Smart VET based on High-Performance Training

In an environment in which the productive fabric is in constant transformation and both employment and social settings are continuously being reshaped, vocational education and training systems must adapt to turn VET into Smart VET based on High-Performance Training.

In this way, we respond to current needs, to emerging environments, and also to unknown environments.

Through VET in the Basque Country, we have gone from preparing competent workers, workers who do their job well, to competent professionals who, as well as doing their job well, add value through other types of skills. Nevertheless, the analysis and vision of the current reality with a view to new scenarios, makes us commit to and work towards talented professionals.

Doing so requires Dynamic Vocational Education and Training, which helps to prepare people for disruptive changes. We achieve this by systemically transforming learning models.

In the area of Learning and High Performance, we develop learning strategies that foster Critical Thinking, Constructive Thinking, and Creative Thinking, thereby enhancing the Emotional Intelligence, Generative Intelligence and Executive Intelligence of new professionals, of talented professionals.

All this with a clear element that works as a cornerstone: the human dimension. A dimension that leads us to work focused on the Humanistic Leadership that new professionals must exercise.


* Data refers to the sum of all different levels of the implementation of the model.


Lines of action

Dynamic Vocational Education and Training, oriented towards the development of talent, requires taking into account each of the key aspects that affect learning processes and those that we discover in the continuous development of environments and through our knowledge of them. The area of Learning and High Performance has a functional model that allows the progressive incorporation of new lines of action, turning its work into an organic model that anticipates transformational needs. In this way, for example, the activities required by active learning models and digital transformation lead us to research and innovation in learning spaces as levers for transformation, encompassing intelligent, interactive, and immersive spaces. Or the analysis of needs in terms of skills leads us to develop training systems for skills such as resilience, stress management, cognitive flexibility, imagination, integration in robotic environments, etc.

In any case, each and every one of the elements that make up the different lines of action are integrated into the challenge-based collaborative learning model that we apply and disseminate throughout the Basque Vocational Education and Training system, via the different networks created for this purpose.

The STEAM approach helps people with their scientific, technological, and professional aspects. It allows people to be able to identify and apply both the key knowledge and the ways of doing, thinking, speaking and feeling of science, engineering and mathematics, in a more or less integrated way. Moreover, to understand, decide and/or act on complex problems and to build creative and innovative solutions, taking advantage of personal synergies and available technologies, and in a critical, reflective, and values-based way to become better people and better professionals.

  • To enrich the Basque VET methodological proposal by incorporating relevant methodological innovation proposals (STEAM, Visual Thinking, etc.).
  • To strengthen the STEAM proposal by contrasting it with the Basque VET model.
  • To inspire vocations and professional aspirations in the STEAM field, with a special focus on female students.

More information.

The central element on which the Basque VET Learning Model is based is Challenge-Based Collaborative Learning. The approach to a problematic situation, its transformation into a challenge, as well as the whole process until a result is obtained, is structured based on both the technical and specific skills of each cycle, as well as those transversal skills that are currently of a strategic nature.

The problem situations, in all cases, are presented to a class made up of teams, where the work process must enable the students to experience the situation as a challenge and then have the opportunity to generate the necessary knowledge that will allow them to provide the best solutions.

Concepts such as training, process, new skills, … for example with the following paragraph: “The learning process becomes a path in which skills are trained through repetitive processes. Skills that are related to the technical aspects of the profession and transversal skills that are also essential for the new type of talented professionals”.

3 - VALUES 4.0
The VALUES 4.0 project contributes to the comprehensive training of the people who undertake VET in the Basque Country. To do this, we must learn to think and look at the world in the three dimensions that inspire the criteria of social responsibility: the dimension of ethics or values, the social dimension, and the environmental dimension. In this way, we will have professionals who, through their work, will work together to create a more sustainable and human future.

Aware that we are moving towards a new era for humanity, we work on skills related to strategic vision and action, which are characteristics of Humanistic Leadership. Therefore, we create learning spaces where the human dimension is the focus of all actions.

