Creativity for Employability in Young People
Julia Fenby, Education Scotland
Lesley Sloan, Dumfries and Galloway
Fiona Muhsin and Louise Hood,
Dundee and Angus College
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Scotland’s Creative Learning Plan
GTCS
SDS
• Share our vision for a more creative
society
• Build capacity and expertise of learning
practitioners to support the
development of creative skills
• Develop a strategic approach to
pathways for lifelong creative learning
• Develop approaches to assessment of
creativity, including certification
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SQA
Scottish
Gov.
Education
Scotland
CDN
Creative
Scotland
ADES
CREATIVITY ACROSS LEARNING
Published September 2013
3-18 Curriculum Impact Project
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THE BIG QUESTIONS
•
What is creativity?
•
What are creativity skills?
•
Why are they important?
•
How well are they being
developed?
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FOCUS ON EMPLOYABILITY
• Commission for Developing
Scotland’s Young Workforce
• Opportunities for All
• Post-16 reform
• Regionalisation
• Senior Phase
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Why are creativity skills important and how
do they relate to employability?
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The language of creativity
constructively inquisitive
open-minded
able to harness imagination
able to identify and solve problems
and..…confident in right and ability to affect change
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able to identify and solve problems, by:
• understanding and defining problems;
• crafting, delivering and presenting solutions;
• demonstrating initiative, discipline, persistence and
resilience;
• evaluating impact and success of solutions; and
• identifying and implementing next steps in
refinement or development process.
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The language of Curriculum for Excellence
Effective contributors:
• an enterprising attitude
• resilience
• take the initiative and lead
• apply critical thinking in new contexts
• create and develop
• solve problems
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The language of employability
Employability covers a broad range of non-academic or
softer skills and abilities which are of value in the
workplace. It includes the ability to work in a team; a
willingness to demonstrate initiative and original
thought; self-discipline in starting and completing tasks
to deadline.
CBI UK website
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EMPLOYABILITY SKILLS FRAMEWORK
VICTORIA, AUSTRALIA
• Showing independence and initiative in identifying problems and
solving them
• Solving problems in teams
• Applying a range of strategies to problem solving
• Adapting to new situations
• Developing a strategic, creative, long term vision
• Being creative
• Identifying opportunities not obvious to others
• Translating ideas into action
• Generating a range of options
• Initiating innovative solutions
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‘ADOBE STUDY REVEALS STRONG
CORRELATION BETWEEN EMPLOYABILITY
AND CREATIVITY’
Kuala Lumpur, The Nation, May 2014
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WHAT DOES THIS MEAN FOR LEARNING?
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•
A stronger ‘positioning‘ of creativity within the
drive to enhance employability
•
A clearer understanding by practitioners of the
broader skills base that support employability
•
Learning activities with a strong element of:
•
personalisation and choice;
•
thought-provoking starting points;
•
open-ended enquiry;
•
problem-solving activities;
•
learner responsibility for learning approaches
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A ‘mental model’ within the minds of young
people which makes them:
•motivated and ambitious for change for the better;
•confident in the validity of their own viewpoint;
•able to apply a creative process to other situations,
including at work; and
•able to lead and work well with others, in the
workplace, in relationships, in society.
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CREATIVE LEARNING NETWORKS FUND
unlock learners' creativity and give them the
confidence to use their creativity skills
school
school
family
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community
Lesley Sloan, Dumfries and Galloway
Fiona Muhsin and Louise Hood, Dundee and Angus College
school
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WHAT ARE THE BARRIERS?
WHAT’S STOPPING YOU FROM USING CREATIVE
school
APPROACHES TO TEACHING/PLANNING?
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