INTRODUCTION

Innovation is the foundation of Europe's progress. We rely on new ideas and creativity to find new
climate solutions, develop new generations of digital technologies or invent innovative ways to tackle
diseases and address public health issues. But innovation and creativity can only flourish when creators
and innovators can protect their ideas and receive due recognition and value. On the occasion of the
World Intellectual Property Day on 26th of April, we want to mark the importance that intellectual
property rights play in driving innovation and creating a better, greener and safer future.

In Europe with a Unitary Patent scheme, planned to launch fully in 2023, innovators will finally be able
to register and protect innovations using a one-stop-shop process while being afforded protections
across all participating Member States. This will help to lower the costs of patent protection, increase
legal certainty and make it easier to enforce patents in a centralised manner.

OBJECTIVES

Creativity and innovation can play an important role in the knowledge society, as the fruitful
interdisciplinary debate presented in this report demonstrates. Creativity is conceptualised as a skill for
all. It is an ability that everyone can develop and it can therefore be fostered or, likewise, inhibited.
Educational actors have the power to unlock the creative and innovative potential of the young.
Creativity and innovation have strong links with knowledge and learning. While intelligence does not
seem to be a precondition for creativity, research shows the relevance of previous knowledge, both in
terms of knowing how to be creative and of domain knowledge. Furthermore, creativity is seen by many
researchers as a form of knowledge creation and of construction of personal meaning: it is therefore an
essential skill for enhancing the learning process. Creative learning can be seen as a form of learning that
favours understanding over memorisation. Hence any learning that does not imply mere content
acquisition entails a component of creativity.

1.1 POLICY CONTEXT

Innovation has been at the centre of the European commission agenda for a long time, and it is one of
the three key policy areas for the revised Lisbon strategy (EC, 2005). Creativity, a relatively new concept
for EU policy-making, has been recognised as the "infinite source of innovation" (EC, 2008c), and
therefore indispensable for an innovation shift. Innovation is perceived as the major input for long-term
economic growth (EC, 2008c) and for the market to thrive (Aho, 2006). Creativity is a skill which enables
individuals to find new solutions, to see things in a different perspective and to generate and evaluate
new ideas. Such innovative and creative capacity can only be harnessed to full advantage if it is widely
disseminated throughout the European population (EC, 2008a).

CREATIVITY AS A SOURCE FOR INNOVATION

Creative ideas and innovative solutions are proving crucial to helping Europe emerge from the shadow
of the economic crisis which erupted at the end of 2008."Stimulating Europe's competitiveness and
employment,particularly in this difficult economic climate, calls for new ideas and progressive thinking,”
explains the Commissioner for Regional Policy, Danuta Hübner. The EU’s overarching policy is the Lisbon
Strategy for growth and jobs, and the Year sets out to sharpen the emphasis on imagination, culture,
creation and innovation to further the goals laid out in the Strategy.

CREATIVITY AS A KEY TRANSVERSAL SKILL FOR WORK AND LIFLING LEARNING

The European Commission’s Joint Research Centre (JRC), with the support of PPMI and Bill Lucas,
conducted a study on Creativity for Lifelong Learning with the objective to provide a comprehensive
overview of existing concepts and practices for the development of creativity as a transversal skill (or set
of skills) for lifelong learning. The study covered compulsory education, vocational education and
training, higher education and non-formal learning. It compared and contrasted existing concepts,
definitions and frameworks of creativity and digged into practice. Its goal was to inform the
understanding of creativity as a transversal framework to key competences and key competence
frameworks.

Transversal Competencies are competencies that are transferable between jobs. They are what used to
be described as “experience”. Some people have labelled them ‘soft skills’ or ’emotional intelligence’.
They are not job or sector-specific skills. However, the non-job specific competencies in communication,
grit, understanding diversity, teamwork, using information from diverse sources etc., may also be key
competencies in this new context. What are Transversal Competencies?they are: Critical and Innovative
Thinking, Critical Thinking, Innovative Thinking, Creativity, Entrepreneurship, Resourcefulness,
Application Skills, Reflective Thinking, Presentation Skills, Reasoned Decision-Making, Communication,
leadership, Organisational Skills.

Creativity allows us to view and solve problems more openly and with innovation. Creativity opens the
mind. A society that has lost touch with its creative side is an imprisoned society, in that generations of
people may be closed minded. It broadens our perspectives and can help us overcome prejudices.

CREATIVITY AS A STRATEGIC CHALLENGE FOR EDUCATION AND TRAINING

Creativity and innovation are crucial to enterprise development and to Europe's ability to compete
internationally. A first challenge is to promote the acquisition by all citizens of transversal key
competences such as digital competence, learning to learn, a sense of initiative and entrepreneurship,
and cultural awareness. A second challenge is to ensure a fully functioning knowledge triangle of
education-research-innovation. Partnership between the world of enterprise and different levels and
sectors of education, training and research can help to ensure a better focus on the skills and
competences required in the labour market and on fostering innovation and entrepreneurship in all
forms of learning.

