Bringing Innovation to the Education Sector

Bringing Innovation to the Education Sector
Earlier, the educational systems are inherited from decades-old industrial-era structures and
procedures that have not progressed to meet the learning needs of the twenty-first century.
However, the worldwide pandemic has generated a wide range of chances to rethink education
by allowing instructors to take on new roles and reimagine schools. The COVID-19 epidemic
has also highlighted the importance of leveraging emerging ideas for developing child-cantered
methods to support 21st-century education solutions.

Teachers innovating education
Schools are being reformed in several nations under the guidance of teachers. Teachers banded
together throughout the pandemic to develop and support one another amid school closures.
Some of the methods they used as education solutions are:
• Exchanging technical assistance while using new technology
• Developing innovative pedagogies
• Using digital platforms
• Curating resources
All of these were done for innovative as well as resilient students.
New approaches to education
Innovative education is approaching in school design, teacher preparation and development,
and learning.
Teachers around the world spearheaded efforts to link children and their families to schools
online (and in other ways) during the crisis by assuring access, exchanging ideas with parents
and teachers, and forming partnerships. During the crisis, many teachers showed ingenuity by
leading content development, enabling capacity development as peer leaders, mentoring, and
quickly accepting and catalyzing change in their schools.

Learning and development
There has also been a progradation of new findings in the theories of learning
and learner development during COVID-19, particularly the ways in wherein relationships and
settings influence brain growth and learning. It highlights the importance of a holistic
educational strategy that considers each student's social, academic, and emotional development
in learner-cantered and culturally relevant ways.
The leadership of teachers in collaboration and invention
Developing environments that support teacher development, leadership, education solutions,
and judgment as basic parts of the school design, while incorporating teachers themselves, is an
important part of creating this capacity.
As suggested by the Teaching and Learning International Survey (TALIS), teachers willing to
participate in decision-making at the school level had higher work satisfaction and were more
likely to regard teaching as a respected profession in their nations.

Teachers preparing for future innovations
Professional development that improves student achievement is rigorous, collaborative, jobembedded,
and classroom-centered, according to a growing body of research. While threequarters
of instructors worldwide said cooperative forms of career development positively
benefited their teaching practice, just 44 percent said they participated in such learning in the
TALIS survey.
To enable innovation, increase effectiveness, and establish shared knowledge and collective
efficacy in their teaching, effective educational standards emphasize time and other resources for
teachers to collaborate, exchange knowledge, and engage in collective decision-making.
To enable innovative education, increase effectiveness, and establish shared knowledge and
collective efficacy in their teaching, effective educational standards emphasize time and other
resources for teachers to collaborate, exchange knowledge, and engage in collective decisionmaking.
This necessitates a shift in how we think about and fund teaching programs, professional
learning, career paths, remuneration, and evaluation.

What does future education hold for teachers?
The most potent method to enable student learning and directly contribute to the transformation
of education is to prepare the next generation of teachers with the best support and expertise that
our systems can provide. This is relevant when those teachers use whole-child pedagogies and
techniques. To ensure that teachers can innovate and that these innovations can be designed
referring to the whole-child paradigm, education systems must listen to teachers and give them
the resources they require, such as good training and other forms of support.