RESUME
Name : Nurul Hamidah Septianingsih
Class : 4C
NPM : 1910631060118
RESUME
INNOVATION EDUCATION TO IMPROVE SOCIAL
RESPONSIBILITY THROUGH GENERAL EDUCATION
This paper will represent the pedagogy of Innovation Education in Iceland that is a new school policy within the Icelandic school system. Innovation Education has taken form as a new cross curriculum subject called ‘Innovation and practical use of knowledge’ as presented in the new National Curriculum from 2007
In the case of Sloyd, such a carefully structured system was handicraft and, with regards to IE, the system refers to ideation skills within the context of innovation . The paper firstly defines ideation and describes its role in building innovativeness through general education in order to increase social responsibility in students through general education. Subsequently it demonstrates the ideology and pedagogical model of innovation education.
As the students engage in the process of innovation, gaps in their knowledge emerge and they find it necessary to research and gain appropriate knowledge, in terms of the particular innovation process they are involved in. As students acquire increased knowledge and experience of ideation work, they can employ this in new contexts . The resulting effort can be seen across the curriculum, as individuals rely on critical knowledge and information from different sources in searching for viable solutions, and the emphasis is to train students to produce valuable and practical results of their knowledge through innovative work . Innovation work can take place within all school courses and can be seen as the formation and development of human knowledge at all levels of education.
Innovation Education is intended to strengthen an individual’s innovative and independent thinking, together with the ability to respond to a new situation. The main emphasis of the pedagogy of IE is to make students better equipped to deal with their world and take an active part in society through innovation .
Idea generation is the generation of possibilities, performed at various points in problem solving and innovation episodes. Lying at the heart of both invention and design, it is a widely acknowledged as a key part of the innovation process . Innovation is closely related to idea generation, as the innovation process invariably includes problem-need identification and problem solving . Demerest , similarly, recognised knowledge creation as a key separate activity supportive of idea generation.
Rickards and Freedman suggest that an additional time separation or deferment of judgement should occur in the idea generation phase, as this time factor allows ideation to develop before idea evaluation takes place. Rather, it should be a period of knowledge creation through dialogue, debates, scanning, etc. Accordingly, ideas are generated and shaped, prior to idea evaluation.
Everyone can utilize their creativity if they have the opportunities to develop and mature through education in a conscious and targeted manner. The ideology behind innovation work concerns individual’s abilities to use their creative powers and creative intelligence to modify their environment. Innovation projects are intended to augment those strengths or qualities in a child's makeup and thus strengthen society in the future .
The research is based upon the theory that new knowledge is an active product of the learner integrating prior knowledge with new information and perceptions.
Students employ ideational skills at all stages and learn through the innovation process within the overall IE pedagogical framework . IE pedagogical framework, which is managed by the teacher. Innovation relates to the usefulness of ideas and/or how they can be implemented as solutions to the many problems encountered in daily life.
Student social responsibility is the responsibility of every student for their actions. Student social responsibility is based on an individual’s ethics. Instead of giving importance only to those areas where one has material interests the individual supports issues for humanitarian reasons. Ethics is the ethical judgment of an individual.
Ethical maturation is an important element of education. This element supports an individual’s responsibility to take part in and help shape society. Ethics develop through a student’s innovation work as they are working with real world problems. Students augment their ethical maturity and ability to utilize their creative intelligence.
When that occurs the student’s self-image also strengthens. One example of how work with innovation can be a foundation for ethical growth was when a 9 year old boy came with a problem to an innovation class. Many students made simulations of avalanches to test their prototypes. One student came up with a novel concept that could make it possible to find victims of an avalanche.
What struck the student was the remark, on the evening news, by a survivor, that he had called out for help but the rescuers could not hear him. The student’s concept used a simple stick which included certain sensors. As a concept it requires considerable development, but the point is, that for that 11 year old student the concept was new and had a true humanitarian basis.
The ideas proposed in innovation are supportable in all areas of education as well. Its basis lies in creative endeavours, which help the individual mature on many levels with the emphasis being on individual empowerment, initiative and working with ideas. In innovation he does not judge their proposals. He introduces them to the different work methods and takes the position that these people are his equals with abilities to take decisions and he merely helps them find technical solutions to the problems and functionality of the design.
