近年來許多國家都重視文化創意產業或創意經濟，相關人才的培育因而成為守門人共同探索的課題，臺灣也不例外。文化、創意和產業三個領域各自有獨立定位，但為了培育「文化創意產業」的統合人才，大學院校陸續設立相關系所或學程。一些民間機構，也都在非正式的教育體制中開設相關課程。不過，這種教育創新只是持續性創新，在補足正式教育體制中的不足。這幾年由於科技帶來的便利，正式和非正式教育的「破壞性創新」也促進教育改革。所謂正式教育中的破壞性創新，如美國的公辦民營學校，或其他可以獲得證書或學位的另類學校。但正式教育的另類學校，還是不能成為所謂「處處是學習」的大學，或人人可以接觸知識的學習管道。TED和YouTube等人人可免費上網學習的課程，是非正式教育的破壞性創新，有利於文化藝術、創意發想、創新執行的人，得依其個人興趣、時間和地點參與學習。教育守門人可積極擇選四種創新策略的個別優勢，尋找文化教育產業教育創新的甜蜜點。

Abstract Recently, many countries have placed value on the Cultural and Creative Industries（CCI）or the creative economy. How to cultivate the necessary talent to develop these industries has become a popular issue among educational gatekeepers, and Taiwan is no exception. Many universities have started programs in relevant areas. Since many schools do not have enough experienced instructors in these areas, the government has allowed universities to invite practitioners to teach in their programs. This form of innovation is quite common, and though essential, it is not sufficient for the demand. As a result, several universities, continued education centers, and NGOs have begun offering courses for interested people. These formal and informal educational innovation measures are considered sustaining innovations, but are still not enough. Disruptive innovation is also needed. This approach in formal education is to create alternative schools. Educational gatekeepers are reorganizing existing universities to offer degree programs different from traditional schools. Alternatively, the emergence of social media or online classes makes it possible for many to learn and master knowledge and skills through media whenever and wherever they want. With such a blend of options, educational gatekeepers should seek to take advantage of the strengths of all kinds of educational innovation and find a sweet spot for educating talented individuals for work in the CCI.