Answers
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Upper secondary
Post-secondary non-tertiary
Tertiary

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IVET mobility in Portugal is mainly developed within the framework of ERASMUS+ Programme. It is financed by European funds. The target groups are the ones defined in the Programme.
Some other mobility schemes exist within the framework of bilateral agreements (e.g. with Canada or India) and agreements with Portuguese-speaking countries (e.g. the November 2018 agreement with the Angolan government).
Answer
Portugal has not set out overall targets/benchmarks for its mobility policy. However, it takes on the overall targets set by the strategic framework for European cooperation in education and training:
- at least 20% of higher education graduates and 6% of 18-34-year old with an initial vocational qualification should have spent some time studying or training abroad.
Answer
Coordination is in place as regards the Erasmus+ programme. The Erasmus+ National Agency Education and Training (NA), includes in its annual Work Programme all issues related to its strategy concerning VET mobility, including actions, relevant stakeholders, objectives, and targets. This is done to develop a coherent process along the year and up to 2020, to accomplish mobility objectives for Erasmus+.
Answer
Evaluation is in place as regards the Erasmus+ programme. The National Agency (NA) is due to write a yearly report, subject to approval by national authorities and the EC, on its overall work programme objectives and those specifically related to its strategy for VET mobility. This is completed to report the yearly accomplishment of the work programme, and monitor progress towards the 2020 mobility-related targets. The report presents data related to applications, beneficiaries’ final reports, as well as the requirements relating to communication, dissemination, monitoring, evaluation, and other actions results which are under the direct responsibility of the NA.
Answer
Portugal has actions for providing IVET learners with information and guidance for international study mobility. Several national, regional and local institutions provide information on international learning mobility.

At national level, the most relevant are:
NA Erasmus+ Educação e formação and Juventude em ação;
Higher education ministry (Ministério da Ciência, Tecnologia e Ensino Superior - MCTES);
Labour ministry (Ministério do Trabalho, Solidariedade e Segurança Social - MTSSS);
Education ministry (Ministério da Educação - ME);
National Agency for Qualification and Professional Education (Agência Nacional para a Qualificação e o Ensino Profissional - ANQEP) jointly managed by the labour and education ministries;
Institute for Employment and Vocational Training (Instituto do Emprego e Formação Profissional - IEFP) managed by the labour ministry.

At regional/local level, the most relevant are:
Public schools grouping (agrupamentos de escolas);
Public and private professional schools;
Public and private universities and polytechnics;
Accredited VET providers (entidades formadoras certificadas);
Vocational and training associations;
Tourism of Portugal schools;
NGOs.

These institutions hold regular events for the dissemination of mobility information in their scope of action. This information is not centralised as a whole but is accessible locally or online to the population.
Most events, promoted by the above-mentioned institutions may include different actors, such as the institutions' managers for mobility, clerical staff, teachers and trainers. Moreover, learners who already have participated in mobility programmes may also be invited to share their experiences abroad.
The events exclusively promoted by the NA Erasmus+ target potential candidates as specified in the EU regulations for the Erasmus+ programme.
The main target group are students but may also include their relatives or legal guardians whenever they are younger than 18 years.
The delivery processes vary from events gathering the target groups all together, to face-to-face discussions providing information and clarification of arising questions. Most institutions, especially the larger ones, have dedicated offices to promote mobility. On the internet, at the institutional websites, there is vast information available not only about international mobility promoted by the NA Erasmus+ but also covering mobility within the Community of Portuguese speaking countries (CPLP).
The type of content in these events aims at providing learners and stakeholders with information to access the programmes, choose the suitable hosting institution, get the needed legal authorisations to leave the country, and the necessary information about the hosting countries’ culture and language, insurances and any other practical issues.
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There is no countrywide coordination. Each institution operates autonomously.
In what concerns the Erasmus+ programme, the NA Erasmus+ guarantees information and dissemination at national level.
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The existent legal provisions are the ones of the Erasmus+ programme.
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No centralised and systematic improvement mechanism is in place. However, more attention has been paid in recent years to improve the dissemination of VET-related information through VET events, fairs, and skills competitions. In addition, a range of institutional websites dedicated to providing mobility-related information have been developed, e.g. the websites of the higher educationministry (1), the Portuguese Polytechnics Coordination Council, the Portal of the Juventude – agir na Europa, and the National Association for Professional Schools - ANESPO (2).
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(1) https://www.dges.gov.pt/pt/pagina/mobilidade-para-fora-de-portugal
(2) http://www.anespo.pt/
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There is no evaluation of the initiatives taken at national level. However, each institution has an evaluation of their actions, and it is part of their annual activities report.
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Companies and VET institutions may find information about international mobility on the Erasmus+ National Agency's website: https://www.erasmusmais.pt/. The NA also provides information upon request.
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Portugal has in place actions to provide IVET learners with information for international learning mobility. In the recent period, initiatives have been taken to improve the provision mechanism through developing a range of institutional websites as well as VET events, fairs, and skills competitions. The existing actions undergo some monitoring, but they are not countrywide coordinated. The country has also not set out targets/benchmarks in terms of mobility-related information and guidance for IVET learners. Steps which could be considered in future include: (a) developing guidance mechanisms so as to ensure that IVET learners receive personalised advice allowing them to integrate in the best possible way mobility with their selves, values and education and career plans, own the mobility experience and make the best of it; (b) setting up targets/benchmarks for the policy for mobility-related information and guidance in IVET; and (c) making policy coordination and evaluation in this area systematic, complete and topic-specific.

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IVET programmes recommend/advise international mobility but it is not compulsory.
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No targets/benchmarks in terms of removing the administrative and institutional obstacles to mobility have been set.
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Under the 2007 Immigration Law, a procedure to facilitate the issuing of visas for learners from third-countries or from CPLP participating in EU mobility programmes has been set (1). This procedure simplifies the process and make it possible to obtain a visa within 30 days. The 2007 Law (2) allows students who are third–country nationals and live in other EU countries to enter and temporarily stay in Portugal without a visa, provided that they are travelling in the context of a school trip properly organised by an officially recognised educational institution. Since 2018, a faster and simpler process for the access of learners from third countries is being implemented through a platform that allows the management of the mobility processes (3).
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(1) Ordinance (Portaria) No. 208/2008 of 27 February (https://dre.pt/application/file/a/247365).
(2) Law No. 23/2007 of 4 July in its current wording (https://dre.pt/web/guest/legislacao-consolidada/-/lc/116373592/view?q=l…).
(3) Simplex+: https://www.simplex.gov.pt/medidas.
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In 2018, the Immigration and borders services (Serviços de Estrangeiros e Fronteiras - SEF) portal made available the possibility to renew residence permits, residence cards and extend the period of residence online.
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No measures have been taken in this regard. Learners aged below 18 must:
- be at least 13 years old;
- present an official authorisation of their parents or legal guardians to leave the country;
- have one tutor responsible (there must be one tutor per four learners, up to a maximum of 30 learners);
Learners from other nationalities living in Portugal must require additional permission at their consulates.

