- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
One of the main objectives of the National catalogue of qualifications (CNQ) was to involve enterprises from the tourism and commerce and services sectors in the design and review of qualifications based on learning outcomes. Emphasis was placed on communication and information technology.
Description
In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.
In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.
In 2018, the Confederation of Portuguese Farmers (CAP) launched a study supporting the definition of qualifications for the rural world. The study has two outputs, a diagnosis of skills and qualifications needs for the rural world and a proposal for mapping skills and qualifications for the agricultural sector. The study was concluded in 2020.
These initiatives were led by the National Agency for Qualifications and VET (ANQEP) and employers' confederations; other stakeholders in these sectors were also involved. The newly developed qualifications put emphasis on digital and foreign language competences. Some other social and transversal competences were designed for learning outcomes.
The project ALL-ECOM aimed to address the challenge of competences imbalance within the commerce and services sector by improving learners' e-commerce competences through the integration of new technologies into the qualifications. The project was completed in 2018.
In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.
In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.
In 2018, the Confederation of Portuguese Farmers (CAP) launched a study supporting the definition of qualifications for the rural world. The study has two outputs, a diagnosis of skills and qualifications needs for the rural world and a proposal for mapping skills and qualifications for the agricultural sector. The study was concluded in 2020.
These initiatives were led by the National Agency for Qualifications and VET (ANQEP) and employers' confederations; other stakeholders in these sectors were also involved. The newly developed qualifications put emphasis on digital and foreign language competences. Some other social and transversal competences were designed for learning outcomes.
The project ALL-ECOM aimed to address the challenge of competences imbalance within the commerce and services sector by improving learners' e-commerce competences through the integration of new technologies into the qualifications. The project was completed in 2018.
Beginning of the complete updating of the CNQ. In this scope, the Diagnosis Studies of every Education and Training Area took place.
The update of CNQ continued as planned.
In 2022, the ANQEP began a process to completely update the national catalogue of qualifications (CNQ), to create a catalogue more focused on skills and learning outcomes, and less on training contents, more readable for all audiences, allowing greater flexibility in the training offer and encouraging a more dynamic demand for qualifications. In 2022, all education and training areas included in the CNQ were subject to diagnosis studies of qualification and competence needs, at sectoral level, followed by the design of the respective competence standards, training standards and assessment instruments that support the recognition, validation and certification of professional skills (Professional RVCC).
In 2023, 21 Sectoral Council (SC) meetings were held. The SCs are advisory bodies that support the National Agency for Qualification and Vocational Education (ANQEP) in updating the CNQ. Their main tasks are to identify strategic and essential qualifications for the different sectors of the economy, in response to the challenges of the labour market.
CNQ integrated 41 short and medium-term pathways. These short and medium-term pathways were created to enable a faster response to the need for professional updating and retraining, and can capitalise on the achievement of a qualification.
In 2024, the work of designing qualifications (competency frameworks and respective competency assessment tools for professional RVCC) was finalised as part of the international competition launched in 2021 to carry out studies to diagnose skills and competences needs and update the National Qualifications Catalogue (CNQ). ANQEP is currently in the process of harmonising the competency frameworks and the respective assessment tools for qualifications in the 21 sectors.
The CNQ currently includes 45 short and medium-term courses.
Bodies responsible
- Portuguese Confederation of Tourism (CTP)
- Commerce and Services Confederation of Portugal (CCP)
- Confederation of Portuguese Farmers (CAP)
- National Agency for Qualification and Vocational Education and Training (ANQEP)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Competence-based qualifications in specific sectors: Portugal. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/cs/tools/timeline-vet-policies-europe/search/28502