管理學大師杜拉克（P. F. Drucker）曾明確指出知識在社會演進的過程中，扮演著極為重要的角色，而且知識在創造社會財富的角色上，經歷了工業革命（industrial revolution）與生產革命（productivity revolution）兩個階段，目前正進入第三個階段，並且日趨仰賴新知識的發展與應用。另一位管理學者梭羅（Lester C. Thurow）亦宣稱在第三次工業革命中，知識已經取代了先前經濟體系中土地與能源的地位。第五項修練作者聖吉（Peter Senge）亦指出，未來競爭優勢的唯一來源是組織所擁有的知識，以及組織能夠較其競爭對手擁有更快速學習的能力。當知識愈發顯示其重要性時，透過有效管理知識的儲存與運用，存在著一種創造競爭優勢的機會。學校是傳遞知識的主要場所，但長期以來，學校教育似乎總是落後於社會，如何促使學校教育進行必要的革新，將是決定這種差距是否擴大的關鍵因素。因此本文旨在探討知識管理及其在學校教育革新上之啟示。

Peter F. Drucker has highlighted that the role of knowledge in building wealth has passed through two earlier stages, the industrial revolution and the Taylor revolution, and it is entering a new stage where knowledge is being applied to knowledge itself. Lester C. Thurow advocates that with the third industrial revolution, knowledge moves into the position previously held by land and energy. Peter Senge argues that the only source of competitive advantage in the future will be the knowledge that an organization contains and an organization’s ability to learn faster than the competition. Thus, there is a growing belief that knowledge is the most important factor in the long-term success of both an individual and an organization. For many years schooling has been criticized for lacking progress. Schools therefore, must adapt so as to improve their own effectiveness and respond to the changing society in which they serve.The main purpose of this paper is therefore to explore concepts, theories and practice of knowledge management and their implications for schooling innovation.