Cross-cutting Skills

This line researches, analyses, classifies, and organises cross-cutting skills to facilitate personal transformation: from competent professionals to professionals with talent.

The central objective is to create training itineraries that are adapted to the needs of professions and sustainable human development, to incorporate them into the Euskadi VET system's learning processes.

This line is important because:

• The professional and social context in which we live requires professionals with talent. This line contributes to the transformation of learning contexts: from skill-based learning to talent-based learning.
• It promotes the personal development of humanist leaders focused on survival and well-being in our society.
• By developing cross-cutting skills in students so they can act with talent, in addition to specific technical skills, the productive sector can provide effective responses to the challenges it faces, promoting a new professional culture.

One of the characteristics that sets us apart at iTlent is that leadership for our lines of work is developed in collaborative fashion with teams consisting of educators from the Euskadi VET system. Another characteristic is the practical focus and the premise that the transfer of knowledge to the Euskadi VET system is essential.

Bearing this in mind, we undertake the work process for the cross-cutting skills project with the following steps:

1. We form a multi-disciplinary work team.
2. We form a multi-disciplinary work team.
3. In parallel fashion, we analyse models of visions or interpretations of the cross-cutting skill concept, needs of the productive, social, and personal environment, and also models for development in learning environments. This leads us to the selection of key cross-cutting skills.
4. We design proposals to implement development of cross-cutting skills in active-collaborative learning environments, where the apprentice is the main player, and the learning is significant. This helps to generate tools, of which specific itineraries for the development of each cross-cutting skill are of note.
5. We experiment with and validate the proposals.
6. We transfer the knowledge generated, designing and implementing strategies to share them with educator teams with training actions intended for the entire Euskadi VET system.
7. We accompany in implementing training, meaning practical learning scenarios in the classroom to develop cross-cutting skills in students.
8. We evaluate the impact of the proposed scenarios, as well as the resources used. We share the results and propose potential improvements.