Answer
Incoming apprentices and IVET students from the EU benefit (through the European Health Insurance Card) from the same medical care as their counterparts in the country (i.e. local IVET learners).
Incoming apprentices and IVET students (whether from the EU or third countries) are subject to the country’s labour law and benefit from labour and safety protection in the same conditions as their counterparts in the country (i.e. local IVET learners at work). The project organisers/institutions must guarantee and cover personal accident insurance that protects the learners from risks that may occur during and/or due to the activities performed during their period abroad. The insurance is compulsory under the Labour Code (1) and applies to all types of labour.
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(1) Law (Lei) nº 7/2009 of 12 February (https://dre.pt/web/guest/legislacao-consolidada/-/lc/34546475/view?q=co…)
Resolution of the Council of Ministers (Resolução do Conselho de Ministros) No. 59/2009 of 10 July (https://dre.pt/application/file/a/492338), which sets the measures of social support for learners at tertiary education, including those in international mobility;
Ordinance (Portaria) No. 1359/2009 of 27 October (https://dre.pt/application/file/a/483066), which created the European insurance social card issued by the National Social Security System for those who are beneficiaries of the public health system and travel in the European Economic Area (EEA) and Switzerland

Answer
There is no countrywide coordination of the measures targeted at removing the administrative and institutional obstacles, which may hinder the international mobility of IVET learners.
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There is no systematic and complete evaluation of the measures targeted at removing the administrative and institutional obstacles which may hinder the international mobility of IVET learners.
Answer
Portugal has in place measures to smooth the delivery of visas and residency permits to IVET learners from third countries. A few steps have also been taken to reduce the administrative burdens induced by managing mobility. However, the existing measures are not countrywide coordinated. They also do not undergo any systematic and complete evaluation. The country has also not set out targets / benchmarks in terms of removing the administrative and institutional barriers to mobility. Addressing these drawbacks could be considered for further progress in future. It could also be explored (e.g. through a user/stakeholder survey) whether the current rules for the mobility of under-age IVET learners pose issues, and address these as needed.
Answer
Recognition of learning outcomes/qualifications acquired abroad is regulated by law at national / regional level (1).
Recognition of qualifications acquired abroad is carried out with reference to existing recognised qualification in Portugal. The recognition is referenced to the National Qualifications Catalogue (itself referenced to the National Qualifications Framework).
Portuguese citizens and foreigners living in Portugal also may obtain the recognition of learning outcomes, certificates and equivalences in the schools of their respective area of residence (2). Whenever the recognition is not covered by a special legislation, it falls under the remit of the ANQEP (3).
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(1) Decree-Law (Decreto-Lei) No. 396/2007, of 31 December, Article 13th - National Qualification System (https://dre.pt/web/guest/legislacao-consolidada/-/lc/34556675/view?p_p_…). Order (Despacho) No.13584/2014, of 10 November - Recognition of qualifications acquired abroad (https://dre.pt/application/file/a/58814823) amended by the Declaration of Rectification (Declaração de Retificação) No. 1245/2014, of 2 December (https://dre.pt/application/file/a/60651732).
Ordinance (Portaria) No. 47/2017, of 1 February (https://dre.pt/application/file/a/106376593) - ECVET.
Decree-Law (Decreto-Lei) No. 42/2005, of 22 February (https://dre.pt/application/file/a/606224) changed by the Decree-Law (Decreto-Lei) No. 107/2008, of 25 June (https://dre.pt/application/file/a/456148) that implements the ECTS.
(2) Decree-Law (Decreto-Lei) No. 227/2005, of 28 December (https://data.dre.pt/eli/dec-lei/227/2005/p/cons/20060206/pt/html).
(3) Order (Despacho) No. 13584/2014, of 10 November, amended by the Declaration of Rectification (Declaração de Retificação) No. 1245/2014, of 2 December (https://dre.pt/application/file/a/60651732).
Answer
At tertiary education level, the ECTS facilitates the recognition of the learning outcomes. At the end of the mobility period, the host institution sends the "Transcript of Records" listing the academic results and the corresponding ECTS credits. The student must fill out the "Final Individual Report" sent to the email address indicated on the data "Sheet of the Student". Failure to comply with this may involve the non-payment of the final instalment of the awarded grant.
At secondary and post-secondary education levels, the implementation of ECVET facilitates the recognition of qualifications and mobility in the European area (1). The national credit system is in line with the principles of the Recommendation on the establishment of ECVET, as defined in the National Qualification System (SNQ).
Other recognitions are done through the submission of a request to the education ministry, namely the General Directorate for Education (DGE) that analyses the learning outcomes and gives a final mark according to the Portuguese rating scale.
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(1) https://dre.pt/application/file/a/106376593 .
Answer
No targets/benchmarks have been set for the recognition policy.
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The recognition approach in place in the country applies to:
- Courses
- Credit points
- Units
- Modules
- Programmes
- Qualifications / diplomas / degrees
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ANQEP coordinates the recognition done through the national network of Qualifica centres.
Within the framework of the laws and regulations of the ministry of education, the Directorate-General for Education coordinates the recognition process. Among others, it applies to qualifications acquired through mobility programmes (1). The educational establishments receive and send to DGE the learners' requests.
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(1) Decree-Law (Decreto-Lei) No 227/2005, of 28 December (https://dre.pt/application/file/468947).
Answer
Recognition under the responsibility of ANQEP is subject to a 30 working days limit within which the process must be completed. The period runs from the request or from the reception of additional documentation required by the Qualifica Centre.
The time limit is 30 days for recognition under the responsibility of the Directorate-General for Education.
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No steps have been taken to make visible to learners what are the contact points for information on recognition.

