Reference year 2023
Version 2023 - Drafted by João Barbosa, Senior advisor, Directorate-General for Employment and Industrial Relations (DGERT), Portugal - Member of Cedefop Community of apprenticeship experts for Portugal
1Scheme history
Pilot projects were implemented from 1980 to 1984 and the legal regime was introduced in 1984 by the Decreto-Lei (Decree-Law) n.º 102/84, de 29 de março (see Q4 on the country fiche).
See the country fiche for detailed evolution of the scheme.
The scheme was inspired by the German dual system and the involvement of the social partners, some big companies and business associations.
2Beneficiaries
In upper secondary apprenticeship programmes, minimum age is not formally set. Trainees (apprentices) have to have completed lower secondary education (9th year of schooling, corresponding to basic education) or a legally equivalent qualification. They should also be 29 years old maximum.
In post-secondary apprenticeship+ programmes, trainees (apprentices) have to be between 18 (minimum) and 29 years old (maximum). Exceptions are foreseen for the maximum age, in the case of vulnerable groups, beneficiaries covered by labour market policies or who are trained to cover specific sectoral needs.
Apprenticeship programmes (upper secondary): there is no information available about the average age of learners, but they range between 15 and 29 years old.
Apprenticeship+ programmes (post-secondary): there is no information available since these programmes were just introduced.
In, 2020-21 there were 18 688 learners attending apprenticeship programmes at upper-secondary level.
There are no data available on apprenticeship+ programmes, since these programmes only were created in 2022.
Source: Direção-Geral de Estatísticas da Educação (DGEEC) – Estatísticas da Educação 2020-2021, p. 95
3Qualifications
Apprenticeship programmes award qualifications at level 4 of the QNQ/EQF.
Apprenticeship+ programmes award qualifications at level 5 of the QNQ/EQF
Apprenticeship programmes at upper-secondary level award ISCED 3 ISCED 354, according to Deliberação (Deliberation) n.º 343/2017, de 2 de maio - 52.ª Deliberação da Secção Permanente de Coordenação Estatística - Versão Portuguesa e Implementação da Classificação Internacional Tipo de Educação 2011 (ISCED/CITE 2011): ‘Upper secondary education – apprenticeship programmes ISCED 3 ISCED 354’ (Ensino secundário - Cursos de aprendizagem)
Since apprenticeship+ programmes at post-secondary level were created only in 2022, they are not included in ISCED 2011. However, it can be assumed that they award ISCED 4 ISCED 454 level, by analogy with technological specialization programmes which are post-secondary (non-tertiary) and award level 5 of NQF/EQF too [Deliberação (Deliberation) n.º 343/2017, de 2 de maio - 52.ª Deliberação da Secção Permanente de Coordenação Estatística - Versão Portuguesa e Implementação da Classificação Internacional Tipo de Educação 2011 (ISCED/CITE 2011)]. ‘Post- secondary education non-tertiary – technological specialization programmes ISCED 4 ISCED 454’ (Ensino pós - secundário não superior — Curso de Especialização Tecnológica ISCED 4 ISCED 454)
Qualifications linked with apprenticeship programmes at upper-secondary level can be obtained through school-based professional programmes (cursos profissionais) too.
Qualifications linked with apprenticeship+ programmes (post-secondary level) can be obtained through technological specialization programmes too.
Apprenticeship programmes, award a double certification, i.e. an education certificate (upper secondary level/12th year of schooling) and a vocational qualification (level 4 of the QNQ/EQF).
Apprenticeship+ programmes also award a double certification (but not a degree) and a vocational qualification (level 5 of the QNQ/EQF).
All apprenticeship graduates (apprenticeship programmes and apprenticeship+ programmes) can continue studies in higher education through special access contests, under the terms of the legislation in force.
Total duration of apprenticeship programmes ranges from 3 000 to 4 000 hours, split in three periods, distributed to the following training components:
• Sociocultural -700 to 800 hours.
• Scientific – 200 to 400 hours.
• Technological – 1000 to 1300 hours.
• Work-based - 1 100 to 1 500
Total duration of apprenticeship+ programmes ranges from 1 325 to 1 675 distributed to the following training components:
• Sociocultural and scientific -125 to 175 hours.
• Technological – 700 to 850 hours.
• Work-based – 500 to 850 [1]
4Governance
Apprenticeship is coordinated by the IEFP (Instituto de Emprego e Formação Profissional), the Public Employment Service, traditionally responsible for CVET, apprenticeship programmes and active labour market policies.
The qualifications references/standards (structured in short duration training units), that are part of the curricula, are validated by employers’ and employees’ representatives in the Sectoral Councils for Qualifications (see Q16).
