Centre pour la Recherche et l'Innovation dans l'Enseignement - CERI

Measuring Innovation in Education


Executive summary | Table of contents
Country notes | How to obtain this publication


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.

This book’s first objective is informative: it gives readers new international comparative information about innovation in education compared to other sectors. And it documents change in a variety of dimensions of school practices between 1999 and 2011. Its second objective is methodological: it assesses two approaches to capturing the extent and type of innovation occurring within and across education systems. The third objective is exploratory: this book showcases a large-scale pilot that presents over 200 measures of innovation in education using existing international data. Last but not least, the fourth objective is prospective: this report proposes new approaches to measuring innovation in education in the future.

This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.

Executive summary

Executive summary
The ability to measure innovation is essential to an improvement strategy in education. Knowing whether, and how much, practices are changing within classrooms and educational organisations, how teachers develop and use their pedagogical resources, and to what extent change can be linked to improvements would provide a substantial increase in the international education knowledge base.

Measuring Innovation in Education offers new perspectives to address this need for measurement in educational innovation through a comparison of innovation in education to innovation in other sectors, identification of specific innovations across educational systems, and construction of metrics to examine the relationship between educational innovation and changes in educational outcomes.

Table of contents


  • Chapter 1: Highly innovative workplaces in education and other sectors
  • Chapter 2: Employee participation in innovation in education and other sectors
  • Chapter 3: Speed of adoption of innovation in education and other sectors
  • Chapter 4: Highly innovative jobs


  • Chapter 5: Innovation in teaching style
  • Chapter 6: Innovation in instructional practices
  • Chapter 7: Innovation in class organisation
  • Chapter 8: Innovation in the use of textbooks in classrooms
  • Chapter 9: Innovation in the methods of assessment used in classrooms
  • Chapter 10: Innovation in the availability of computers and the internet in the classroom
  • Chapter 11: Innovation in the use of computers in the classroom
  • Chapter 12: Innovation in the provision of special education in schools
  • Chapter 13: Innovation in the extent of teacher collaboration in schools
  • Chapter 14: Innovation in feedback mechanisms in schools
  • Chapter 15: Innovation in evaluation and hiring in schools
  • Chapter 16: Innovation in schools’ external relations
  • Chapter 17: Composite indices of innovation in classrooms and schools


  • Chapter 18: Innovation and educational outcomes
  • Annex A: Data sources and methods
  • Annex B: Composite innovation indices
  • Countries’ top 5 areas of classroom-level innovations
  • Countries’ top 5 areas of school-level innovations
  • Country index


Country Notes

Australia England Hong Kong, China
Hungary Indonesia Israel
Italy Norway Japan
Korea Netherlands New Zealand
Ontario, Canada Quebec, Canada Russian Federation
Singapore Slovenia Sweden
United States    


 How to obtain this publication

See also



Documents connexes


Also AvailableEgalement disponible(s)