It is a truism that teachers play a critical role in the development of student creativity. How teachers
respond to their students’ ideas, views and suggestions during lessons can be expected to have an
influence on the students’ subsequent effort and inclination in coming up with new ideas, views and
suggestions. Well-timed positive teacher responses will naturally encourage students’ further efforts
while, in contrast, premature and especially negative teacher responses will discourage students from
further creative exploration. In short, teachers are in a strategic position to foster creativity of their
students, if the teachers are able to and in a habit of demonstrating creativity fostering behaviour in the
day-to-day interaction with their students.

CREATIVITY IN THE DIGITAL ECONOMY AND SOCIETY

The EU has developed a range of policies and initiatives to increase digital skills in both the workforce
and consumers.Using a search engine to find out the result of a football match, managing our money
through online banking, posting on social media to share a funny video with our friends, or requesting a
birth certificate for a newborn. These all require digital skills. But digital skills do not only concern what
is useful in our personal lives; they also help us in our workplaces. In Europe, more than 90% of
professional roles require a basic level of digital knowledge, just as they require basic literacy and
numeracy skills. The use of digital is spreading across all sectors from business to transport and even to
farming. Yet, around 42% of Europeans lack basic digital skills, including 37% of those in the workforce.
That is why the EU is investing in programmes to train Europeans and expand the talent pool in Europe
so we can be confident our future in the digital world.

The goal of perfect technology integration is inherently unreachable: technologies change and develop,
students and teachers come and go-things change. It is the process by which people and their
institutional setting adapt to the technology that matters most. The process of technology integration is
one of continuous change, learning, and (hopefully) improvement. Developing a culture that embraces
technology is also important to its successful integration; for example, sending important messages by
e-mail, or encouraging staff to use electronic calendars to schedule meetings, fosters a culture that
accepts technology as "natural" to the business of everyday work.

CRUCIAL ROLE OF SCHOOLS IN NURTURING CREATIVITY AND INNOVATIVE CAPACITIES

The European Union is calling on all members of the international community to significantly increase
their investments in education. This call is in support of the 16-19 September 2022 Transforming
Education Summit, convened by the United Nations Secretary-General in response to a global crisis in
education – a crisis of equity and inclusion, quality and relevance. Education is a basic human right. It is
key for tackling today’s most pressing global challenges and achieving all of the Sustainable
Development Goals. Although access to education and gender parity have improved over recent
decades, substantial gaps remain when it comes to ensuring the right to education for all.Education in
every sense is one of the fundamental factors of development. No country can achieve sustainable
economic development without substantial investment in human capital. Education enriches people’s
understanding of themselves and world. It improves the quality of their lives and leads to broad social
benefits to individuals and society. Education raises people’s productivity and creativity and promotes
entrepreneurship and technological advances. In addition it plays a very crucial role in securing
economic and social progress and improving income distribution.

In the field of education and training the mission of the European Commission is to reinforce and
promote lifelong learning. The Directorate-General for Education and Culture's work on education and
training follows a twin-track approach of policy cooperation with EU Member States on the one hand
and the implementation of the Lifelong Learning Programme on the other hand. While the Directorate-
General for Communication is responsible for the implementation of the Europe for Citizens
Programme, the Directorate-General for Education and Culture covers among its lifelong learning
promotion activities the area of education for citizenship. Civic and social skills are among the eight key
competences identified by a recommendation of the European Parliament and the Council and the
General Directorate for Education and Culture has been active in the preparation of indicators that
measure progress and performance in this area. This is accompanied by research and studies on good
practice.

METHODOLOGY OF THE STUDY

Creativity and Innovation in Education and Training in the EU27 (ICEAC)’ carried out by IPTS in
collaboration with DG Education and Culture, highlighting the main messages gathered from each phase
of the study: a literature review, a survey with teachers, an analysis of curricula and of good practices,
stakeholder and expert interviews, and experts workshops. Based on this empirical material, five major
areas for improvement are proposed to enable more creative learning and innovative teaching in
Europe: curricula, pedagogies and assessment, teacher training, ICT and digital media, and educational
culture and leadership. The study highlights the need for action at both national and European level to
bring about the changes required for an open and innovative European educational culture based on the
creative and innovative potential of its future generation.

Innovation and creativity have become increasingly important determinants of organizational

performance and success. As organizations seek to harness the ideas and suggestions raised by their
employees, it is axiomatic that the process of idea generation and implementation is a source of distinct
competitive advantages. In this conceptual study, creativity is defined as generation of new ideas and
innovation as implementation of the ideas in the innovation process. Based on the current literature
review of the creativity and innovation, there were more studies and research within individual
creativity and team creativity and less in organizational creativity.