Collaborative learning has to integrate a work process and workspaces that are shaped accordingly. Workspaces are much more than the walls that make up a classroom. They are flexible, comfortable spaces with good acoustics, flexible connections, spaces that facilitate the use of ICTs and that have paintable walls.

It is about adapting learning spaces to support the basic steps involved in all challenge solving:

  • Capturing information.
  • Analysing the information.
  • Generating alternatives.
  • Prototyping.
  • Developing the solution.

Spaces where technology helps in the learning process; where virtual assistants, sensors, monitoring, and data analysis allow decisions to be made that speed up learning, turning the environment into a high-performance area.

Innovative learning spaces (tknika.eus)
Ethazi Spaces (ethazi.tknika.eus)

The talented professional is a person who has developed his or her cultural, scientific, technological, professional, and personal aspects. In this regard, we are dealing with a professional who goes beyond actions aimed solely at providing a service. We prepare people who also have the ability to devise entrepreneurial proposals that add value to the social and productive environment. All of this is done through learning actions that are part of the learning processes designed for technical and transversal skills.

Ikasenpresa is an educational programme that uses the creation of a company as a methodological tool.


  • To create an Ikasenpresa so that students are aware of what entrepreneurship involves and the steps needed to undertake it.
  • To develop students’ skills to turn them into good professionals, employable and active people, as well as entrepreneurs and intra-entrepreneurs.
  • To raise students’ awareness so that self-employment is another option.

More information: Ikasenpresa (ekingune.tknika.eus)

Creativity is one of the key skills of the professional profile that is ideal for the new circumstances we live in. We understand that its development should direct all learning actions and therefore the Basque VET learning model sees learning processes as training in which divergent and convergent thinking actions are constantly taking place. It is a process of integrating a way of seeing reality in which analysis and critical thinking are followed by the generation of ideas that transform, regenerate or create new realities that will finally become reality through constructive thinking.

We research and develop dynamics and processes that allow us to set creative thinking in motion, promoting intuition and imagination to propose original ideas that add value. And along with this, we promote the genius that each person carries with them, because they are unique.


Although we have been working in digitalisation for years, the importance of learning process digitalisation has grown quantitatively in recent months. This line of work has the goal of designing and paving the way towards learning process digitalisation. Together with its design, we hope to provide tools, as well as uses for these tools, in order to inspire later reflection among teaching teams.

We understand assessment as the tool that allows students to place themselves at the centre of learning and to be the axis that drives the other elements of the process, encouraging them to take responsibility in the development of skills or learning outcomes of the cycle.

Assessment is one of the tools proposed by the high-performance learning model to facilitate the student learning process. Learning is aimed at ensuring the student acquires, receives, and materialises commitments to betterment throughout the evolution of their skill development. For all of this to happen, this line of work’s key goal is to analyse the relationship between different contexts, resources, and tools to design an effective strategy.

Learning accelerators:
The importance of simulators (virtual reality, augmented reality, immersive, interactive) in learning processes:

  • They provide quick, efficient knowledge transfer.
  • You can turn any space into a learning space.
  • Help training people for future skills.
  • It is easier and more specific for a student to prove learned skills with virtual reality and augmented reality than on paper.
  • With these tools, students: learn, train and do.
  • For complex issues, 3D helps you to understand more quickly.



Research and experience show that if we want a real impact of transformative vocational education and training in the productive and social context, we must design and carry out comprehensive deployment and dissemination strategies. That is to say, extraordinary actions developed by a few vocational education and training agents are not enough, but it must be the whole universe of vocational training that must be progressively transformed and transformative. This is how we understand it through Vocational and Education Training in the Basque Country and, consequently, we have created a network environment that allows us to quickly arrive at the focal points of evolution and transformation. This action network is made up of the following structural elements:

