What does redesigning schools and schooling through innovation mean in practice? How might it be

brought about? These questions have inspired an influential international reflection on "Innovative Learning

Environments" (ILE) led by the OECD. This reflection has already resulted in publications on core design

principles and frameworks and on learning leadership. Now the focus extends from exceptional examples

towards wider initiatives and system transformation. The report draws as core material on analyses of

initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths

around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation,

Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at

scale needs approaches rooted in the complexity of 21st century society and "learning eco-systems". It argues

that a flourishing middle level of change around networks and learning communities provides the platform on

which broader transformation can be built.

This report is not a compendium of "best practices" but a succinct analysis presenting original concepts

and approaches, illustrated by concrete cases from around the world. It will be especially useful for those

designing, researching or engaging in educational change, whether in schools, policy, communities or wider

networks.

"The OECD's ILE work has mobilised and generated profoundly important knowledge about the nature

of learning and opened understandings of learning environments within and beyond school. The ILE

Framework has already proved to be an invaluable tool for the emerging future of learning leadership

and systems development."

Professor Michael Schratz, Dean, School of Education, University of Innsbruck, Austria; President of the

International Congress for School Effectiveness and Improvement (ICSEI)

"Innovation and creativity are the lifeblood of learning. Schooling Redesigned summarises beautifully one

of the OECD's most fascinating projects - an attempt to look at the DNA of innovation in schools. Using a

global range of actual examples it describes the conditions that education systems have to create if children

and their parents, teachers and communities are to feel confident and optimistic about the future. For

teachers, the messages are inspiring. Education systems have to focus on enhancing teachers' capacity

and motivation. Standardisation cannot do that. Its messages to the profession and its organisations are

profound. Teacher unions are, can and should be at the centre of creating the conditions for innovation."

John Bangs, Special consultant at Education International; Chair of TUAC's international group on

Education, Training and Employment Policy