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Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
Onderzoek, onderwijs en innovatie
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Onderzoek, onderwijs en innovatie

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Toespraak NHOC in Rotterdam 29 November 2011

Toespraak NHOC in Rotterdam 29 November 2011

Published in: Education, Travel
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  • In all European countries, intensity of knowledge or method innovation in the education sector is higher than the intensity of product or technology innovations, according to the graduate perceptions.51 % of Estonian graduates working in the education sector consider that intensity of knowledge or method innovation is very high or high in their organisation (5 or 4 in the 5 point scale) – against 44% for technology and 36% for product innovation.This is close to an average European country.While we know this about how innovation in education is perceived….But we still lack hard evidence on… What exactly is actually happening in schools and classrooms? What really has changed or is changing in education? What is the impact of the change?Need to measure innovation in education, including related drivers and barriers and what it means for policy
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    • 1. Onderzoek, onderwijs eninnovatie: de drie-eenheidvan het hoger onderwijs Dirk Van Damme Head of the Centre for Educational Research and Innovation - OECD
    • 2. Vragen Welke rol speelt het HO inStimuleert het HO ook zijn de creatie van nieuwe kennis? eigen innovatie? Onderzoek In welke mate ontwikkelt het HO de competentiesvoor employability, sociale In welke mate draagt het participatie en innovatie? HO bij tot innovatie? Hoger onderwijs Onderwijs Innovatie 2
    • 3. Basisstelling• Het Nederlandse HO doet het qua onderzoek, innovatie en onderwijs vrij goed, maar er is ruimte voor verbetering, ook gezien de groei in andere landen, en sommige zaken dienen echt aangepakt om een duurzame kwaliteit te garanderen in de toekomst. 3
    • 4. 1.ONDERZOEK 4
    • 5. Researchers, per thousandemployment R&D Volumes in 2000 USD - constant BRIICS FIN 16.0 prices and PPP North America 1 Billion EU27 10 Billion 14.0 ISL DNK 12.0 100 Billion JPN NZL NOR USA SWE 10.0 KOR PRT FRA CAN GBR AUS AUT 8.0 BEL EST IRL DEU SVN ESP LUX SVK RUS 6.0 NLD CHE CZE HUN GRC ITA 4.0 POL TUR 2.0 ZAF CHN MEX CHL 0.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 Gross domestic expenditures on R&D as a percentage of GDP 5
    • 6. Sweden (1999-2008) Switzerland Denmark Iceland Finland Canada Austria Israel Singapore Australia (1998-2006) Netherlands Norway (1999-2008) Portugal United Kingdom Japan (1998-2007) Germany EU27 Belgium France OECD Ireland 2008 Italy Korea New Zealand (1999-… Spain 1998 United States Turkey Greece (1999-2007) Czech Republic Hungary Slovenia Poland South Africa (2001-07) Romania Argentina (1998-2007) China (1998-2007) Slovak Republic Mexico (1998-2007) Russian Federation Luxembourg (2001-08)6 Higher education expenditure on R&D as % of GDP 0.0 0.2 0.4 0.6 0.8 1.0 %
    • 7. Regionale kennisclusters Share of region in countrys biotechnology patents100 (log scale) % Hovedstaden (DK) Capital Region (KR) Ontario (CA) West-Nederland (NL) Ile de France (FR) Southern-Kanto (JP) Zuid-Nederland (NL) Bayern (DE) California (US) Chungcheong Region10 Tokai (JP) (KR) Baden-Wuerttemberg Rhône-Alpes (FR) Nordrhein-Westfalen (DE) (DE) Massachusetts (US) Hessen (DE) Maryland (US) Pennsylvania (US) New York (US) New Jersey (US) North Carolina (US) Texas (US) Washington (US) Illinois (US) 1 Minnesota (US) Michigan (US) 0 0 1 10 100 Share of region in countrys nanotechnology patents (log scale) % 7
