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A SKILLS PERSPECTIVETO ARTS EDUCATIONDirk Van DammeHead of the Innovation and MeasuringProgress division – OECD/EDUWorld Summit on Arts Education, Wildbad Kreuth, 14 May 2013

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WHICH SKILLS DO 21STSOCIETIES NEED?3

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4Changing skill demand4045505560651960 1970 1980 1990 2000Routine manualNonroutine manualRoutine cognitiveNonroutine analyticNonroutine interactiveSource: Levy and Murnane, 2005Meantaskinputaspercentilesofthe1960taskdistributionEconomy-wide measures of routine and non-routine task input (US)

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Working in creative jobs.Increase in creativity-oriented jobs (Canada, 1901-2006)5

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6Critical skills for the most innovative jobs(tertiary-educated workers)Likelihood (odds ratios) of reporting the following job requirements: peoplein the most innovative jobs vs. least innovative jobsSource: OECD, based on REFLEX and HEGESCO data

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21st Century SkillsWays of thinking•Creativity and innovation•Critical thinking, problem solving•Learning to learn, meta-cognitionWays of working•Communication•Collaboration (teamwork)Tools of working•Information literacy•ICT literacyLiving in the world•Citizenship – local and global•Life and career•Personal, social responsibilitySource: Microsoft-Intel-Cisco ATC21S project7

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Individual Skills for Innovation8

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What share of graduates of a given fieldhave a highly innovative job?Product /service innovationSource: OECD, based on REFLEX and HEGESCO data 9

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What share of graduates of a given fieldhave a highly innovative job?Technology, tool, instrument innovationSource: OECD, based on REFLEX and HEGESCO data 10

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What share of graduates of a given fieldhave a highly innovative job?Knowledge / method innovationSource: OECD, based on REFLEX and HEGESCO data 11

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Humanities hampering innovation?12

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WHAT CAN ARTS EDUCATIONCONTRIBUTE TO THEDEVELOPMENT OFTRANSVERSAL SKILLS?13

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14Arts in the curriculumOECD average: 7.7% - EU21 average: 8.3%

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15Relationship between instruction timefor arts and innovation

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Multi-arts education and subject-basedskills An association…United States: SAT scores of students taking following subjects in high school17

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Multi-arts education and subject-based skills… but no causality18

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Strengthening verbal skills through theuse of classroom drama19

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• neurological: learning in an art form might activatebrain areas that are also involved in some form ofnon-arts learning;• cognitive: learning in an art form might traincognitive skills that are involved in some non-artsarea;• social: learning in an art form might train socialskills that are involved in some form of non-artsarea;• motivational: learning in an art form might bemotivating and this motivation might spill over intoother areas.20Possible explanations for skills transfervalue of arts

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CREATIVITY: DEFINITIONAND ASSESSMENT21

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Developing assessment tools to measureprogression in creativity / 21st century skillsSource: Lucas, Claxton and Spencer (2013)22

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Assessing creative mindednessHabit of mind1. Inquisitive2. Persistent3. ImaginativeSub-habit of mind• Wondering and Questioning• Exploring and Investigating• Challenging assumptions• Managing uncertainty• Sticking with difficulty• Daring to be different• Playing with possibilities• Making connections• Using intuition23

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Assessing creative mindednessHabit of mind4. Disciplined5. CollaborativeSub-habit of mind• Crafting and Improving• Developing techniques• Reflecting critically• Cooperating appropriately• Giving and receiving feedback• Sharing the ‘product’24

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Self-assessment by students themselvesSource: Lucas, Claxton and Spencer (2013)25

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A FEW CONCLUSIONS26

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• A strong social and economic demand for innovation skills• Evidence points to associations between arts education andthe development of innovation skills• But causal evidence and detailed research about the precisepathways of transfer is missing• More systematic assessment of the development of creativitythrough arts education is needed• The quality of the teaching & learning process matters a lotfor actual skills development; arts education is no exception• Arts education is not only instrumental, but also an end initself27A few conclusions

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Thank you !dirk.vandamme@oecd.orgwww.oecd.org/edu/ceritwitter @VanDammeEDU28