in transfusion medicine (TM).

Study

Design/Methods: An analysis of the education data of the UNDP Statistical Update and the WHO Global Report on Blood Safety and Availability 2021 for Low- and Middle Income Countries (LMIC). Literature search and personal observations during LMIC TM development projects (manufacturing/clinical) development project in different WHO Regions - Eastern Mediterranean, Africa, Southeast Asia, Western Pacific. Thge data were compared between Regions.

Results/Findings: The analysis showed a significant area of attention to bridge the existing knowledge gap. Professionalism has been focused almost exclusively on vocational education of technical skills (higher education; testing and processing) with limited theoretical knowledge and rudimentary attention to topics like governance , legislative and regulative frameworks, human capacity investment and appropriate clinical consumption. There is a weak education environment and teaching climate at secondary and tertiary levels, resulting in ineffective KE and contribution to progress advancement and quality improvement. Health care is not available and accessible for all. An appropriate education environment and attractive teaching climate is missing. Th,is can only be created and developed when countries establish structures (governance), institutional environments, and a competent leadership and teaching cadre (climate), depending on well-educated and motivated cadre of intelligentsia, competent and responsible policymakers and governors, and creating an inviting and inspiring education climate, irrespective of the level of knowledge to be acquired.

Conclusions: KE adds a valuable dimension to quality (culture), However, the downside is a widening of the existing gaps. From the analysis the most essential key elements of KE to overcome the existing higher and academic education gaps are in the formulation formulation of workable policies that will guarantee - a well-structured sustainable education environment, climate and adequate and adaptive curricular structure (students, teachers and institutional governance); a well-and designed education scope and quality of knowledge; intellectual property and stewardship. The analysis of qualified and quantified hey elements of KE, and the impact of differences the HDI groups on national healthcare and TM structures and patient safety as an outcome alludes to methods on how to improve on the identified knowledge gaps.