Reinvention is awesome!

2016 no. 02

News

Competitive Intelligence (CI) in Basque Vocational

TrainingSamuel Triguero Álvarez

Applied Disruption in the Classroom: An exciting challenge

for a different future Agustin Agirre Andonegi

A law for the futureJorge Arévalo Turrillas

Applied Disruption in the Classroom: An exciting

challenge for a different future

08

High performance in Basque VT

10

Towards the manufacturing of the future: Additive

manufacturing using 3D printers

12

Sustainable development in Basque

Vocational Training

14EDUCATIONAL MONITORING

ORGANISATIONAL MONITORING

TECHNOLOGICALMONITORING

VT ENVIRONMENT MONITORING

VT MONITORING

SYSTEMVT Ecosystem,

Competitors, Legislation, regulations

Competitive Intelligence (CI) in Basque Vocational

Training

161

2

A different way of thinking

19

Index

Presentation

03

A law for the future

04

Basque Country – Minnesota, a cooperation

strategy based on advanced manufacturing

06

3

Welcome to our second “FPeuskadi News” magazine.

In it you will find articles in which we explain various vocational training related changes and projects that we have launched in the Basque Country. You will also learn about some of the experiments that have been carried out in other autonomous communities.

If there is something that defines vocational training in the educational system as a whole, it is its dynamism in dealing with very different challenges. The great diversity of industries to which it caters, the increasingly complex needs of companies, due mainly to the advance of technology and the complexity of production processes, the fight against unemployment and the evolution of the labour market make vocational training and the centres involved in it strategically essential.

Vocational training centres need to be adaptable and have the ability to react in order to address and respond to the needs of their environment. And, looking at the developments in our production sectors and employability, it is necessary to promote significant changes. In this magazine, we explain, among other things, a new way of setting up training through new learning methodologies, a new type of classroom, new ways to organise and operate centres, experimentation in new scenarios and the work we are doing on applied innovation through knowledge sharing.

I hope you like the various articles that we have presented and that they will serve as an incentive to promote new projects and move forward along different paths.

Warm regards,

JORGE ARÉVALO TURRILLASDEPUTY MINISTER FOR VOCATIONAL EDUCATION AND TRAINING OF THE

BASQUE COUNTRY

“Audacity can alter the concept of the possible”

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Over the years, vocational education and training in the Basque Country has played a decisive supporting role for people in difficult times, either because they have lost their jobs or because they needed a higher qualification.

A law for the futureJORGE ARÉVALO TURRILLAS, DEPUTY MINISTER FOR VOCATIONAL EDUCATION AND TRAINING OF THE BASQUE COUNTRY

But mostly because it is still an effective solution for many young people who believe that vocational education and training is right for them and is what they need and want to move forward in their professional and personal lives.

It has also provided support for enterprises in their requirements for skilled workers or for the start-up and development of a wide variety of projects.

The changes that have occurred during the crisis, but especially those that are taking place as we leave it behind, are generating transformations of great significance:

• Changes in the competitiveness of our productive sectors

• Changes in business and employment

• Changes in skills and knowhow

And Basque vocational education and training plays a fundamental role in all of them.

The bill passed by the Basque Government on 29 December last aims to lead a strategic transformation of vocational education and training in the Basque Country. A transformation that requires a solvent, extensive and rigorous regulatory framework if it is to progress towards complex objectives and adapt to the new needs of businesses and employment.

A very elaborate project that has obtained the consensus of employers, unions and public and state-approved private vocational education and training centres within the Basque Council for Vocational Education and Training. An agreement has also been reached with the Departments of Employment and Social Policy, Economic Development and Competitiveness, with the Basque Employment Service (Lanbide) and with the Provincial Councils of

Bizkaia, Gipuzkoa and Araba. My sincere thanks to all of them for their contributions to and collaboration on the final text of the bill on vocational education and training. Dialogue, consensus and agreement, three terms that stand as a guarantee for the success of any initiative.

