Why Invention Becomes Imperative Inward Education
Sunday, September 2, 2018
education,
education policy,
Global Education Industry Summit,
innovation,
PISA,
regions,
school autonomy
by Dirk Van Damme
Head of the Skills Beyond School Division, Directorate for Education too Skills
Since Harvard economists Goldin & Katz published their ground-breaking volume The Race betwixt Technology too Education (2008), didactics has come upwardly face-to-face amongst the challenges of a footing continuously altered past times technological innovation. Education is to a greater extent than ofttimes than non perceived to last a laggard social system, ameliorate equipped to transmit the heritage of the past times than to laid upwardly for the future. This perception is non only accurate; OECD/CERI piece of occupation on Measuring innovation inwards education (2014) demonstrates that didactics is a scheme that is non change-averse.
From a historical perspective, didactics has adjusted to the needs too opportunities of the 2d Industrial Revolution, for illustration past times introducing natural sciences into the curriculum – although it took many years for that to happen. Will didactics take away maintain the luxury of fourth dimension to appear upwardly the electrical flow moving ridge of technological alter too innovation? How volition it react to the challenges of digitalization too artificial intelligence?
On 25-26 September unopen to hundred didactics policy makers from national governments too international organisations too representatives from the emerging didactics manufacture gathered at the 3rd Global Education Industry Summit (GEIS) inwards Grand Duchy of Luxembourg to hash out these questions. Jointly organised past times the OECD, the European Commission too Luxembourg, the GEIS aspired to last a platform for discussions on how didactics tin encompass innovation too how the didactics manufacture tin last involved inwards that endeavour. This twelvemonth the focus of the lawsuit was on opening upwardly education, amongst the championship Schools at the crossroads of innovation inwards cities too regions. Influenza A virus subtype H5N1 background study amongst the same championship provided the noun materials to back upwardly the discussions: it suggests that schools ask to reach out to regional economies too local communities to last portion of innovation ecosystems inwards lodge to contribute amongst cognition too learning opportunities, but also to acquire incentivised to choke to a greater extent than innovative themselves.
One of the most visible outcomes of the discussions was that didactics policy makers too industrialists are non yet on the same page. While the latter forcefully argued for a feel of urgency too to a greater extent than drastic changes, the erstwhile made a instance for piecemeal applied scientific discipline of a really complicated system. Some participants concerned amongst the economic science of didactics argued that innovation volition choke a systemic imperative, driven past times the exploding toll of electrical flow models. Over fourth dimension PISA scores stay rather flat, acre the toll of didactics is increasing. “You can’t proceed squeezing the model; you lot ask to alter the production function”. But didactics policy makers argued that didactics needs to last inclusive, taking into trouble organisation human relationship non only the innovation pioneers but many other stakeholders every bit well.
Part of the word was well-nigh what nosotros precisely hateful amongst ‘innovation’. Spectacular changes at the frontier of scientific uncovering too technological inventions attract of lot of attention. But inwards broader definitions, such every bit the ane adopted past times the OECD Innovation Strategy, innovation is non only well-nigh the latest state-of-the-art disruptive technologies, but also well-nigh the breadth of societal changes, including social innovation. Innovation is also well-nigh the cognition too skills that brand societies future-proof, including capacities too capabilities for using, integrating, accepting new solutions to challenges.
Some representatives from innovative schools were invited to the Summit to part their views too experiences. Some of them convincingly argued for greater diversification, moving away from the standardization too uniformity that has characterised education’s solutions to the challenge of the 2d Industrial Revolution too its demand for volume education. In the past times standardisation was the slowly answer to the increasing ask of access too equity, but the hereafter volition require didactics to implement systemic diversification to run into really unlike economical too social needs too to render opportunities to really unlike talents.
On how schools should progress, didactics manufacture representatives applauded the telephone band for schools to opened upwardly up too choke partners inwards innovation ecosystems inwards regional economies too societies. Networking too connecting schools amongst trouble organisation too local communities volition last essential drivers of innovation inwards education; opening upwardly is the best strategy to address alter too connect schools amongst what’s happening inwards the exterior world. Industry representatives recognised that this would involve to a greater extent than risk-taking past times schools, but that’s what is expected from all social systems inwards a flow of rapid transformation. The status-quo is non an option, too non risk-free either.
Opening upwardly didactics to businesses was, however, an thought that provoked a rather potent reaction from the side of Education International, the representative of instructor unions, against the dangers of commodification too privatization of education. Employers tin play a role inwards education, but didactics industrial plant for the greater world proficient too should non last submitted to the economical interests of for-profit actors. Others argued that innovation volition never endanger the critically of import role of teachers, quite the contrary. Innovation-proof didactics systems volition take away maintain to rely on a really strong, mature profession. But the teaching profession volition take away maintain to motility away from an industrial model to a professional person model. We ask to convey a giant boundary forrad inwards the procedure of professionalization of teachers.
In the terminate at that spot was an thought on which all participants agreed: the critical role of governments to steer innovation inwards education. Increasing schoolhouse autonomy, decentralisation, complexity too technological disruption brand the chore of governing didactics systems to a greater extent than difficult, but also motility the governance challenge to a higher level, that of leadership inwards a flow of change. Democratic authorities is too volition last the scheme through which alter too innovation inwards didactics volition happen. But this volition only last possible past times empowering schools too supporting those that promote innovation.
