There is a growing consensus that formal education should cultivate the creativity and critical thinking skills of students to help them succeed in modern, globalised economies based on knowledge and innovation. However, teachers’ (and countries’) ability to foster and monitor progress is limited by the lack of understanding of how some of these skills materialise at different development stages. One reason why these competences are not promoted in a systematic way is that education systems have rarely established ways to assess them formally. Another, related reason is that, beyond an agreement on the broad objective, it is not clear how these skills can be visibly and tangibly articulated by teachers, students and policy makers, especially as part of the curriculum.
List of participating countries in primary and secondary education :
Brazil, France, Hungary, India, Netherlands, Slovak Republic, Spain, Thailand, United States, and United Kingdom (Wales)
The project "Teaching, assessing and learning creative and critical thinking skills in education" has two different strands. The first strand focuses on fostering creativity and critical thinking in primary & secondary education (project from 2015 to 2019) and the second strand looks at creativity and critical thinking skills in higher education (project from 2019 – 2022).
Beyond a contribution to the improvement of international knowledge and understanding on these issues, participation in the study will allow countries to explore domestically how they can monitor the implementation of a skills-based curriculum and incentivise both teachers and students to develop the creative and critical thinking skills that will nurture innovation in their society.
In primary and secondary education, the project is a controlled pedagogical intervention that will engage research teams and school networks in 15 countries. The school network within each country will be split into intervention and control groups. The project will work with students at two levels: in primary education, with students aged 8-9; in secondary education, with students aged 12-13. In terms of disciplinary areas, the project will focus on two areas: Science, Technology, Engineering and Mathematics (STEM) subjects, on the one hand, and arts education (either visual arts or music), on the other, but will also leave room to interdisciplinary or project-based approaches.
Publications and reading materials
NEW! The beta version of the OECD CERI creativity and critical thinking app is now available!
The app brings together the pedagogical resources developed in the primary and secondary phase of the project with the aim of supporting changes in teaching and learning.
Please register as a teacher to ensure you have access to all resources (whatever your status).
Request for proposals
The CERI project team on Teaching, Learning and Assessing Creative and Critical Thinking Skills is looking for some partnerships to expand its bank of pedagogical resources and collaboration within countries, as well as make the objectives and instruments it developed more visible. Here below a call for proposals that summarises the types of support and partnerships it would welcome in 2023-24.
More info here.
Senior Analyst, Project Leader and Deputy Head of Division
Phone: 33-1 45 24 92 29
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