Abstract

This article argues that the development of innovation competences should take a more formalised role within the national education curriculum. The authors have developed a list of eighteen competences based on literature review and consultations with experts, with empirical results from a national study commissioned by the Polish Ministry of Development. The main purpose of the study was to propose a set of measures and recommendations in regard to the national reform of the education system in Poland. Based on extensive empirical data from that study the authors propose a set of hypotheses necessary to further investigate the possible relationships between variables analysed during the study commissioned by the Ministry, which include some of the demographic characteristics of Polish teachers in regard to their attitudes towards those competences. Although this is not the first endeavour in research on education to develop such a set of competences, the added value of this particular study is the acceptance and implementation of the research findings as a national benchmark in the Polish national education system. The results are of value to both teachers and teacher educators, and we position our research as Translational Research, attempting to bridge the gap between basic research and the world of practice, which involves teachers, as well as school and system-level leaders.

Keywords: innovation competences, innovation development, education system, teacher development, Translational Research

References

• Alshannag, Q., & Hamdan, A. (2015). Schools killing creativity! What can we do? The case of enhancing creativity and inquiry based learning in teaching science. In The Second International Conference for Gifted and Talented "Towards National Strategy for Enhancing Creativity". College of Education. UAEU. https://conferences.uaeu.ac.ae/gtic/ar/papers/25_62e.pdf
• Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376. https://psycnet.apa.org/doi/10.1037/0022-3514.45.2.357
• Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39-58. https://doi.org/10.2307%2F41165921
• Bailey, J. R., & Ford, C. M. (2003). Innovation and evolution: managing tensions within and between the domains of theory and practice In L. Y. Shavinina (Ed.), The international handbook on innovation (pp. 248-58). Pergamon.
• Bakhshi, H., & Mateos-Garcia, J. (2013). A Manifesto for the Creative Economy. NESTA. https://www.nesta.org.uk/report/a-manifesto-for-the-creative-economy/
• Banaji, S., Cranmer S., & Perrotta, C. (2013). What's stopping us? Barriers to creativity and innovation in schooling across Europe In K. Thomas, & J. Chan (Eds.), Handbook of research on creativity (pp. 450-463). Edward Elgar Publishing.
• Barlow, M. Ch. (2000). Guilford's structure of the intellect. The Co-Creativity Institute. http://www.cocreativity.com/handouts/guilford.pdf
• Barnett, H. (1953). Innovation: The basis of cultural change. McGraw-Hill.
• Beblavý, M., & Veselková, M. (2014). Future of skills in Europe. Convergence or polarisation? CEPS Working Document, 390.
• Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. Bloomsbury.
• Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles. Policy & Practice, 25(6), 551-575, https://doi.org/10.1080/0969594X.2018.1441807
• Brookhart, S. M. (2013). Assessing creativity. Educational Leadership, 70(5), 28-34.
• Brown, S., & Eisenhardt, K. (1998). Competing on the edge: Strategy as structured chaos. Harvard Business School Press.
• Chell, E., & Athayde, R. (2009). The identification and measurement of innovative characteristics of young people. Research Report. Nesta. https://core.ac.uk/download/pdf/90615.pdf
• Coate, K., & Boulos, A. (2012). Creativity in education: challenging the assumptions. London Review of Education, 10(2), 129-132. http://dx.doi.org/10.1080/14748460.2012.691278
• Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.), Educational measurement, 2nd ed. (pp. 443-507). American Council on Education.
• Cropley, D. H. (2015). Creativity in engineering. Academic Press.
• Csapó, B., & Funke, J. (Eds.). (2017). The nature of problem solving: Using research to inspire 21st century learning. OECD Publishing. http://dx.doi.org/10.1787/9789264273955-en
• Davies, D., Jindal-Snapeb, D., Collier, Ch., Digbya, R., Hay, P., & Howe, A. (2013). Creative learning environments in education - A systematic literature review. Thinking Skills and Creativity, 8, 80- 91. https://doi.org/10.1016/j.tsc.2012.07.004
• Erol, M., Böyük, U., Şahingöz, R., Harrison, T., & Costa, M. (2012). Developing experiment based science teaching skills: A lifelong learning opportunity for teachers in a rural area of Turkey. Energy Education Science and Technology Part B-Social And Educational Studies, 4(4), 2327-2338.
