1. The document discusses the skills needed for innovation in the 21st century economy and society. It argues these skills include both cognitive and non-cognitive competencies. 2. Specific skills that are important for innovative jobs include things like coming up with new ideas/solutions, acquiring new knowledge, questioning ideas, and alertness to opportunities. Fields like engineering and sciences often have the most highly innovative jobs. 3. Skills for innovation encompass both subject-based knowledge as well as behavioral, social, and thinking/creativity skills like critical thinking and the ability to connect ideas. Developing these innovative competencies requires innovative teaching pedagogies.

1. L’INNOVATION ET LA CRÉATIVITÉ
COMME COMPÉTENCES POUR
LA 21ÈME SIÈCLE –
LE RÔLE DE L’ÉCOLE
Dirk Van Damme
Head of the Innovation and Measuring
Progress division – OECD/EDU

2. Schéma – thèses
1. L'innovation dans l'économie et la société est
poussée par des compétences cognitives et non-
cognitives spécifiques;
2. Les compétences qui comptent pour l’innovation;
3. Le développement des compétences innovatrices
demande des pédagogies innovantes;
4. L’évaluation des compétences de créativité et de
l’innovation.
2

3. L'INNOVATION DANS
L'ÉCONOMIE ET LA SOCIÉTÉ
EST POUSSÉE PAR DES
COMPÉTENCES COGNITIVES ET
NON-COGNITIVES SPÉCIFIQUES
1 3

4. Changing skill demand
Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
1960 1970 1980 1990 2000 Nonroutine interactive
Source: Levy and Murnane, 2005
4

5. Working in creative jobs
Increase in creativity-oriented jobs (Canada, 1901-2006)
5

6. Critical skills for the most innovative jobs
(tertiary-educated workers)
Likelihood (odds ratios) of reporting the following job requirements: people
in the most innovative jobs vs. least innovative jobs
come with news ideas/solutions 2.97
acquire new knowledge 2.44
willingness to question ideas 2.34
alertness to opportunities 2.24
present ideas in audience 2.18
analytical thinking 2.15
master of your own field 2.11
coordinate activities 2.05
write and speak a foreign language 2.02
use computers and internet 2.00
make your meaning clear 1.99
use time efficiently 1.98
mobilize capacities of others 1.97
work productively with others 1.95
write reports or documents 1.94
perform under pressure 1.81
knowledge of other fields 1.76
negociate 1.76
assert your authority 1.56
1.00 2.00 4.00
Source: OECD, based on REFLEX and HEGESCO data 6

7. What share of graduates of a given field
have a highly innovative job?
Product /service innovation
arts 36.3
engineering 35.8
agriculture 32.6
sciences 30.3
social sciences 28.9
Average 28.4
education 28.2
business 27.6
services 25.1
health 23.5
humanities 23.4
law 20.4
0 10 20 30 40 50
7
Source: OECD, based on REFLEX and HEGESCO data

8. What share of graduates of a given field
have a highly innovative job?
Technology, tool, instrument innovation
engineering 34.8
sciences 32.6
agriculture 23.9
arts 23.9
Average 21.0
business 18.6
services 16.9
health 16.3
education 16.1
social sciences 15.1
humanities 13.2
law 12.4
0 10 20 30 40 50
8
Source: OECD, based on REFLEX and HEGESCO data

9. What share of graduates of a given field
have a highly innovative job?
Knowledge / method innovation
sciences 46.7
education 41.8
engineering 41.2
agriculture 39.5
Average 38.3
arts 38.1
social sciences 37.7
health 36.8
humanities 36.0
business 35.1
services 32.7
law 30.4
0 10 20 30 40 50
9
Source: OECD, based on REFLEX and HEGESCO data

10. LES COMPÉTENCES QUI
COMPTENT POUR L’INNOVATION
2 10

11. 21st Century Skills
•Creativity and innovation
Ways of thinking •Critical thinking, problem solving
•Learning to learn, meta-cognition
•Communication
Ways of working
•Collaboration (teamwork)
•Information literacy
Tools of working
•ICT literacy
•Citizenship – local and global
Living in the world •Life and career
•Personal, social responsibility
Source: Microsoft-Intel-Cisco ATC21S project
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12. Individual Skills for Innovation
Subject-based
skills
(know-what and know-
how)
Behavioural and Skills in thinking
social skills and creativity
(Self-confidence, energy,
(Critical thinking, ability
perseverance, passion,
to make connections,
leadership, collaboration,
imagination, curiosity,...)
communication)
12

