EDUCERI › Innovation Strategy for Education and Training Reports
How can mathematics education foster that are appropriate for innovative societies – that is, technical skills, creative and critical skills as well as social and behavioural skills related to maths? Critical Maths for Innovative Societies explores how to achieve these goals. Based on a review of state-of-the-art experimental and quasi-experimental research, it argues that new types of problems should be featured in mathematics curricula, namely complex, unfamiliar and non-routine (CUN) problems. It also shows that pedagogies that emphasise metacognition, that is an explicit thinking about one’s learning, have an impact on mathematics outcomes, including mathematical reasoning, communication and math anxiety, from kindergarten to university level.
Measuring Innovation in Education
Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Education offers new perspectives on addressing the need for such measurement.
Promoting Skills for Innovation in Higher Education
Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation.
Educating Higher Education Students for Innovative Economies
Using two international surveys of tertiary education graduates five years after their graduation, this article published in the Tuning Journal for Higher Education shows that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation.
This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration.
The Italian Ministry of Education launched in 2007 a National Plan for Digital Schools (Piano Nazionale Scuola Digitale) to mainstream Information Communication Technology (ICT) in Italian classrooms and use technology as a catalyser of innovation in Italian education, hopefully conducing to new teaching practices, new models of school organisation, new products and tools to support quality teaching. The Italian Ministry of Education, Universities and Research asked the OECD to review its Plan from an international perspective and to suggest improvements.
Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by teachers in two field trials in schools in England.
In most sectors, innovation comes also from tools and products developed by a highly innovative industry. This report shows that a new specialised industry which is developing innovative tools is emerging in the education sector, even though the phenomenon remains modest.
Curriculum is essential when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students.
Workforce Skills and Innovation: an Overview of Major Themes in the Literature
What workforce skills are needed in an innovation-driven economy? This report provides an account of the main approaches, debates and evidence in the research literature on the role of workforce skills in the innovation process in developed economies.
Innovative Workplaces: Making Better Use of Skills within Organisations
This book shows how interaction within organisations, as well as individual and organisational learning and training, are important for innovation. It will interest policy makers in education, employment and innovation as well as business leaders and academics.
The OECD Innovation Strategy: Getting a Head Start on Tomorrow
This publication presents the OECD Innovation Strategy. It provides analysis and policy guidance on issues relating to education and training policies, policies that support business environments and infrastructure for innovation, and policies that foster the creation and diffusion of knowledge. The report advocates an approach that accounts for overlapping policy domains and integrates the domains through mechanisms at the local, regional, national and international levels.
Measuring Innovation: A New Perspective -book or online version
This volume builds on 50 years of indicator development by OECD and goes beyond R&D to describe the broader context in which innovation occurs. It includes experimental indicators that provide insight into new areas of policy interest, and highlights measurement gaps to propose directions for advancing the measurement agenda.
Do Quasi-markets Foster Innovation in Education?
Does the rate of innovation increase when educators are spurred on by competitive incentives? What types of innovations then appear, and in what levels of the educational organisation? This report reviews the evidence, drawing on information from over 20 countries.
Assessment and Innovation in Education
This study proposes three main ways of combining assessment and innovation:
1) developing a wide range of performance measurements for both students and schools;
2) rethinking the alignment of standards and assessment;
3) measuring the impact of assessments on teaching and learning.