They research and develop collaborative learning models and strategies that promote the development of skills that define the Basque VET learning model. They also design and implement transfer actions to Basque VET centres and other centres and institutions at a national and international level. This is the team of people who act as reference points for the whole model in the network.
2 - aRituak
They support and guide the Basque VET centres in the implementation and development of the learning model. Together with facilitators acting as role models, they are the closest reference points to the training centres, therefore ensuring accessibility and willingness to meet proposals.
These are people who have experience in the implementation of the model and who stand out for their capacity for analysis, contrast, and vision of the application of the different elements that define the model, as well as their ease of communication and closeness in providing Support.
They lead the process of change brought about by the Basque VET learning model in each of the centres. They are key figures and in addition to their work in the strategic design of change and promoting the action, they are the ones who have a close relationship with the teaching teams at the training centre, as well as with the people who work as aRituak and Tknika facilitators. They are the ones who keep the engine running.
They are the driving force behind the digitalisation of the learning process. They are part of the digital transformation teams, made up of figures such as the facilitator, the promoter, the coordinator of the digital transformation, the person responsible for infrastructures, and the executive management. In a situation in which we are discovering more and more quickly, the help provided by digital media in the learning process, ICT teachers anticipate, adapt, and improve educational actions through the most suitable technologies.
They promote and stimulate the entrepreneurial culture among both students and teaching staff in VET in the Basque Country through actions integrated into the learning processes. They are the guarantors and facilitators of entrepreneurial ideas being validated and having continuity.
If the primary objective of vocational education and training is the comprehensive development of the students’ skills, then it is the teachers who stimulate and guide the learning processes. That is why they are the key element without which the whole action strategy of the model would be fruitless. Through the system, we offer teachers training-action programmes (training through action) and training so that each line of research-action can be developed on the basis of a feeling of security, and the conviction that they have the necessary resources and support for their activity to be satisfying and successful.

Elements facilitating roll-out. Programmes

1 - ENOLA: Self-diagnosis of the learning model
eNOLA is a tool at the service of teacher teams to self-diagnose their situation in each cycle of the ETHAZI high performance learning model implementation process, to spot, and then later propose actions for improvement. It also acts to validate implementation of the said model in the training cycle and at the centre.
2 - ETHAZI GUNEA: Web community
The aim of ETHAZI gunea is to make everything related to the Basque VET learning model available to the entire educational community . It is a dynamic space in which the production of content by the teaching staff with the support of ICT teachers and learning coordinators is one of the vital factors. It is a tool that offers support to the Basque VET learning model in the methodological change.
3 - SET: Skills evaluation tool
SET is the tool that Tknika is offering to work on the skill evaluation focus, based on progress of the high performance learning cycles, ETHAZI. This tool was developed 8 years ago, but several improvements are constantly being added, based on suggestions sent by users. Originally, teacher teams used SET to evaluate soft skills, but today, it is normally used to evaluate specific skills, as well, and as a support for feedback that teacher teams give students. For any questions about SET, please contact: set@tknika.eus
More information: SET
  • Boosting entrepreneurial culture
  • Program that boosts the entrepreneurial culture.
  • It consists of entrepreneurship by creating a business prototype in order to develop employability skills and raise awareness of self-employment.

More information: ikasenpresa (ekingune.tknika.eus)


Training actions for teachers aimed at the implementation of the high performance learning model, ETHAZI

In the world of learning related to vocational education and training, we know that knowing about something is not the same as being able to do it, and in this regard we develop skill training activities aimed mainly at teachers. In this way, we ensure that the people involved in the transformation of education have the necessary skills and habits required for their professional work. The constant training of teachers is another of the indicators or key aspects to be taken into account in any educational transformation process. Therefore, just as we develop actions in pursuit of student talent, we also promote the enhancement of teaching talent.