Answer
There is no visibility policy, hence no evaluation thereof.
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The Europass Mobility Document is in use in Portugal. Learners who apply to a mobility programme abroad can obtain a Europass Mobility document from their VET institution in Portugal.
The Europass Certificate Supplement is also in use. The ministry of labour is the contact point for the Europass Certificate Supplement.
This document is issued by the VET institutions who successfully applied to Erasmus+ programmes. The purpose of the document is the recognition of learning and competences acquired abroad.
ANQEP has been the National Contact Point for ECVET since 2012. In 2017, the ECVET system was regulated (1). According to this legislation, a year of full-time education and formal vocational training is equivalent to 60 credit points, in agreement with the ECVET Recommendation. The distribution criteria of credit points takes into account (a) the relative importance of the learning outcomes to the labour market; (b) the complexity of the learning outcomes to achieve and; (c) the amount of work required for the acquisition of the learning outcomes.
The NQF is in line with the EQF levels and is in force since 1 October 2010 (2). It covers basic, secondary and higher education, vocational training and the recognition, validation and certification of competences processes acquired by non-formal and informal ways that are developed in the framework of the National System of Qualifications (SNQ). There are explanation documents available online (3).
The learning outcomes approach was widely considered when the National Qualifications Catalogue (CNQ) (4) was created in 2007. The CNQ aims at integrating qualifications based on learning outcomes by identifying for each of them its technological /professional training component. In 2015, the ANQEP launched a Methodological guide - Design of qualifications based on learning outcomes and, in 2020, a new methodology to design qualifications (5). There are several purposes for the learning outcomes approach in the CNQ, among them:
- increasing the legibility of qualifications for the labour market by giving more accuracy to the holder's qualification, using a clear and plain language approach and getting the education and vocational training system closer to the enterprises;
- increasing the legibility of the learner in the extent that the use of learning outcomes expresses what should be demonstrated when a learner is assessed;
- allowing and facilitating the setting of a coherent credit system.
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(1) Ordinance (Portaria) No. 47/2017, of 1 February (https://dre.pt/application/file/a/106376593).
(2) Ordinance (Portaria) No. 782/2009 of 23 July (https://dre.pt/application/file/a/493165).
(3) Guide for the interpretation of the NQF (Guia Interpretativo do Quadro Nacional de Qualificações, https://anqep.gov.pt/np4/file/312/QNQ_GuiaInterpretativoQNQ_2014.pdf);
Referencing report of the NQF to the EQF (Relatório de referenciação do Quadro Nacional de Qualificações ao Quadro Europeu de Qualificações, https://www.dges.gov.pt/sites/default/files/relatorio_referenciacao_qnq…).
(4) http://www.catalogo.anqep.gov.pt/Qualificacoes
(5) Guia metodológico - Conceção de qualificações baseadas em resultados de aprendizagem, (http://www.catalogo.anqep.gov.pt/boDocumentos/getDocumentos/554), and Nova metodologia de desenho de qualificações (http://www.catalogo.anqep.gov.pt/boDocumentos/getDocumentos/1635)
Answer
Portugal has in place mechanisms for the recognition of learning outcomes acquired abroad by IVET learners. The mechanisms take into account the full range of learning components/outcomes considered in this review, i.e. courses, credit points, units, modules, programmes and qualifications. The recognition policy is to some extent coordinated countrywide. The recognition process is subject to a regulatory 30-day time limit for processing applications. The Europass Mobility Document and the Europass Certificate Supplement are used for the recognition of the learning outcomes acquired abroad by IVET learners. There is no policy to make sure that IVET learners know about the contact points where to get information on recognition. There is also no indication that the recognition policy is evaluated. Finally, Portugal has not set up any policy targets/benchmarks for its recognition policy. These drawbacks could be addressed in future.
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No policy targets/benchmarks have been set in the Partnerships and Funding area.
Fiche term
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The Council of Ministers (1) has approved the Agenda ‘Compromise to knowledge and science’ (2016-20) which includes building networking through consortia, to facilitate the common use of resources and the mobility of students and other education staff.
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(1) Council of Ministers Resolution (Resolução do Conselho de Ministros) No. 32/2016 of 3 June (https://dre.pt/application/file/a/105277060).
Answer
There is no evaluation of the policy to support the creation of partnerships and networks.
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IVET learners that participate in international mobility programmes within the framework of NA Erasmus+ receive financial support via their institutions. The amounts of financial support are set by the Erasmus+ National Agency according to the host institution country and distance from Portugal. Learners with special needs are entitled to extra financial support.
At polytechnic institutes, as far as the bilateral exchange mobility partnerships are concerned, students are exempt from paying tuition fees in the host institutions.
Other programmes have their own financial support and rules.
Answer
The actions to provide learners with financial support undergo some monitoring within the overall framework of the respective funders' internal evaluation processes. Apart from the Erasmus+ programme, educational institutions also evaluate their own mobility projects. For example, the Camões Institute has an Office of Evaluation and Audit. Its funding policy is monitored within this framework.
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Within the framework of the Erasmus+ programme, stakeholders may receive funding for organising mobility projects. Projects participants are entitled to subsistence allowances while on the move. Additional funding may also be given in relation to costs of equipment or any exceptional cost like course fees or vaccinations, provided that prior approval has been obtained. There is no non-financial support.
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There is some monitoring diluted within the overall evaluation of the Erasmus+ National Agency.
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Portugal supports the creation of partnerships for the international mobility of IVET learners, and has mechanisms to fund IVET learners for their international mobility. The country also funds companies and IVET institutions, which organise mobility projects. These actions are to some extent subject to evaluation. However, the country has not set out any policy targets/benchmarks in the Partnership and Funding area. Setting up benchmarks as well as systematic and topic-specific coordination and evaluation processes in this policy area could be considered in future.
Answer
Raising awareness about the added value of mobility
The NA Erasmus+ plays a relevant role in the process of raising the awareness of students, their families, teachers, trainers, employers, and other players in the educational community about the added value of mobility. It draws attention to the language and cultural learning, and other effects of mobility experiences on the personal and professional development of learners.
The European and language clubs at schools disseminate outcomes of mobility experiences using photos and student testimonials through face-to-face sessions or online. Emphasis is put on:
- the cognitive, social and emotional skills of students, teachers and the educational community in general;
- networking opportunities with other education systems at European level;
- knowledge through multicultural experiences based on sharing, teamwork and contact with other cultures and countries;
- reinforcing European awareness and dialogue;
- further involvement in decision-making processes as to personal and vocational paths;
- fostering citizenship and civic participation.

The added value for VET providers and schools is also outlined:
- train and value their teaching staff;
- assert themselves as a reference educational model;
- enhance the attractiveness of VET; promote intercultural dialogue;
- foster their internationalisation in an increasingly global scenario;
- encourage learners to become involved in their own training;
- update the skills of trainers;
- promote the sharing of experiences to compare educational practices;
- improve the process of school and vocational guidance.

Promoting a mobility culture
A good example of the actions to promote a mobility culture in Portugal is the development of the 1st Regional Action Plan for Youth in the Algarve region (1), in the southern part of the country. The plan is supported by the Erasmus+ Programme, and it is promoted and developed by the Cooperative for Education, Cooperation and Development – ECOS. This plan, built following a participatory and cross-sectoral approach, involves more than 90 regional and local institutions and organisations (municipalities, regional offices, associations). It was drawn up in dialogue with the youth population through a series of meetings and work sessions held in various parts of Algarve. One of its strategic objectives is to promote a favourable environment for the international mobility of young people through a set of specific actions, namely:
- the creation of a regional fund supported by local authorities (municipalities and the Algarve intermunicipal community) to develop international mobility by complementing existing financial aids;
- the creation of a physical and online network on mobility opportunities and European volunteering;
- the creation of an annual regional intervention plan that comprises the organisation of awareness-raising sessions on opportunities for international mobility involving partners from different backgrounds (employment, training and formal, non-formal and vocational education, promotion of personal and professional enrichment opportunities), targeting young people, families and caregivers, and teachers, which include the sharing of experiences and storytelling strategies.
Specific measures have also been taken at national level to infuse a greater international scope in the curriculum. The Education ministry created a theoretical frame of reference entitled European Dimension of Education for pre-school, basic and secondary education (2). Approved in March 2016 and designed in partnership with the European Information Centre Jacques Delors, the Ministry of Foreign Affairs and the NA Erasmus+, it is intended to serve – among others – as a reference for the development of European citizenship in schools. Its sub-theme ‘Mobility in the EU: The role of schools’ is specifically aimed at students of the lower (3) and upper secondary education. Its expected learning outcomes are to bring about the knowledge of cooperation programmes, projects and exchanges that promote European citizenship and the value of mobility opportunities in the EU. Students are expected to:
- get acquainted with the Erasmus+ programme in its various dimensions;
- develop interest in participating in eTwinning projects;
- know about the possibilities of mobility in the European area (participation in projects);
- understand that mobility experiences play an important role in their development as persons and professionals, and;
- recognise language learning as a factor that favours citizens'
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(1) http://algarve2020.ecos.pt/wp-content/uploads/2016/03/1%C2%BA-Plano_-AL…
(2) https://www.dge.mec.pt/sites/default/files/ECidadania/Dimensao_Europeia….
(3) The last three years of basic education before accessing secondary education, as named in Portuguese.
Answer
There is no countrywide coordination. Most actions are decentralised at the regional and local level.
Answer
The awareness-raising and mobility culture promoting actions undergo some monitoring. The NA Erasmus+ has a monitoring and evaluation team which develops monitoring tools for either quantitative or qualitative approaches and which also carries out an annual user satisfaction survey addressed to all beneficiaries of Erasmus+ programmes. Where relevant, recommendations are issued from the satisfaction rates shown during the meetings promoted by the Agency. In general, the organisations that promote awareness-raising actions measure the number of participants or persons involved in their activities.
Answer
Portugal has not set any policy targets/benchmarks specifically geared to developing awareness-raising actions on the added value of mobility or promoting a mobility culture.
Answer
Portugal has developed a range of actions to raise the awareness of students, families and VET institutions about the added value of mobility, and to promote a mobility culture. These actions are to some extent coordinated countrywide and evaluated. However, the country has not set out any targets/benchmarks in this policy. Setting up benchmarks and making policy coordination and evaluation in the area complete, topic-specific and systematic could be considered in future.
Answer
Portugal has taken actions for the long-term preparation of students in the linguistic, intercultural, and digital areas

