The goal of this article is to clarify the concept of innovation and by presenting a research on the basic education outcome assessment data from an innovation learning perspective, answer to a question: Do students learn innovation in comprehensive education? The empirical information in this research is based on data collected in the national assessment of the subject craft, design and technology education (CDT) in Finland in 2010. The comprehensive education in Finland, the basic education, means grades 1-9 in comprehensive schools from age 7 to 16. This assessment included a design task, a test of knowledge and skills and an attitude test in CDT. This research focuses on two central concepts: (1) innovation is defined as a novel, inventive and usable solution, in either material or immaterial space: an end-product, process or method related to people's practical needs and purposes and (2) innovation learning is defined as a problem based and creative process of using and implementing knowledge and skills in iterative and critical manner in designing and making a novel and practical solution with high usability. The assessment data was marked off to tasks which indicated the innovation learning (n = 661 out of the sample n = 4792). Brim quartiles were used as a methodological solution; the brim quartiles of usability formed the sample of this research. The statistical differences were tested using the Kruskal-Wallis test and the Pearson Chi Square test. Innovation learning includes the process of designing, planning, making and the practical solution itself. The national data allow general conclusions according to the level of innovation learning in comprehensive education. The central observation is that students learn innovation in comprehensive education varying from good to moderate levels. However, if students have not studied design and technology since 7th grade, they are twice as likely to be negative underachievers as to be either positive achievers or positive underachievers. This is useful for governments to know when trying to increase innovation on a national level, as well as when considering the well-being of people and society.

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Tiivistelmä Jo vuoden 1970 komiteanmietinnössä todetaan, että teknisen työn ja tekstiilityön opetuksen tulisi olla yhteistä koko ikäluokalle.  Tämän jälkeen opetussuunnitelmaa on uudistettu useamman kerran, mutta sopivaa ratkaisua käsityön opetuksen toteuttamiseksi ei ole löytynyt. Tässä artikkelissa tarkastellaan oppilaiden asenteita käsityö oppiainetta kohtaan. Tutkimusaineisto on kerätty lukuvuoden 2013 - 2014 aikana. Tutkimusote on kvantitatiivinen ja aineisto (N = 982) on demografisesti koko maata edustava. Artikkelin teoreettisena lähtökohtana on käsityön opetuksen järjestäminen ja aikaisempi käsityön asenteisiin liittyvä tutkimuskirjallisuus. Empiiristen tulosten perusteella teknisen työn sisältöjen painotettuun opetukseen osallistuneiden oppilaiden asenteet ovat selvästi myönteisempiä kuin saman sisältöiseen (yhtä paljon teknistä työtä ja tekstiilityötä) opetukseen osallistuneiden oppilaiden asenteet. Lisäksi painotettuun teknisen työn sisältöjen opetukseen osallistuneet oppilaat hakeutuvat muita useammin ja saman sisältöiseen opetukseen osallistuneet muita harvemmin käsityön valinnaiseen opetukseen. Edelleen tutkimuksen pohjalta voidaan esittää tasa-arvon toisesta näkökulmasta oikeutettu kysymys: annetaanko kaikille oppilaille riittävä mahdollisuus valita toiveidensa ja kiinnostuksensa mukaisia käsityön oppisisältöjä? Avainsanat: asenteet, sukupuoli, käsityön opetus, tekninen työ, tekstiilityö,     Abstract As early as 1970 a committee report suggested that both technical and textile crafts should be compulsory for both boys and girls. After this, the national curriculum has been revised several times. However, a suitable solution for the curriculum of craft education has not been found. In this article, students’ attitudes towards craft education were examined. The research data was collected during the school years 2013 - 2014. The research design is quantitative and the data (N = 982) represents the whole country demographically. The theoretical starting point of this article is the implementation of craft education and the earlier research related to the attitudes towards craft education. According to the empirical results, the attitudes of the pupils who have participated in the emphasised technical craft are distinctly more positive than the corresponding attitudes of the pupils who have participated in shared craft education (as much technical craft and textile craft). In addition, the pupils who have participated in the emphasised technical craft take part in the voluntary craft education more often when compared with the pupils who have participated in the shared craft education. What is more, the justifiable question of other point of view in equality arouses: are all students without any regard to sex given an opportunity to choose study groups based on their wishes and interests, which allows them to study in greater detail the subject that they are really interested in? Keywords: attitudes, gender, craft education, technical craft, textile craft,

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