The Organisation for Economic Co-operation and Development (OECD) is at the forefront of international economic policy development. A significant portion of that work revolves around education efforts, namely identifying and promoting 21st-century skill development around the world.

This month, we’re taking a look at the OECD’s Learning Compass 2030. The compass provides a new perspective on what it will look like to build skills in the next decade, which looks more and more distinct from traditional learning structures. But, it also stands as a clear metaphor: students will need “to learn to navigate by themselves through unfamiliar contexts.” For those who have followed ELI’s work, this should sound familiar. Traditional education systems have provided something akin to a roadmap, but we are in a new terrain that requires a new approach.

Check out an in-depth explanation of the compass, as well as some other helpful concept notes, at the link below.

Much has been written about the value of entrepreneurial ecosystems, from venture capital funding to small business development centers, incubators, and fab labs. These tend to favor the tech, lifestyle, or service industries but are often generalized in a way that can lead to gaps in policy development, support strategies, and even who is included in the ecosystem definition.

One group of innovators that continues to be under-considered is, ironically, a foundational piece of the very ecosystems we’re talking about: teachers. Teacher entrepreneurs are at the forefront of innovating and experimenting with new ways to teach others skills. Ed-tech is often written about, but what about those who are creating value and solving problems in the classroom? In this thought-provoking study, we see the reflexive nature of the ecosystem on entrepreneurial teachers. 

One takeaway from this is that ecosystems are not a one-size-fits-all solution, and, much like the natural system we get the name from, we need to consider the environment on the ground.