The project consists of thirty-four sections, with one preliminary chapter, nine other chapters, two additional provisions, two interim provision, two repeal provisions and nine final provisions. The following is a summary of the most important parts:

The preliminary chapter focuses on the object and purpose of the Law, its objectives and collaboration with businesses, social partners and other organisations and entities.

Chapter one provides a new vocational education and training model for the Basque Country, a Combined Model of Integrated Training, Applied Innovation and Active Entrepreneurship.

Integrated training aimed at vocational education and training students, the working population and the unemployed.

5

Applied innovation for developing other types of learning, new methodologies, another form of organisation, other types of classrooms and schools. But it also seeks to be a first step on the ladder of support for SMEs so they can innovate in products, production processes and services.

And active entrepreneurship aimed at transferring the entrepreneurial culture to students and at encouraging entrepreneurship at VET centres.

Chapter two provides for Specialised Network Nodes in different sectors, made up of VET centres that will provide immediate answers to the needs of enterprises and their environment.

Chapter three focuses on Dual Vocational Education and Training in the Basque Country. A model with a very advanced design, based on learning through work experiences and which, after four years of experimentation, has established a well-structured model that meets people’s training requirements and offers a clear improvement to the competitiveness of our businesses and the employability of VET students in the Basque Country.

Chapter five provides the Basque Framework for Qualifications and Professional Specialisations. A framework that guarantees a rapid response to the needs of our businesses in the higher-level training and specialisation people need to do their work in highly complex contexts and very competitive environments.

Chapter six focuses on the internationalisation of Basque vocational education and training. And for that, we have created Europe’s first international campus at this level. We have also opened up channels to provide worker training for Basque companies regardless of the country in which they are located. We have also set up the possibility of providing other countries with the knowledge and experience accumulated in Basque VET.

Chapter seven provides a bilingual model in vocational education and training to ensure continuity of the language skills taught in secondary education. It also introduces a trilingual model with the addition of foreign languages and the priority of English as a third language.

Chapter eight deals with research in vocational education and training, the promotion of innovation, continuous improvement and teacher training.

Chapter nine focuses on evaluating the entire vocational education and training system in the Basque Country.

Additional provision one refers to the technical and consultation bodies in the area of vocational education and training.

Finally, I would like to point out that this law provides for modern, advanced and flexible vocational education and training in the Basque Country. This will enable us to maintain and strengthen our VET system, which increases and improves the skills and qualifications of the people who attend such training. It also allows us to respond quickly and efficiently to the different needs of our productive sectors.

Chapter four creates a Higher Coordinating Body for Vocational Education and Training, which is an inter-departmental government body responsible for coordinating policies on vocational education and training when they affect the strategies developed by the various departments involved.

Basque Country – Minnesota, a cooperation strategy based on advanced manufacturingJOSE LUIS FERNANDEZ MAURE. DIRECTOR OF INTERNATIONALISATION IN THE VOCATIONAL TRAINING SPHERE - TKNIKA

After very important international congresses with the presence of largely European countries, which have for years represented a possibility of quality mobility for Basque Vocational Education and Training students and teachers, and participation in programmes under the Leonardo and Erasmus umbrellas, the decision was taken to set out along a new path guaranteeing the continuation of projects financed by the EU, but which also had to represent a qualitative and quantitative jump in relations with different countries that had no participation in said financing.

The strategy involved establishing communications, sharing projects, developing strategies, beyond the financing limits imposed by the EU and above all focussed on sharing best practices with organisations, governments or institutions that could be interested in joining forces to work on advanced manufacturing issues. The title of the conference was “Relevance of Vocational Education regarding Competitiveness and Employment”.

The congress was attended by delegates from more than 45 countries in the five continents, which later gave rise to the development of training projects carried out at TKNIKA or at Professional Training centres. However, in addition to the attendance of the congress by different countries, one detail lent added value to the conference and the subsequent development of relations in the field of advanced manufacturing: five directors of US Vocational Training centres belonging to the network that the Obama administration had decided to create in order to carry out an advanced manufacturing strategy in the United States (USA) attended the event to present the strategy and study cooperation possibilities in the near future.

