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This paper aims to analyse whether and how the Development Plan and Policies of Slovenian Tourism (SiPlan) could be improved systematically and systemically, enabling more comprehensive management of innovation.

The data were obtained within a comprehensive national innovation study. Data analysis was performed in four phases. In the initial phase, a link between the innovation project and SiPlan was established. In the next phase, which of the innovation factors are significantly correlated with the tourism destination development concept was identified. In the third phase, further policy potential for improving the innovation factors was identified. In the last phase, a systems approach was applied to develop a qualitative systems model, a causal loop diagram, taking into consideration the empirically identified strengths and weaknesses of the current SiPlan and other pertinent factors.

The results of empirical research indicate that SiPlan represents a valuable, but not optimum development model of Slovene tourism development. Therefore, the authors propose a qualitative tourism development model based on the research results and a systems dynamics methodology.

The work is important from the scientific point of view, i.e. as a methodology and research results that could be applied in further research activities. In addition, the results could be usefully used by policy makers by way of focusing on the most influential factors: policies that have a potential for the systems (holistic) and socially responsible development of tourism in Slovenia.

The main objective was to establish which are the most important phases within the invention‐innovation processes in Slovenian vocational education and training. We focused on the most important “outcome” of the educational process – the innovative student and tried to establish his/her interdependence with the teacher, educational system and supporting environment.

We used questioner for analyses of the current situation on performing the mentioned chain and influencing factors. We used descriptive statistics and correlations among variables (Pearson correlation coefficient). The study was conducted among secondary school teachers.

The results show that teachers are aware of the importance of innovative processes. But the level of their non‐optimal support depends on their knowledge, experience and motivation as well as the school system at micro level. On macro level, the local community, regional and national support are the influencing factors. Concerning systemic approach, there is still a lot to be done at the national level. The paper presents the most important topics which require further improvements.

We showed key findings concerning current situation. Owing to the complexity of the problem we could not identify all the reasons for such situation which is an important motive for further research. Also a target group of interviewees represents a limitation.

The results are useful for teachers/mentors, for school principals, for Slovenian supporting environment and for the educational system leaders, who can contribute more in creating innovative environment.

Paper attempts to measure a complex subject of innovation processes in school in close interdependence with the teacher, educational system and supporting environment. Also major findings are important.