Informing science and innovation policies: Towards the next generation of data and indicators
The 2016 Sweden Review of Innovation Policy deepens the 2012 Review by focusing on six policy initiatives central to the 2008 and 2012 Swedish Research and Innovation Bills, notably: 1) the increase in funding for university research, 2) the establishment of Strategic Research Areas, 3) actions designed to enhance the role of research institutes in Sweden’s innovation system, 4) the definition and funding of Strategic Innovation Areas in collaboration with industrial, academic and research institute actors, 5) the initiation of a Challenge-Driven Innovation programme addressing societal challenges, 6) improved prioritisation and support for Swedish participation in European research and innovation activities.
This work addresses the role of global value chains (GVCs), workforce skills, ICT, innovation and industry structure in explaining employment levels of routine and non-routine occupations. The analysis encompasses 28 OECD countries over the period 2000-2011.
Achieving green growth requires ambitious transition management policies in key sectors such as energy, transport, water and agriculture. Provided that the pace of innovation in a number of these key areas is growing faster than ever before, the 2015 GGSD Forum examined how to foster the "next industrial revolution" by harnessing the potential of systems innovation policies to support green growth.
The Preservation of Records, Knowledge and Memory (RK&M) across Generations initiative was launched by the Nuclear Energy Agency in 2011 to foster international reflection and progress towards this goal and to meet increasing demands by waste management specialists and other interested parties for viable and shared strategies. The RK&M initiative is now in its second phase, which is to last until 2017. Phase I culminated on 15‑17 September 2014 with the organisation of an international conference and debate on "Constructing Memory" held in Verdun, France.
The conference was attended by approximately 200 participants from 17 countries and 3 international organisations. Participants included specialists from the radioactive waste management area and beyond, academics in the fields of archaeology, communications, cultural heritage, geography and history, as well as artists, archivists, representatives from local heritage societies and from communities that could host a radioactive waste repository.
In the field of long-term radioactive waste management, projects to construct repositories normally last from decades to centuries. Such projects will inevitably have an effect on the host community from the planning stage to the end of construction and beyond. The key to a long-lasting and positive relationship between a site and its host community is ensuring that solutions are reached together throughout the entire process. The sustainability of radioactive waste management solutions can potentially be achieved through design and implementation of a facility that provides added cultural and amenity value, as well as economic opportunities, to the local community.
This second edition of Fostering a Durable Relationship Between a Waste Management Facility and its Host Community: Adding Value Through Design and Process highlights new innovations in siting processes and in facility design – functional, cultural and physical – from different countries, which could be of added value to host communities and their sites in the short to long term. These new features are examined from the perspective of sustainability, with a focus on increasing the likelihood that people will both understand the facility and its functions, and remember what is located at the site.
This 2015 update by the NEA Forum on Stakeholder Confidence will be beneficial in designing paths forward for local or regional communities, as well as for national radioactive waste management programmes.
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 food and agricultural system in the Netherlands is innovative and export-oriented, with high value-added along the food chain and significant world export shares for many products. To maintain and build on this performance, government policy should increasingly focus on measures to boost innovation and improve sustainability performance, according to a new OECD report.
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