L’innovation et la créativité comme compétences pour la 21eme sciècle mons 28 march 2013

L’INNOVATION ET LA CRÉATIVITÉ COMME COMPÉTENCES POUR LA 21ÈME SIÈCLE – LE RÔLE DE L’ÉCOLE

Dirk Van DammeHead of the Innovation and Measuring

Progress division – OECD/EDU

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1. L'innovation dans l'économie et la société est poussée par des compétences cognitives et non-cognitives spécifiques;

2. Les compétences qui comptent pour l’innovation;

3. Le développement des compétences innovatrices demande des pédagogies innovantes;

4. L’évaluation des compétences de créativité et de l’innovation.

Schéma – thèses

3

L'INNOVATION DANS L'ÉCONOMIE ET LA SOCIÉTÉ

EST POUSSÉE PAR DES COMPÉTENCES COGNITIVES ET NON-COGNITIVES SPÉCIFIQUES

1

4

Changing skill demand

40

45

50

55

60

65

1960 1970 1980 1990 2000

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interactive

Source: Levy and Murnane, 2005

Mea

n ta

sk in

put

as p

erce

ntile

s of

th

e 19

60 t

ask

dist

ribut

ion

Economy-wide measures of routine and non-routine task input (US)

5

Working in creative jobsIncrease in creativity-oriented jobs (Canada, 1901-2006)

assert your authoritynegociate

knowledge of other fieldsperform under pressure

write reports or documentswork productively with others

mobilize capacities of othersuse time efficiently

make your meaning clearuse computers and internet

write and speak a foreign languagecoordinate activities

master of your own fieldanalytical thinking

present ideas in audiencealertness to opportunities

willingness to question ideasacquire new knowledge

come with news ideas/solutions

1.00

1.56

1.76

1.76

1.81

1.94

1.95

1.97

1.98

1.99

2.00

2.02

2.05

2.11

2.15

2.18

2.24

2.34

2.44

2.97

6

Critical skills for the most innovative jobs(tertiary-educated workers)

Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs

Source: OECD, based on REFLEX and HEGESCO data

7

What share of graduates of a given field have a highly innovative job?

Product /service innovation

law

humanities

health

services

business

education

Average

social sciences

sciences

agriculture

engineering

arts

0 5 10 15 20 25 30 35 40 45 50

20.4

23.4

23.5

25.1

27.6

28.2

28.4

28.9

30.3

32.6

35.8

36.3

Source: OECD, based on REFLEX and HEGESCO data

8

What share of graduates of a given field have a highly innovative job?

Technology, tool, instrument innovation

law

humanities

social sciences

education

health

services

business

Average

arts

agriculture

sciences

engineering

0 5 10 15 20 25 30 35 40 45 50

12.4

13.2

15.1

16.1

16.3

16.9

18.6

21.0

23.9

23.9

32.6

34.8

Source: OECD, based on REFLEX and HEGESCO data

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What share of graduates of a given field have a highly innovative job?

Knowledge / method innovation

law

services

business

humanities

health

social sciences

arts

Average

agriculture

engineering

education

sciences

0 5 10 15 20 25 30 35 40 45 50

30.4

32.7

35.1

36.0

36.8

37.7

38.1

38.3

39.5

41.2

41.8

46.7

Source: OECD, based on REFLEX and HEGESCO data

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LES COMPÉTENCES QUI COMPTENT POUR L’INNOVATION

2

11

21st Century Skills

Ways of thinking•Creativity and innovation•Critical thinking, problem solving•Learning to learn, meta-cognition

Ways of working•Communication•Collaboration (teamwork)

Tools of working•Information literacy•ICT literacy

Living in the world•Citizenship – local and global•Life and career•Personal, social responsibility

Source: Microsoft-Intel-Cisco ATC21S project

12

Individual Skills for Innovation

Subject-based skills

(know-what and know-how)

Skills in thinking and

creativity(Critical thinking,

ability to make connections, imagination, curiosity,...)

Behavioural and social skills (Self-confidence,

energy, perseverance, passion, leadership,

collaboration, communication)

13

Cognitive foundation skills matter for innovation

0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9420

440

460

480

500

520

540

560

Austria

Belgium

Czech Rep

Denmark

Finland

GermanyUKHungary Ireland

Italy

NetherlandsNorway

Portugal

Slovak RepSpain

SwedenSwitzerland

European Innovation Index 2007-2011

PIS

A 2

00

9 R

ea

din

g s

core

14

But innovation needs a wide skills base

Austria

Belgium

Czech Rep

DenmarkEstonia

Finland

Germany

Hungary

Iceland

Ireland

Italy

Netherlands

Norway

Poland

Portugal

Slovak RepSlovenia

Spain

Sweden

Switzerland

Turkey

UK

Innovation Index 2007-2011

% s

tud

en

ts e

nte

rin

g h

um

an

itie

s a

nd

so

cia

l sc

ien

ces

15

Which tertiary education studies lead to active participation in innovation?

