The Internationalization of Creativity as a Learning Competence
This study uses a quantitative content analysis of learning competences – as described and prescribed in 21st century frameworks – and those competences evaluated by international assessments to explore the nexus between recommendation and reality. In drawing insights from the theoretical underpinnings of human capital theory we argue, with respect to creativity, that (i) there is a degree of alignment in the prescription and assessment of creativity as a learning competence and (ii) there is a divergence in the way the competence is discussed, which may account for the lack of acknowledgement as a key skill in preparing students for employment in the knowledge-based economy. These findings suggest a discrepancy between recommendation and reality in that the international frameworks consistently place creativity in the top five highest priority learning competences being prescribed while one of the two international assessments examined places it in the top five highest priority learning competences being assessed. Based on the discourse examined in the documents, we assert that schools need to adjust how and when creativity is discussed, ensuring it is included in every subject. This will ensure students link creativity and innovation in every subject area and, subsequently, every industry in the knowledge-based economy. By making this shift, schools will help students ensure long-term employability as the knowledge-based economy transforms into the intelligent economy.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).