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Working Out Change: Systemic Innovation in Vocational Education and Training
OECD Publishing, Dec 2009, Pages: 260
This publication presents the main findings of the OECD Centre for educational research and innovation (CERI) project on Systemic innovation in vocational education and training (VET). the project was undertaken during 2007 and 2008 as part of a wider CERI commitment to research on systemic innovation, which also included a sister project on Digital Learning resources as Systemic innovation.
This project benefited from the active participation of the following countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland. Each of these countries completed a questionnaire on innovation in vet, provided a background report for the cases (now available online from the project website) and organised a series of visits intended to provide empirical evidence based around a selected number of case studies.
The management of change within complex systems is a key challenge to educational policy makers, yet currently the dynamics of innovation in education are not well understood. So far, not much comparative analytical attention has been devoted to the analysis of innovation in education. in this respect, this publication presents recent work carried out in the Ceri on the process of innovation in education, and particularly in the vet sector.
The report focuses on systemic innovation, which can be defined as any kind of dynamic system-wide change that is intended to add value to the educational processes and outcomes. Systemic innovation aims to improve the operation of systems, their overall performance, the perceived satisfaction of the main stakeholders with the system as a whole, or all of the above. the approach taken here in the analysis of systemic innovations involves the comparative investigation of how education systems or sectors go about initiating innovation, the processes involved, the knowledge base which is drawn on, and the procedures and criteria for assessing progress and outcomes. These questions are addressed drawing on empirical findings from a selection of 14 case studies in vocational education and training in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland.
The resulting analyses provide key input to the OECD-wide innovation Strategy, and contribute to our understanding of how innovation can be supported and sustained in education systems, particularly in the VET sector.
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