Facilitating the "Elite" in innovation acquisition An overrated concept or, a necessity?
Barre latérale de l'article
Contenu principal de l'article
Résumé
Innovation is a term that features in more than 40 000 web searches. Innovation is often confused with other terms such as creativity. Scott (2012) maintains that creativity is only part of the process of innovation. Educating the youth for tomorrows' world requires harnessing innovative measures where theoretical concepts are woven into the practical every-day (Newnham, 2015; Virkkunen, Newnham, Nleya & Engeström, 2012; Miettinen, 2005, 2009) and that of our tomorrow land. Christensen and Overdorf (2000) developed the concept of disruptive innovations. They state that disruptive innovations are derived from disruptive technologies. Disruptive innovations are those that have a new use or exchange value (Ollman, 2003) and eventually disrupt an existing practice and its value network.
Whilst developed nation states attempt to contend with the disruption of ICT's use in learning spaces, developing countries attempt to catch up to the international models of education.
Morocco's education mission and vision has not produced the desired outcomes and a new coalition with USAID had been drawn up until 2020. New strategies are being designed to overcome existing problems such as levels of illiteracy, dropout rate and student motivation. This text explores the possibilities of innovative models of education and provides concrete suggestions from noted scholars in the field.
Renseignements sur l'article
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Références
Adair, J.(2007). The art of creative thinking. How to be innovative and develop great ideas. Great Britian: Kogan Page Limited.
Bakhurst, D. (2011). The formation of reason. Wiley Blackwell.
Christensen, C.M. & Overdorf, M. (2000). Meeting the challenge of disruptive change.
Harvard Business review.
Davydov, V.V. (2009). Problems of developmental instruction. A theoretical and experimental psychological study. Nova Science publishers, Ltd.
Engestrom, Y. (2009). Learning environments and implementation to Activity systems and expansive learning. In : An international journal of Human Activity theory. No. 2.pp. 17-33. Engeström, Y. (1987/2014). Learning by expanding. An Activity-theoretical approach to developmental research. 2nd edition. New York: Cambridge university press.
Engeström, R., Batane, T.,Hakkarainen, K., Newnham, D.S., Nleya, P., Sentini, A & Sinko, M.(2014). In Mind, Culture, and Activity. DOI : 10.1080/10749039.2013.879185 Hargreaves, D.H. (1995). School culture, School effectiveness and School improvement. In School effectiveness and school improvement. An international journal of research, practice and policy. Vol.6 (1).
Hedegaard, M. (2003). Cultural Minortiy children’s learning within Culturally-sensitive classroom teaching. In Pedagogy, Culture and Society. Vol. 11 (1).
Ilyenkov, E.V. (2007). Our schools must teach how to think. In Journal of Russian and East European psychology, vol. 45, no 4. July-August, pp.9-49.
Miettinen, R. (2005). Object of Activity and Individual motivation. Mind Culture and Activity, 12(1), 52-69.
Miettinen, R. (2009). In Dialogue and Creativity. Activity theory in the study of Science, technology and innovations. ICHS, Vol. 29
Miettinen, R. & Peisa, S. (2002). Integrating school-based learning with the study of change in working life: the alternative enterprise method. In Journal of Education and Work, Vol.15, No 3
Virkkunenm J. & Newnham, D.S. (2013). The Change Laboratory. A tool for collaborative development of work and education. Belgium: Sense publishers.
Virkkunen, J., Newnham, D.S., Nleya, P & Engeström, R. (2012). Breaking the vicious circle of categorizing pupils in school. Learning Culture and Social Interaction. Elsevier.183-192. Kelley, T. (2008). The ten faces of innovation. Strategies for heightening creativity. Profile Books.
Nersessian, N.J. (2008). Creating Scientific Concepts. Mit Press.
Newnham, D.S. (2004).Ce n’est pas un jeu d’enfant. Réflexion sur « Becoming literate in the city. The Balitmore early childhood project”. Raisons éducatives: De Boeck
Newnham, D.S: (2005). Creation of an imbalance in the quest for a balance. Informal to formal literacy education, families’ and teachers’ awareness in the zone of proximal development during emergent literacy. DEA. University of Geneva.
Newnham, D.S. (2006). Stem of roses, heart of thorns,. Cultural diversity: a case study of problems linked to integration in classrooms. In Dawn Zinga (ed.). Navigating multiculturalism. Negotiating change. Cambridge scholar press. Pp268-293.
Newnham, D.S. (2015). Entrepreneurship or authority: a new school culture through expansive learning. 31st European Group for Organizational studies. Athens, July 2-4, 2015.
Ollman, B. (2003). Dance of the dialectic. Steps in Marx’s method. Chicago: University of Illinois press.
Scott, A. (2012). The little black book. How it works , how to do it. Boston: Harvard business review press
Taibi, A. (2015). The education system in Morocco: reform of reforms. http://www.moroccoworldnews.com/2015/01/
Tawel, S., Cerbelle, S. & Alama, A. (2010). Education au Maroc analyse du secteur. UNESCO library.
USAID (2013-2017) Morocco country development cooperation strategy. http://www.usaid.gov/
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge Mass: Harvard university press.