Education for the Innovative Development of a Region: The Synergy of the Potential of Modern Business, Educators, and Youth

Education for the Innovative Development of a Region: The Synergy of the Potential of Modern Business, Educators, and Youth

Mikhail Epshtein (College of Staten Island (CUNY), USA) and Sergei Mikhelson (LREI, USA)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-6951-0.ch015

Abstract

The chapter describes the possible mechanism of supporting the development of education in a region through an organization of interaction between education and businesses into a regional network of schools and their partners (representatives of science, higher education, high-tech businesses) keen on innovation as the resource of the region's development. Mechanisms for an organization of such a network are based on the model of the innovative complex in education as a mechanism to ensure innovative pedagogical community at the interregional and regional levels through an organization of interaction of scientists, teachers, administrators, and people in a business. The chapter represents five years of experience of implementation of this model in the frameworks of the ROSNANO School League, the Russian national network program, and its influence on the establishment of the regional networks.
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The Model Of The Innovation Complex In Education

We briefly introduce the Model of the Innovation Complex in Education.

We start with the explication of how and why it is important to support teachers in the process of changes in education.

Education cannot be seriously upgraded until many teachers experience and integrate a large number of innovative pedagogical practices that are:

  • Focus on the general accessibility of quality education;

  • Providing fundamental solutions to tasks that are the most important for the successful education of all students at the certain age of them;

  • Ensuring preservation and strengthening of the health of children in course of their education as well as of their emotional well-being;

  • Relevant to a solution of both the essential educational objectives and tasks of development of the region (territory) (Tsirnulnikov, 2009).

The current forms of educating and training teachers support neither development of new practices, no real changes in practices of teachers. (And the same applies to the current education of future teachers.) (Remorenko, 2005, Polyakov, 2007)

For a teacher to be able to acquire and use in her working practice the new ways of working, in our opinion, she should be provided support in several ways. The support must give a teacher the next opportunities:

  • 1.

    To explore the innovation in general (to hear and read about it, to discuss it).

  • 2.

    To see the innovative practices implemented.

  • 3.

    To take a course on the innovative method.

  • 4.

    To obtain necessary teaching and learning materials.

  • 5.

    To consult regularly with a methodologist representing the practice (including at a workplace).

  • 6.

    To communicate with colleagues.

  • 7.

    Availability of administrative and other support.

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