I think dedicated and focussed attention must given to teaching creativity tools at the school level in developing countries for exmaple - Edward debono - Cort Tools.
i think all develpoing countreis being high in population will be forced to look " formal " eduation forcing to keep crearivity in the back burner.
While working on my doctorate one of my independent studies involved reading the available de Bono books and materials from New Think to Serious Creativity. The project I chose to demonstrate what I had learned was to teach a sampling of CoRT techniques in an elementary school classroom and in a university design course. The results were reported in an article that Paul Torrance and I co-authored for the Gifted Adult and Child Quarterly.
That was done in 1980 or 81.
The results I recall were increased number of ideas, more openness to work on problems seeking multiple possible ideas, clearer and cleaner problem solving.
In Singapore, I understand that the CORT methodology was abandoned by the Ministry of Education at the end of the nineties, to the utter disappointment of Edward de bono. It was deemed "too structured".
I also understand Robert Marzano's 'Dimensions of Learning' & his other classroom instructional strategies which update the Bloom's Taxonomy to the 21st century from the United States have been adopted since then.
Personally, I reckon the latter ties in the student learning - & thinking - with academic performance more effectively, since it tackles attitudes & perceptions of the students. Also, it has a strong focus on developing productive habits of mind in students.
Since many schools in Singapore are now more autonomous in recent years, I believe they probably may adopt other thinking models or methodologies as they see fit.
The Idea Factory is one model that I have come across. The Thinking Maps model from David Hyerle is another.