• European Innovation Council. (2021). The 2021 challenge: Skills for tomorrow - Shaping a green and digital future. https://eic.ec.europa.eu/eic-funding-opportunities/eic-prizes/european-social-innovation-competition/2021-challenge-skills-tomorrow-shaping-green-and-digital-future_en
• European Union. (2010). 2010 joint progress report of the Council and the Commission on the implementation of the 'Education and Training 2010 work programme'. (2010/C 117/01). https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:117:0001:0007:EN:PDF
• Fazlagić, J. (2018). Szkoła dla innowatora. Kształtowanie kompetencji proinnowacyjnych. Ośrodek Doskonalenia Nauczycieli.
• Fuller, B., & Clarke, P. (1994). Raising school effects While ignoring culture? Local conditions and the influence of classroom Tools. Rules and pedagogy. Review of Educational Research, 64(1), 119-157. https://doi.org/10.2307/1170747
• Gordon, J., & O'Toole, L. (2015). Learning for well-being: creativity and inner diversity. Cambridge Journal of Education, 45(3), 333-346. https://doi.org/10.1080/0305764X.2014.904275
• Guilford, J. P. (1985). The structure-of-intellect model. In B. B. Wolman (Ed.), Handbook of intelligence: Theories. measurements. and applications (pp. 225-266). Wiley.
• Hallam, S., & Ireson, J. (1999). Pedagogy in the Secondary School. In P. Moretimore (Ed.), Understanding pedagogy and its impact on learning (pp. 68-97). Paul Chapman Publishing, A SAGE Publications Company.
• Hebert, R., & Link. A. (2006). The entrepreneur as innovator. The Journal of Technology Transfer, 31(5), 589-597. https://doi.org/10.1007/s10961-006-9060-5
• Heilmann, G., & Korte, W. B. (2010). The role of creativity and innovation in school curricula in the EU27. A content analysis of curricula documents. European Commission, Joint Research Centre Institute for Prospective Technological Studies. http://www.pim.com.mt/pubs/JRC_curricula.pdf
• Kabukcu, E. (2015). Creativity process in innovation oriented entrepreneurship: The case of Vakko. Procedia - Social and Behavioral Sciences, 195, 1321-1329. http://dx.doi.org/10.1016/j.sbspro.2015.06.307
• Markides, C. (2013). Do schools kill creativity? Business Strategy Review, 24(4), 6-6. https://doi.org/10.1111/j.1467-8616.2013.00983.x
• Muijs, D, & Reynolds, D. (2011). Effective teaching: Evidence and practice. Sage.
• Mwasalwiba, E. S. (2010). Entrepreneurship education: A review of its objectives. teaching methods and impact indictors. Education and Training, 52(1), 20-47. http://dx.doi.org/10.1108/00400911011017663
• OECD. (2011). Skills for innovation and research. https://doi.org/10.1787/9789264097490-en
• OECD. (2014). PISA 2012 results: Creative problem solving. Student's skills in tackling real-life problems. https://doi.org/10.1787/9789264208070-en
• OECD. (2015). Schooling redesigned: Towards innovative learning systems. https://www.oecd.org/education/schooling-redesigned-9789264245914-en.htm
• OECD. (2016). Innovating education and educating for innovation. The power of digital technologies and skills. http://dx.doi.org/10.1787/9789264265097-en
• OECD. (2019). Conceptual learning framework. Skills for 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/skills/Skills_for_2030_concept_note.pdf
• Ramankulov, S., Usembayeva, I., Berdi, D., Omarov, B., Baimukhanbetov, B., & Shektibayeva, N. (2016). Formation of the creativity of students in the context of the education informatization. International Journal of Environmental & Science Education, 11(16), 9598-9613.
• Ridgway, V. F. (1956). Dysfunctional consequences of performance measurements. Administrative Science Quarterly, 1(2), 240-247. https://doi.org/10.2307/2390989
• Samašonok, K., & Juškevičienė, A. (2021). Social competence-based prognostic possibilities of creativity expression among students of social profile. Entrepreneurship and Sustainability Issues, 8(3), 324-339. http://doi.org/10.9770/jesi.2021.8.3(20)
• Samašonok, K., & Juškevičienė, A. (2022). Perceived creativity and the big five personality traits of specialists trained for profession: trends in their interaction. Entrepreneurship and Sustainability Issues, 9(3), 265-283. http://doi.org/10.9770/jesi.2022.9.3(16)
• Scott, P., Asoko, H., & Leach, J. (2010). Student conceptions in conceptual learning in science In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 31-56). Routlege.
• Scott, S., & Bruce, R. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37(3), 580-607. https://doi.org/10.5465/256701
• Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166-169. http://dx.doi.org/10.4236/ce.2010.13026
• Sternberg, R. J., & Williams, W. M. (1996). How to develop students creativity. Association for Supervision and Curriculum Development.
• World Bank. (2017). Doing Business. https://archive.doingbusiness.org/content/dam/doingBusiness/media/Annual-Reports/English/DB17-Report.pdf