The role of educational research and innovation in improving educational systems: a CIDREE perspective CIDREE conference Oxford, November 11 Gábor Halász Hungarian Institute for Educational Research and Development Budapest

How to position a CIDREE institution? (a question raised in 2004 during a strategy making process) Academia Government Schools Isn’t this like the „Triple Helix” model of innovation?

Institutional positioning and innovation thinking Two challenges: –Understanding the nature/evolution and the interaction of the three „helices”Understanding the nature/evolution and the interaction of the three „helices” –Linking our model with other innovation models (e.g.: What are the implications of the notion of „innovation systems” for the education sector?)Linking our model with other innovation models An emerging need for an innovation model/strategy for the education sector

A Hungarian sectoral innovation strategy for education The reasons (Why to create a sectoral innovation strategy for education?)Why to create a sectoral innovation strategy for education? Some key dilemmas Making a strategy: „the ESIS project”the ESIS project –Making an evaluation and analysis –Laying down basic principlesLaying down basic principles –Setting priorities and defining areas of actionSetting priorities and defining areas of action

Innovation thinking, the education sector and the CIDREE institutions Is the emergence of new innovation policies a challenge for educational research and development institutions? –The European Union as a new player and the emerging European approachThe European Union as a new player and the emerging European approach –A sectoral innovation strategy thinking seems to emerge –A challenge and an opportunity for CIDREE institutionsA challenge and an opportunity for CIDREE institutions

Thank you for your attention!

The positioning of a CIDREE institution :Academia: All that we do has to meet the highest level academic standards :Government: All that we do has to be relevant for government policy :Schools: All that we do has to contribute to the improvement of learning and teaching at school level

CIDREE institutions and the „Triple Helix” innovation model The dynamic and evolutionary model for understanding industrial innovation elaborated by Henry Etzkowitz and Loet Leydesdorff in the middle of the nineties

Understanding the moves of the three helices/1 The three helices: (1) Academia, (2) Government (3) Schools (in stead of industry) The four processes –The internal transformation of each of them –Their interaction and their mutual impact on each other –The new institutional structures emerging from their internal transformation and mutual interaction –The recursive effect of these on each of the helices, on their interaction and on the social environment

Understanding the moves of the three helices/2 Academia (educational research) : (interdisciplinary; relationship with practice; openness towards the non-academic world; „mode 2” knowledge production in eductional research) :Government: (the new knowledge needs of policy-makers; their relationship towards knowledge-production; the way they use knowledge; their responsibility for quality knowledge) :Schools (including HE/VET) : (the knowledge needs of schools; sharing practical knowledge; the dynamics of school development; school level knowledge management; research in schools)

Understanding innovation The non-linear model of innovation: notion of „innovation systems” National, regional and sectoral innovation systems – public sector innovation The double position of the education sector in national innovation systems –Education supporting innovation in other sectors –The education sector in need of innovation for better performance

Why to make a strategy? New global innovation strategies (EU, OECD): a new focus on the public sector and on social issues, including education As education becomes a key economic sector („learning industry”) its performance and competitiveness depends increasingly on its own internal innovation capacity It is new and unusual for innovation politicians and theoreticians to look at education not as the source but as the target of innovation

Some of the key dilemmas we faced Where are the boundaries of the education sector How distinguish improving education and improving innovation in education Education for innovation or innovation for education Defining ESIS

Hungarian Education Sector Innovation Strategy project (2010) 1.1. Non-education sector studies (macro+micro level 2.1 Education sector knowledge map 2.2. Education sector R&D&I system study 2.3 Evaluation of the education sector R&D&I system by an international expert 1.2. International literature review 4. Elaboration of a strategy proposal 3. Participation in the OECD innovation strategy project 1.3. Education sector background analyses

Non educational sector studies Biotechnology IT sector automotive industry business consultancy health sector micro-level case studies – Nokia-Siemens –A regional training hospital

Educational sector studies Multinational IT companies and educational development Educational innovation in South-Eastern Asia Knowledge production and sharing in science and foreign language teaching Innovation in the profit-oriented companies of the learning sector The global trends of educational research

Types of knowledge Importance/relevance What to learn How to teach External impacts Demand Performance System indicators Policy Teachers Organisation International and attributes Lack of knowledge Quality Use in practice Sources The number of those who feel themselves familiar in the given knowledge area

Key dilemmas? Defining innovation (using the Oslo Manual, the notions of research and development, user led innovation) Defining the boundaries of the education sector (public/private; formal/non-formal; teaching/supporting teaching; non-profit/for profit etc.) Defining the innovation system of the education sector (ESIS)ESIS

The Education Sector Innovation System (ESIS) Education sector National innovation system ESIS

Key principles Ownership Relevance Unleashing the innovation potential Enhancing the contribution of education to innovation in other sectors Making the evidence based approach a norm Stressing knowledge production, sharing and application Enhancing international knowledge transfer Feasibility and focus on implementation

Priority areas for action Developing the institutional and regulatory frameworkDeveloping the institutional and regulatory framework Developing the human conditions of innovation and the innovation potential of peopleDeveloping the human conditions of innovation and the innovation potential of people Assuring quality, relevance, efficiency Improving the production, mediation and practical application of knowledgeImproving the production, mediation and practical application of knowledge Innovation and technology

Institutional and regulatory framework 1.The institutional frameworks of policy shaping 2.Effective governance of the national education sector innovation system 3.Effective institutional and organisational frameworks 4.Increasing resources and making their use more efficient

Human conditions 1.Developing human resources within the innovation system of the education sector 2.Developing human conditions within the education system for better innovation 3. Improving organisational and leadership conditions

Quality, relevance and efficiency 1.Reinforcing the functions of quality assurance and evaluation 2.Linking policies of quality and policies of innovation 3.Adapting better quality to the needs of practice 4.Putting international cooperation to the service of quality assurance

Knowledge 1. Extending the knowledge about knowledge 2. Shaping the content orientations of educational research and reinforcing its international embeddedness 3. Reinforcing knowledge management and knowledge transfer 4. Developing the evidence based approach 5. Enhancing the sharing of practical knowledge

Innovation and technology 1.Developing technologies created by individuals and institutions 2.Developing standard, generally accessible technologies 3.Improving teaching and learning through ICT development

The EU approach: three challenges 1.THE KNOWLEDGE CREATION CHALLENGE (this is mainly about research) 2.THE KNOWLEDGE APPLICATION CHALLENGE (this is mainly about institutional practice) 3.THE KNOWLEDGE MEDIATION CHALLENGE (this is mainly about governance and management of innovation)

Representing and protecting the standards of scientific research Producing policy relevant knowledge and supporting sectoral innovation policy Maintaining intensive interactions with schools and being responsive to their needs