Directorate for Education and Skills

More about the Innovation Strategy for Education and Training

 

The OECD Innovation Strategy was launched by Ministers at their May 2007 Ministerial Council Meeting.

There a mandate was given to address countries’ needs for a more comprehensive, coherent, and timely understanding of how to promote, measure and assess innovation and its underlying dynamics of change.

In response, the OECD has started to develop an effective horizontal and multidisciplinary strategy for addressing the needs of countries for advice on harnessing the potential of innovation as a driver of growth and productivity, equity and development.

The Centre for Educational Research and Innovation (CERI) is co-leading the contribution on human capital and make a contribution on innovation in education.

Innovation in education

Innovation is not only relevant to the private sector. A good innovation policy in education is critical to improve learning outcomes, equity, cost-efficiency and student satisfaction.

  • Could the traditional instruments of innovation policies be used more effectively in education and how – for example, promoting public and private investment in R&D, intellectual property rights, competition, etc.
  • Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?
  • How to manage knowledge effectively to foster innovation and improvement in education – links between research and practice, incentives for networking and knowledge sharing within schools, etc.
  • How to use and coordinate policy instruments such as assessment and accountability, teacher professional development, school organisation, parental involvement to promote innovation and improvement.
  • What are the appropriate methods of evaluation for different types of educational innovation?
  • How to measure innovation in education.

Education for innovation

The skills needed for innovation go beyond the traditional emphasis on science and engineering. This represents a new challenge for policy makers, educators and industry willing to promote an innovation-friendly environment.

  • What are the critical skills for innovation?
  • What is the balance between the different types of skills that are needed, for example science and engineering, entrepreneurship, vocational skills, social and “soft” skills, critical thinking?
  • How does education and training need to evolve to develop the skills needed in the changing innovation landscape? Are some pedagogies more suited than others?
  • What business and social organisational models are the most effective in using and further developing these skills for innovation?
  • How can higher education systems contribute further to the production of these skills and to innovation?
  • What role does the cross-border mobility of people and education play in innovation?

The two proposed areas of work are strongly related since the production of relevant human capital for innovation will require effective innovation in education and training systems, and since education is a major sector of developed economies where innovation is as needed as in all other ones.

Objectives

  • Provide policy makers with key principles for promoting innovation in education.
  • Raising awareness of the roles played by education and training in innovation strategies.
  • Provide a forum for an international discussion on the improvement of education through innovative practices.
  • Produce reports and publications that inform the public about innovation in education and the roles of education for innovation.

Outputs

  • a brief thematic report on innovation in education with a set of general principles to foster, mainstream and sustain innovation in education and training systems, including some coverage of what we know and what we do not know;
  • a series of conferences and fora to start an international discussion on the best ways to create an innovation-friendly environment in and through education;
  • country analyses and new evidence on the extent of innovation in education, and on the potential for innovation, possibly with new indicators to measure it.

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