As a result of the rapid pace of economic and technological development, previously recognised competences have proved outdated and the demand for new competences has increased. In order to effectively function in the changing realities and to efficiently use both one’s own resources and those of the environment, one needs access to information and knowledge. Contemporary concepts of knowledge emphasise that knowledge is abruptly expanding and, thus, that it is exigent to continually analyse, evaluate and organise knowledge. Therefore, the fostering of attitudes of commitment to knowledge not only among young learners but above all among adults is prerequisite for the further development of knowledge, its high quality and continued relevance. Given this, education, guidance and counselling facilities must dedicate themselves to supporting their clients in taking responsibility for their ow knowledge. Additionally, the role and significance of knowledge in the prosperity of individuals, organisations and entire societies are increasing, as knowledge is becoming a valuable resource (capital) which is subject to management processes. This position is adopted and developed by the modern concept of knowledge management (Nonaka & Konno, 1998) and its latest iteration, i.e. personal knowledge management. Replete with educational merits, the latter concept is explored in my paper in the context of changes in conceptualising what knowledge actually is.