The state has been known as the major socio-political attribute of the Nordic model. Nordic pedagogic progressiveness has been internationally inspired which can be seen in the student centred learning tradition, the prevailing professional autonomy for educators and in democratic values as important parts of Nordic education. This paper analyses the pedagogical implications of globalization, evidence based practice and the entrepreneurial discourse from a Nordic Didaktik perspective -- a perspective of "Bildung". It identifies how global actors as well as political discourses are striving to influence the conceptual understanding and application of innovation and creativity within education. The purpose of this paper is consequently to discuss the pedagogical implications of current aims towards the development of "innovative students" within two dominating and potentially contradicting global discourses: The innovation discourse on the one hand, which stresses the importance of idea-creation, creativity, innovation, and the overall ability to bring something new into existence. And the evidence discourse on the other hand, stressing the importance of basic skill, competences and the measuring of learning outcomes, based on the assumption, that assessment and testing of students' learning will improve academic outcomes.