Links
Head of the Skills Beyond School Division, Directorate for Education too Skills
Since Harvard economists Goldin & Katz published their ground-breaking volume The Race betwixt Technology too Education (2008), didactics has come upwardly face-to-face amongst the challenges of a footing continuously altered past times technological innovation. Education is to a greater extent than ofttimes than non perceived to last a laggard social system, ameliorate equipped to transmit the heritage of the past times than to laid upwardly for the future. This perception is non only accurate; OECD/CERI piece of occupation on Measuring innovation inwards education (2014) demonstrates that didactics is a scheme that is non change-averse.
From a historical perspective, didactics has adjusted to the needs too opportunities of the 2d Industrial Revolution, for illustration past times introducing natural sciences into the curriculum – although it took many years for that to happen. Will didactics take away maintain the luxury of fourth dimension to appear upwardly the electrical flow moving ridge of technological alter too innovation? How volition it react to the challenges of digitalization too artificial intelligence?
On 25-26 September unopen to hundred didactics policy makers from national governments too international organisations too representatives from the emerging didactics manufacture gathered at the 3rd Global Education Industry Summit (GEIS) inwards Grand Duchy of Luxembourg to hash out these questions. Jointly organised past times the OECD, the European Commission too Luxembourg, the GEIS aspired to last a platform for discussions on how didactics tin encompass innovation too how the didactics manufacture tin last involved inwards that endeavour. This twelvemonth the focus of the lawsuit was on opening upwardly education, amongst the championship Schools at the crossroads of innovation inwards cities too regions. Influenza A virus subtype H5N1 background study amongst the same championship provided the noun materials to back upwardly the discussions: it suggests that schools ask to reach out to regional economies too local communities to last portion of innovation ecosystems inwards lodge to contribute amongst cognition too learning opportunities, but also to acquire incentivised to choke to a greater extent than innovative themselves.
One of the most visible outcomes of the discussions was that didactics policy makers too industrialists are non yet on the same page. While the latter forcefully argued for a feel of urgency too to a greater extent than drastic changes, the erstwhile made a instance for piecemeal applied scientific discipline of a really complicated system. Some participants concerned amongst the economic science of didactics argued that innovation volition choke a systemic imperative, driven past times the exploding toll of electrical flow models. Over fourth dimension PISA scores stay rather flat, acre the toll of didactics is increasing. “You can’t proceed squeezing the model; you lot ask to alter the production function”. But didactics policy makers argued that didactics needs to last inclusive, taking into trouble organisation human relationship non only the innovation pioneers but many other stakeholders every bit well.
Part of the word was well-nigh what nosotros precisely hateful amongst ‘innovation’. Spectacular changes at the frontier of scientific uncovering too technological inventions attract of lot of attention. But inwards broader definitions, such every bit the ane adopted past times the OECD Innovation Strategy, innovation is non only well-nigh the latest state-of-the-art disruptive technologies, but also well-nigh the breadth of societal changes, including social innovation. Innovation is also well-nigh the cognition too skills that brand societies future-proof, including capacities too capabilities for using, integrating, accepting new solutions to challenges.
Some representatives from innovative schools were invited to the Summit to part their views too experiences. Some of them convincingly argued for greater diversification, moving away from the standardization too uniformity that has characterised education’s solutions to the challenge of the 2d Industrial Revolution too its demand for volume education. In the past times standardisation was the slowly answer to the increasing ask of access too equity, but the hereafter volition require didactics to implement systemic diversification to run into really unlike economical too social needs too to render opportunities to really unlike talents.
On how schools should progress, didactics manufacture representatives applauded the telephone band for schools to opened upwardly up too choke partners inwards innovation ecosystems inwards regional economies too societies. Networking too connecting schools amongst trouble organisation too local communities volition last essential drivers of innovation inwards education; opening upwardly is the best strategy to address alter too connect schools amongst what’s happening inwards the exterior world. Industry representatives recognised that this would involve to a greater extent than risk-taking past times schools, but that’s what is expected from all social systems inwards a flow of rapid transformation. The status-quo is non an option, too non risk-free either.
Opening upwardly didactics to businesses was, however, an thought that provoked a rather potent reaction from the side of Education International, the representative of instructor unions, against the dangers of commodification too privatization of education. Employers tin play a role inwards education, but didactics industrial plant for the greater world proficient too should non last submitted to the economical interests of for-profit actors. Others argued that innovation volition never endanger the critically of import role of teachers, quite the contrary. Innovation-proof didactics systems volition take away maintain to rely on a really strong, mature profession. But the teaching profession volition take away maintain to motility away from an industrial model to a professional person model. We ask to convey a giant boundary forrad inwards the procedure of professionalization of teachers.
In the terminate at that spot was an thought on which all participants agreed: the critical role of governments to steer innovation inwards education. Increasing schoolhouse autonomy, decentralisation, complexity too technological disruption brand the chore of governing didactics systems to a greater extent than difficult, but also motility the governance challenge to a higher level, that of leadership inwards a flow of change. Democratic authorities is too volition last the scheme through which alter too innovation inwards didactics volition happen. But this volition only last possible past times empowering schools too supporting those that promote innovation.
Links
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