6

That relationship established between the Vice-Minister of Vocational Training and the Minnesota State Department gave rise to the signing of an agreement on cooperation between both institutions, thereby leading to collaboration between Professional Training centres, which in this first stage anticipates a visit by VET teachers from the Basque Country to Minnesota in October this year, and of teachers from Minnesota to the Basque Country in April 2016.

It is probable that the international congress held in June 2014 marked a before and after in the development of strategies to be followed at international level.

BASQUE COUNTRY – MINNESOTA, A COOPERATION STRATEGY BASED ON ADVANCED MANUFACTURING

7

The official Government delegation travelling to Minnesota will mainly visit VET centres and study STEM (Science, Technology, Engineering and Maths) programme strategies in the field of secondary and post-secondary education devised to support the participation of young people in the industrial sector with the possibility of access to the working world. They will also visit universities and technology centres working in the field of 4.0 Manufacturing.

In addition to this delegation, six professionals from Basque VET centres will spend a training/education period at different centres in Minnesota State. Teachers in the mechatronics and machining branches will spend two weeks in different Minneapolis centres; teachers from Minnesota will later spend two weeks in the Basque Country during April 2016.

The training or stay of teachers at the centres is established according to the following protocol:

1. They will attend different Professional Training centres in the mechatronics and machining specialities.

2. They will study methodologies, materials and methods of evaluation for potential incorporation to learning processes in their own countries.

3. An association will be created with teachers in the USA for the potential creation of SKYPE or video sessions between classes in both countries.

4. They will visit Professional Vocation centres and companies working in the field of advanced manufacturing.

5. They will receive specific information about the political, economic and social situation of the United States, and on the situation of advanced manufacturing in universities, VET centres and companies in Minnesota State.

6. A protocol will be drawn up to cover the visit by US teachers to our Basque centres in April 2016.

There is no doubt that these steps will have a multiplying effect on our international strategy and will contribute quality added value to the Advanced Manufacturing or 4.0. Manufacturing field. In fact, these have already enjoyed repercussion in California, where a member of the US senate has shown interest in taking a similar programme to the state.

BASQUE COUNTRY – MINNESOTA, A COOPERATION STRATEGY BASED ON ADVANCED MANUFACTURING

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Applied Disruption in the Classroom: An exciting challenge for a different future AGUSTIN AGIRRE ANDONEGI. DIRECTOR OF RESEARCH IN LEARNING METHODS AND PROCESSES - TKNIKA

Basque VET wants to set its sights on the future of education by working on the present, and the classroom is one aspect of this goal. The physical space in which teachers and students work has become one of the core pillars of our everyday routine. In our minds, nothing has become quite so dated as the old wooden school desks, which not only remind us of bygone times, but make the classroom a place of difficult verbal, aural and corporal communication.

Our classroom of the future invites the most advanced methodological proposals in what we have dubbed: “Collaborative Challenge-based Learning”. Methodology and physical space must go hand in hand. There’s no other way to do it.

Learning spaces are undergoing tremendous transformation visible in the changes and dynamics inherent to today’s education. Basque VET wants to lead the way in this challenge.

We’re not particularly fond of the term “problem”; we’d rather refer to a challenge. Challenges take us to quite another mental scenario; the point is, as popular sayings would have it, that “all problems have a solution”. In Basque VET we want to approach the issue from that angle. Turning a problem situation into a challenge and choosing a clear-cut and carefully thought out proposal is essential. And having a perfect, motivating scenario, which is also a natural learning space to do it in, is even more necessary.

In Basque VET we want the new classrooms to be the best natural learning spaces. That’s why we believe that the following spaces and characteristics are essential:

The classroom must be a space of INTERACTION AND COLLABORATION. Without these it will be impossible to fulfil the other conditions listed below.

The space must be a CREATIVE place; a space to think, devise, create and share our knowledge, doubts and, why not, our small slip-ups.

APPLIED DISRUPTION IN THE CLASSROOM: AN EXCITING CHALLENGE FOR A DIFFERENT FUTURE

9

A space connected to the INFORMATIVE sphere; i.e. a space with informative resources, in both paper and digital formats, and which permits us to work both individually and in groups. Watching videos, observing exhibitions or videoconferences are useful tools which are acquiring increasingly greater social and educational weight in society.

