Innovation development in Norwegian public schools: The relationship between innovation, creativity and imagination

Abstract

This paper focuses on current research related to innovation development in the Norwegian public school system and investigates the relationship between innovation, creativity and imagination. Using Vygotsky’stheory of creativity, the paper describes the concept of innovation and explains how it relates to the Norwegian public school system’s creativity education curriculum. The paper explores the importance of hands-on experience and tacit knowledge when developing creativity and innovation. It explores the practice of using assessments in creative subjects and questions whether the current assessment practice allows students to truly develop creativity and innovation skills. This paper argues that although Norwegian public school teachers are knowledgeable about innovation development, true innovation may not be compatible with the current form of assessment practiced in the school system on a national, systemic level