The OECD Handbook for Innovative Learning Environments

image of The OECD Handbook for Innovative Learning Environments

How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

“If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.


Foreword and acknowledgements

Centre for Educational Research and Innovation

Over the last decade, the OECD region has seen a 20 percent rise in spending per school student but yet little significant improvement in learning outcomes. When other sectors see flat-lining productivity they look to innovation. In many fields, people enter their professional lives expecting their practice to be transformed by innovation. This is still not widespread in education. When the OECD conducted its first international survey of teachers, teaching and learning (TALIS), an average of only just over a quarter of teachers responded that more innovation in their teaching would be valued, never mind rewarded, in their schools.


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