Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.
Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past 10 years and the impact of OER on educational systems has become a pervasive element of educational policy
This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.
The Dutch food, agriculture and horticulture sector is innovative and export oriented, with high value-added along the food chain and significant world export shares for many products. Continuous adoption of innovation has permitted to reach high levels of productivity and sustained productivity growth, in particular at the farm level, in a context of increasing environmental regulatory constraints. The challenge is whether marginal improvements in current technologies and know-how will be enough to pursue current rates of productivity growth – sustainably – and whether the innovation system will be able to generate the new ideas that are needed to face future challenges, including those linked to climate change.
Innovante et axée sur l’exportation, toute la filière agricole et alimentaire des Pays-Bas fournit des produits à forte valeur ajoutée, dont beaucoup s’arrogent une part notable des exportations mondiales. D’après un nouveau rapport de l’OCDE, pour maintenir ces résultats et les faire fructifier, l’action publique devrait de plus en plus privilégier les mesures qui stimulent l’innovation et améliorent la performance de durabilité.
Pour l’essentiel, le secteur canadien de l’alimentation et de l’agriculture est compétitif et axé sur les exportations. Bien que les défis et opportunités du secteur agricole canadien varient nettement selon les régions, le secteur agricole primaire bénéficie d’abondantes ressources naturelles et les contraintes environnementales auxquelles il est assujetti sont limitées. Du fait de son climat et de sa géographie, le Canada diffère notamment de nombreux autres pays exportateurs nets dans la mesure où son agriculture représente une part de l’utilisation des terres et de l’eau bien moindre. Les principales atteintes à l’environnement qui lui sont dues tiennent à la pollution de l’eau par les éléments nutritifs localisée dans certains endroits. Les gains de productivité résultant de l’innovation et des changements structurels ont entraîné une hausse de la production et des revenus sans trop peser sur les ressources. Le secteur agricole canadien, axé sur les exportations, doit impérativement être capable d’innover pour tirer profit de l’augmentation et de l’évolution de la demande mondiale de produits agroalimentaires.
Open data is an important part of the toolbox to achieve our goal of promoting robust and inclusive growth. Thus, the G20 must capture the exponential progress in digital technologies and the data revolution to deliver benefits to all segments of society.
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
“The OECD’s ILE work has mobilised and generated profoundly important knowledge about the nature of learning and opened understandings of learning environments within and beyond school. The ILE Framework has already proved to be an invaluable tool for the emerging future of learning leadership and systems development.”
Professor Michael Schratz, Dean, School of Education, University of Innsbruck, Austria; President of the International Congress for School Effectiveness and Improvement (ICSEI)
“Innovation and creativity are the lifeblood of learning. Schooling Redesigned summarises beautifully one of the OECD's most fascinating projects - an attempt to look at the DNA of innovation in schools. Using a global range of actual examples it describes the conditions that education systems have to create if children and their parents, teachers and communities are to feel confident and optimistic about the future. For teachers, the messages are inspiring. Education systems have to focus on enhancing teachers' capacity and motivation. Standardisation cannot do that. Its messages to the profession and its organisations are profound. Teacher unions are, can and should be at the centre of creating the conditions for innovation.”
John Bangs, Special consultant at Education International; Chair of TUAC’s international group on Education, Training and Employment Policy
Opening remarks at OECD Committee for Scientific and Technological Policy Ministerial Meeting, Daejeon, Korea
It is a pleasure to be here to discuss strengthening co-operation in science, technology and innovation (STI) in Southeast Asia.
Governments have agreed to work together to hold the increase in global average temperature to below 2°C above pre-industrial levels. Yet, the world is currently on course for a global mean surface temperature increase of around 3-5°C by the end of the century.
In a world beset by uncertain economic prospects, stronger innovation performance is essential to boosting productivity growth and job creation, and to addressing global challenges like climate change, pandemics and ageing populations. But how do we make innovation happen?