1. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20091 Can creativity be measured? BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION 11 June 2009 OECD, Conference Centre, Room 12 2, rue André-Pascal, 75775 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

2. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20092 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

3. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20093 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

4. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20094 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?” http://crell.jrc.it/creativitydebate/

5. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20095 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)

6. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20096 Originality Usefulness – appropriate Risks taking The P’s (Product, process, person, press, potential) Individual level – Main points (a) Day 2: individual level (i)

7. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20097 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)

8. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20098 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

9. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 20099 Innovation Entrepreneurship Tolerance (heterogeneity, open to mistakes) Role of Cultural sector Aggregate level – Main points (a) Day 1: aggregate level (i)

10. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 200910 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)

11. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 200911 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

12. BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 200912 Thank you! ernesto.villalba@jrc.it ?