Executive summary

The question of how well education systems develop knowledge, skills and capacities, and of what kinds, is increasingly centre stage in public debate. It represents a different starting point for innovation compared with the longstanding progressive ambition to realise more holistic educational opportunities and promote individual development. Yet, both call for innovation and for systemic change, not isolated innovation here and there. Innovating learning environments with collaborative definitions of professionalism and the strong engagement of all partners (most especially young people themselves) are also more likely to enhance the attractiveness of teaching than backward-looking definitions.