1. Linguistic preparation
The Portuguese education system offers English as a foreign language from the age of six, although it is neither a compulsory offer nor a curricular discipline in the first two years of the 1st cycle of basic education (lasting four years). However, since 2014, it became a compulsory subject in the two last years (1) with a minimum of two hours per week. At the end of the 1st cycle, pupils are expected to reach the A1 level. Thus, the learning of English is compulsory for seven consecutive years. The study of a second foreign language is compulsory during the 3rd cycle (corresponding to lower secondary education).
As regards the application of the principles of the Common European Framework of Reference for Languages, Portugal has accredited the European Language Portfolio (ELP) for primary, lower and upper secondary education.
Portugal also participates in the English-Speaking Union (ESU), the activities of which in the country have been taking place for about twenty years, with emphasis on cultural exchanges, conferences, travel grants, debates and public-speaking in English (for secondary and higher education). Since 2013, ESU Portugal has the institutional support of the Directorate-General for Education – DGE.
Some partnerships and pilot projects between public and private entities have also been put in place with the purpose of studying possible future measures to promote a quality language culture from the early stages of formal education.
- One such example is the Bilingual Schools Programme (PEBI): since 2011, the DGE has worked in partnership with the British Council Portugal in some primary schools across the country where part of the curriculum was delivered in English. Primary teachers were supported by English teachers in teaching part of two curricular subjects – natural & social environment and artistic expressions – in English. The British Council worked closely with the DGE on delivering training courses, carrying out school monitoring visits and providing teaching resources. A full external evaluation study was conducted in 2014 and presented in 2015 (2). Based on the results obtained, the programme was renewed and opened to other levels of education and teaching and to a broader network of schools. In 2018, the goal of widening this offer to 5% of all schools by 2020 was set.
- Another example was the Kiitos@21st Century Preschools, an international project for the period 2015 to 2018, aimed at an integrated pedagogical approach to preschool education, promoting the early learning of a second language along with music education and “skills for the 21st century” (3).
- The project Teaching Chinese in Basic Education was the result of a partnership between the Municipality of São João da Madeira, the University of Aveiro, and the three school groupings in the municipality. It aimed at promoting the learning of Mandarin and the knowledge of Chinese culture. The scientific and pedagogical supervision of the project is under the joint responsibility of the Department of Languages and Cultures of the University of Aveiro and the Confucius Institute at this University. The education ministry bodies monitored and evaluated the project. The project was implemented in 2012/13, on an experimental basis, in the 3rd year of basic education and was progressively extended to the 7th year (4) as a complementary subject.
- Also, the European Language Label (ELL) competition annually rewards the most innovative language-learning projects in the country. Schools, institutes, universities, training centres, companies and other institutions that work on initiatives with foreign languages can apply.
Regarding the IVET curriculum, communication in foreign languages is a compulsory subject for all VET programmes at upper secondary education. In articulation with the general and specific competences contained in the Common European Framework of Reference and the National curriculum of basic education, VET programmes target core language skills as well as sociocultural and learning skills, to be developed/acquired in an articulated way throughout the cycle. Learners can choose the foreign language they wish to study according to their study plan. The qualifications required from candidates for enrolment in a VET programme (although they may vary according to factors such as age or type of programme) generally presuppose that the learner has previously acquired a certain level of language skills in the formal education system.
In terms of inbound mobility, the linguistic preparation of foreign students is set to ensure their effective integration in the national education system. The curriculum for basic education and for the scientific-humanistic and specialised art programmes in secondary education may thus include the subject of Portuguese as a Non-Native Language (Português Língua Não Materna, PLNM) (5), aimed at students newly arrived in the education system that do not have Portuguese as their mother tongue. Following a diagnostic evaluation process or a level transition process, students placed at the initial (A1 / A2) or intermediate (B1) proficiency levels follow the PLNM curriculum at their respective level rather than the Portuguese language curriculum of the school year they are attending. If the school does not meet the conditions to create a PLNM class, students attend the general Portuguese subject but follow the PLNM curriculum, and should additionally benefit from PLNM support classes. This learning path allows the completion of secondary education as well as access to higher education (except when the higher education institution requires a Portuguese entrance exam).

2. Intercultural preparation
In 2012, the DGE developed guidelines for integrating the subject of Education for Citizenship in the national curriculum from preschool to upper secondary education. In 2018, legislation (6) changed this subject to Citizenship and Development, reinforcing the awareness about intercultural contexts. Since the 2018/2019 school year, this subject has become mandatory in all programmes under the responsibility of the education ministry. Public and private upper secondary schools may select how to introduce it in the curricula, ranging from a separate subject or integrating it into other subjects.
The Network of schools for intercultural education (REEI) programme created within the framework of the Strategic Plan for Migration 2015–2020 is a joint initiative of the High Commission for Migration (ACM), the DGE and the Aga Khan Foundation. The programme promotes not only the reception, integration and educational success of all children and young people from pre-school to secondary education but also creates a network for sharing practices between public education schools, training providers and private and cooperative educational institutions, aiming at the intercultural education of all members of the educational community. The ACM also offers several resources and training materials and actions to citizens, professionals and organisations on the issues of inter-culturalism and migrations, across the country, delivering awareness-raising sessions and training actions. In a joint initiative with the DGE, the ACM also created the Intercultural School Seal in 2012, which aims to distinguish schools that excel in the development of projects promoting the recognition and appreciation of diversity as an opportunity and source of learning for all.
The European Clubs, a national network coordinated by the education ministry (7), also contributes to introducing a global and intercultural dimension in curriculum development. Implemented in schools across the country and managed mainly by teachers of the schools involved, these are spaces that aim at promoting activities in the field of the European dimension in education. They create among the members of the school community a sense of European citizenship, fostering the acquisition of knowledge about Europe (geographical, historical and cultural aspects), European institutions and the purpose of European integration, and promoting foreign languages and exchanges with students from foreign schools. Launched in the academic year 2013/14, the European Club Bulletin disseminates projects, themes and activities developed by clubs throughout the country. The DGE promotes annual national meetings to foster dialogue and debate among clubs and disseminate good practices.