The classroom must become a CONSTRUCTIVE space. A place in which to easily make prototypes from the ideas emerging in the creative atmosphere, permitting rapid materialisation of the alternatives created.

A place focussed on the ANALYTICAL sphere. A place to talk in, to exchange opinions, present proposals, weave relations, and revise ideas and theories.

It is also essential that the classroom has an EXECUTIVE character allowing us to build, adapt or improve the final product on which we are working.

We mustn’t forget one essential condition for Basque VET: A PLAY AREA. Building a learning space different to the place we have traditionally considered to be a classroom makes for increasingly extensive learning. Activities and games almost always help us to shake off tensions and change our emotional state when required.

Finally, we must say that the characteristics referred to here as regards the space, along with the “Collaborative Challenge-based Learning” dynamic, will allow students to acquire new ANALYTICAL, COMMUNICATIVE and RELATIONAL skills. At the end of the day: skills to achieve better development of their personal and professional lives.

APPLIED DISRUPTION IN THE CLASSROOM: AN EXCITING CHALLENGE FOR A DIFFERENT FUTURE

10 HIGH PERFORMANCE IN BASQUE VT: ON THE ROAD TO NEW SKILLS THANKS TO CHALLENGE BASED METHOLOGIES.

High performance in Basque VT: On the road to new skills thanks to challenge based methologies.DANIEL IRAZOLA ATXA. MONITOR OF INNOVATION IN LEARNING - TKNIKA

The Basque Country has a Vocational Training sector of recognised national and international prestige, a sector which has played an essential part in our economy’s competitiveness. But social realities change and our efforts must be directed towards successfully adapting to that transformation. Companies are well aware of market demand, and our education professionals are also highly conscious of these needs.

Appearance of the term competences on curricula has completely changed the way education is understood. Only a few years ago, it was essential that students be “capable of doing”; but today that paradigm has been replaced by other elements, among which attitude towards ourselves and our surroundings plays an increasingly important part.

Learning is an evolution process, a process where the students themselves play the lead part and hold the responsibility. Sometimes working as a team, at others by themselves, but always endeavouring to overcome the challenges awaiting them in their professional careers.

Working as part of a team, the ability to communicate, leadership, creativity, willingness to innovate and emotional intelligence are not only pretty words; today they already form part of our society’s new demands in the professional sphere.

With the objective of meeting these new challenges, at Basque VT we have developed the project we want to present to you: “COLLABORATIVE CHALLENGE BASED LEARNING”.

This proposal means going deeper into learning, thereby helping us to understand the meaning of what we want to learn. Acquiring a skill or learning something requires a combination of awareness, emotions and work: individual on occasions, and collaborative on others.

Below we list the dynamics of this model. It will function on the basis of teams of 4 or 5 people, constituted following rapid study of the different personal profiles with a view to obtaining the greatest possible balance. It is important that the teams define the basic conditions of their work; that they specify the aspects they want to work hardest on, and the ones they want to avoid.

A different kind of learning model is gaining ground in the educational curricula of the most advanced countries. Collaborative Challenge Based Learning is our proposal for work in the classroom.

Teknopolis program, ETHAZI project

11 HIGH PERFORMANCE IN BASQUE VT: ON THE ROAD TO NEW SKILLS THANKS TO CHALLENGE BASED METHOLOGIES.

We will set a problem situation, similar to a real case and set in the context of the learning model that encompasses the challenge.• From problem to challenge. It is essential to accept

the situation as a challenge, since the extent of our involvement would otherwise be lower.

• Obtain information and generate alternatives. When we tackle a challenge questions arise. The teachers’ job is to help students to ask the most important questions and to provide them with relevant information. Sometimes they themselves will search for the information they need, individually or as a group. On occasions the answers will generate more questions requiring an answer.

