In an environment where the productive fabric is in permanent transformation, and in an employment and social context of repeated restructuring, the systems of vocational training must adapt so that it becomes a form of Intelligent Vocational Training based on high-performance learning. In this way it will address current needs and emerging and unknown environments.
In the vocational training in the Basque Country, we have gone from training skilled workers capable of performing their tasks properly to producing trained professionals. These professionals, in addition to doing their job well, provide added value through other types of skill. Nevertheless, reviewing and analysing the current situation, in the face of new scenarios, makes us commit to working to produce talented professionals.
In this context, we cannot ignore the digital transformation that is taking place and its influence on the teaching-learning process. The key to this entire transformation is obvious: the human factor. And in this regard, we are focusing our efforts on the humanistic leadership skills that new professionals must have.
Dynamic professional training is therefore necessary to help people prepare for the challenging changes, and this will be achieved by systematically transforming the learning models.
In the Learning and High Performance area, we are developing learning strategies that apply the principles of critical thinking, constructive thinking and creative thinking, thus promoting the development of the new professional profile, the talented professional, emotional intelligence, creative intelligence and executive intelligence.
Finally, to enrich and reinforce this process, we have different programmes underway:
● Ikasenpresa (development of the entrepreneurial culture)
● Values 4.0 (vision of social transformation)
● Steam (development of scientific thought)
* Data refers to the sum of all different levels of the implementation of the model.
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:
The so-called IKAS AUKERAK, or training available for teachers, must respond to the needs arising from the evolution of the ETHAZI model. This evolution contemplates three areas associated with the unified interpretation of the model, its deployment in the centre and the enrichment of the model with new elements drawn from social and business contexts.
The lines of action in this area provide contributions to build the necessary knowledge for the teaching teams to implement the ETHAZI model in their cycles.
With the training on offer for the 2022/2023 academic year, we continue to meet the needs of teaching teams by providing a more varied and flexible range of IKAS AUKERAK.
The objective of this IKAS AUKERA is to integrate VALUES 4.0 in training cycles that are working with the Basque Country Vocational Training Learning Model. The following skills are developed:
– Integration of values 4.0 into the ETHAZI approach to the cycle
– Involvement with the Values 4.0 project
This is a training programme whose main objective is to equip the participants
(future learning coordinators) with the necessary skills
to lead the change of model in their respective centres. These are the essential skills that are developed:
– The learning coordinator implements the ETHAZI model adapted to their own centre
– The learning coordinator creates their own leadership style according to the Ethazi model to facilitate implementation in the centre
The programme consists of three training blocks:
– Communication and people
– High performance learning model, ETHAZI
– Vision and project
Entrepreneurship is one of the pillars of Vocational Training in the Basque Country and it is a skill to be developed by people both for the employment market and for any area of life: a driver of change and of innovation, with clear objectives and motivation for success. Our offer is aimed at different profiles of teachers.
Ikastraining I is training aimed at vocational training teachers who have recently joined the Ikasenpresa programme. Ikasenpresa is an innovative educational project designed for the acquisition of skills for entrepreneurs through the Business and Entrepreneurial Initiative module. To achieve this, an active, innovative and practical methodology is used.
Elkar&Ekin formakuntza is aimed at Basque Country vocational training teachers who want to deal with entrepreneurship from a cycle perspective. The objective of this training is for the teaching staff to work on entrepreneurship from the perspective of the cycle, plan and gain more in-depth knowledge of the entrepreneurial culture, always based on the Basque Country Vocational Training Learning Model.
Elkar&Ekin Sakontzen is aimed at all teachers of a cycle. The objective is to raise awareness in order to work on entrepreneurship from a
cycle perspective. It is important to address entrepreneurship from the perspective of the cycle, plan to address it throughout the cycle and work on the entrepreneurial culture in more depth, always based on the Basque Country Vocational Training Learning Model.
The training will consist of offering different training pills depending on the cycle team.
Ikastraining II is training aimed at Ikasenpresa vocational training teachers according to the needs that are identified. The objective of this training is for Basque Country vocational training teachers to investigate the entrepreneurial culture in more depth based on the Basque Country Vocational Training Learning Model.
This IKAS AUKERA offers the keys to becoming familiar with the evaluation approach within the ETHAZI model. These skills are developed:
– The teaching team recognises training assessment as an instrument for the development of learning
– The teaching team for the cycle recognises the different elements involved in the evaluation and the relationships between them: skills, achievements and indicators, evidence, rubrics, feedback, grading, etc.
The teaching team must define the skills required for the cycle’s professional profile. These skills must be defined in a way that is understandable by the students, since they must serve as a guide in the learning pathway throughout the cycle. These skills are developed:
– Understand the process for defining skills
– Define the skills associated with their training cycle
Teaching teams must know how to differentiate between the grading process and the rubrics, as well as understand the relationship between the rubric and the achievement indicators. This IKAS AUKERA offers a practical scenario to create rubrics appropriate for the skills developed in the cycle. These are the skills to be developed:
– The teaching team distinguishes between learning-oriented evaluation and grading
– Create the rubric for the skills developed in the course or cycle, with the levels and indicators to achieve them, to use them as a reference for student learning
This IKAS AUKERA offers the keys to working on the relationships between skills, rubrics and achievement indicators. This is the skill to be developed:
– The teaching team of each cycle relates the cycle profile (skills map) with the learning results of each module
In the evaluation approach of the ETHAZI Model, reflection and feedback are two important tools. Understanding the relationship between reflection, feedback and commitments helps the teaching team to create an effective evaluation strategy. These are the skills that are developed in this IKAS AUKERA:
– The teaching team includes moments of reflection, feedback and acquisition of commitments for learning in the challenges
– Reflection as a tool to enable students to be responsible and aware of their learning
– The teaching team, together with the students, monitors the evolution of technical and transversal skills
We are currently immersed in the fourth industrial revolution, in which we will use advanced technologies. It is important to arouse the curiosity and scientific-technological vocations of our students so that they can face the challenges of the future that society will present them with.
STEAM training allows our students to acquire 21st century skills, abilities and scientific culture that they will need regardless of whether their professional future involves science and technology.
This IKAS AUKERA introduces teachers to the elements of the Basque Country Vocational Training STEAM model. The following skill is developed:
– Using the STEAM approach in the design of challenges
This IKAS AUKERA provides teachers with initial experiences with various technologies: additive manufacturing, a laser cutter, electronics and Big data. The objective is to put the STEAM vision into practice based on the “maker” concept. This is the skill that is developed:
– Understanding that technology 4.0 can be worked on in a cross-cutting way in the challenges
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.