1. Aligning improvement and innovation: some issues and challenges Valerie Hannon, Innovation Unit, UK DECD Research and Innovation Committee, South Australia August 30 2012

2. Has the case for transformation (as distinct from improvement) yet been made with compelling force?

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4. 4 Technological change is accelerating.

9. World Recession Profound long-lasting consequences for all public services Swingeing cuts in services either underway or in prospect The search for ‘more for less’ In many countries, deep problems with public sector borrowing, spending and debt

11. Globalisation, so what? Understanding identity, core values and cultural practices is more important than ever Jobs can be quickly transferred from one side of the world to another Consumers/researchers look across the world for the best Higher order skills are at a premium Integrated world markets (IT & containerisation mean new lower-cost producers in the world market) Education itself is globalising: mobile students, distance/online learning, competition between providers

12. Worldwide demand for learning DEVELOPED WORLDDEVELOPING WORLD

13. Worldwide demand for learning DEVELOPING WORLD Youth bulge new demand for learning

15. Worldwide demand for learning DEVELOPED WORLD Ageing population new dependency ratio Workforce crisis Lifelong learners

17. Career Paths are changing. 20 TH CENTURY 1-2 jobs, mastery of one field 21 ST CENTURY 10-15 jobs, breadth, depth in several fields

21. Pedagogy Place Transformation means fundamental shape-shifting changes in….. Time Partnership

23. ‘Awaking possibility’ means modelling real alternatives to the current paradigm - but they have to demonstrate the shift

24. Are ‘super schools’ doing this in your context?

25. Do you have real consensus about the key changes to be made? (e.g. it’s not just about the technology…. )

26. S-Curve: raised goals or different goals? Architecting the future Scaling for growth Operationalizing the results Extracting Efficiencies Closing / Transitioning 1 2 3 4 5 Jumping and Transforming 6

27. The innovator’s (and the evaluator’s) dilemma Adapted from Ready or Not? Taking Innovation in the public sector seriously (NESTA 2007)

28. proposition 1: The best way to engender a powerful (impactful) research agenda is to foster a culture of inquiry at all levels: involve teachers AND students (and communities?) How could this be done?

29. proposition 2: Innovation needs D&R not RCT. Do you have spaces where genuine experimentation and transformation is intentionally explored in a disciplined way? Is there scope for such an approach in your context?

30. Differentiating leadership of improvement and leadership of innovation Intense knowledge of your sector; preparedness to look outward and beyond Attitude to data – choice of indicators Attitude towards research: the final word, or a starting point?

31. 31 it’s not either/or it’s both, and….

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33. Conditions for Innovation incentivising student led curriculum development coalition building leveraging use of mobile technologies low barriers of entry for new providers models for co producing learning with learners Investing in and supporting innovation zones mandating personal learning plans open access to a technology infrastructure promoting transformational leadership reviewing the role of ‘teachers’ valuing and validating disciplined risk taking strong engagement with families and communities freedom for merger and demerger activity local reinvestment of cost savings

34. “The most important characteristic of an innovative firm is that it has an explicit system of innovation which pervades the whole organisation, which is visible, known about, generates a stream of new ideas, and is seen as vital to creating new value” John Kao Jamming: The Art and Discipline of Corporate Creativity