    • 8. Wetenschappelijke publicaties en co-authoring 1998-2008 1998 2008 Sweden Sweden Poland Belgium France Poland Belgium FranceRussian Federation Russian Italy Federation. Italy Netherlands Netherlands Switzerland Switzerland Germany Spain Germany Spain Japan JapanKorea Korea United Kingdom United Kingdom United States United States China Canada Canada China Australia Australia Brazil Brazil India India 8
    • 9. % 0.00 2.00 4.00 6.00 8.00 10.00 12.00 14.00 16.00 20.00 18.00 48.8 United States United Kingdom Germany France Canada China Italy Netherlands Japan Single author Australia Switzerland Spain Sweden Belgium Denmark Korea Austria India International co-authorship Finland Brazil NorwayRussian Federation Poland Turkey Ireland Greece Domestic co-authorship New Zealand Portugal Czech Republic Hungary Mexico Iceland Highly cited (top 1%) scientific articles by type of collaboration, 2006-08 Slovak Republic9 Luxembourg Internationale onderzoekssamenwerking
    • 10. 10
    • 11. Internationale co-authoring toppublicatiesCountry 1-10 Index Country 11-20 IndexBelgium 3.48 Canada 2.05Sweden 3.41 Spain 2.01Austria 3.39 Australia 2.00Switzerland 3.24 Germany 1.95Denmark 3.10 United Kingdom 1.80Finland 3.02 Korea 1.19France 2.67 Japan 1.10Italy 2.66 China 0.82Brazil 2.46 India 0.64Netherlands 2.15 United States 0.58 11
    • 12. Science & Engineering doctorates As percentage of all doctorate degrees%70 36 37 34 38 33 38 38 33 45 35 35 45 34 32 30 31 46 37 37 34 15 33 39 36 34 64 29 19 41 41 38 49 38 3360 Percentage of S&E…50403020100 12
    • 13. 2.INNOVATIE 13
    • 14. European Innovation Scoreboard 14
    • 15. European Innovation Scoreboard 15
    • 16. European Innovation Scoreboard 16
    • 17. 3.ONDERWIJS 17
    • 18. 10 15 20 25 30 35 40 45 50 0 5 Canada % United States New Zealand Estonia Finland Australia Norway Sweden Netherlands Switzerland 2000sUnited Kingdom Denmark Japan Germany Iceland 1990s Belgium OECD average Luxembourg EU19 average Ireland 1980s France Spain Hungary Slovenia Greece 1970s years, 35-44 years, 45-54 years and 55-64 years Austria Poland KoreaSlovak RepublicCzech Republic Italy Growth in university-level qualifications Mexico Chile Percentage of the population that has attained tertiary-type A education in the age groups 25-34 Brazil Turkey Portugal
    • 19. % 10 20 30 40 50 60 70 0 Korea Canada Japan Russian Federation1 Ireland Norway New Zealand Luxembourg United Kingdom Australia Denmark France Israel Belgium Sweden United States Netherlands Switzerland Finland Spain 55-64 year-olds OECD average Estonia G20 average Iceland Poland Chile Slovenia Greece 25-34 year-olds Germany Hungary Portugal Educational attainment Austria Slovak Republic Czech Republic Mexico Italy Turkey Percentage of population that has attained tertiary education, by age group (2009) Brazil19
    • 20. Proportion of population with tertiary education and potential growth (2009) 20
    • 21. Percentage of 25-64 year-olds in employment, by level of education (2009) Tertiary education 100 Upper secondary and post-secondary non- tertiary 90 % 80 70 60 50 40 30 20 Turkey Italy Netherlands Germany Belgium France Portugal Greece Austria Hungary Iceland Estonia Israel Japan Norway Sweden Finland Ireland Spain Denmark Brazil Australia Chile Canada Korea United States Poland United Kingdom Switzerland Slovenia Luxembourg OECD average New Zealand Slovak Republic Czech Republic Mexico Countries are ranked in descending order of the employment rate for individuals with tertiary education. Source: OECD. Table A7.3a. See Annex 3 for notes (www.oecd.org/edu/eag2011). 21