• Proposal presentation. Once the questions have been asked and answered, the students will have the capacity to make different proposals. At this stage of presenting alternatives, the student’s

01//Erronka aurkeztuExplaining the problem

02//Arazotik erronkaraFrom the problem to the challenge

03//Parametroak zehaztuFixing the parameters

04//Informazioa lortu eta antolatuObtaining and organizing the information

05//Proposamenak sortuGenerating alternatives

06//Proposamenak aurkeztuPresentar propuestas

07//Proposamenak aukeratuChoosing the proposals

08//Jarduerak antolatuPlanning the actions

09//Jarduerak exekutatuExecuting the actions

10//Emaitzak aurkeztuShowing the results

11//EbaluatuEvaluating

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3

4

567

8

9

10

11

creative capacity is stimulated and may require the collaboration of other groups.

• Proposal selection. Once the proposals are on the table, the most suitable one will be chosen. Within the different alternatives, it is important to choose one that we think may correspond to our objective.

• Action planning. This must be done by assigning tasks within the team itself, including an analysis of the risks.

• Performance. Development of the actions selected and planned. Practice and experimentation will develop the students’ capacities and skills.

• Presentation of results. The students will present the results of the challenge together or individually. They can do this either in person or by means of ICT.

• Evaluation. Evaluation taking account of the evidence, considering not only the results, but attitudes too. The results must be elements of reflection for addressing the improvement of future challenges.

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Towards the manufacturing of the future: Additive manufacturing using 3D printers JOSÉ ANTONIO JOUBERT JAUREGUI, WELDING-ADDITIVE MANUFACTURING MONITOR - TKNIKAGORKA BAQUERIZA MODREGO, ADDITIVE MANUFACTURING MONITOR - TKNIKA

3D Printing, one of the core applications of Additive Manufacturing, represents an authentic industrial revolution. That’s the opinion of the international specialists in different technological fields, who see this model of manufacturing as having immense application potential.

According to Credit Suisse, in 2013 alone income from products and services rose by 34.9%, reaching a turnover of US$3,700 million. By 2020 this figure is expected to hit US$11,000 million. The figures speak for themselves.

Additive Manufacturing consists of successively superimposing layers of material until obtaining the desired object. This modality is closely linked to ICT; it will be the cornerstone of digital era production and of the industrial future of the most developed countries.

This manufacturing model means that we can reproduce almost any geometry human beings can imagine, also meeting consumer demand for articles that set themselves apart and can be personalised. Costs too can be much lower due to the fact that the system allows us to verify and optimise designs.

TOWARDS THE MANUFACTURING OF THE FUTURE. ADDITIVE MANUFACTURING USING 3D PRINTERS

13 TOWARDS THE MANUFACTURING OF THE FUTURE. ADDITIVE MANUFACTURING USING 3D PRINTERS

The Basque VOCATIONAL EDUCATION and TRAINING sector responded immediately to this challenge, and last year set about extending the IKASLAB project, a network of centres for promoting creativity by means of 3D printing programmes and installations.

At TKNIKA experiments are underway with the different materials and applications recently launched onto the market, with the aim of providing response and support, not only to the centres, but to industry itself. At TKNIKA we have professional machines on which we can build quality and precision pieces. Our equipment is also aimed at offering services to companies.

We believe that the development of Additive Manufacturing is key to the development of Basque industry and its future competitiveness. The same belief is reflected in the Basque Science, Technology and Innovation Plan 2020. Based on this objective, we are currently working to extend its use while researching the

new technologies related to it. One new requirement making itself felt is adaptation of the curricula to these new manufacturing modes, and Tknika is doing just that.

We must highlight that, in relation to the rest of Spain, we are in an advantageous situation; several Basque companies have started to introduce the technology and are already using 3D printing to make prototypes and implements in their production processes.

At TKNIKA we have analysed the examples of two cutting edge countries in the field, Germany and the USA, concluding that:1. The centres in the IKASLAB Network have the

technological equipment and knowhow to be able to validate designs (Prototyping). A number of companies have requested this service from us.

2. We have professional equipment capable of producing the “end piece”, i.e. the piece directly incorporated to the final product and which generally has superior qualities.

