Learning and high performance

The Learning and High Performance Department mainly has five fields of action:

1. Implementing FP Euskadi learning model

We develop processes for learning, design, experimentation, development and roll-out of learning models from a systemic perspective of vocational educational training. Thus, shining the spotlight on activation and sparking the talent of people and organisations to provide an anticipatory, agile and efficient response to the challenges facing society.

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

2. Lines of action

1 - STEAM

Enrich the methodological proposal of VET Euskadi by adding relevant methodological innovation proposals (STEAM, Visual Thinking, and more).
Strengthen the STEAM proposal by contrasting it with the VET Euskadi model.
Inspire professional vocation and aspirations in STEAM, placing special focus on female students.
More information.

2 - COLLABORATIVE CHALLENGE-BASED LEARNING

One of the core elements upon which the VET Euskadi Learning Model rests, is Collaborative Challenge-Based Learning. Introducing a problematic situation, turning it into a challenge, as well as the entire process until achieving a result, is structured around both the technical and specific skills of each cycle, as well as soft skills that are strategic at that time.
In all cases, the problematic situations are presented to a class split into teams, where the work process must make it possible for students to experience the situation as a challenge. As of this point, they will have the opportunity to generate the knowledge necessary to contribute to the best solutions.

3 - 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.

4 - ADAPTING SPACES

Collaborative learning to integrate a working process and spaces whose composition is adapted thereto. Workspaces are much more than the walls forming a classroom. These are flexible, comfortable spaces with good acoustics, flexible connections and spaces that facilitate the use of ICTs and whose walls can be painted.
Innovative learning spaces (tknika.eus)
Ethazi Spaces (ethazi.tknika.eus)

5 - ENTREPRENURIAL CULTURE

Ikasenpresa is an educational programme that uses company creation as a methodological tool. Objectives:

Creating an Ikasenpresa, so the students are aware of what being an entrepreneur entails and the steps they have to take to do so.
Developing student skills to make them good professionals — employable and active as well as entrepreneurs and intra-entrepreneurs.
Raising student awareness that self-employment is another option.

More information: Ikasenpresa (ekingune.tknika.eus)

6 - CREATIVE THINKING

Training aimed at the development of practical intelligence through activities that affect the generative intelligence and executive intelligence for the determination of objectives, the proposal of ideas that add value and decision making.

7 - DIGITALIZATION OF THE LEARNING PROCESS

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.

8 - EVALUATION

Assessment is one of the tools proposed by the learning and high performance model for facilitating 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. Ethazi Spaces (ethazi.tknika.eus)

9 - LEARNING TOOLS

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.

3. Implementation

1 - TKNIKA DRIVING FORCES

Researching and developing the ETHAZI learning model, as well as transferring it both to Euskadi VET centres and other centres and institutions, whether national or international.

2 - ARITUAK

Developing the ETHAZI learning model and accompanying Euskadi VET centres in implementing and developing it.

3 - LEARNING COORDINATORS

Leading the process to change the learning model at each one of the Euskadi VET centres.

4 - ICT TEACHERS

Promote the digitization of the learning process.

5 - ENTREPRENEURIAL CULTURAL

Boosting and driving an entrepreneurial culture both for Euskadi VET’s students and for teachers.

6 - TEACHERS

Acting as agents for change in Euskadi VET’s learning model and accompanying and guiding students in developing both their specific and their soft skills.

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 objective of Ethazi gunea is to present everything related to the Euskadi VET learning model. This is a dynamic space where teachers generate content, boosted by ICT teachers and learning coordinators as an essential element. This is a tool to accompany Euskadi VET learning model in the methodological change.
https://ethazi.tknika.eus

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

4 - IKASENPRESA

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)

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

1 - EOP: INITIAL TRAINING IN THE HIGH PERFORMANCE LEARNING MODEL

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.

2 - EPA: ADVANCED TRAINING IN THE HIGH PERFORMANCE 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.

3 - TRAINING FOR LEARNING COORDINATORS

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.

4 - TRAINING FOR ICT 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.

5 - ENTREPRENEURIAL CULTURE

Boosting and driving an entrepreneurial culture both for Euskadi VET’s students and for teachers.

6 - IRAKASLE TALDEA

7 - DIVING IN CHALLENGES (EPA)

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

9 - EVALUATION

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.

11 - SOR-GIM CREATIVE THINKING

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.

12 - ELKAR&EKIN

This is a training itinerary to discover the entrepreneurial culture, work on entrepreneurial initiative and to generate ideas and develop them.

13 - DIGITAL SKILLS

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.