3. Fostering the acquisition of basic digital competencies by IVET learners
ICT is a compulsory subject for all programmes from primary to upper secondary education. In primary education’s curricula, ICT is a transversal subject. Depending on the programme, ICT training includes modules on: worksheet; database management; creation of web pages; Web page editing; Web graphics animation; understanding the impact of the Internet on perceptual habits to develop a critical attitude towards available content.
ICTs also play a key role in stimulating participation in learning processes in the education of learners with special needs, as well as in the professional integration of people with disabilities. A national network of ICT resource centres (CRTIC) for special education was created, consisting of 25 centres based in school groupings. The purpose of these centres is to evaluate students in view of adapting technologies to meet their specific needs.
Attention has also been paid to the ICT training of teachers and trainers. Since 2009, the education ministry has been implementing the Training and Certification System for ICT Competences of teaching staff from pre-school to secondary education. The system has three levels, according to the principle of progressive expansion of acquired skills. The use of MOOC courses as well as that of platforms such as eTwinning or moodle is encouraged and has also enabled Portuguese teachers to create collaborative networks with other European schools, through the development of joint projects using the internet and ICT, thus seeking to integrate students into international projects. The Educational resources and technologies team – ERTE of the DGE promotes accredited training courses for teachers and trainers regularly and throughout the country. A major initiative taken by the ERTE of the DGE is the ICT Competence Centres (CCTIC). This network currently comprises nine institutions (mostly from higher education) resulting from protocols established with the education ministry. The mission of the CCTICs is to support schools in the educational use of ICTs and, ultimately, to promote innovative teaching towards the improvement and internationalisation of teaching and learning processes in Portugal.
Finally, there are several good practices in ICT training in Portugal carried out and supported both by public authorities and private organisations, in particular:
- Escola Global, most likely the only school in Portugal where all textbooks are digital. Technologies such as digital writing and collaborative digital tools as well as educational resources created by the teachers result in an innovative experience for students.
- Introduction to Programming in primary education has been piloted in 388 school groupings (44 393 pupils) since the school year 2016/2017.
- Academia de Código is a project created with the support of Lisbon Municipal Council and the Calouste Gulbenkian Foundation, in three primary schools in Lisbon, which have integrated basic programming skills into the curricula of students of the 3rd and 4th years.
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(1) Decree-Law (Decreto-Lei) No. 176/2014, of 12 December (https://dre.pt/application/file/a/63958168).
(2) http://www.dge.mec.pt/sites/default/files/Projetos_Curriculares/Linguas…
(3) https://www.dge.mec.pt/projeto-kiitos21stcenturypreschools .
(4) Corresponding to the 1st year of lower secondary education (http://www.dge.mec.pt/ensino-de-chines-no-ensino-basico).
(5) https://www.dge.mec.pt/portugues-lingua-nao-materna-plnm.
(6) Decree-Law (Decreto-Lei) No. 55/2018 of 6 July (https://dre.pt/application/file/a/115648908).
(7) https://www.dge.mec.pt/clubes-europeus.
Answer
Policy actions in this area are coordinated, although not in a complete and systematic way. The competent public authorities coordinate the actions and measures carried out to update and develop curricula within the formal education system through legislation created for this purpose. The same is true of experimental and pilot projects, the coordination, supervision, monitoring and impact assessment of which is the responsibility of the private and public entities involved. Limits to coordination lie in:
- School autonomy, in particular as regards project implementation taking into account the human and material resources available (1);
- While the training of VET teachers is under the responsibility of the ministry of education, the training of trainers is under the responsibility of the labour ministry, which established the referential for the initial and continuing pedagogical development of VET trainers;
- The NA Erasmus+ monitors the work and results of private and public education institutions involved in in Erasmus+ mobility schemes as regards partnerships and consortiums for international collaboration;
- The ANQEP is responsible for coordinating the implementation of VET policies for youth and adults. It is responsible for coordinating and promoting the design of programmes and courses, curriculum development and specific methodologies and materials for double certification VET offers targeting young people;
- With regard to measures aimed at implementing the European Digital Competence Framework DigComp 2.0, the Government launched in 2017 the National Digital Competencies Initiative e.2030 – Portugal INCoDe.2030 (2). This integrated inter-ministerial initiative brings together the areas of administrative modernisation; science, technology, and higher education; education; labour; planning and infrastructures; and economy. Portugal INCoDe.2030 has five lines of action – inclusion, education, qualification, specialisation, and research, each of them associated with a set of public policy measures and targets.
In 2020, the government approved the Action Plan for the Digital Transition (Plano de Ação para a Transição Digital) (3) that promotes a set of measures with a strong investment in training, education, and science.
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(1) Legislative Order (Despacho Normativo) No. 10-B/2018, of 6 July. https://dre.pt/application/file/a/115648917 .
(2) https://www.incode2030.gov.pt/.
(3) Resolution of the Council of Ministers (Resolução do Conselho de Ministros) No. 30/2020, of 21 April (https://dre.pt/application/file/a/132140881 )
Answer
Policy actions are evaluated, although not in a complete and systematic manner. Pilot projects are subject to annual evaluations carried out by the public entities involved to measure their results and evaluate their possible implementation at different levels of education.There are plans and structures defined for the evaluation of the measures recently implemented. The Directorate-General for Statistics of Education and Science (DGEEC), the Observatory for Digital Skills and the Statistics Portugal (INE) monitor and report on the development of the Portugal INCoDe.2030 initiative.
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Goals have been set. For example, it is targeted to train 20 000 people in ICTs by 2020 to address the lack of specialised technicians and better support digital training in schools.
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Portugal has developed a range of actions to ensure preparation of (future) IVET learners for possible future mobility opportunities from the early stages of education. These actions most significantly cover the areas of linguistic, intercultural and digital preparation. Policy targets have been set for this long-term preparation policy. The actions taken are subject to countrywide coordination and evaluation, although not in a complete and systematic manner. Further developments, which could be considered in future include making policy coordination and evaluation in this area complete, topic-specific and systematic; making room for users to give feedback on the long-term preparation mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve the policy accordingly over time as necessary. It could also be considered further internationalising VET curricula through introducing teaching methods in use abroad.
Answer
Actions have been taken in several dimensions.

Language and intercultural preparation
IVET learners are expected to have developed a certain degree of linguistic skills in foreign languages (mainly English) within their formal education path. The Erasmus+ programme provides general support with language preparation: the OLS – Online Linguistic Support platform establishes a shared language training and assessment process for all mobility beneficiaries. For those going on mobility for more than 30 days, OLS offers the opportunity to assess their competencies in the foreign language(s) they will use to study and work in the hosting country.
Most of the preparation or support measures are the responsibility of mobility promoters and the intermediary organisations with which they work. Students have access to this tool if their main working language at the host institution is one of the languages available and does not match their mother tongue. All students covered by the OLS will be required to take a language proficiency test before and after their mobility period. Based on the results of the first test, some students will get the opportunity to take an online language course.
Some training providers request applicants to indicate their availability for the attendance of cultural and linguistic preparation classes. After the submission of the applications, the criteria of evaluation are technical, linguistic and social competences. Other mobility promoters have partnerships with schools or enterprises dedicated to language teaching. The Erasmus+ programme also provides information on Erasmus language courses in host countries, their schedule, procedures and application deadlines.
About intercultural preparation, most training providers offer preparation sessions to be held before the candidate's departure.
Some institutions establish preferential criteria for the selection of candidates: language skills; performance throughout the course; and results of interviews over which such aspects as motivation, life plan, likelihood of completing mobility, not having lived/worked/studied abroad, are assessed.

Stay monitoring
Most of the monitoring process is under the responsibility of sending and hosting institutions, as well as any intermediary organisations with which they work.
Training providers that promote mobility programmes send teachers, tutors, technicians to carry out visits to the host institutions of their students, accompanying their integration process and the certification of competencies. In general, they check if the learning contract is being followed, and evaluate, together with a vocational tutor, the competences developed and acquired, the skills, the attitudes and the results achieved. During the training and stay of the accompanying teacher at the student's place of internship, in addition to this joint evaluation of the student's performance, his/her personal, social and intercultural skills will also be evaluated.

Feedback collection and reintegration upon return from mobility
Regarding the collection of data upon return from abroad, students and tutors must prepare a report, which includes possible proposals for improvement of the mobility experience, no later than 30 consecutive days after the end of the period of mobility abroad. For evaluation purposes, the NA Erasmus is responsible for handling and processing this information.
The reintegration process and the support provided to the students' return depend on the mobility promoters and the intermediary organisations with which they work. In general, the preparation for their return is an integral part of the mobility process.