3. A great opportunity has opened up for us in the field of mechanical and industrial design, led by the aeronautics and aerospace industry.

4. The use of 3D printing and the speed of its evolution are opening a very wide field of possibilities and we expect to see an exponential growth in this technology in the coming years.

14 SUSTAINABLE DEVELOPMENT IN BASQUE VOCATIONAL TRAINING

When talking about wood we must point out an important aspect that goes unnoticed too often: the Basque Country has one of Europe’s largest tree-covered surfaces in relation to its physical surface. However, our per capita wood consumption tends to be rather modest: around 0.5 m3 in comparison to the figure for consumers in Nordic countries, which stands at almost 7 m3, with the carbon dioxide emissions savings that this implies.

At TKNIKA we believe that this sector, essential for our economy, must meet the most demanding quality standards if it is to compete on the market. Innovation of the sector from the point of view of its technology, training, organisation and product is today more necessary than ever.

Sustainable development in Basque Vocational Training MARI JOSE BARRIOLA BARAIBAR, WOOD DEPARTMENT MONITOR – TKNIKA

Our WOODNIKA project is the response to this challenge.

One of our main lines of action has been to characterise different species of wood, introducing classification methodologies based on sound techniques, thanks to which we can classify the material for its improved use in the construction and renovation of buildings and houses.

To proceed with this characterisation, and as stipulated by European regulations on the characterising of wood for structural use, different physical and mechanical properties must be measured, such as its flexural strength, elastic modulus and density.

Vídeo of WOODNIKA project

15

The need for this project stems from both European regulations and the Construction Products Regulation, which states that all wood to be used in any construction process must have undergone a characterisation process and, specifically, that wood intended for structural use must be classified and have a resistance class assigned to it, as stipulated in the “Wood” Structural Safety document (DB-SEM) of the Technical Building Code.

At TKNIKA we believe that the consideration of wood as a renewable and highly sustainable material represents an important opportunity in the field of construction and renovation. Not only that, but the environmental reasons are obvious: promoting an economy to combat climate change.

The objectives of our WOODNIKA project were: 1. To characterise and normalise wood species in the

Basque Country.

2. To introduce a pilot experience of classifying standing and felled timber using ultrasound techniques.

3. To foster the use of local timber, specifically in wooden structures and to meet sustainability criteria as a sustainable and renewable material.

4. To study potential influence of the lunar phase on the cut and durability of different woods for structural use by carrying out normalised tests on biotic and abiotic attacks.

5. To create a digital platform, http://normadera.tknika.net, an information and meeting place for teachers, students and professionals in the sector.

We have worked on this project using three common species in our natural environment: Japanese larch (Larix kaempferi (Lamb.) Carr.), Oregon pine (Pseudotsuga menziesii (Mirb.) Franco) and Corsican black pine (Pinus nigra subsp laricio var Corsicana).

On the other hand, the project has allowed us to make remarkable progress in achieving ideal commercialisation of wood as a construction material. It has also been essential in permitting sawmills to meet the requirements established by current European regulations as regards affixing the CE marking to their products.

We are convinced that WOODNIKA represents an important step forward. The tests and measurements obtained from the three species studied will represent a highly important source of information thanks to which companies and professionals can continue to progress in the use of a highly valued and abundant good in our environment such as wood.

The sustainable management of our forests and development of innovation and training in this sector may represent a highly important contribution to the local economy.

Through the digital platform http://normadera.tknika.net we have lent a boost to education on wood as a sustainable and renewable material.

SUSTAINABLE DEVELOPMENT IN BASQUE VOCATIONAL TRAINING

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Competitive Intelligence (CI) in Basque Vocational TrainingIdentification, analysis and interpretation of relevant information for intelligent decision making.SAMUEL TRIGUERO ÁLVAREZ, DIRECTOR OF ENTREPRENEURSHIP AND CHANGE MANAGEMENT - TKNIKA

In the new economy, where the decision making process is becoming increasingly dynamic, information acquires a fundamental value for organisations. The decision makers (at both strategic and operational levels) must equip themselves with a “warning” system to provide them with relevant information; they must then effectively and efficiently incorporate this information to their decision making processes.

