Drawing on its research, the Commission has therefore developed a vision for promoting creativity in education. It’s become clearer than ever that we must prioritise teaching for creativity to meet our future needs and to give all children the opportunities theydeserve. It offered a framework for the further development of creativity for children and young people and introduced the concept of an individual creative portfolio as a way of bridging formal and informal education. 2007 - Joint memorandum submitted to Education Select Committee Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730. Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2020). Intellectual Risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000323. Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. The creative self (pp. 3–22). San Diego, CA: Academic Press.

Just a few months into the project, the OECD released an invitation to tender, entitled Teaching, assessing and learning creative and critical thinking skills in primary and secondary education, in which they freely admitted “…it is not clear how creativity can be visibly and tangibly articulated by teachers or Those passionate about creativity in education are hopeful that the authority of PISA will lend weight to the arguments for creativity in schools in England. Clark, C. M., & Yinger, R. J. (1977). Research on teacher thinking. Curriculum Inquiry, 7, 279–304. Fun team building activities can be organized so as to promote creative thinking in groups and helping them to learn about accepting others’ ideas. Students would always love a classroom setting that helps them to explore freely without setting them any boundaries.Gajda, A., Karwowski, M., & Beghetto, R. A. (2016). Creativity and school achievement: A meta-analysis. Journal of Educational Psychology, 109, 269–299. Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview.

the competence to engage productively in the generation, evaluation and improvement of ideas, that can result in original and effective solutions, advances in knowledge and impactful expressions of imagination In fact, creative persons have an upper hand in triggering future opportunities than those with a mere academic skill set. This sense of joy keeps them relaxed and reduces their anxiety which in turn helps them to prepare well for exams and excel in it.

Unlike standardized tests, which (arguably) provide a clear measure of students' knowledge and understanding, creativity is more difficult to assess. This prompts some educators to dismiss its importance. However, there are ways to measure creativity, such as through creative projects and assessments focusing on problem-solving and critical thinking skills.