Accommodation
Depending on the organiser, accommodation may be found by the learner or by the sending school. In some cases, the receiving institution may be responsible for organising and monitoring the entire mobility programme (accommodation, internship, language course, assessment and certification).
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There is no countrywide coordination of the policy for the quality of mobility in IVET.
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The quality policy undergoes monitoring as part of the overall project evaluation carried out by the NA Erasmus+. The Agency organises regular monitoring meetings with beneficiaries, where the best practices are shared. The Agency issues recommendations for future improvement. Improvement recommendations are also issued along the development of projects, and their implementation is verified through continuous individual monitoring (personally, by phone and email). All KA1 final beneficiaries (learners and institutions) must write a final report using the Mobility Tool+ IT platform. The evaluation of the final report includes the analysis of several aspects (for instance, if some critical recommendations were followed and adjustments made). The Agency regularly develops studies on various aspects related to mobility. Some of the studies address post-mobility periods (1).
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(1) https://www.erasmusmais.pt/estudos.
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The country has not set out any targets/benchmarks for the Quality policy.
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ANQEP supports the quality of VET programmes. VET providers have available a guide that addresses the assurance of quality (Garantia da qualidade nas modalidades de dupla certificação)(1), explains the EQAVET and ECVET tools and helps their implementation. ANQEP is also responsible for the implementation of EQAVET in Portugal.
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(1) http://www.qualidade.anqep.gov.pt/PDF/GUIAO_Garantia%20da%20Qualidade.p…
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Portugal has developed actions to ensure the quality of international mobility in IVET. These actions were taken in the areas of pre-stay preparation, stay monitoring, collecting feedback upon return, and some assistance for accommodation. The existing actions are to some extent monitored. However, Portugal has not set out any targets/benchmarks for its quality policy. In future it could be considered setting up such targets, and making policy coordination and policy evaluation in this area complete, topic-specific and systematic. It could also be considered checking whether all learners are provided with affordable and convenient transportation, accommodation and catering. Other steps which could also be considered include: making sure that the Quality actions and how to access them are visible and known to all potential users; making room for users to give feedback on the Quality mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve the policy accordingly over time as necessary.
Answer
A range of financial support measures are in place:
- Study materials grant targeted at supporting the acquisition of pedagogical material and books. It is awarded at the beginning of the training action.
- Vocational grants for students enrolled in apprenticeship programmes or students attending training in a real work context.
- Training grants for people aged 23+, unemployed or at risk of unemployment, and also for unemployed persons under the age of 23 but with records of contributions to the social security scheme for at least one year in the course of professional activity. Beneficiaries must be on a full-time basis (30 hours per week) attending studies with at least 200 hours of duration.
- Food allowance, awarded for days when the training period is equal to or greater than 3 hours.
- Transport expenses, i.e. support to cover the cost of travel by public transport because of the frequency of training.
- Care allowance, to cover the cost of taking care of children, minors or dependent adults in charge of the trainee provided that the trainee proves the need to entrust them to third parties on the basis of training attendance.
- Some training providers also grant accommodation allowances, transport allowances (eligible when proven the impossibility of using public transportation). Up to the monthly maximum limit of 15% of the IAS (1).
- The Social Security also offers scholarships for students who attend the 10th, 11th or 12th year (or equivalent) to fight school drop-out of young people.
- The merit scholarship (2) financed by the education ministry aims at disadvantaged students attending any regular and VET programmes at secondary education level, who are placed in the 1st or 2nd levels of Social Security child benefit and have applied for social support in the academic year. It requires the previous academic year approval in all subjects of the curricular plan/modules and an average annual grade: (i) equal to or higher than 4 for students of the 9th year; (ii) equal to or higher than 14 for students of the 10th and 11th year.
- The Programme +Superior, through the assignment of mobility grants, aims at contributing to social cohesion by encouraging and supporting the attendance of higher education in regions with less demand and demographic pressure by economically disadvantaged students. In 2020/2021, this programme has 2230 new scholarships, which represents the double of the 2014/2015 grants and an increase of 18% compared to the previous year, distributed among the various regions (3).
- Municipal authorities also provide scholarship programmes, although most of them are designed to enable young people to continue their studies in higher education. In general, this type of scholarships are awarded only to students residing in the municipality and enrolled in public higher education programmes, and favouring households with lower per capita income or students who are beneficiaries of other social supports.
- The most disadvantaged students at all levels of education can also receive financial support in acquiring the public transport pass. The pass “”4_18@escola.tp is intended for children and young people (4-18 years old) who do not attend higher education and who do not benefit from school transport provided by the municipal councils. The pass sub23@superior.tp is intended for higher education students (public or private) under the age of 23 years. These transport passes are valid for 12 months in more than 120 transport operators at the national level with agreements with the municipal councils.
- In 2014, the IEFP launched the Young active employment (Emprego Jovem Ativo) measure for young people aged between 18 and 29, registered in the IEFP vocational training centres as unemployed and with no salary history or discounts for more than 12 months. This support aims at promoting practical work experience to facilitate the socio-professional integration of young people into the labour market, especially those with low qualifications and living in disadvantaged situations. This measure is part of the Youth Guarantee programme (aimed at supporting NEETs) and includes practical work-based experience for those who do not have finished compulsory education together with more qualified young people (higher than EQF level 6).
- Several other scholarships and grants exist, but they are most often focused on higher education, i.e. graduate and doctoral studies as well as research.
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(1) The Social Support Index (IAS) is a monetary amount that serves as a reference to Social Security for the calculation of workers' contributions, the calculation of pensions and other social benefit. In 2020 the IAS is EUR 438,81.
(2) Order (Despacho) No. 5296/2017 of 16 July (https://dre.pt/application/file/a/107521981).
(3) Order (Despacho) No. 9542, of 4 August (https://dre.pt/application/file/a/139389201).
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Helping students deal with the expenses related to the attendance of the course and ensuring equal educational opportunities.
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Education ministry, Social Security, municipalities, training providers.
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The allocation of such supports depends on a number of factors, which are analysed on a case-by-case basis, according to the specific situation of each candidate.
Note: the Social Support Index (Indexante dos Apoios Sociais - IAS) value in Portugal in 2020 was € 438.81.
- Study materials grant: amount depends on the step of the family allowance.
- Vocational grant: this scholarship has a maximum limit of 10% of the IAS.
- Training grant: this scholarship has a maximum monthly limit of 35% of the IAS.
- Food allowance: it may be awarded on days when the training period is equal to or greater than 3 hours.
- Transport expenses: support to cover the cost of travel by public transport because of the frequency of training.
- Care allowance: the monthly maximum limit is 50% of the IAS per trainee.
- Some training providers also grant accommodation allowance. The monthly ceiling is 30% of the IAS per trainee.
- Transport allowance: awarded only if using public transportation is not possible. Maximum limit of 15% of the IAS.
- The Social Security scholarships (1) for students who attend the 10th, 11th or 12th year (or equivalent): Students must be aged under 18, or reach this age during the course of the school year. They must have educational achievement. The student's household must have a reference income corresponding to the 1st or 2nd step of the family allowance (1st level: Household reference income does not exceed € 3 071.67/year in 2020; 2nd level: Household reference income between € 3 050.32 and € 6 143.34/year). The scholarship is equal to the amount of the family allowance for children and young people: in the 1st level, € 37.46 for families in general, € 50.57 for single parents; in the 2nd level, € 30.93 for families in general, €41.76 for single parents. The scholarship may be suspended in case of school drop-out or when the young person starts working. Access to this allowance does not require any registration, since it is automatically granted by the social security services to eligible young people.
- The merit scholarship is financed by the education ministry. The amount is equivalent to two and a half times the amount of the IAS in force, and its payment is processed in three instalments: 40% during the first term; 30% in the 2nd and 3rd terms. The merit scholarship is cumulative with the allocation of other economic aids for disadvantaged students attending secondary education and with the scholarship awarded to students attending vocational secondary education by the Ministry of Labour.
- The scholarship programmes of municipal authorities: each municipality has its own regulation for the award of scholarships and the number of scholarships and their value can be adjusted annually, according to the financial resources of the municipality. The scholarship is fully funded by the municipality and may be renewed annually until the course is completed, provided that the scholarship applicant has applied for renewal, has obtained academic achievement that justifies renewal and continues to comply with all requirements for admission. Each municipality publishes its scholarship programme through its media. Some municipalities and other local authorities extend their school transport subsidies/support to students residing in the municipality who are attending vocational training courses outside their area of residence due to lack of vacancy or course, provided that the course is not supported by another programme.
- The transport passes for disadvantaged students: discounts can range from 25% to 60%, depending on the social security level of the student’s household.
- The IEFP Young active employment measure: Those who participate in this initiative are also entitled to a monthly grant, which varies according to their qualifications: 70% of the IAS for young people with low qualifications and 1.3 of the IAS for the most qualified, including meals or food allowances and personal accident insurance, all of which are fully supported by the IEFP.
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(1) http://www.seg-social.pt/bolsa-de-estudo.
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Only the social action aids are portable. Regarding loans, it is up to the banks to specify the conditions of portability for loans.
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Only the social action aids are portable. Regarding loans, it is up to the banks to specify the conditions of portability for loans.
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There is no countrywide coordination of portability mechanisms.
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No evaluation of portability mechanisms.
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No targets/benchmarks have been set in the portability policy.
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Portugal allows for the portability of some social support aids. Depending on the bank, loans may also be portable, or not. The portability policy is not coordinated countrywide. It is also not monitored, and the country has not set out any policy targets for it. For further progress in future, it could be considered setting up such policy targets/benchmarks, and developing processes for systematic and topic-specific coordination and evaluation of the portability policy. Other steps which could be considered include making sure that all potential users know about what is available to them in terms of portability; making room for users to give feedback on the portability mechanisms upon having experienced them; and monitoring the use and practice of portability so as to readjust and improve the policy accordingly over time as necessary.
Answer
Portugal has taken actions in two dimensions, i.e. targeted information and guidance; and funding. These actions are aimed at different categories of disadvantaged IVET learners: low-skilled groups, learners from disadvantaged areas and/or communities, immigrants and learners with special needs.

