Educating for innovationdriven

New Delhi, 9 May 2012 Educating for innovationdriven societies! Stéphan Vincent-Lancrin Senior Analyst & Project Leader OECD

Skills and education for innovation «21st Century Skills»! Education and training Skills Innovation

Skills for innovation! Is innovation hampered by a lack of qualified personnel? Skills Education and training Innovation Has innovation led to a change in the level and type of education demanded? What skills/qualifications foster innovation in the economy? Are certain uses of workforce skills associated with more innovation?

Critical factors hampering innovation (odds ratios: innovative vs. non-innovative firms (ref))! Lack%of%finance%from%sources%outside%your%enterprise% Lack%of%qualified%personnel% Lack%of%funds%within%your%enterprise%or%enterprise% Innova>on%costs%too%high% Lack%of%informa>on%on%markets% Difficulty%in%finding%coopera>on%partners%for% Lack%of%informa>on%on%technology% 1,39% 1,37% 1,29% 1,18% 1,14% 1,05% 1,00% Markets%dominated%by%established%enterprises% Uncertain%demand%for%innova>ve%goods%or%services% 0,98% 0,97% No%need%to%innovate%due%to%prior%innova>ons% 0,44% No%need%to%innovate%because%no%demand%for% 0,35% 0,3% 0,6% 1,2% Source: Based on Community Innovation Survey (2006)

Employment structure in Europe in 1993 (hours worked)! Source: Goos, Manning and Salomons (based on ELFS data)

Employment structure in Europe in 2006 (hours worked)! Source: Goos, Manning and Salomons (based on ELFS data)

Fields of study of highly innovative professionals (%), selected sectors! 100 90 80 70 60 50 40 30 20 10 0 8,7 18,4 2,5 8,2 43,3 Manufacturing 17,0 51,5 0,8 7,3 6,7 Financial intermediation 10,4 20,8 1,1 9,9 20,9 Business activities 11,1 3,3 53,6 2,8 1,5 Health others law education arts humanities social sciences business agriculture health architecture sciences & maths engineering & computing Source: OECD, based on REFLEX and HEGESCO data

Creative Destruction!

Learning organisations are associated with lead innovation (2000)! Discretionary learning Lean organisation 30# FI# 30# FI# %%Lead%innovators% 25# DE# SE# LU# NL# 20# FR# AT# BE# DK# PT# IT# 15# GR# UK# 10# ES# R²#=#0,44# 5# 18# 28# 38# 48# 58# 68# %%Discre>onary%learning% %%Lead%innovators% SE# 25# DE# LU# NL# 20# AT# BE# FR# DK# IT# PT# 15# GR# UK# 10# ES# R²#=#0,44# 5# 15# 20# 25# 30# 35# 40# 45# %%Lean%organisa>on%

Learning organisations and vocational training (correlation)! Firm level Employee level 70# 70# 60# NL# DK# 60# NL# DK# %%Discre>onary%learning% 50# 40# 30# 20# PT# GR# IT# ES# LU# BE# AT# UK# FI# DE# FR# SE# %%Discre>onary%learning% 50# 40# 30# PT# IT# AT# DE# LU# BE# FR# FI# UK# SE# 10# 0# R²#=#0,84# 0# 20# 40# 60# 80# 100# %%of%enterprises%providing%voca>onal%training%(1999)% 20# GR# ES# R²#=#0,52# 10# 15# 25# 35# 45# 55# 65# training%par>cipants%as%a%%%of%employees%in%all%enterprises% (1999)%

Education for innovation! Education and training Education institutions and systems have to produce skills for three modes of innovation: Elite model (R&D, breakthrough innovation) Skills Democratic model (organisational learning, incremental, absortive capacity) Innovation User-driven model Education institutions and systems have to provide lifelong learning

