National Curriculum for Educating Innovators: The Four C’s

I was recently asked by Cecilia María Vélez White, the Minister of National Education in Colombia, to speak at a conference dedicated to the Ministry’s 2009 theme “Innovation and Competitiveness”. The conference was most impressive, with over 8,000 individuals participating at the event or through television broadcasts or streaming video online. Speakers included individuals from Colombia, the US, Canada, the EU, Asia, and other South American countries.

Minister Vélez initiated the conference with a passionate speech outlining the critical need for Colombia to leverage innovation to compete in the global economy; to date Colombia has limited exports beyond natural resources, but the Ministry of Commerce, Industry and Tourism has identified 18 market segments in which it is investing to lead Colombia forward. It was clear Minister Vélez understands the importance of early and life-long education to prepare the foundation for this transformation.

Having taught in Colombia for five years now (MBA and EMBA programs at Universidad de los Andes in Bogota) I have developed an admiration for the youth of Colombia; they are highly educated, motivated, and globally aware. Many of my MBA students at los Andes speak several languages (in addition to Spanish and English), have traveled the world, and have a keen interest in entrepreneurialism and innovation. In fact, several students who have attended my classes have developed world-class technologies that are now being marketed on a global basis.

So when I was asked by Minister Vélez to speak, I had to consider the elements of an Innovation and Competitiveness pedagogy. “How do we develop the skills needed for global competitiveness?” and “When should these skills be developed?” and “Where are there good examples of this pedagogy?” were my driving questions.

I started to consider examples; I referred back to the US National Innovation Initiative sponsored by the US Council on Competitiveness earlier in this decade and results reported in 2005. The survey highlighted a lack of scientists and engineers entering the work place in the US and a lack of entrepreneurial management skills being taught. Although there are pockets of innovation and entrepreneurship education in the US, there is no national level curriculum effort at this time.

I then referred to the work in Singapore to develop national innovation capabilities, including skills, financing and recognition. Singapore has developed a National Education Curriculum that has as on of its general foci as “thinking skills and creativity.” When I researched the curriculum, I could see that throughout the education process (pre-school to Life Long Learning) in Singapore skills are being taught that develop the innovative and entrepreneurial mind. Although Singapore is one of the most developed national curriculums that have a focus on skills for innovation and entrepreneurship, a similar program is being initiated in the EU according to my conversations with Maruja Gutierrez Diaz, Advisor to the EU Directorate General for Education and Culture, European Year of Creativity and Innovation.

What I developed from my research and conversations is what I am calling the “4 C’s of Education for Innovation and Competitiveness”. Briefly, these are communication Competencies, Creativity, Collaboration, and Convergence. I feel if these can be included in a national curriculum it would be a foundation for innovation and competitiveness.

In Communication Competencies, I feel we should ensure Students have the skills to communicate their ideas and points of view. Reading, writing, problem solving, and self expression are essential. These skills are necessary to ensure successful participation in all aspects of life, but are critical to innovation. These skills are developed from the years one to eight in life.

The second C, Creativity, is based on self expression. It enables students to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes. Students must be given the opportunity to express themselves using different forms of expression, including art, dance, music and film. We should focus student creativity between the years three and nine.

Collaboration is the third C and takes place when individuals share information and points of view to solve problems and define new ideas. Collaboration requires a respect for diversity of culture, experience and thinking styles and the necessary skills should be developed between the years five and twelve.

Finally, as expertise is developed, we must focus on Convergence to achieve innovation related to more complex problems. Convergence is achieved when deep expertise and points of view are brought to bear on these complex problems and opportunities and participants in the innovation process understand how to utilize diverse expertise. The Convergence process is dependent on the skill level developed in the other three C’s. Convergence skills are developed from ages 11 to 17.

Embedding skill development into curricula supporting the Four C’s would create a foundation for innovation and competitiveness. But without these skills in addition to skills in business, engineering and the sciences, countries will struggle to be competitive in global markets.

In the US, it would make sense for the newly formed Office for Entrepreneurship and Innovation under the Department of Commerce (http://www.commerce.gov/NewsRoom/PressReleases_FactSheets/PROD01_008444) working with the Department of Education would be a good place to start discussions about such a national initiative.
As always, I would appreciate your thoughts and comments here on the blog or through email.