Information and guidance
As regards the guidelines issued at European level and implemented in the country via the Erasmus + programme, there are specific support measures for these groups. The Erasmus+ National Agency has made particular efforts to improve mobility participation of students with special education needs (students with disabilities or learning difficulties) by establishing a course of action which includes the provision of information and guidance to institutions working in the field of special needs to enable project coordinators to foster participation in mobility projects. To implement this measure, the agency created an internal working group that specifically addresses these challenges.

Funding
Applications to Erasmus+ mobility programmes from learners with disabilities, special educational needs or economic difficulties receive a supplementary scholarship, the amount of which varies, in the case of disabled applicants, according to the budget requested in the application form and the type and/or degree of disability or special need. However, its attribution also depends on the financial resources of the national agency at the time of application. Learners with economic difficulties are considered eligible if, cumulatively, they receive an Erasmus scholarship and are Social Action scholarship holders. The additional support provided to these participants covers extra costs directly related to their participation in mobility activities. People who accompany participants with a disability or special needs can receive a contribution based on actual costs. Applicants must inform schools that they have a special need and that they wish to apply for the Erasmus+ mobility grant and the supplemental scholarship.
Schools and training providers give support during the entire application process and inform the host institution that a participant with special needs has been selected to ascertain whether it gathers the requisites to receive him/her. The host institution shall ensure the necessary conditions and equipment for a successful implementation of the mobility activity. This exchange of correspondence should be part of the application.
Other sources at local, regional and/or national level can also provide additional funding for students, with special needs and staff.
Answer
The specific policy for the mobility of the disadvantaged IVET learners is coordinated, although not entirely and systematically. The NA Erasmus+ coordinates all interventions under the Erasmus+ programme, including those targeted at disadvantaged learners. The education and training providers that benefit from the programme are responsible for managing the projects they develop. They are also responsible for the management of funding, the development of project activities at the local and transnational level, the organisation and procedural aspects, the implementation and monitoring of the mobility activity, as well as the development of information and dissemination actions. At the level of formal education, the DGE has the task of coordinating, monitoring and proposing guidelines in the area of special education about school and vocational guidance, health education and school social action.
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The current support actions for the mobility of disadvantaged IVET learners are subject to evaluation, although not thoroughly and systematically. Within the framework of Erasmus+, disadvantaged learners are a specific target group for which the EC requires proper targets and annual evaluations. Reports are based on data related to applications, beneficiaries’ final reports, as well as the obligations related to communication, dissemination, monitoring, evaluation, and other results, which are under the direct monitoring of the NA Erasmus+.
As regards assessment of the impact of financial support on the mobility of students with major economic difficulties, the Monitoring and evaluation team of the NA Erasmus+ carried out a study, published in 2016, on the mobility of higher education students during the periods of 2009/2010 and 2013/2014. According to this study, ‘in the five academic years between 2009/2010 and 2013/2014, nearly 6000 Erasmus students (about 18% of total) benefited from a BSE-SOC grant, in addition to an Erasmus mobility grant and a Higher Education Social Action Scholarship. On average, the BSE-SOC grant programme has supported over 1000 grantees per year (1)
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(1) Soeiro, Sofia. O impacto das Bolsas Suplementares Erasmus na mobilidade de estudantes do Ensino Superior com dificuldades económicas. Equipa de Monitorização & Avaliação da Agência Nacional Erasmus+ Educação e Formação. Lisboa: 2016. (https://erasmusmais.pt/multimedia/download/12).
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No targets/benchmarks have been set for the policy in the mobility of disadvantaged IVET learners.
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The National Agency Erasmus+ requests that schools, training providers, universities and other promoters of mobility schemes disseminate information and guidance to disadvantaged learners on their channels.
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The National Agency Erasmus+ requests that schools, training providers, universities and other promoters of mobility schemes disseminate information on grants and other financial aid to disadvantaged learners on their channels.
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Portugal has developed information and funding actions specifically targeted at disadvantaged IVET learners to support their mobility. These actions are to some extent countrywide coordinated and evaluated, and efforts have been made to make them visible to their potential users. However, the country has not set out any policy targets for its mobility policy for disadvantaged IVET learners. Steps for further progress in future could include putting in place such policy targets, and make policy coordination and evaluation systematic and complete in this area. It could also be considered making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary. Finally, it could also be considered extending the range of differentiated actions targeted at the mobility of disadvantaged learners to initiatives in terms of information and guidance, motivation or use of multipliers, for example.
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Use of multipliers is encouraged. Eurodesk multipliers are professionals from organisations working in the youth field or targeting young people – youth workers, teachers, information workers – with experience in European projects or international cooperation, and are an important information source (online and in face-to-face actions) on training and mobility opportunities for young people.
Annually, the NA Erasmus+ makes calls for applications for Eurodesk multipliers. The Eurodesk network smooths the access of young people to mobility opportunities by establishing privileged relationships with networks across Europe and facilitating access to youth information tools.
In schools, the European Clubs (the national network coordinated by the education ministry) are spaces that organise presentations by teachers who have completed periods of mobility for training. These are spaces for sharing experiences that are also open to the whole educational community.

