“Creative and Innovative Good Practices in Compulsory Education in Europe”
From the Collection and Descriptive Analysis of 10 Good Practices
of Creativity and Innovation in Compulsory Education in the EU27
Executive Summary
The main aim of this study was to collect and analyse educational practices which exemplify good models
of creative learning and innovative teaching in compulsory education in the EU27. Ten good practices had
been identified according to the following criteria:
- Fair geographic distribution within the EU27;
- Fair distribution according to age groups, from primary to lower and upper secondary;
- Variety of domains of knowledge, from cross-curricular initiatives to projects related to specific subject areas;
- Variety in the scope and scale of the initiative;
- Variety of examples that consider the different facets of creativity.
- For each of the good practices, the research team has identified resources and information and evaluated them in order to provide the reader with an exhaustive overview of the projects.
Best Practice No1: FUNecole® Creative Learning Environment, Cyprus
How the best practice works:
In the context of current Cypriot Education – or in Greece, Romania and Estonia where the materials are also being used - where the curriculum and the pedagogy is apparently content-driven and generally teacher-centred, the curriculum and materials made and disseminated by FUNecole for Primary school children, their teachers and parents do appear to open up new and innovative ways of teaching and creative ways of interacting with knowledge. The philosophy of the curriculum is based on feedback spirals "coming back but, at higher levels", which are the cyclical guides that enhance the methods by which teachers craft instruction.
Benefits, creative potential and barriers:
The FUNecole strategy, aims and resource materials are all directly related to creative learning and an environment which will motivate primary aged children to discover, think, argue, build and experiment. The presentation of the learning platform and curriculum and the age-based materials have very high production values compared to most of the other teaching resources and sites surveyed previously, and although there are some resources that act as work sheets, these are designed to be visually appealing.
In the context of current Cypriot Education – or in Greece, Romania and Estonia where the materials are also being used - where the curriculum and the pedagogy is apparently content-driven and generally teacher-centred, the curriculum and materials made and disseminated by FUNecole for Primary school children, their teachers and parents do appear to open up new and innovative ways of teaching and creative ways of interacting with knowledge. The philosophy of the curriculum is based on feedback spirals "coming back but, at higher levels", which are the cyclical guides that enhance the methods by which teachers craft instruction.
Benefits, creative potential and barriers:
The FUNecole strategy, aims and resource materials are all directly related to creative learning and an environment which will motivate primary aged children to discover, think, argue, build and experiment. The presentation of the learning platform and curriculum and the age-based materials have very high production values compared to most of the other teaching resources and sites surveyed previously, and although there are some resources that act as work sheets, these are designed to be visually appealing.
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Screen taken from page 5 of report [2]
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Screen taken from page 5 of report [2]
The Joint Research Centre (JRC) is a Directorate-General of the European Commission under the responsibility of Maire Geoghegan-Quinn, European Commissioner for Research, Innovation and Science. It serves the common interest of the Member States, while being independent of special interests, whether private or national.
The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the European Commission's JRC. It promotes and enables a better understanding of the links between technology, economy and society. Its mission is to provide customer-driven support to the EU policy-making process by developing science-based responses to policy challenges that have both a socio-economic as well as a scientific/ technological dimension.
The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the European Commission's JRC. It promotes and enables a better understanding of the links between technology, economy and society. Its mission is to provide customer-driven support to the EU policy-making process by developing science-based responses to policy challenges that have both a socio-economic as well as a scientific/ technological dimension.
References:
- (ICEAC)Creative Learning and Innovative Teaching: A study on Creativity and Innovation in Education in EU Member States
- Creative and Innovative Good practices in Compulsory education in Europe (Report)
- Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States (Report)
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