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To cite this article: Cristobal Cobo (2012): Skills for innovation: envisioning an education that
prepares for the changing world, Curriculum Journal, DOI:10.1080/09585176.2012.744330
To link to this article: http://dx.doi.org/10.1080/09585176.2012.744330
Introduction
A recent Organisation for Economic Co-operation and Development
(OECD) publication by Toner (2011) analyses the importance of boosting
skills for innovation as a key element in promoting innovation in the
economy. As his study shows, there is enormous variation in the types of
skills required for innovation. The best way to promote and develop these
skills for innovation within the education system remains unclear.
This article identies a number of major ndings in the literature that
illustrate how to foster skills for innovation based on an expanded
understanding of learning. The approach oered aims to outline and
explore major conditions required to foster critical skills such as problem
solving, reection, creativity, critical thinking, learning to learn, risktaking, collaboration, and entrepreneurship. In this article, we therefore
*Email: cristobal.cobo@oii.ox.ac.uk
ISSN 0958-5176 print/ISSN 1469-3704 online
2012 British Curriculum Foundation
http://dx.doi.org/10.1080/09585176.2012.744330
http://www.tandfonline.com
C. Cobo
present and discuss ve trends that can be used to foster the development
of skills for innovation. These trends can be summarised as follows:
C. Cobo
Figure 1. Young adult responses to the question, Do you think you were given the required
skills at school/college to nd and hold onto a sustainable job in the present employment
market? Their responses ranged from 5 yes, very much so, to 0 not at all
(Generation Europe Foundation 2010).
The study adds a clear message for education policy makers: hands-on
work experience could help address the skills gap that prevents a young
person from landing his or her rst job (Generation Europe Foundation
2010).
In this case, it is important to distinguish between a skills mismatch
and a qualications mismatch according to the OECD (2011). As the
Generation Europe Foundations (2010) survey illustrates, access to
education or training cannot be correlated directly with the acquisition
of the particular skills required by the labour market. Excerpts from
interviews with the next generation include the following views:
. Most of the universities give far too much theoretical preparation
and too little preparation about how to face the real world of
work!
. Most students dont know anything about the business world, and how
to get the right preparation for job interviews.
. Too many times I hear people lamenting after they graduate that they
had to learn almost everything again at the work place, because the
knowledge they got at university (or high school) was useless.
(Generation Europe Foundation 2010, 911)
C. Cobo
Dede (2010) also supplies the criticism that in formal education, knowledge is
separated from skills and presented as revealed truth, not as an understanding that is discovered and constructed. He explains that this separation
results in students learning data about a topic rather than learning how to
extend his or her comprehension beyond the information made available for
assimilation. An understanding of how knowledge is co-created and
continuously re-constructed will stimulate not only the memorisation of
data but also the development of skills required to think scientically.
Targeting how to learn, and not just what to learn, stresses the relevance of
being adaptable as well as thinking scientically in dierent spaces, times,
and contexts beyond the boundaries of traditional formal education.
Dede (2010) adds that the development of thinking skills fosters the
ability to rapidly lter increasing amounts of incoming data to extract
C. Cobo
After performing their analysis, they conclude that there are three main
types of work that cannot be described by a set of rules and that would
therefore be extremely dicult for non-human intelligence to undertake.
These tasks can be summarised as follows:
(1) Identifying and solving new problems; if the problem is new, there
is no rule-based solution to program).
(2) Engaging in complex communication verbal and non-verbal
with other people in jobs such as leading, negotiating, teaching,
and selling.
(3) Performing many simple physical tasks and jobs that are
apparently trivial but that are also extremely dicult to program,
such as making sense of, adapting or transferring knowledge to
new problems. (Levy and Murnane 2004)
Many teachers disapprove of the use of Wikipedia and other online open
educational resources because of a concern that students can copy and
paste content. However, if teachers present questions to which denitive
answers do not exist that is, that may not exist on Wikipedia or
anywhere else then students will be encouraged to explore and create his
or her own explanations or analyses. This approach of asking new,
creative questions goes much further in promoting the development of
expert or critical thinking skills.
Tests should assess students ICT skills in addition to his or her ability
to use these skills to solve complex problems involving research,
communication, information management, and presentation. These
problems should involve both technical skills and learning skills, such
as nding things out, developing ideas, and exchanging and sharing
information (Dede 2010).
In their study titled The Future of Learning: Preparing for Change,
Redecker et al. (2010, 2830) at the Institute for Prospective Technological Studies compiled a set of prospective studies that aim to better
understand the coming role of ICT in teaching and learning practices.
Relevant ideas they presented include the following:
. Technology will be one of the main drivers for changing job
structures and requirements and will thus determine what skills
people need to acquire.
. The key to adequately preparing learners for life in a digital world is to
redesign education itself around participative, digitally enabled
collaboration within, and beyond the individual educational institution.
