The Importance of Innovation in Education

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The Importance of Innovationin Education
Training Leonie Conference Brussels, 12 April
2005 Brian Holmes Lifelong Learning Innovation
and transversal policies DG Education and
CultureEuropean Commission
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Innovation
the successful exploitation of new ideas

• Why innovation is important?
• The context for change
• The contribution of ICT
• What are we doing about it?

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Why innovation is important

• We need to respond to policy imperatives
• We are moving towards a society of knowledge
• We need to improve learning availability,
  effectiveness quality
• We need to encourage organisational learning
• Technology is available to help make things
  easier better

and because without innovation, ideas remain
just ideas
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The context for changePolicy imperatives

• Strategic goals for education training
  Quality, Access and Openness to the wider world
• Stockholm European Council, March 2001

• Europe to become a worldwide quality reference in
  education training by 2010
• Barcelona European Council, March 2002

? Education and Training 2010
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The context for changeTowards a society of
knowledge

• Triangle of Knowledge research, education,
  and innovation
• Commissioner Figel
• 14 February 2005

• Reflected in several Commission proposals
• Lisbon Mid-Term review
• 7th Framework Programme
• The Competitiveness and InnovationFramework
  Programme
• The i2010 Programme (successor to eEurope)

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The context for changeThe skills needed for work
are changing

• Main competencies required by European
  enterprises
• Learning to learn
• Information processing and management
• Deduction and analytical skills
• Decision making skills
• Communication skills, language skills
• Teamwork, team based learning and teaching
• Creative thinking and problem solving skills
• Management and leadership, strategic thinking
• Self-management and self-development

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The context for changeNot everyone benefits from
training

• Main occupational groups benefiting from
  competence development activities in
  SMEs Average ( of SMEs)
• Manual, low-skilled 16
• Semi-skilled 26
• Technicians, engineers 36
• Clerks, administrative personnel 39
• Middle management foremen 28
• Directors and managers 60
• Don't know/no answer 1
• Observatory of European SMEs 2003, No. 1
  Competence Development in SMEs

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The context for changeSuccess hinges on urgent
reforms (1/2)
Education and Training 2010 Joint interim
report of Council and Commission

• Rates of early school leavers still too high
• In 2002 almost 20 18-24 yrs had only lower
  secondary education
• Too few women in scientific and technological
  fields
• Still 2-4 times more men than women in science
• Completion of upper secondary education could be
  better
• In 2002 only 76 of 22 yrs old completed upper
  2nd school

COM (2003) 685 final, Official Journal 30 April
2004 2004/C 104/1
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The context for changeSuccess hinges on urgent
reforms (2/2)
Education and Training 2010 Joint interim
report of Council and Commission

• Young people failing to acquire key competences
• Nearly 20 of young people dont have key
  competencies
• Shortage of qualified teachers and trainers is
  looming
• 27 primary 37 secondary teachers are more
  than 50 yrs old
• Too few adults participating in lifelong learning
• In 2002 participation rate was only 8.5

COM (2003) 685 final, Official Journal 30 April
2004 2004/C 104/1
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The context for changeReforms must be speeded-up

• Key conclusions
• Accelerate the pace of reforms in Europes
  education and training systems
• Focus investment on human capital
• Make lifelong learning a reality
• Establish a Europe of education training

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The context for changeWe need learning
organisations

• Education and training institutions need to learn
  for themselves and better manage their own
  knowledge

• Improvements should become systematic
• Engender a culture of quality, innovation and
  good practice

• Champions should be supported and their work
  integrated
• Build upon the excellent work of individual
  teachers/tutors/trainers

• Organisational change should occur when
  necessary
• Appropriate teacher/tutor/trainer training, new
  HR policies, etc

• Better communication and stakeholder involvement
  
• Make better use of technology and support
  communities of practice

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The contribution of ICT

• ICT is a useful tool for improving the
  efficiencyand effectiveness of learning
• It helps improve access to learning and
  flexibility
• It can act as a catalyst for change

• However
• Need teacher/trainer training
• Need to think long-term and be strategic
• Need innovation in learning practice

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The contribution of ICTE-Learning in SMEs still
need to innovate
Satisfaction with traditional learning compared
with e-learning

• Traditional E-learning
• Training is an opportunity to develop networkof
  new acquaintances 2.6 1.2
• Topics available to cover my training needs
  2.3 1.5
• Guidance available to help me find my way
  2.3 1.6
• Topics are well covered, from basic to expert
  2.1 1.4
• Score 1 poor to 5 excellent
• E-learning in continuing vocational training,
  particularly at the workplace with emphasis on
  SMEs, study 2003-3237, February 2005

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What are we doing about it?

• Our programmes already support innovation in
  education and training

• For example
• Socrates education (6th action), ODL ICT
  (Minerva)
• Leonardo da Vinci programme vocational
  education and training
• eLearning programme ICT based
• Also
• Framework Programme research

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What are we doing about it? Integrated Lifelong
Learning Programme
? Innovation encouraged in each sectoral programme
? Also as a transversal action to encourage
lifelong learning
From 2007
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The Importance of Innovationin Education
Training
In times of change learners inherit the earth
while the learned find themselves beautifully
equipped to deal with a world that no longer
exists
Eric Hoffer
Learning and innovation go hand in hand. The
arrogance of success is to think that what you
did yesterday will be sufficient for tomorrow.

William Pollard

• Thank you for your attentionBrian.Holmes_at_cec.eu.i
  nt