WORKSHOP

The purpose of a workshop is to create a space in which a group of people can meet to discuss
questions, brainstorm ideas, identify problems, make decisions and develop solutions. This space often
doesn't exist in the busy schedule of day-to-day work. In creativity it requires whole-brain thinking:
Right-brain imagination, artistry and intuition, plus left-brain logic and planning. We’ll experiment with
some powerful ways to go from idea to answer—and map the process in between. Activities involving
diverse stimuli create a lively and friendly atmosphere, that awaken the senses, sharpen insights and
allow exciting possibilities for taking creative risks—both personally and professionally. Develop an
innovative mindset, characterized by creativity, agility, experimentation, risk-taking and learning. Find
creative ways to solve business problems and to find opportunities for innovation to improve services
for external and internal customers.

ONLINE SURVEY
Online education surveys can provide valuable data to help schools, universities, and colleges gather
real-time insight to help improve satisfaction amongst teachers, administrative staff, governing bodies,
parents, and pupils. Surveys can be used to measure teacher effectiveness, understand pupils’ attitudes,
evaluate courses, and assess student achievement. Insight from all stakeholders can lead to an
improvement in programmes and address issues that lead to shortcomings within an organisation.
School surveys allow the wider community to provide feedback on subjects that matter to them. One of
the most beneficial factors of using online surveys is being able to collect real-time data, create graphs,
find trends, and create custom reports that can be shared easily.

INTERVIEWS

Semi-structured interviews are characterised by topic guides containing major questions that are used in
the same way in every interview, although the sequence of the questions might vary as well as the level
of probing for information by the interviewer. Semi-structured interviewing is suitable when the
researcher already has some grasp of what is happening within the sample in relation to the research
topic. However, the researcher should ensure there is no danger of loss of meaning as a consequence of
imposing a standard way of asking questions (6). This could be achieved by conducting pilot interviews
(these use broad topic guides with few direct questions) prior to data collection.

Even in a semi-structured interview, the questions posed during the interview should be as open-ended
as possible, in order to avoid yes/no or rehearsed answers. Further, the questioning techniques should
encourage respondents to communicate their underlying attitudes, beliefs and values that are so central
to this method. This can be limited where the interviewee has a lack of awareness/information or is not
used to putting feelings into words. Interviewees might feel exposed by questions (in particular where
attitudes are probed in sensitive topics such as political attitudes, sexual orientation, borderline or illegal
behaviour). On the other hand, interviewees might feel that they need to present themselves in a
specific way in order to fit in with their perception of the researcher's requirements, or wish to bring in
their own agenda of life-topics that do not fit easily with the aim of the interview. For these reasons, it is
important to build a rapport with the interviewee before starting the interview so that both sides can
feel more at ease. Different ways of posing questions and using probing and prompting help to elicit
more information or steer the interview.

To make your recordings/final report as useful as possible you will need to summarise and, possibly,
transcribe them. Summaries are brief lists, in order, of the topics discussed and stories told. A quick
guide to the interview, they also help you review interviewing techniques, and highlight gaps and vague
responses. If you’re planning to use the interviews as written speech you’ll need to transcribe them,
either in full or as extracts

CREATIVE LEARNING NEEDS CREATIVE TEACHING

When society is industrialized it is considered to be modern society or it can be defined as people living
together in current time. It is based on expansion of education, technology, industry and urban life. It
has a complex culture changing with the time.
Skills are more important to students now than ever before. They not only provide a framework for
successful learning in the classroom, but ensure students can thrive in a world where change is constant
and learning never stops. And they are also tremendously important for our nation's well being.

Creative teaching – developing our pedagogy so that what we teach and how we teach are more
creative. Teaching for creative learning – developing our learners so their approaches to how they learn,
what they learn and how they evidence their learning are more creative. In addition to bringing changes
in teaching and learning activities, creativity also shows that the person is competent to become a
professional ideal teacher. The teacher's creativity will help students grasp the lessons quickly as well as
improve their motivation in learning.

Planning and structuring learning programs that have a satisfactory sequence is beneficial to teachers
and encourages the formation of unit and lesson plans. These plans help teachers to understand where
they have come from and where they are going in the next lessons.

In this module, setting goals: makes the direction of learning clear to the student and the teacher.
increases students' motivation and achievement levels. works best if they are specific and require a
moderate amount of challenge.

We as future teachers need to motivate students with learning, exploring, investigating, discovering and
inquiring. Together you will be learning and teaching. As teachers, you need to be very organized and
creative. Time is very valuable.