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This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The two Danish case studies are: (1) the implementation of a set of initiatives for improving the VET system that followed the recommendations of the Danish government’s Globalisation Council that took place in 2005-06; and (2) a set of initiatives that aimed to reduce the number of school-based vocational training places in favour of practical, in-company training. Show less

This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The three Australian case studies are: (1) research and statistics in VET with a focus on the National Centre for Vocational Education Research (NCVER); (2) raising the status of VET; and (3) the Australian Flexible Learning Framework. Show less

This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The two Hungarian case studies are: (1) new National Vocational Qualifications Register (NVQR) with innovative features, such as modularised and competence-based qualifications, and broad, system-wide coverage; and (2) ‘Step one forward’, a project aimed at giving individuals most at risk of social exclusion the chance to progress in either their educational or professional qualifications. Show less

What can education systems do to become more innovative? This book analyses systemic innovation in education by looking at the ways in which educational systems encourage innovation, the knowledge base and processes used, and the procedures and criteria used to assess progress and evaluate outcomes. It draws on findings from 14 case studies in vocational education and training (VET) in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland. The resulting analysis helps us understand how we can support and sustain innovation in educational systems in the VET sector.

Published abstract.

The chapters are: Introduction; Innovation and systemic innovation in public services; Innovation in education and vocational education and training; Drivers, enablers and barriers to systemic innovation in VET; Process and dynamics of systemic innovation: initiation, implementation, monitoring, evaluation and scaling up; The role of the knowledge base; Towards a typology of systemic innovation in VET; Governance, policy and systemic innovation in VET; The research agenda; Conclusions and policy implications. Show less

This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The report will refer to VET by its Swiss official name of vocational and professional education and training (VET/PET).The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The three Swiss case studies are: (1) VET Case Management, a new initiative targeting young people at risk of dropping out of school and/or becoming unemployed; (2) the reform of basic commercial training to enable apprentices to understand the complexity of working processes in their companies, encourage business process thinking and a networking approach, and develop lifelong learning and industry specific knowledge and skills; and (3) the Leading Houses, a unique and innovative approach to coordinating research efforts on VET/PET at a national level and making them responsive to the country’s needs and priorities in this field. Show less

This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The two German case studies are: (1) the Innovation Circle in VET, which aims to stimulate a new and forward-looking strategic dialogue and to discuss views on how to best maintain the known qualities of the German VET system whilst at the same time addressing from a system-wide perspective those areas where changes are needed; and (2) the SKOLA (self-organised and cooperative learning in basic VET) pilot program and its project, Segel BS (self regulated learning in learning fields in the vocational school), an example of innovation at the Lander (state) level and focuses on three different levels - level of education, teacher training and further training, and school organisation and culture. Show less

This country report is part of a series prepared for a study on systemic innovation in vocational education and training (VET) being conducted by CERI/OECD during 2007-08. The definition of systemic innovation adopted here is: any kind of dynamic, system-wide change that is intended to add value to the educational processes and outcomes. The aim is to analyse innovation systems and strategies in VET by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland). All countries participating in the study have selected two or three case studies of recent innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular: (a) how countries go about innovation; (b) the processes involved, leadership and the relationships between the main actors; (c) the knowledge base that is drawn on; and (d) the procedures and criteria for assessing progress and outcomes. The three Mexican case studies are: (1) reform of the technological baccalaureate; (2) the upper secondary integral reform; and (3) linking public and private resources to improve worker preparation and training in the Mayan Riviera. Show less

Technology is a key driver of educational innovation, and a variety of programmes focusing on investment in infrastructure, equipment, in-service training and digital learning resources have been established to promote its usage in primary and secondary schools. So far, little comparative analytical attention has been devoted to understanding how digital resources improve the quality of learning and to assessing the public policies that support their development and use, and the role played by other stakeholders like publishers, broadcasting companies and increasingly user communities. This publication aims to fill that gap by both reviewing and evaluating the process of systemic innovation. Drawing on case studies from five Nordic countries, the report assembles information on the knowledge bases and policy actors which impact each phase of this innovation process and the main factors which influence its success including governance, financing and user involvement.

Published abstract.

The chapters are: Introduction; Systemic innovation and [information and communication technology] ICT in education; ICT policy in the Nordic countries; Government-initiated innovations in the Nordic countries; Innovation initiated by commercial actors; Bottom-up innovations; Conclusions and recommendations; Developing the knowledge base of DLRs [digital learning resources]; Appendix A: cases studied in the DLRs project; Appendix B: ICT strategies in the Nordic countries. Show less

This book reports on a project to investigate how students in eight countries can be encouraged to become lifelong learners. The eight countries are: Denmark, Finland, Iceland, Ireland, Japan, Korea, Norway and the United Kingdom (UK). The focus is on secondary schools and a variety of youth projects. Part one of the report provides a synthesis of the main trends and issues relating to student motivation for lifelong learning. Part two contains case studies of the eight countries. Show less

This empirically-based report was compiled by the Organisation for Economic Co-operation and Development’s (OECD’s) Centre for Educational Research and Innovation. It provides a policy-oriented assessment of developments in the area of in-service training and teacher professional development. This is an area of increasing importance in which innovation is underway, as schools in OECD countries face the challenge of improving learning outcomes for an increasingly diverse student population. This report examines how teachers develop their knowledge, understanding, skills and techniques throughout their teaching careers in eight OECD countries. In particular, the report focuses on how teacher professional development can facilitate improvement and change in schools and education systems. The first part of the report provides a comparative analysis of issues arising from attempts to link teacher development and educational policy to improved learning outcomes for students. This section begins with an examination of the context of educational change and how societal demands and policy priorities influence the direction of teacher development. The report then offers an overview of trends in professional development in the eight countries, discusses the implications for resourcing in terms of time and public and private investment, and proposes some general policy principles. The second part of the report describes teacher development and its relationship to other educational policies in Germany, Ireland, Japan, Luxembourg, Sweden, Switzerland, the United Kingdom and the United States. Attention is drawn to innovation in the organisation of teacher learning that facilitates change in educational systems. Show less