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.
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
Well-timed and targeted innovation boosts productivity, increases economic growth and helps solve societal problems. But how can governments encourage more people to innovate more of the time? And how can government itself be more innovative?
The OECD Innovation Strategy provides a set of principles to spur innovation in people, firms and government. It takes an in-depth look at the scope of innovation and how it is changing, as well as where and how it is occurring, based on updated research and data.
Today, the generation and use of huge volumes of data are redefining our “intelligence” capacity and our social and economic landscapes, spurring new industries, processes and products, and creating significant competitive advantages. In this sense, data-driven innovation (DDI) has become a key pillar of 21st-century growth, with the potential to significantly enhance productivity, resource efficiency, economic competitiveness, and social well-being.
Greater access to and use of data create a wide array of impacts and policy challenges, ranging from privacy and consumer protection to open access issues and measurement concerns, across public and private health, legal and science domains. This report aims to improve the evidence base on the role of DDI for promoting growth and well-being, and provide policy guidance on how to maximise the benefits of DDI and mitigate the associated economic and societal risks.
In order to attain its objective of becoming a high-income economy by 2020, Malaysia is engaged in efforts to enhance the performance of its innovation system. A range of challenges need to be addressed and different policy tools can help in this respect. For this purpose the national intellectual property (IP) system can play a pivotal role. This review assesses how Malaysian's national IP system promotes innovation and offers recommendations to improve the design of the system. It does so by analysing the organisation and governance of Malaysia's IP system as well as opportunities and challenges for different local users - ranging from small businesses to frontier companies and public research institutions. Moreover, the review discusses the state of IP markets in Malaysia and related policies and provides a comprehensive set of statistics describing the use of IP in Malaysia in recent years.
This review analyses progress and challenges of open government data in the Polish national context. It is based on existing OECD methodology and formulates recommendations that aim to help Poland improve open government data efforts and achieve impacts. The recommendations take into account the departing level of the Polish context and focus on priority needs, which in the case of Poland is the establishment of an “infrastructure” to support coherent and sustainable efforts across the administration: creation of an ecosystem of related and co-operating actors, establishment of a supportive governance framework, development of the needed skills and culture among civil servants.
Report looks at how to create the environment in government where innovation is encouraged and nurtured.
The public sector has to become more innovative if it is to tackle today’s complex challenges and meet society’s changing expectations. But becoming truly innovative requires deep and broad changes to organisational culture and operations. Drawing on evidence emerging from the OECD Observatory of Public Sector Innovation’s collection of innovative practices from around the world, this report looks at how to create a government where innovation is encouraged and nurtured.
View the latest publications, working papers and reports on innovative government practices.