Market globalisation and the speed of scientific and technological developments require the use of monitoring systems focussed on the market and technologies, capable of identifying niches of opportunity for organisational development.

The response to this demand has seen the emergence of Competitive Intelligence (CI) as a process for compiling, analysing and systematically using relevant information related to external events and trends that affect the development of our organisations.

Since September 2013, Basque Vocational Education and Training, in the framework of the IV Basque Vocational Training Plan, has been working on the Competitive Intelligence project, currently involving 24 public and state-subsidised VET centres.

By means of this project, we wish to contribute to transformation of the VET System in as much as it can anticipate the global evolution of the economy, technology and society in general, in turn endeavouring to create returns for companies and the Basque VET system itself.

The difficulty of the challenge we face is generally related to:

• Increased complexity of the environment in which all of these organisations function, which demands higher levels of organisational opening-up (open innovation) and co-creation.

• An obvious rise in client demands; in the case of VET Centres: students, families, companies and society in general.

PILOT STAGE

PHASE 0Awareness

raising

PHASE 1Focalisation

PHASE 2Formalisation

PHASE 3 PHASE 4 Pilot CI Evaluation

PHASE 5Integration

PHASE 6Focus

PHASE 7Training

PHASE 8 PHASE 9Implementation Jarraipena

EXTENSION STAGE

COMPETITIVE INTELLIGENCE (CI) IN BASQUE VOCATIONAL TRAINING

17 COMPETITIVE INTELLIGENCE (CI) IN BASQUE VOCATIONAL TRAINING

• The high level of quality already existing in most products and/or services no longer sets us apart and therefore demands higher levels of innovation and creativity in order to design a proposal that does clearly set us apart.

• The increasing need for interconnection between centres, companies and other bodies, at local, national and international levels, demands fast-moving structures and people with attitudes and skills adapted to that open and rapidly changing environment.

• The necessary prominence, in the full extent of the term, of the person as the centre of the organisational projects, the need to develop their full potential, to take advantage of their capacity to create, innovate and drive their own professional careers.

• Finally, the increasing demands made of the education sector by society in general in as much as it recognises the former’s transforming capacity, given that its ultimate objective is to develop human potential, a key element for our society’s progress.

•

To tackle this scenario, we have designed a Competitive Intelligence system adapted to the reality of our Centres, focussed on people, and on an organisational culture characterised by decision making based on relevant information. This system falls within what we call the Basque CI-VET Model.

The profound transformations taking place in the company model and its value proposals, the impact of globalisation on companies, the transformation of employability, etc., make it necessary to “install” in VET Centres the ability to capture, analyse, interpret and share all relevant information capable of helping them to make the right decisions. To achieve this, and within the framework of the project, our methodological focus rests on the following core ideas:

• Preliminary study of the status of CI in the Professional Training centres participating in the project.

• Comparison of progress made in designing the Basque CI-VET Model with the strategic lines of the Vice-Ministry for Vocational Training.

• Transparency and collaboration between all participating centres.

• There are no single, predetermined recipes. Based on a series of basic ideas (Basque CI-VET Model), co-creation and dialogue is underway with the centres, adapting the design to their needs.

• Scalability of the project (pilot project + extension of the experience to other interested centres).

• Permanent connection with expert/experienced people from other sectors and environments.

• Training and development plan related to the purpose of the project.

• Permanent evaluation throughout the different phases of the project.

EDUCATIONAL MONITORING

ORGANISATIONAL MONITORING

TECHNOLOGICALMONITORING

VT ENVIRONMENT MONITORING

VT MONITORING

SYSTEMVT Ecosystem,

Competitors, Legislation, regulations

18 COMPETITIVE INTELLIGENCE (CI) IN BASQUE VOCATIONAL TRAINING

In VET Centres, the CI project favours necessary anticipation in dealing with changes in the environment; greater knowledge of the training and business sphere; the identification of new opportunities permitting innovation in products, services and in the actual organisation and functioning of the centres; efficacy and efficiency in handling information; the reduction of risk when making decisions by making them more intelligently, etc.

