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.

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.

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.

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 THOUGHT
With the objective of having the skill to put creative thought into action, and thus being able to offer ideas that contribute value to overcoming challenges, we develop programmes to train flexibility (ability to change line of thought), fluidity (skill in having many ideas) and originality (skill for ideas to be different, for them to provide value and be feasible).
7 - 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
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
eNOLA is a tool at the service of teacher teams to self-diagnose their situation in each cycle of the ETHAZI 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
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
SET is the tool that Tknika is offering to work on the skill evaluation focus, based on progress of the ETHAZI cycles. 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
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)

4.

Learning actions aimed at developing the talent of teachers and implementing the model

1 - INITIAL ETHAZI TRAINING (EOP)
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 - ETHAZI ADVANCED TRAINING (EPA)
ETHAZI Advanced Training (EPA) aims to reinforce the skills of teacher teams that are already working on the Euskadi VET learning 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 - LEARNING COORDINATORS
This is a training programme that lasts 100h. 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.
  • ETHAZI learning model.
  • Ethazi vision and project.
4 - ICT TEACHERS
This training seeks to train a profile that uses a digital focus on the ETHAZI teacher team. In addition to training digital skills, it seeks to work on how to integrate them into ETHAZI’s vision.
5 - ENTREPRENEURIAL CULTURE
Boosting and driving an entrepreneurial culture both for Euskadi VET’s students and for teachers.
6 - IRAKASLE TALDEA
One of the central elements around which the Euskadi VET Learning Model is structured is the cycle’s teacher team, whose mission is to work toward applying advanced learning models.
The objective of Irakasle Taldea training is to accompany the cycle’s teacher team and reinforce their relational skills to improve their well-being and performance.
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
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.
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
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.

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.

5.

Consulting in the diagnosis, design, development and roll-out of learning models

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