science

s

engineering

agricultu

re

education

socia

l science

s

business

humanities

services

health law0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Innovator work in innov. comp.Not in innovative organisation

Source: OECD, based on REFLEX and HEGESCO data

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And also a ‘soft skill’ such as interpersonal trust is related to innovation

-0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 10

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

AustriaBelgium

Czech Rep

DenmarkFinlandGermany

Hungary

Ireland

Italy

Netherlands

Norway

Portugal

Slovak Rep

Spain

Sweden

Switzerland

UK

Interpersonal trust 2008

Inn

ova

tion

ind

ex

20

07

-20

11

17

LE DÉVELOPPEMENT DES COMPÉTENCES INNOVATRICES DEMANDE DES PÉDAGOGIES

INNOVANTES

3

18

Science scores and interest in science are not always fostered simultaneously

380 400 420 440 460 480 500 520 540 560 580 600 620440

460

480

500

520

540

560

580

600

620

640

BRA

HKGMAC

IDN

RUS

AUS

AUT

BEL

CAN

CHL

CZE

DNK

EST

FIN

FRADEU

GRC

HUN

ISL

IRL

ISR

ITA

JPN

KOR

LUX

MEX

NLD

NZL

NOR

POL

PRT

SVK

SVN

ESP

SWE

CHE

GBR

TUR

USA

PISA 2006 Science score

Inte

rest

in s

cie

nce

sco

re

HIGH SCOREHIGH INTEREST

LOW SCORELOW INTEREST

LOW SCOREHIGH INTEREST

HIGH SCORELOW INTEREST

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any innovation technology, tools product, service knowledge, methods

1

1.02

1.04

1.06

1.08

1.1

1.12

1.14

1.16

1.18

1.2

practice score theory score

Relative emphasis on practice- and theory-based instruction

Odds ratios between innovators and non-innovators, by type of innovation

Source: OECD, based on REFLEX and HEGESCO data

20

engineering business health education science others1

1.02

1.04

1.06

1.08

1.1

1.12

1.14

1.16

1.18

1.2practice score theory score

Relative emphasis on practice- and theory-based instructionOdds ratios between innovators and non-innovators, by field of study

Source: OECD, based on REFLEX and HEGESCO data

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alertness to new opportunities

come up with news ideas and solutions

present ideas in an audience

coordinate activities

question own and others' ideas

use computer and internet

acquire new knowledge

analytical thinking

0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1

Theory score Practice score

Link between theory- and practice-based instruction and critical skills for innovation

Effect size on (self-reported) skills level

Source: OECD, based on REFLEX and HEGESCO data

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PISA 2006: pedagogies matter

• Interaction– Collaboration and

participatory exchanges

• Application– Drawing

connections between school science and the outside world

• Hands-on– Guided activities

around lab experiments

• Investigation– Autonomous

student inquiries

Teaching indicators in PISA 2006 based on 4 clusters of activities:

Pedagogies for innovation skillsSecondary analysis on PISA 2006 data

appl

icat

ion

hands

-on

inte

ract

ion

inve

stig

atio

n

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

4 8

1

-1-2 -2

-10

Science score

appl

icat

ion

hands

-on

inte

ract

ion

inve

stig

atio

n

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

20

36

0

-2-1 -1

Interest in Science Top-ics

23

Pedagogies for innovation skillsSecondary analysis on PISA 2006 data

appl

icat

ion

hands

-on

inte

ract

ion

inve

stig

atio

n

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

26

1

11

20

-1

0

-3

Science Enjoyment

appl

icat

ion

hands

-on

inte

ract

ion

inve

stig

atio

n

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

15

4 5 4

Science Self-Efficacy

24

25

L’ÉVALUATION DES COMPÉTENCES DE CRÉATIVITÉ

ET DE L’INNOVATION

4

26

Developing assessment tools to measure progression in creativity / 21st century skills

Source: Lucas, Claxton and Spencer (2013)

Assessing creative mindedness

Habit of mind

1. Inquisitive

2. Persistent

3. Imaginative

Sub-habit of mind

• Wondering and Questioning

• Exploring and Investigating

• Challenging assumptions

• Managing uncertainty

• Sticking with difficulty

• Daring to be different

• Playing with possibilities

• Making connections

• Using intuition 27

Assessing creative mindedness

Habit of mind

4. Disciplined

5. Collaborative

Sub-habit of mind

• Crafting and Improving

• Developing techniques

• Reflecting critically

• Cooperating appropriately

• Giving and receiving feedback

• Sharing the ‘product’

28

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Self-assessment by students themselves

Source: Lucas, Claxton and Spencer (2013)

Thank you !

dirk.vandamme@oecd.orgwww.oecd.org/edu/ceri

twitter @VanDammeEDU

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