CERI Conference on Innovation, Governance and Reform in Education
Paris, 3-5 November 2014
|Live Webcast and Twitter|
The opening session was webcast live on Monday, 3 November. Follow us on Twitter #OECDCERI.
OECD economies have experienced a rapid transformation from industrial to knowledge-based systems. As a result, education is sometimes perceived as losing the race with technology and the soaring skills demand of 21st century economies and the many social changes of contemporary globalised societies. At the same time, significant reform is often difficult, in part because actual teaching and learning are far removed from direct policy influence and in part because education systems have become increasingly complex. The evidence qualifies the image of education as being inherently innovation-averse with innovation certainly not yet systemic and often happening only in isolated pockets.
This conference brought together cutting-edge work and leading players to discuss the core concerns facing leaders and policy-makers with regard to innovation, governance and reform in education. It deepened understanding of the transversal themes of systemic complexity, fostering trust, and promising approaches to accountability and evaluation in contexts of innovation that might help forge new policy directions.
Within OECD/CERI, there is a very rich body of analysis and expert networks to draw on. The following four bodies of analysis were brought together:
- Governing Complex Education Systems (GCES), exploring new forms of governance, bringing in multiple school accountability, knowledge mobilisation, complexity theory, and trust.
- Innovation strategy (IS) has built up a detailed understanding on what can be done to make education systems more innovative.
- Innovative Learning Environments (ILE), especially its third and final strand on ‘Implementation and Change’.
- Innovative Teaching for Effective Learning (ITEL) on how teaching is innovating and improving learning outcomes and is clarifying the nature of teacher professionalism in the 21st century.
In addition to these different strands of CERI analyses, the conference drew on OECD work and expertise from outside CERI, and indeed outside education altogether. It thus related to other streams such as education policy-making and strategies for skills development, and joined up to key findings from other parts of the Organisation.
|The objectives were to|
- Consider a substantial body of newly-completed, forward-looking international analyses on innovation and governance in education, and identify their implications for reform.
- Explore important transversal themes (including complexity, accountability and innovation, trust, evidence, evaluating innovations, professionalism, the transnational dimension) that can best be understood from diverse perspectives.
- Clarify the nature of learning systems and how they can be created and governed, including but extending well beyond formal education provision.
To address these questions, the conference allowed for the active exchange of all participants in a series of plenary and smaller seminar sessions.
- Stefan Kapferer, Deputy Secretary-General
- Dirk Van Damme, Head of CERI
- Lord David Puttnam, Award-winning film producer, influential in education with leading roles in the UK National Teaching Awards, the General Teaching Council, UNICEF UK, and Open University Chancellor
- Summary Report (New!)
- Annotated Agenda
- Ordre du jour
- Background Paper - Innovation, Governance and Reform in Education
- Document de référence - L’Innovation, la gouvernance et la réforme dans l’éducation
- Project Brochure - Innovative Teaching for Effective Learning (ITEL): Teacher's Pedagogical Knowledge and the Teaching Profession
- Project Brochure - Innovative Learning Environments (ILE)
- Project Brochure - Governing Complex Education Systems (GCES)
- Project Brochure - Innovation Strategy for Education and Training (IS)
Session 1: Welcome and Opening
- Stefan Kapferer - Opening Remarks
- Dirk Van Damme - Innovation, Governance and Reform in Education: How CERI Research can Inform the Debate
Session 3.a Key Transversal Themes: Knowledge-intensive Governance, Innovation and Change
- Rien Rouw - Linking Knowledge to Policy and Practice: Collaborative Learning
- Philippa Cordingley - Effective Creation, Mediation and Use of Knowledge in and about Education
Session 3.b Key Transversal Themes: The Challenge of Complexity: Rethinking Relationships and Approaches
- Gábor Halasz - Complexity: the Case of Development Interventions Aimed at Changing Institutional Level Curriculum
- Dahle Suggett - Challenge of Complexity: Rethinking Approaches
Session 4. Innovation in a Global Context: A Keynote Address
Session 3.c Key Transversal Themes: The Digital Revolution? Impact on Educational Innovation, Reform and Governance
- Alexa Joyce - Enabling Education Innovation With Technology: a Transformation Framework
- Øystein Johannessen - The Digital Revolution: Impact on Educational Innovation, Reform and Governance
Session 3.d Key Transversal Themes: 21st Century Pedagogies: Making Change Happen
- Anne Sliwka - 21st Century Innovation in Learning: Implications for Learning in Teacher Education
- Zemira Mevarech - Critical Maths for Innovative Societies: The Role of Meta-cognitive Pedagogies
Session 5.a Innovation Strategy for Education and Training (IS) – Fostering an Innovation Eco-system
- David Jasmin - Fondation La main à la pâte
- Leonardo Tosi - The Italian Digital Plan for Schools
- James Richardson - The Education Endowment Foundation
Session 5.b Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge
Session 5.d Governing Complex Education Systems (GCES) – Modern Governance Challenges
Session 6.a Major Trends
Session 6.b The Role of “Big Data”
- Christian Reimsbach-Kounatze - Data-driven Innovation for Education
- Mart Laidmets - Introduction of Estonian Education Information System (EHIS)
Session 7. Main Messages and Conclusions