A Glasgow school has employed their first ever director of innovation in a bid to turn pupils into young entrepreneurs.

Kelvinside Academy hired David Sassarini as their director of educational technology and innovation and the independent school, based in the West End of Glasgow, is one of the first in the UK to create a role like this.

Mr Sassarini joins from Belmont Academy in Ayrshire, where he spent 18 years working as Principal Teacher of Design and Technology and will lead on the creation of new curricula and qualifications to prepare pupils for challenges they will face in the world of work and higher education, as well as driving the next chapter for Kelvinside Academy’s £2.5m Innovation School.

He will also lead the development of school policy on the use of digital devices in the classroom – considered ‘essential tools’ in the modern educational environment. 

Under the new curriculum, pupils will benefit from ‘Daydreams Believers’ creative thinking qualifications that will augment SQA exams and act as a ‘point of difference’ for leavers entering higher education or the world of work. 

He believes this could play a huge role in developing Scotland’s next generation and hopes others can follow in their footsteps.

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He said: “Initiatives like 'Daydream Believers' are incredibly important. They give young people the chance to explore their potential beyond traditional academic subjects. Programs like these encourage holistic development, helping students develop critical life skills such as creativity, collaboration, and critical thinking. 

“Given the rapidly changing job market and the increasing importance of innovation, it's essential to prepare students for the future. Developing and integrating problem-based learning courses into the education system should be more common, even though it might take some time to perfect. 

“With the national curriculum development currently ongoing in Scotland, now is the perfect time to integrate Innovation, Entrepreneurial, and Design-thinking courses into our qualification offerings. It's also a great opportunity for industry leaders to partner with us in co-creating these curricula to tackle current and future skills requirements. 

“By taking on this challenge, we can ensure that our students are not only ready for the challenges of tomorrow but are also equipped to be the innovators and change-makers of the future. 

“And let's not forget the incredible legacy of Scottish innovators and inventors who have paved the way. From John Logie Baird, who brought us the television, to Sir Alexander Fleming, whose discovery of penicillin revolutionised medicine, Scotland has a proud history of innovation.

“By fostering the next generation of Innovators and entrepreneurs, we build upon their legacy and continue Scotland's tradition of groundbreaking achievements.

 “We are fortunate at Kelvinside Academy to have the Innovation School, with bespoke labs and expertise for innovation. However, I believe more broadly schools can take several additional steps to nurture young entrepreneurs. 

“Firstly, create innovation spaces where design thinking and STEM experiences allow for teamwork, and the expansion of young people's views of the world and their capability to contribute positively. 

“Secondly, host entrepreneurial events for families and partners to engage in to demonstrate the global community of change agents our young people should be ambitious to join. 

“And finally, encourage student-led initiatives which focus on leadership of innovation and entrepreneurial clubs or events.” 

But what is it that makes a young entrepreneur? For Mr Sassarini, it’s about finding system thinkers and young people who are resilient and capable of problem solving wherever they are.

He continued: “When I think about the qualities of a young entrepreneur, I look for young people with engineering habits of mind – system thinkers who see systems and parts, and how they connect. It’s young people who restlessly try to make things better with an improving mindset.

“It’s visualisation skills that enable them to employ creative problem solving by applying different techniques and the ability to ideate and rigorously critique development.

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“I look for real team players who have a profound understanding that what they knew yesterday might not be what is correct today and are adaptable to that level of change. These young people are who I see as change makers, innovators, and entrepreneurs of the future.

“I'm reminded of an eco-group I once taught. These pupils had a knack for problem-finding; they could spot issues and opportunities others often overlooked. One day, they noticed the school playground was always littered with rubbish. Instead of complaining, they visualised a solution and started brainstorming ways to improve the situation. 

“Their ability to visualise and creatively solve problems was impressive. They didn't just develop one idea; they kept improving and adapting their plans based on feedback. ‘Systems thinking’ was key to their success. 

“What stood out most was their resilience. They weren't afraid to fail fast and learn from mistakes. They tried different models, some of which didn't work, but each failure taught them something valuable. Their curiosity drove them to explore new solutions continuously, and their passion kept them motivated even when things got tough. 

“I remember them saying, ‘if we could bottle initiative, we'd make a fortune’ – it's true. Their self-motivation and discipline in understanding people's struggles enabled them to think outside the box and come up with innovative solutions. They integrated learning from various experiences, demonstrating advanced creative problem-solving skills. 

“In the end, their project not only improved the cleanliness of the playground, but also inspired other pupils to think entrepreneurially. Their journey is a testament to the power of curiosity, resilience, and passion in young entrepreneurs.” 

Daniel Wyatt, Rector at Kelvinside Academy, said: “At Kelvinside Academy, we do things differently, and we encourage that same ethos of curiosity, innovation, and experimentation in our pupils that encourages them to plough their own furrow. 

“Appointing a Director of Innovation is a progressive move, and exactly what our parents expect from us. David is the perfect person to drive this next chapter of innovation for Kelvinside. His vision and experience will help our pupils stand out from the crowd as they prepare for higher education and the world of work.”