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Each of the major parties' manifestos for the upcoming election recognises the importance of creativity in our schools and workforces. It seems that policymakers are finally responding to a growing body of international evidence that employers, as they navigate an increasingly digital and complex world, will value human skills like original thinking and complex problem solving. Meanwhile, educators are talking more and more about the importance of "creative thinking" - the process by which we generate, refine, and critique ideas. It requires specific knowledge, skills and habits of mind. It involves making connections across topics, concepts, disciplines and methodologies, and it improves outcomes beyond school. The evidence suggests that creative thinking is not innate. It can be learned, and assessed, all which explains why countries such as Singapore, Finland, Canada and Australia are prioritising it in schools. UK policymakers must realise that the stakes here are exceptionally high. Research suggests that creative occupations (of which there is a growing number) - spanning not just designers and artists, but also engineers, chemical scientists and mathematicians too - are over twice as likely as other roles to be immune to automation. And if these countries are right, the implication is that those setting school priorities should also be investing in the teaching of creative thinking. This is a difficult area, where cause and effect are notoriously tricky to unpick. We need rigorous evidence to understand how well our education system is already providing creative skills, and where we can improve. The good news is that England has an opportunity to address this need. In 2021, the guardian of global comparative education standards, the Programme for International
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