Teamwork, an entrepreneurial attitude, creative thought, communication skills, commitment, solidarity…along with a skill set specific to each speciality, these are a few of the skills that must be developed by people who wish to perform on the job environment today.
Continuing with the work they have always done, VET Euskadi’s teachers play an important role, aiming their work toward applying advanced learning models. To accompany teachers in this challenge, we are launching this educational initiative. Its objective is to develop new skills to start implementing VET Euskadi’s Learning Model.
We aim to reinforce the skills of teacher teams that are already working on the Euskadi VETlearning model. Teachers who participate in different EPA training (Challenges, Evaluation, Digital Skills, Creative Thinking, etc.) come as representatives of their teaching team and undertake the commitment to communicate the information and knowledge to teachers in their cycle.

This is a training programme and its main objective is to provide participants (future learning coordinators) with the skills necessary to lead changing the model at their respective centres. It consists of three training blocks:

  • Communication and people.
  • High-performance learning model, ETHAZI.
  • Vision and project.


This training seeks to train a profile that uses a digital focus on the teacher team. In addition to training digital skills, it seeks to work on how to integrate them into the high-performance learning model, ETHAZI´s vision.
Boosting and driving an entrepreneurial culture both for Euskadi VET’s students and for teachers.
This training seeks to train a profile that uses a digital focus on the teacher team. In addition to training digital skills, it seeks to work on how to integrate them into the high-performance learning model, ETHAZI´s vision.
Advanced training for teacher teams that are already working within the context of Collaborative Challenge-Based Learning (ACbR, in its Spanish acronym) who wish to delve deeper and enrich their challenges from a global perspective with the following objectives:

  • Adapting the challenge’s phases to the classroom situation.
  • Discovering techniques to boost each one of the learning process’ phases.
  • Offering a shared, global vision of challenges.
  • Making progress in working as a teacher team and transferring learning.
8 - VALUES 4.0
The VALUES 4.0 project contributes to the comprehensive training of people who come to VET Euskadi. To this end, we must learn to think and look at the world in all its three dimensions, inspiring criteria for social responsibility: the ethical or values dimension, the social dimension and the environmental dimension. Thus, we will have professionals who, through their work, collaborate in creating a more sustainable, human future.
Evaluation of learning gleaned through challenge work is extremely important, since it largely defines how said challenges will be developed. At the evaluation team, we want to help all teacher teams that are already working with challenges to improve this part of the challenge. They can think about the focus of the evaluation they are using, improve their rubrics, increase or improve the quality of their indications, programme and improve how students are given feedback, or design better the scoring process and how to recover the modules that are part of the challenges.
10 - STEAM
What does this initiative consist of? What can we do to contribute and be aligned with the purpose sought after? How can it translate into educational activities within VET students? How do I design STEAM activities in my learning department?… these are questions we will answer in a practical way with this training action.
People who have developed creative thinking stand out with their ability to anticipate things, they are imaginative, they see problems as opportunities, they are attentive to possibilities for improvement, they are skilled at generating multiple ideas, they balance diverging and converging processes and effectively manage their emotions, showing high executive intelligence.

Developing these skills requires planned training, to make them into everyday habits.

To this end, we offer a complete, sequential system of training activities that leads to achieving the following general objectives:

  • Defining and reformulating focuses.
  • Implementing divergent thinking. Generating multiple ideas.
  • Assessing, filtering and selecting ideas.
  • Implementing parallel thinking.
  • Appropriately managing emotions.
  • Activating executive intelligence.
This is a training itinerary to discover the entrepreneurial culture, work on entrepreneurial initiative and to generate ideas and develop them.
This training seeks to give structure to improvements in developing the digital skills necessary for the ETHAZI teacher team. In consists of training on the 5 areas falling under the DIGCOMP framework, drawn up by the European Commission.


Advising on the diagnosis, design, development, and deployment of learning models

Experience has shown us that strategies for transforming learning models do not obtain adequate results when they are not adapted. We have a model that works and has the adaptability required for current circumstances. Our vision of vocational education and training, and of education in general, dictates that learning models should be shared, and going a step further, should even be brought closer to those who wish to transform their systems. Therefore, it is part of our philosophy to offer personalised services to entities of different kinds within the scope of our expertise, i.e. within the framework of high-performance learning in vocational education and training. We offer this service both nationally and internationally.


Latest news