BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Can creativity be measured? BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION 11 June 2009 OECD, Conference Centre, Room 12 2, rue André-Pascal, Paris Cedex 16, France Centre for Research on Lifelong Learning (CRELL) Unit of applied statistics, Institute for Protection and Security of Citizen (IPSC) European Commission- Joint Research Centre (JRC) Ernesto Villalba

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June The beginning of a CHALLENGE CAN CREATIVITY BE MEASURED? 2. CAN CREATIVITY BE MEASURED? 3. IS IT FEASIBLE TO DO IT IN AN INTERNATIONAL, COMPARATIVE WAY? 4. WHAT TOOLS DO WE HAVE? 1. WHAT IS CREATIVITY? Inductive approach

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Institute for Reference Materials and Measurements IRMM – Geel, Belgium Institute for the Protection and Security of the Citizen IPSC – Ispra, Italy Institute for Environment & Sustainability IES – Ispra, Italy Institute for Health and Consumer Protection IHCP – Ispra, Italy Institute for Transuranium Elements ITU – Karlsruhe, Germany Institute for Energy IE – Petten, The Netherlands Institute for Prospective Technological Studies IPTS – Seville, Spain JRC Structure: 7 Institutes across 5 Member States > 2,700 staff across Europe

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June The conference Two days Around 200 participants Around 30 presenters "Creativity is the core of any innovation. But creativity is a complex construct and requires to be studied properly if we want to develop and implement effective policies". President Barroso’s message for the conference “ Can creativity be measured?”

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Overview Measurement approaches –I–Individual differences –P–Personality –D–Divergent thinking –S–Scientific Creativity –I–In organizations –I–ICT Towards a cross-national survey Creativity and education Day 2: individual level (i)

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Originality Usefulness – appropriate Risks taking The P’s (Product, process, person, press, potential) Individual level – Main points (a) Day 2: individual level (i)

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Social Construction  A parsimonious definition possible? Emphasis on FORMATIVE assessments Precision – use as an adjective (creative products, processes, potential) Tolerance Individual level – Main points (b) Day 2: individual level (ii)

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June European Commission initiatives –D–DG ENTR –D–DG REGIO –D–DG EUORSTAT –D–DG RTD Other international, national and regional examples National and regional approaches to aspects of creativity Day 1: aggregate level

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Innovation Entrepreneurship Tolerance (heterogeneity, open to mistakes) Role of Cultural sector Aggregate level – Main points (a) Day 1: aggregate level (i)

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Indicators approach usefulness to raise awareness and debate  “to ask questions” Need of INTEGRATED APPROACH Beyond the CREATIVE CLASS Measurement vs. Causality Aggregate level – Main points (b) Day 1: aggregate level (ii)

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Precision  What type of innovation? Product, process, person… all? Usefulness  What would be the use of a survey? The final impact? CONSENSUS  Need of a common approach! Creativity and innovation in education

BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June Thank you! ?