In problem-based learning, tutors have the opportunity to develop specific and experiential knowledge about their role in the education process. This kind of knowledge has an important place in educational institutions and the teaching process. Therefore, it needs to be redirected into the education system in order to build a culture of learning and knowledge management. In this article, the redirection of this special knowledge about the tutor role in PBL at the Center of Education of Berne, Switzerland is presented.
The method of implementation of tutor knowledge is new and innovative. It explicates implicit pedagocial knowledge. Employing a practical instrument for knowledge management constitutes the critical element of liaison between personal and organisational knowledge. Thus, an association is created between people who learn and learning organisations. The evaluation results are discussed in view of the systemic knowledge process.