This article analyzes how the general prescriptive guidelines on cross-curricular competencies are being implemented in vocational training centers of the Basque Autonomous Community. A case study is carried out by means of a quantitative and qualitative analysis of good practices in which competencies have been successfully developed according to the perceptions of the teachers, students and management teams involved. Systematization and institutional development of cross-curricular competences were identified at three levels: the individual level, the cycle level and the center level. The comparison between these typologies reveals that innovative practices at the cycle level, specifically in high performance cycles (the ETHAZI model), have resulted in a qualitative leap in the design, methodological development and assessment of these competencies and can serve at the practical level as a guide to overcome obstacles in the actual development of cross-curricular competencies in vocational training. © 2018 Educar. All Rights Reserved.
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