Collaborative challenge-based learning: a case study for twenty-first century skills development

Abstract

Persistent criticisms of the narrow focus on technical skills in Australian training package qualifications indicate that vocational learners are failing to graduate with the transferrable skills they need for the twenty-first century workplace. This case study investigates the Basque high-performance cycles of collaborative challenge-based learning (CCBL or ETHAZI in Basque), which has been designed specifically to develop twenty-first century skills alongside technical skills and knowledge. The findings are presented as a descriptive case study of ETHAZI based on observations, analysis of training and assessment documents, and interviews with teachers and managers undertaken during site visits to the Basque Country. The author concludes that there is no reason why Australian training organizations could not adopt the ETHAZI model to address the perceived shortcomings of Australian vocational training since training package qualifications only prescribe the assessment outcomes to be achieved, not how the learning should occur.