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.
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 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”.
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.
It is about adapting learning spaces to support the basic steps involved in all challenge solving:
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.
Ikasenpresa is an educational programme that uses the creation of a company as a methodological tool.
More information: Ikasenpresa (ekingune.tknika.eus)
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.
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.
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:
More information: ikasenpresa (ekingune.tknika.eus)
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.
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:
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:
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.