Abstract:

A crucial characteristic of the information age is that the human capital development becomes a strategic factor for the economies. Within these societies, where knowledge is a differential, individuals become a competitive factor. Thus, economies that have large amount of innovative individuals tend to grow faster than the others. To stimulate such feature and allow the practice of innovation, regardless of the area of knowledge, is a critical factor for the development of a country nowadays. The challenge presented to the teaching/learning process in the information society, because of its dynamic of obsolescence (of technologies, knowledge and techniques), creates a new need: we need people to learn how to learn - making them capable of identifying problems, generating ideas, being self-critical, problem solving and capable of teamwork, beyond the domain of theoretical and practical knowledge of their area. Although these knowledge are a necessary factor, they are not sufficient to the process of innovation if not followed by attitudes, i.e., the ethical aspects of action. Innovations are the conjunction of many factors, being the result of a complex phenomenon that, to be understood, needs to be sectioned and analyzed. In this point of view, we seek to understand aspects of this process that can be stimulated through education. In our theoretical framework, we understand that these are aspects that could be classified as Knowledge, Skills and Attitudes (KSA theory), which can be developed through competency-based learning. Education for innovation should aim at the development of intellectual, emotional and experiential skills to solve complex problems of personal, social or professional nature and could be part of the individual preparation for the challenges that are presented today.

In an initial analysis, the innovative individual presents four main features:
1) Ability to create/improve: use of existing methods and tools, new, proven or not, to improve the practice, solve problems or create a product, process, service or a completely new solution,
2) Adaptability: strategic choice making and important changes during the process,
3) Unorthodox Thinking Capacity/Multidisciplinarity: tools, ideas, trends or practices of other areas identification and application on new contexts,
4) Ability to work using the "Trial and error" process: innovation is not right or wrong, failure or success, instead, all approaches are considered, tested, prototyped and there is learning in the process.

After establishing these premises and in the light of recent literature on the subject, this work aims to:
1) Discuss the concept “education for innovation”, highlighting the elements that can be defined as competencies,
2) Discuss the importance of competency-based education for innovation,
3) Define which and why certain competencies must be developed to achieve innovation,
4) Build a competencies matrix with different levels, from the broad to the specific, considering the purpose of the innovation:
a)Competencies for the information society ->Competencies for Information and Communications Technologies use ->Competencies for innovation.

The ultimate goal is to build a innovative individual profile, based on competencies, immersed in the information society. This profile could be used to build competencies development courses, programs and training strategies aimed at creating a culture of innovation within institutions and schools.

Keywords:

Innovation, competencies, technologies, KSA.