Critical skills for the most innovative jobs (according to tertiary-educated workers)! Likelihood (odds ratios) of reporting the following skills: people in the most innovative jobs vs. least innovative jobs come%with%news%ideas/solu>ons% acquire%new%knowledge% willingness%to%ques>on%ideas% alertness%to%opportuni>es% present%ideas%in%audience% analy>cal%thinking% master%of%your%own%field% coordinate%ac>vi>es% write%and%speak%a%foreign%language% use%computers%and%internet% make%your%meaning%clear% use%>me%efficiently% mobilize%capaci>es%of%others% work%produc>vely%with%others% write%reports%or%documents% perform%under%pressure% knowledge%of%other%fields% negociate% assert%your%authority% 1,56# 1,81# 1,76# 1,76# 2,00# 1,99# 1,98# 1,97# 1,95# 1,94# 2,05# 2,02# 2,15# 2,11# 2,24# 2,18# 2,34# 2,44# 0,50# 1,00# 1,50# 2,00# 2,50# 3,00# 2,97# Source: OECD, based on REFLEX and HEGESCO data

What individual skills should education systems foster?! Technical skills (know-what and know-how) Behavioural and social skills (Self-confidence, energy, perseverance, passion, leadership, collaboration, communication) Skills in thinking and creativity (Critical thinking, observation, curiosity, ability to make connections, imagination,...)

Education for innovation! Education and training Study organisation (curriculum, syllabus) How broad or narrow? Should some specific fields be privileged? Should it be skill-based? Skills Pedagogy Which pedagogies are the most effective in fostering simultaneously all the sets of skills? Innovation Assessment How to give equal weight in assessments to all sets of skills for innovation? Are admissions, evaluation, accreditation, assessment aligned with the valued objectives?

Higher education for innovation! Education and training Skills Innovation What are the links between fields of study, pedagogy, skills for innovation and innovation?

Innovation and the relative emphasis on practice- and theory-based instruction! Odds ratios between innovators and non-innovators, by field of study practice score theory score 1,2 1,15 1,1 1,05 1 0,95 engineering business health education science others Source: OECD, based on REFLEX and HEGESCO data

Strong points of higher education! Ranking of 3 top strong skills by graduates master of your own field analytical thinking acquire new knowledge write reports or documents work productively with others perform under pressure use computers and internet use time efficiently knowledge of other fields present ideas in audience come with news ideas/solutions make your meaning clear write and speak a foreign language coordinate activities willingness to question ideas alertness to opportunities negociate mobilize capacities of others assert your authority 0 2 4 6 8 10 12 14 16 18 20 Source: OECD, based on REFLEX, HEGESCO and PROFLEX data

Weak points of higher education! Ranking of 3 top weak skills by graduates write and speak a foreign language negociate assert your authority present ideas in audience use computers and internet knowledge of other fields mobilize capacities of others write reports or documents come with news ideas/solutions alertness to opportunities use time efficiently perform under pressure analytical thinking willingness to question ideas work productively with others coordinate activities make your meaning clear master of your own field acquire new knowledge 0 2 4 6 8 10 12 14 16 18 20 Source: OECD, based on REFLEX, HEGESCO and PROFLEX data

Link between theory- and practice-based instruction and critical skills for innovation! Effect size on (self-reported) skills level Theory score Practice score analytical thinking acquire new knowledge use computer and internet question own and others' ideas coordinate activities present ideas in an audience come up with news ideas and solutions alertness to new opportunities 0 0,01 0,02 0,03 0,04 0,05 0,06 0,07 0,08 0,09 0,1 Source: OECD, based on REFLEX and HEGESCO data

Conclusions! Need to develop simultaneously several sets of skills for different types of innovation processes: Education and training What innovations do we need in higher education? Institutional change? (Aalto University in Finland; Olin College of Engineering in the US; etc. Pedagogical change? More practiceoriented teaching and learning? Skills Innovation New programmes? Design thinking at Stanford University, EMLyon Business school and Ecole Centrale de Lyon (France); entrepreneurial education at Centre for Entrepreneuship (Amsterdam university) How shall we change student, faculty, and institution assessment tools and criteria to achieve this objective?

Stephan.Vincent-Lancrin@oecd.org THANK YOU" www.oecd.org/edu/innovation