This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiativean education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation teamis used as a case study to answer these questions.

This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

Organisation de Coopération et de Développement Économiques Organisation for Economic Cooperation and Development 17-Aug-2012 ___________________________________________________________________________________________ English-Or. English DIRECTORATE FOR EDUCATION BRINGING ABOUT CURRICULUM INNOVATIONS: IMPLICIT APPROACHES IN THE OECD AREA OECD Education Working Paper No. 82 Kiira Kärkkäinen Different implicit approaches to promoting innovation in education can be explored through the decision making of curriculum-reflecting what is taught to students and how the students are taught. Are innovations in curriculum expected to derive from centrally driven processes? Or has much room been left for those innovations within schools? What kind of role may be played by different stakeholders such as experts, teachers or parents in curriculum innovation? This paper discusses various innovation rationales for the central and school-based approaches to curriculum decision making and provides an overview of OECD education systems in this continuum. In addition to formal decision making, various structural factors that may have an effect on those decisions are analysed and the ways the different stakeholders can influence curriculum innovations discussed. The paper combines various OECD and UNESCO data with a focus on public lower-secondary education.

Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching The paper was prepared by Sabine Hoidn (Harvard University) and Kiira Kärkkäinen (formerly OECD Directorate for Education and Skills). It forms part of the CERI Innovation Strategy for Education and Skills.Stéphan Vincent-Lancrin, Senior Analyst and Project Leader, EDU, stephan.vincent-lancrin@oecd.org JT03351152Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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