The teacher does everything in his/her power to motivate and keep alive the creative wisdom of the child. They do not evaluate the child in relation to its cognitive stage of development but rather look at the child and its project as a whole. Our inherent creative wisdom is something that needs to be stoked and encouraged in a larger measure in the future
REASONS FOR CHOOSING THIS ARTICLE
The reason for choosing
this Paper is because it represents the pedagogy of Innovation Education in
Iceland which is a new school policy in the Icelandic school system which is an
interesting thing for me. Its main aim is to increase social responsibility
through general education. Innovation education has taken as a new
cross-curriculum subject called 'Innovation and practical use of knowledge' as
presented in the 2007 National Curriculum which has recently taken a place in
the National Curriculum as part of the new fields for Information Technology
and Technology Education. Innovation Education in this form It can be said to
be the result of 25 years of research work, which aims to develop new models
for education. This is done in cooperation between the school system and the
workplace. This paper presents how curriculum subjects have developed their
character, the pedagogical framework on which they are based, and also the
basic frameworkthe ideology behind it and ethical values as part of general
education.
IDEAS AND INSPIRATIONS AFTER READING THIS ARTICLE
After reading this article, I was inspired to expand education by incorporating new inventive ideas from young people, such as changing the curriculum so that kids can learn more effectively. Aside from that, I'd like to let people understand that general education is a societal obligation that must be shared.
RESUME
There are debates over whether changes in educational attainment ultimately
affect the long-run growth rate of the economy, or only the long-run level
of output. The neo-classical growth model, formalised in the 1950s and
1960s, had focused on the accumulation of machinery and equipment and
emphasised the feature of diminishing returns to such investment. A
one-year increase in the length of schooling will only increase the average
educational experience of the adult population as the new, better-educated
cohorts enter the workforce, replacing older cohorts. If this is
so, the annual growth rate of GDP will be 0.2 percentage points above
trend during the transition period, resulting in an overall 8%
increase, after which time the growth rate will revert to trend. In
this sense, changes in educational investment are predicted to have growth
effects in the short-run , but only level effects in the long-run.
Overall, it seems that studies that pool the least and the most developed economies do not find consistent and robust relationships between education and growth. Translating the elasticity into the marginal impact of an additional year of schooling in OECD countries , this implies that steady-state real GDP increases in a range of six to fifteen percent, with an estimated eight percent increase for a country like Australia with average schooling of ten years.
This finding, that education levels affect long-run technological progress, is confirmed by Frantzen who analyses the growth of total factor productivity between 1961 and 1991 in the business sectors of 21 OECD countries. The predicted effect of an additional year of schooling in the adult population on the annual rate of growth of total factor productivity is. Considering the case of Australia, where the US productivity ratio is approximately 1.5, we compare the predicted growth effects of schooling in Table 2.
This point is made by Grossman and Helpman who calibrate their model to match the US growth experience. They predict that, whilst business investment constitutes around ten percent of GDP, R&D - the engine of growth - need comprise as little as percent to generate economic growth of 2.5 percent per year.
These estimates of private rates of return on company-funded R&D are very high, given that investment in physical capital might be expected to earn a return closer to ten percent. Compared with the leading industrial economies of the OECD, Australia invests less of its resources into R&D – and a lesser proportion of that investment is carried out within the business sector. In the mid 1990s, a number of studies were published that claimed there was no systematic relationship between changes in national educational attainment and changes in economic growth. An increase of one year of schooling in the average educational attainment in the workforce, fo eight percent in a typical OECD country. There is mounting evidence, however, that there are also substantial dynamic or growth effects, which are linked to a country’s ability to implement new technologies. 5 ra l rate of Australian economic growth by close to years of schooling of the labou f attainment in North America and Scandinavia. The effect on the Australia economy would be an increase of one quarter of a percentage point in the annual growth rate – coming both through human capital.
REASONS FOR CHOOSING THIS ARTICLE
This article was chosen because it is sufficient, and it also surveys and summarizes information from recent studies that contribute to economic growth by spending on education and research and development. This article aims to determine whether educational improvements have a long-term impact on economic growth, or whether only long-term production indicates that educational innovation can benefit the economy.
IDEAS AND INSPIRATIONS AFTER READING THIS ARTICLE
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