Although having CI at the right time certainly does not have magical consequences, what it does have is a direct impact on the immediate result and future of any decision. CI is not limited to the isolated observation of pieces; its mission is to recreate the complete image and to analyse it from sufficient distance to observe its outline and nuances. The CI process is a challenge for creativity and mental skill, where pieces of information lend shape and colour to the desired figure.

Historical and future vision of the project

RED Curso 13-14

RED Curso 14-15

The Basque VT CI CoP self-organises to accompany the new centres in their introduction

Curso 16-17

CoP IC FPCurso 15-16

Definition of the Basque VT CI

Model

Validation of the Model through 6

pilot centres

Development of the Model’s key elements

Extension of the model in the 6 pilot

Introduction of Pilot projects in 6 new

centres

Setting in motion of the

Community of Practice for

Basque VT CI

Global extension of

the model to 12 centres

Consolidation of the community of best

practices

Actions with companies in the

BAC

ElorrietaGoierriIMHMendizabalaTxorierriUsurbil

Armeria EskolaCebancDon BoscoSan José CalasanzTartangaTolosaldea

+12 New centers

Par

tici

pan

ts

Par

tici

pan

ts

Num. centres participating 25

Num. of centres culminating the 1st phase 12

Num. of people directly involved 100

Num. work sessions 20

Num. of individualised meetings with centres 40

Num. of workshops given on the CI tool 8

Num. of Pilot Stage records at Centres 12

Innovation- COMPETITIVE INTELLIGENCE project data (Update 01/2016)

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A different way of thinkingBEGOÑA ARTOLA OTEIZA, DIRECTOR OF IDEATK

We’re always hearing comments about how we have to change the way we’ve been doing things until now, about how companies need to innovate. At the end of the day what we really need is for people to be more creative.

Creativity is often confused with the world of art and artists, leading us to believe that it is a natural talent that can’t be learned.

Creativity can be learned, just like reading. (Ken Robinson)

Creativity expert Edward de Bono, the inventor of Lateral Thinking, developed effective techniques demonstrating that creativity is not a question of talent or luck, but a skill that can be nurtured and developed. These are systematic, deliberate techniques that can be used by both individuals and groups of people.

Creative thinking is not the same as logical thinking. We need a kind of analytical thinking in order to be able to understand information; but we won’t get new ideas from that kind of thinking. If we want a new idea we must generate it with creativity. To be creative we have to think outside the box. There are other ways to think than “I’m right, you’re wrong”, where both sides strive to prove that the other is wrong using logic and reason.

A new challenge for vocational training in the Basque Country: Thinking and creativity

@IdeaTK_itk 1. SENSITIZATION

2. TRAINING

3. SYSTEMATIZE

The function of logical thinking is to devise and develop concept models. The function of lateral thinking is to reshape these models and create other new ones. Both types of thought are complementary. (Edward de Bono)

ideatk.eus

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Situations exist that demand the finding of new ideas. We need to know that we can find them with specific tools that can be used systematically and deliberately; but to succeed it’s not enough simply to learn about these tools, they take practice; we must acquire the habit of halting and obliging ourselves to find them. The capacity of using creative thinking must form part of everyone’s thinking skills.

In the transformation carried out by Basque VET and bearing in mind that the way we think affects our profession and our lives, we are trying to do something never done before in Vocational Training, we are on the trail of creativity with our sights set on continuing to prosper and evolve.

From the Creative Thinking Department at ideatk, the Basque Institute for Applied Creativity in Vocational Training, methods are being introduced to develop creative thinking, to achieve the improved thinking required by creativity and develop a model adapted to Vocational Training teaching staff to ensure that we are able to teach others to think creatively.

You can’t keep doing the same thing every day and expect different results. (Albert Einstein)

The creative thinking process can be consciously learned and used; to do so, we must know HOW TO THINK, and this requires determination, skill and method.

One of the main objectives of creative thinking lies in discovering how to improve things or to create new things, either to perfect something, to solve problems, to add value or to generate opportunities.

A DIFFERENT WAY OF THINKING

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