systemic innovation in vocational education and training
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Summary of the main findings and policy implications arising from the OECD Centre for Educational Research and Innovation on Systemic Innovation in Vocational Education and Training.TRANSCRIPT
Centre for Educational Research and Innovation (CERI)
Systemic Innovation in
Vocational Education and
Training
Francesc Pedró
14 October 2009
What counts as innovation?
• Innovation?
“the implementation of a new or significantly improved product (good or service), or process, a new
marketing method, or a new organisational method in business practices, workplace organisation or
external relations” (Oslo Manual, OECD/Eurostat)
• Innovation in education?
Change that adds value:
performance, process or perceived satisfaction
• Systemic Innovation?
How a system manages innovation holistically:
Inspires, funds, monitors, assesses, and scales it up
Innovation is always relative
• To context
• To stakeholder
Overview
• Objectives
– Investigate how systems go about innovation in VET
– Processes and stakeholders relationships
– KM perspective
• Methodology
– Desk research, questionnaire plus 14 case studies
• Countries
– Australia, Denmark, Germany, Hungary, Mexico, and Switzerland
• Outputs
– Country reports: www.oecd.org/edu/systemicinnovation/vet
– Full report: Working Out Change
Main Findings
• Drivers
• Pumps
• Enablers/Barriers
• Specific barriers in VET
• Conclusions/policy implications
Drivers
• Economic
– Development of new skills
– Efficiency
• Social
– Equity
– Inclusion
• Political
• Technological
Pumps
• Vision
• Networks
• Technology
The emergence of an innovative
education industry? Growth of patent applications: Worldwide new education technologies (1990-2006)
USA, 2003, 274.6666667
Japan, 2006, 358.6666667
EU27, 2006, 177.3333333
Korea, 2002, 36.33333333
China, 2006, 43
Education technologies by year - Main Countries (MA(3) - Patent Families only)
USA Japan EU27 Korea China
Pumps
• Vision
• Networks
• Technology
• Research
Educational research and development
0
1
2
3
4
5
6
7
8
9
Education Health
Total expenditure as % of GDP (country average in recent years)
0
1
2
3
4
5
6
7
8
9
Education Health
Share of total public research expenditures (2008) on
Enablers / Barriers
• Leadership
• Consensus building
• Research evidence
• Brokerage: generation and dissemination of knowledge
Specific barriers
• Competing policy agendas
• Accountability mechanisms and public policy agendas:
– Restricted risk management
– Short-term planning
• Innovation fatigue
Conclusions
Systemic innovation as useful analytical framework
– Targeted strategy to induce system-wide change
SI VET as guiding principle for innovation policy
Need for formalised knowledge base
– Losing innovation opportunities
Establish a formalised knowledge base
– Monitoring and evaluation
– Support link between systems research and innovation
– Evidence-informed dialogue with stakeholders
Policy implications
Who counts in innovation?