    • 22. Tertiary graduates in science-related fields among 25-34 year- olds in employment, by gender (2009) Number of graduates per 100.000 employed 5,000 Total Men Women 4,500 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 0 Note: Science-related fields include life sciences; physical sciences, mathematics and statistics, computing; engineering and engineering trades, manufacturing and processing, architecture and building. 1. Year of reference 2008 for the number of graduates. Countries are ranked in descending order of the percentage of tertiary science-related graduates in tertiary-type A 22
    • 23. Shanghai-China Korea Finland Hong Kong-China Canada Singapore Estonia Japan Australia Netherlands New Zealand Macao-China Norway Poland Denmark Chinese Taipei Liechtenstein Switzerland Iceland Ireland Sweden Hungary Latvia United States Portugal Belgium United Kingdom Germany Spain France Italy Slovenia Greece Slovak Republic Croatia Czech Republic Lithuania Turkey Luxembourg Israel Russian Federation Austria Chile Dubai (UAE) Serbia Mexico Romania Bulgaria Uruguay Thailand Trinidad and Tobago Colombia Jordan Montenegro Brazil Tunisia Argentina Indonesia Albania PISA Reading score 2009 Kazakhstan Qatar Peru Panama Azerbaijan Kyrgyzstan 0 20 40 80 60 -60 -40 -20 -80 100 -10023
    • 24. PISA science score and research intensity 24
    • 25. Trends in PISA Number of years Mean score in for which PISA Reading Mathematics Science reading 2009 results are availableKorea 539 9 1.6 0.7 5.3Finland 536 9 -1.2 -0.6 -3.1Hong Kong-China 533 8 1.0 0.7 2.3Canada 524 9 -1.1 -0.9 -1.9New Zealand 521 9 -0.9 -0.7 0.5Japan 520 9 -0.3 -0.9 2.7Australia 515 9 -1.5 -1.7 0.1Netherlands 508 6 -0.8 -2.0 -0.9Belgium 506 9 -0.1 -2.3 -1.3Norway 503 9 -0.2 0.5 4.4Estonia 501 3 0.1 -0.8 -1.2Switzerland 501 9 0.7 1.2 1.7Poland 500 9 2.4 0.8 3.4Iceland 500 9 -0.7 -1.4 1.6United States 500 9 -0.5 0.8 4.4 25
    • 26. Science score and interest in science in PISA 640 LOW SCORE HIGH SCOREInterest in Science Topics HIGH INTEREST HIGH INTEREST 620 IDN MEX 600 BRA CHL 580 PRT 560 GRC 540 TUR RUS ESP HKG ITA FRA MAC 520 SVK DEU HUN ISR LUX AUT SVN JPN 500 POL BEL CHE EST CZE KOR 480 USA IRL NOR CAN ISL GBR AUS 460 DNK NZL LOW SCORE FIN HIGH SCORE SWE LOW INTEREST NLD LOW INTEREST 440 380 400 420 440 460 480 500 520 540 560 580 600 620 PISA 2006 Science Score 26
    • 27. 4.TOTAALBEELD 27
    • 28. NL universiteiten in THEWUR ranking Europe – total score 100 90 80 70 60 50 40 30 Erasmus University Rotterdam University of Twente Wageningen University 28
    • 29. 5.EN INNOVATIE IN HET HOZELF? 29
    • 30. Indicators of Innovation in education Proportion of professionals in the education sector working in a very highly or highly innovative organisation80 Knowledge or method 71 7270 66 67 68 63 64 64 61 61 62 59 6060 55 53 50 51 5050 4340 363020100 Source: OECD, based on REFLEX (2005) and HEGESCO (2008)
    • 31. Innovation in Education is Mainly about Knowledge and Methods Percentage of graduates working in the education sector perceiving innovation intensity in their organisation as very high or high in 200580%70% 59%60%50%40%30%20%10%0% Knowledge or method innovation Product or service innovation Technology, tools or instruments innovation Source: REFLEX (2005) and HEGESCO (2008) Year 2008 instead of 2005 for Slovenia, Turkey, Lithuania, Poland and Hungary 31
    • 32. Educational Research and Development Science-driven innovation in education40 Public budget for education research per student (2008) 35.0 (2000 Dollars - Constant Prices and PPPs)3530 27.025 23.720 17.815 13.0 10.7 10.410 8.5 7.8 7.1 6.6 6.2 5.1 5 3.4 3.3 2.9 2.9 2.8 2.8 2.7 2.4 2.4 2.3 2.1 2.1 0.4 0
    • 33. Dank voor uw aandacht !dirk.vandamme@oecd.org www.oecd.org/edu/ceri 33

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