Increase the innovative capacity of Education

Everyone wants good education. To accomplish this, a permanent dialogue is needed between the educational field and society. Many projects that aim to innovate education, are isolated from the daily educational practice. However, if we actually want to empower the learning and innovative capacity of pupils, teachers and schools, it should be fundamental in the jobs of teachers and school leaders, as well as part of the policy of school

Increase the innovative capacity of <span>Education</span>
Satchels on the peg

Schooltassen aan de kapstok.

Maker: Kennisland

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This is easier said than done. It is a great challenge to transform innovative projects into permanent change; let alone, to create permanent room for innovation. There are many programmes, projects, networks, inspirational sessions and other attempts to improve education as a whole. It causes some commotion in many cases, but it rarely causes actual change. Education is somewhat like a supertanker and it is very hard to change its direction. What is needed to change this direction?

Since 2008, Kennisland creates innovation in collaboration with the educational field, whether by multiannual projects or in small experiments. We participate in the dialogue about the educational policy, but we also develop and execute programmes ourselves, in cooperation with schools (InnovatieImpuls Onderwijs), teachers (Onderwijs Pioniers), school leaders and studentsSince 2008, Kennisland creates innovation in collaboration with the educational field. We participate in the dialogue about the educational policy, but we also develop and execute programmes ourselves, in cooperation with schools, teachers, heads of schools and students..

These experiences proved us that a limited and one-sided focus on either the policy, the teacher, the school leader or the pupil will not lead to effective and sustainable change. Besides, innovation does not come from implementing new concepts, products or technologies. To really reform education, we need to ask ourselves the question what the purpose of education is. The answer can not be given by just one person or group. It is a societal question, however, in which everyone should be involved. There is action needed to promote the dialogue, to enable the experiment and to confront everyone involved with these tough questions. Not just once, but daily.

What do we think is good education?

Educational Innovation of Education should not be just a temporary project, it should be part of the everyday school culture.reform can and should be better, and starts with the question: What is good education? We think education should be aimed at the development of individual talents, because that is what a knowledge-based society needs.

Good education according to us is about:

  • Not just learning ‘something’, but above all ‘learning to learn’
    The learning capacity of pupils, as well as teachers, school leaders and policy makers, should be triggered. Learning is much more than just a cognitive transfer of knowledge on the individual level; it is about a motivated, investigative and entrepreneurial attitude. EducationEducation that does not concern ‘learning to learn’ contradicts itself. that does not concern ‘learning to learn’ contradicts itself.
  • Educate for society
    The current educational system is narrowly focussed on preparing pupils for the conventional labor market, which is changing ever more rapidly. Nationally and economically measurable results are the main focus. This does not only diminish the learning capacity, but it also expels the passion of pupils and teachers. Education should support young people in their development to a meaningful role in society. To accomplish this, there has to be much room for creativity, social skills, critical thinking and acting, pro-active initiatives and new ways to cooperate++21st Century skillsRead more about these skills..
  • Throw away the one-size-fits-all method
    One-size-fits-all education reduces talent and development. Education is not a factory that reproduces roles and relations in society. In contrast, education should lead to equal chances to development. EducationEducation is in fact, an acceleration to a society in which everyone plays a valuable part in a way that fits his/her own view. is in fact, an acceleration to a society in which everyone plays a valuable and unique role.

What we do to achieve good education:

  • Support and unite innovators
    A template for educational innovation does not exist. But many experiments have taken place and this experience teaches us a lot about education. We bring the current innovators together and support them. Also, we support potential innovators and introduce them to useful knowledge and skills, as well as giving them a stage to spread their ideas. Read more here.
  • Experiment on and with schools
    Innovation needs room for experimentation, inside and outside of the current system. Kennisland has gained a lot of experience in the shaping and developing of these experimental spaces, on and between schools.
  • Educate ambitious school leaders
    Teachers are crucial actors in the development of the basic educational process. That is why they need managers that create the conditions and room to enable them. To manage an innovative organisation, you need to dispose of new skills and attitudes. We challenge school leaders to develop these.


More information:
 Kimon Moerbeek (km@kl.nl)

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