Answer
Countrywide coordination is ensured, but not thoroughly and regularly. At Erasmus+ level, the Eurodesk network of multipliers is managed, promoted and coordinated by the NA Erasmus+ (Youth in Action), where the Eurodesk National Centre is based.
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Evaluation is ensured, but not in a complete and systematic manner. At Erasmus+ level, the actions involving the use of multipliers are part of the overall evaluation process. Institutions that promote actions may also have their own internal evaluation processes.
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No policy targets/benchmarks have been set for the use of multipliers.
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Portugal has in place actions through which professional multipliers are called for. It is unclear however to what extent the mission of these professional multipliers focuses on motivating not-yet mobile IVET learners to consider going on mobility. The existing actions are subject to some countrywide coordination and monitoring, although not in a systematic way. The country has not set out any policy targets/benchmarks in terms of use of multipliers. Steps for progress in future could include setting up such targets along with systematic and topic-specific policy coordination and evaluation in this area. It could also be considered: developing actions to value staff who commit to organising mobility activities; mainstreaming mobility in the training of heads and staff of VET institutions; involving, as multipliers, learners with prior mobility experience; carrying out actions to make it visible to all potential users what the existing multipliers-related mechanisms are and how to access them; making room for users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve them accordingly over time as necessary.
Answer
Information and guidance: Portugal has in place actions to provide IVET learners with information for international learning mobility. In the recent period, initiatives have been taken to improve the provision mechanism through developing a range of institutional websites as well as VET events, fairs, and skills competitions. The existing actions undergo some monitoring, but they are not countrywide coordinated. The country has also not set out targets/benchmarks in terms of mobility-related information and guidance for IVET learners. Steps which could be considered in future include: (a) developing guidance mechanisms so as to ensure that IVET learners receive personalised advice allowing them to integrate in the best possible way mobility with their selves, values and education and career plans, own the mobility experience and make the best of it; (b) setting up targets/benchmarks for the policy for mobility-related information and guidance in IVET; and (c) making policy coordination and evaluation in this area systematic, complete and topic-specific.



Institutional and administrative issues: Portugal has in place measures to smooth the delivery of visas and residency permits to IVET learners from third countries. A few steps have also been taken to reduce the administrative burdens induced by managing mobility. However, the existing measures are not countrywide coordinated. They also do not undergo any systematic and complete evaluation. The country has also not set out targets / benchmarks in terms of removing the administrative and institutional barriers to mobility. Addressing these drawbacks could be considered for further progress in future. It could also be explored (e.g. through a user/stakeholder survey) whether the current rules for the mobility of under-age IVET learners pose issues, and address these as needed.

Recognition: Portugal has in place mechanisms for the recognition of learning outcomes acquired abroad by IVET learners. The mechanisms take into account the full range of learning components/outcomes considered in this review, i.e. courses, credit points, units, modules, programmes and qualifications. The recognition policy is to some extent coordinated countrywide. The recognition process is subject to a regulatory 30-day time limit for processing applications. The Europass Mobility Document and the Europass Certificate Supplement are used for the recognition of the learning outcomes acquired abroad by IVET learners. There is no policy to make sure that IVET learners know about the contact points where to get information on recognition. There is also no indication that the recognition policy is evaluated. Finally, Portugal has not set up any policy targets/benchmarks for its recognition policy. These drawbacks could be addressed in future.

Partnerships and funding: Portugal supports the creation of partnerships for the international mobility of IVET learners, and has mechanisms to fund IVET learners for their international mobility. The country also funds companies and IVET institutions, which organise mobility projects. These actions are to some extent subject to evaluation. However, the country has not set out any policy targets/benchmarks in the Partnership and Funding area. Setting up benchmarks as well as systematic and topic-specific coordination and evaluation processes in this policy area could be considered in future.

Motivation: Portugal has developed a range of actions to raise the awareness of students, families and VET institutions about the added value of mobility, and to promote a mobility culture. These actions are to some extent coordinated countrywide and evaluated. However, the country has not set out any targets/benchmarks in this policy. Setting up benchmarks and making policy coordination and evaluation in the area complete, topic-specific and systematic could be considered in future.


Long-term preparation: Portugal has developed a range of actions to ensure preparation of (future) IVET learners for possible future mobility opportunities from the early stages of education. These actions most significantly cover the areas of linguistic, intercultural and digital preparation. Policy targets have been set for this long-term preparation policy. The actions taken are subject to countrywide coordination and evaluation, although not in a complete and systematic manner. Further developments, which could be considered in future include making policy coordination and evaluation in this area complete, topic-specific and systematic; making room for users to give feedback on the long-term preparation mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve the policy accordingly over time as necessary. It could also be considered further internationalising VET curricula through introducing teaching methods in use abroad.

Quality: Portugal has developed actions to ensure the quality of international mobility in IVET. These actions were taken in the areas of pre-stay preparation, stay monitoring, collecting feedback upon return, and some assistance for accommodation. The existing actions are to some extent monitored. However, Portugal has not set out any targets/benchmarks for its quality policy. In future it could be considered setting up such targets, and making policy coordination and policy evaluation in this area complete, topic-specific and systematic. It could also be considered checking whether all learners are provided with affordable and convenient transportation, accommodation and catering. Other steps which could also be considered include: making sure that the Quality actions and how to access them are visible and known to all potential users; making room for users to give feedback on the Quality mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve the policy accordingly over time as necessary.

Portability: Portugal allows for the portability of some social support aids. Depending on the bank, loans may also be portable, or not. The portability policy is not coordinated countrywide. It is also not monitored, and the country has not set out any policy targets for it. For further progress in future, it could be considered setting up such policy targets/benchmarks, and developing processes for systematic and topic-specific coordination and evaluation of the portability policy. Other steps which could be considered include making sure that all potential users know about what is available to them in terms of portability; making room for users to give feedback on the portability mechanisms upon having experienced them; and monitoring the use and practice of portability so as to readjust and improve the policy accordingly over time as necessary.

Disadvantaged learners: Portugal has developed information and funding actions specifically targeted at disadvantaged IVET learners to support their mobility. These actions are to some extent countrywide coordinated and evaluated, and efforts have been made to make them visible to their potential users. However, the country has not set out any policy targets for its mobility policy for disadvantaged IVET learners. Steps for further progress in future could include putting in place such policy targets, and make policy coordination and evaluation systematic and complete in this area. It could also be considered making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary. Finally, it could also be considered extending the range of differentiated actions targeted at the mobility of disadvantaged learners to initiatives in terms of information and guidance, motivation or use of multipliers, for example.

Multipliers: Portugal has in place actions through which professional multipliers are called for. It is unclear however to what extent the mission of these professional multipliers focuses on motivating not-yet mobile IVET learners to consider going on mobility. The existing actions are subject to some countrywide coordination and monitoring, although not in a systematic way. The country has not set out any policy targets/benchmarks in terms of use of multipliers. Steps for progress in future could include setting up such targets along with systematic and topic-specific policy coordination and evaluation in this area. It could also be considered: developing actions to value staff who commit to organising mobility activities; mainstreaming mobility in the training of heads and staff of VET institutions; involving, as multipliers, learners with prior mobility experience; carrying out actions to make it visible to all potential users what the existing multipliers-related mechanisms are and how to access them; making room for users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve them accordingly over time as necessary.
Year
Country
Portugal