Educational Research and Innovation Schools at the Crossroads of Innovation in Cities and Regions (eBook)

Foreword 5
Table of contents 7
Executive summary 11
Chapter 1 Innovation, education and learning: An ecosystems approach 13
Introduction 14
Why innovating education? 14
The innovation imperative 14
Why innovation in education matters 15
The innovation imperative in education 16
Defining and measuring innovation in education 18
Definitions 18
Figure 1.1. Comparing innovation, reform and change 18
Innovation in education: The measurement challenge 19
Box 1.1. Key findings of the 2014 edition of Measuring Innovation in Education (1) 20
Box 1.2. Key findings of the 2014 edition of Measuring Innovation in Education (2) 21
Box 1.3. Example of innovation in classroom pedagogical practices: Using computer simulations for learning 21
Percentage of 15-year-old students who played simulations at school on computersat least once or twice a month, as reported by the students 22
Box 1.4. Example of innovation in school infrastructure: Availability of laptopsor notebooks in schools 22
Percentage of students with access to portable laptops or notebooks for use at school,as reported by the students 23
Complex learning and innovation ecosystems 23
Rethinking systems 23
Governing complex systems 24
Box 1.5. The Governing Complex Education Systems (GCES) project 24
Figure 1.2. Potential stakeholders in education 25
Figure 1.3. Principles of governing complex education systems 26
Whole-of-system approach to innovation 27
Box 1.6. Characteristics of successful educational reforms 28
Ecosystems of learning and innovation 27
Figure 1.4. Learning and innovation ecosystem 29
The local and regional dimension of learning and innovation ecosystems 29
Local and regional levels matter for innovation 29
Human capital, regional development and innovation 30
Figure 1.5. Regional differences in educational attainment: Percentage of 25-64 year-olds with tertiary education, by subnational regions (2016) 30
Figure 1.6. GDP per capita and tertiary educational attainment in regions 31
Figure 1.7. Differences in regional productivity levels. GDP per worker as a % of national average, 2010 31
Box 1.7. Impact of human capital on growth in regions 32
Box 1.8. Selected key findings from the OECD Innovation Strategy 33
Box 1.9. What is meant by the term “proximity” for innovation collaboration? 34
Learning cities and regions 34
The voice of the industry on innovation in education is key 35
Figure 1.8. CEOs’ focus on innovation, human capital and digitalisation 36
Figure 1.9. The hardest skills to find are those that cannot be performed by machines 36
References 37
Chapter 2 Innovative schools 41
Introduction 42
Innovating learning environments 42
The Innovative Learning Environments project 42
Box 2.1. The learning principles of the Innovative Learning Environments project 43
Innovating the pedagogical core 43
Figure 2.1. Innovating the elements of the pedagogical core 44
Regrouping educators and teachers 44
Regrouping learners 47
Rescheduling learning: Innovating how time is used 48
Widening pedagogical repertoires 51
Schools as learning organisations 54
Figure 2.2. Integrated model of the school as learning organisation 55
Technology in innovative learning environments 56
The potential of technology-supported innovation 56
PISA 2015 data on computers in schools 57
References 58
Chapter 3 Schools driving progress and well-being in local communities 61
Introduction 62
Conceptualising school/community engagement 63
Horizontal connectedness 63
Learning ecosystems are multidimensional 64
Figure 3.1. Variety of learning contexts 65
Dimensions of school/community engagement 65
Figure 3.2. Dimensions of school/community engagement 66
Serving the community as learning 66
Extracurricular activities 66
Figure 3.3. Availability of volunteering or service-learning activities at school. Percentage of 15-year-old students who were in schools that offer volunteering or service activities (PISA, 2012) 67
Service-learning 68
Figure 3.4. Service-learning situated within experiential learning 69
Learning to engage 70
Figure 3.5. Percentage of adults reporting that they volunteer at least once a month, by educational attainment and literacy proficiency level (2012). Survey of Adult Skills, 25-64 year-olds 70
Figure 3.6. Volunteering and relative participation in formal and/or non-formal education, by age group (2012 and 2015) 71
Partnering with business and cultural bodies in the local community 71
Corporate partners 71
Cultural partners 72
Innovating the space of learning 73
Networking 73
Figure 3.7. A weakly-connected system 74
Figure 3.8. A networked system 74
Horizontal accountability 75
Figure 3.9. Forms of school accountability 76
References 77
Chapter 4 Local economy supporting schools 79
Introduction 80
Engaging employers and industry in education 80
Cost-sharing mechanisms 80
Figure 4.1. Private expenditure on upper secondary VET 81
Box 4.1. Cost-sharing arrangements in the German VET system 82
Feedback mechanisms in vocational education and training 83
Figure 4.2. Formal and informal feedback mechanisms from stakeholders in VET 83
Workplace learning and apprenticeships 84
Key components of successful local employer engagement strategies 85
Figure 4.3. Key components of successful local employer engagement strategies 86
Benefits of strong school-business relationships 86
Box 4.2. Benefits for schools 87
Box 4.3. Benefits for business 89
Innovative workplaces 89
Work organisations based on learning 89
Figure 4.4. The prevalence of learning organisations in Europe (2005) 90
Figure 4.5. Correlation between the prevalence of discretionary learning organisations and the share of lead innovators 91
Learning organisations in a learning ecosystem 90
Figure 4.6. Correlation between discretionary learning and participation in training 92
Giving a voice to employers 92
Engaging employers’ organisations in education policy making 93
Employers’ priorities for education reform 93
Figure 4.7. Employers’ top priorities for education policy reform in schools 94
Options for private sector engagement in education policy 95
References 96
Chapter 5 Policies for better ecosystems of innovation 97
Introduction 98
What schools can do 99
Box 5.1. A four-step process to develop school-business relationships 100
What businesses and communities can do 103
Making regions agents of change 104
Box 5.2. Ten policy principles for creating learning cities and regions 105
References 106
Annex 1 Report from the 2015 Global Education Industry Summit, held in Helsinki on 19-20 October 2015 107
Summary 107
SESSION 1 – Redesigning learning environments to better support learning 109
SESSION 2 – Mobilising technology to widen access and improve quality 111
SESSION 3 – Digital revolution supporting pedagogies and teachers 113
SESSION 4 – Partnerships for transformative education policies 115
Note 116
Annex 2 Report from the 2016 Global Education Industry Summit, held in Jerusalem on 26-27 September 2016 117
Session 1: The teacher in the innovative world 118
Session 2: Educating for innovation and entrepreneurship 119
Session 3: Educational technology 119
Session 4: Technology in education as a tool for developing innovation 120
Conclusion 121
Facilitators’ notes 122