Systemic approach for innovative education process

Abstract

Purpose -The main objective was to establish which are the most important phases within the invention-innovation processes in Slovenian vocational education and training. We focused on the most important "outcome" of the educational process -the innovative student and tried to establish his/her interdependence with the teacher, educational system and supporting environment. Design/methodology/approach -We used questioner for analyses of the current situation on performing the mentioned chain and influencing factors. We used descriptive statistics and correlations among variables (Pearson correlation coefficient). The study was conducted among secondary school teachers. Findings -The results show that teachers are aware of the importance of innovative processes. But the level of their non-optimal support depends on their knowledge, experience and motivation as well as the school system at micro level. On macro level, the local community, regional and national support are the influencing factors. Concerning systemic approach, there is still a lot to be done at the national level. The paper presents the most important topics which require further improvements. Research limitations/implications -We showed key findings concerning current situation. Owing to the complexity of the problem we could not identify all the reasons for such situation which is an important motive for further research. Also a target group of interviewees represents a limitation. Practical implications -The results are useful for teachers/mentors, for school principals, for Slovenian supporting environment and for the educational system leaders, who can contribute more in creating innovative environment. Originality/value -Paper attempts to measure a complex subject of innovation processes in school in close interdependence with the teacher, educational system and supporting environment. Also major findings are important.

Innovation society – the role of the secondary school

“…On macro level, the local community, regional and national support are the influencing factors. Concerning systemic approach, there is still a lot to be done at the national level (Likar et al, 2006). But the mentioned situation is not limited only to Slovenia.…”

“…Despite the fact that the importance of teaching creativity and innovation is possible and essential (Mulej et. al., 2005;Robinson 2001;Likar et. al., 2006), it only addresses the issue briefly.…”

Is Europe 2020 Set to Fail? The Cultural Political Economy of the EU Grand Strategies

“…(Likar et al, 2006). While strongly interdependent because of their specialized nature, they are also increasingly autonomous and based on their specific internal principles.…”

Educational Model for Promoting Creativity and Innovation in Primary Schools

“…Nevertheless, research findings (cf. Likar et al ., ; Lavrič, ; Mrgole, ) clearly indicate that schools, teachers and students are aware of neglect in this area of the educational system. This means that improvements in the curriculum could help the young to internalise creativity and innovation and encourage the incentives to connect with their environment (Cankar et al ., ).…”