Post on 20-Nov-2014
description
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
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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
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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
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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
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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
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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)
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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
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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
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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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