13. Cognitive foundation skills matter for innovation
540
Finland
530
520
PISA 2009 Reading score
510
Netherlands
Belgium
Norway
500 Switzerland
Ireland Germany Sweden
Hungary UK Denmark
490 Portugal
Italy
480 Spain
Slovak Rep Czech Rep
470 Austria
460
0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
European Innovation Index 2007-2011 13

14. But innovation needs a wide skills base
% students entering humanities and social
Iceland
Turkey Austria
Poland
Netherlands
Switzerland
sciences
Italy Belgium
Estonia Denmark
Hungary Norway
Sweden
Czech Rep
Portugal
UK
Spain
Slovak Rep Germany
Slovenia
Ireland
Finland
Innovation Index 2007-2011
14

15. Which tertiary education studies lead to
active participation in innovation?
Innovator work in innov. comp. Not in innovative organisation
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Source: OECD, based on REFLEX and HEGESCO data 15

16. And also a ‘soft skill’ such as interpersonal
trust is related to innovation
0.9
0.8 Switzerland
Sweden
0.7
Innovation index 2007-2011
Germany Finland Denmark
Belgium Ireland
0.6 Austria UK
Netherlands
0.5
Italy Norway
0.4 Czech Rep Spain
Portugal
Hungary
0.3
Slovak Rep
0.2
0.1
0
-0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Interpersonal trust 2008 16

17. LE DÉVELOPPEMENT DES
COMPÉTENCES INNOVATRICES
DEMANDE DES PÉDAGOGIES
INNOVANTES
3 17

18. Science scores and interest in science
are not always fostered simultaneously
640
LOW SCORE HIGH SCORE
HIGH INTEREST HIGH INTEREST
620
MEX
IDN
600
BRA CHL
580
Interest in science score
PRT
560
GRC
540 TUR RUS ESP HKG
ITA MAC
FRA
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
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19. Relative emphasis on practice- and
theory-based instruction
Odds ratios between innovators and non-innovators, by type of innovation
practice score theory score
1.2
1.18
1.16
1.14
1.12
1.1
1.08
1.06
1.04
1.02
1
any innovation technology, tools product, service knowledge, methods
Source: OECD, based on REFLEX and HEGESCO data 19

20. 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
1.18
1.16
1.14
1.12
1.1
1.08
1.06
1.04
1.02
1
engineering business health education science others
Source: OECD, based on REFLEX and HEGESCO data 20

21. 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 21

22. PISA 2006: pedagogies matter
Teaching indicators in PISA 2006 based on 4 clusters of activities:
• Interaction • Hands-on
– Collaboration and – Guided activities
participatory around lab
exchanges experiments
• Application • Investigation
– Drawing connections – Autonomous student
between school inquiries
science and the
outside world
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23. Pedagogies for innovation skills
Secondary analysis on PISA 2006 data
Science score Interest in Science Topics
0.3 0.3
0.25 0.25
20
0.2 0.2
0.15 0.15
0.1 0.1
8 3
0.05 4 0.05 6
1
0 0
-1 -2 -2 0 -2 -1 -1
-0.05
-0.05
-0.1 -10 -0.1
-0.15
-0.15
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24. Pedagogies for innovation skills
Secondary analysis on PISA 2006 data
Science Enjoyment Science Self-Efficacy
0.3 0.3
0.25 26 0.25
0.2 0.2
0.15 0.15 15
11
0.1 0.1
4 5 4
0.05 0.05
1
0 0
0 2 0
-1 -3
-0.05 -0.05
-0.1 -0.1
-0.15 -0.15
24

25. L’ÉVALUATION DES
COMPÉTENCES DE CRÉATIVITÉ
ET DE L’INNOVATION
4 25

26. Developing assessment tools to measure
progression in creativity / 21st century skills
26
Source: Lucas, Claxton and Spencer (2013)

27. Assessing creative mindedness
Habit of mind Sub-habit of mind
• Wondering and Questioning
• Exploring and Investigating
1. Inquisitive
• Challenging assumptions
• Managing uncertainty
2. Persistent • Sticking with difficulty
• Daring to be different
• Playing with possibilities
3. Imaginative • Making connections
• Using intuition
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28. Assessing creative mindedness
Habit of mind Sub-habit of mind
• Crafting and Improving
4. Disciplined • Developing techniques
• Reflecting critically
• Cooperating appropriately
5. Collaborative
• Giving and receiving feedback
• Sharing the ‘product’
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29. Self-assessment by students themselves
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Source: Lucas, Claxton and Spencer (2013)

30. Thank you !
dirk.vandamme@oecd.org
www.oecd.org/edu/ceri
twitter @VanDammeEDU
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