. Learning in education and training institutions will be based on the
principles of self-learning, networked learning, connectivity and
interactivity, and collective credibility.
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C. Cobo
. All citizens will need to continuously update and enhance his or her
skills throughout his or her lives.
. Individuals will need to re-create themselves as resilient systems with
exible, open, and adaptive infrastructures that engage all citizens
and re-connect with society; schools will become dynamic, community-wide systems and networks that have the capacity to renew
themselves in the context of change.
As a compilation of previously presented perspectives, the work of these
authors is relevant in re-conceptualising the use of technologies, not as
tools that reinforce the development of routine manual or intellectual
practices but as devices that can contribute to better application of skills
and knowledge in changing and unpredictable situations. In addition, it is
important to have a clear vision of which ICT practices can stimulate the
development of higher-order skills such as distributed production of
knowledge; knowledge translation; distributed collaborative work; workforce training, re-skilling and up-skilling; and adaptability, resilience and
networking.
It is important to understand the skills related to ICT as competencies
that help to create and re-create knowledge in dierent contexts
and formats. These e-competencies (as they will be called going forward)
are:
meta-competencies that denote the interaction of dierent skills and
knowledge (multi-literacies or hyper-literacies), which are constituted by
ve underlying concepts: e-awareness, technological literacy, informational
literacy, digital literacy and media literacy. The relevance of one or more of
the underlying concepts will depend on the context and the particular needs
of each specic user. (Cobo 2009, 23)
11
Age, is organised around new forms of time and space: timeless time, the
space of ows. (Castells 1997, 12)
For more than two centuries, formal education has been organised
around industrial principles. Weyand (1925, 656) wrote about the
harmony between public schools and the industry machine in the early
twentieth century: Industrial education is a method of experimentation
for the purpose of nding out what adjustment can be made to bring the
culture of the public school into harmony with the culture of machine
industry and its accompanying organisation.
Rifkin (2010) explains that this concept of an education shaped under
the old industrial paradigm is not a matter of the past; he argues that it
remains a problem: Unfortunately, our system today is still largely mired
in those outdated assumptions. The classroom is a microcosm of the
factory system. He criticises the current American educational system,
saying that it has been unable to address the challenges posed by a
globalised society.
The obsession with hyper-fragmentation and standardisation is
probably an industrial-era heritage that is still broadly adopted in
education systems. Currently, this Fordist-Taylorist-rooted education
can be seen in examples such as uniform assessment, similar
mechanisms of incentives (qualication and certication), content
disconnects between courses, distribution of classes in equal time
intervals (usually of 45 minutes), row seating in classrooms, and a clear
vertical hierarchy in which a small group of adults dictates the
performance of the rest. These are structures designed to create an
extremely mechanical and homogeneous treatment of the formal
learning process (de Bary 2010).
In this context, the concepts of timeless time and a space of
ows proposed by Castells (1997) suggest a dierent approach and
one that is especially relevant for new learning frameworks. Today,
more than ever, timeless time and a space of ows are observable
among the youngest generation, who use ICTs at any moment, and in
any space.
Although it is not a new concept (Lindeman 1926), lifelong and
lifewide learning can be seen as the central learning paradigm for the
future, and it is likely that learning strategies and pedagogical approaches
will undergo drastic changes. Rotherham and Willingham (2010) add that
education faces enormous challenges, and they insist on the importance of
teaching skills in context.
Redecker et al. (2010, 10, 28) explain that learning takes place across a
number of dierent venues and involves mixed-age groups in many
dierent congurations. The challenges for lifelong learning can be
organised into three areas:
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13
14
C. Cobo
15
16
C. Cobo
17
addition, the creation of new mechanisms to proliferate workbased learning experiences and the adoption of eective feedback
from the labour market should be considered crucial in adapting
formal education to meet the needs of a work-based society.
In exploring a better way to envision the education process for coming
generations of students, it would not make much sense to ignore the new
possibilities, spaces and tools that we already have at hand. If knowledge
is inherently dynamic, it is important to highlight the idea of learning as a
lifelong journey a journey that is not limited by any space, institution or
diploma.
The challenge now is to bring this vision of skills for innovation into
action and to explore the conditions for triggering those multi-skilled
proles that utilise a mode of learning that happens at any time and
anywhere.
Acknowledgements
This work has been funded by the KNetworks project with the support of the Atlantic
Area Programme, a Transnational Cooperation Programme of objective European
Territorial Cooperation.
Note
1.
http://www.p21.org/
Notes on contributor
Cristobal Cobo is a research fellow at Oxford Internet Institute. He works in a number of
research projects, supported by the European Commission, in the elds of: social innovation,
lifelong learning, knowledge transfer, Internet and knowledge society. More information:
http://blogs.oii.ox.ac.uk/cobo.
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