Employers’ associations or trade unions have a significant role in the implementation of apprenticeship prorgammes, as they can set up apprenticeship training centres, which they manage with a great autonomy, under protocols of collaboration with the IEFP (protocol centres).
Individual companies also have an important role in on-the-job training, which represents a very significant part of the training, considering that apprenticeship is a dual training modality (training centre and company). For that purpose, they have to appoint a tutor, who has the responsibility to evaluate learner performance in the on-the-job training.
• Ministry of Labour, Solidarity and Social Security (MTSSS) – responsible for the political coordination of the apprenticeship programmes.
• Employment Public Service (IEFP – Instituto de Emprego e Formação Profissional) – public body responsible for the coordination, implementation follow-up and evaluation of the apprenticeship programmes. It also manages a network of training centres, designated direct management centres
• National Agency for Qualification and VET (ANQEP – Agência Nacional para a Qualificação e o Ensino Profissional) - public body responsible for developing the curricula/standards (in coordination with IEFP), since it is responsible for the updating and management of the National Qualifications Catalogue (Catálogo Nacional de Qualificações - CNQ).
• Sectoral Councils for Qualification (Conselhos Setoriais para a Qualificação) – advisory bodies that support the National Agency for Qualification and VET in updating the National Qualifications Catalogue (CNQ), whose main task is to identify strategic and essential qualifications for the different sectors of the economy as a response to the challenges of the labour market.
• VET providers - responsible for providing sociocultural, scientific and technological training, coordinating work-based learning and assessing learners. These providers may be: IEFP direct managed centres; protocol centres (established and managed by employer/sectoral associations or unions, under protocol with IEFP); certified private training entities or public entities selected by IEFP. Other providers, such as public, private or cooperative schools, higher education establishments or other public and private entities, may participate as partners for qualification, under partnership protocols, with a view to optimizing resources and sharing experiences.
• Alternation support entities (ASE) – public or private employers (companies or other) that assure work-based training, under the coordination of the VET providers.
• National Apprenticeship Committee – advisory body responsible for monitoring the execution and evaluation of apprenticeship programmes. It includes representatives of IEFP, social partners (employers´ associations and unions), ANQEP, governmental areas of education and professional training and other bodies, entities or renowned personalities. The composition, competences and organization and functioning model are defined by joint order of the Government members responsible for the areas of education and professional training and in consultation with the social partners.
5Training at the workplace
The Work-based (workplace) component is a mandatory part of the apprenticeship and apprenticeship+ programmes (1 100-1 500 and 500-850 hours respectively).
There is no distinction regarding the time spent at the workplace.
There is only a distinction between the school-based components (sociocultural, scientific and technological training) provided by a VET provider and the work-based training component provided by an employer (company or other).
In apprenticeships programmes, work-based training takes place as a block at the end of each of the three training periods in which the programmes are organized.
In apprenticeship+ programmes, work-based training usually takes place throughout the training process. However, it also can occur at the end of the training path.
All VET programmes (including apprenticeships, school-based VET for young people and adult education and training courses) share the same referentials in what refers to the technological/professional competences (technological component), which are included in the National Qualifications Catalogue.
They differ, in what refers to the workplace component, in the duration, in the articulation between training in centre/school and training in company and in the training contents. These contents are defined by the companies. However, they should be closely linked with the competences integrated in the referentials.
Thereore, apprenticeship is implemented on the basis of the common referentials, but its programmes have their own specificities, based on the dual system, especially in relation to the workplace component.The workplace component is unique to the characteristics of dual learning.
The standards for the apprenticeship programmes are included in the National Qualifications Catalogue (Catálogo Nacional de Qualificações, CNQ), as all VET programmes standards.
There is an agreement between the training provider and the employer (company or other). Workplace training is based on an individual activity plan which sets the competencies to be acquired and/or consolidated and the professional activities to be performed by the trainee (apprentice).
Employers (companies or other) should meet certain formal and substantive requirements to be able to provide workplace training in the context of apprenticeship programmes.
The formal requirements are:
• To be regularly constituted and duly registered.
• To have their situation regularized in terms of taxes, contributions to Social Security and refunds within the scope of public funding.
• To have not been convicted of violating the legislation on child labour and discrimination at work and employment, namely on the basis of gender, as well as for illegal dismissal of pregnant, puerperal or breastfeeding women.
The substantive requirements are:
• To have a working environment, health and safety conditions and technical, human and material means capable of ensuring the necessary and appropriate professional training to qualify for a profession.
• To have qualified workers in the profession object of training in work context.
The selection of an employer (company or other) to provide workplace training is up to the training provider. An agreement between them may be concluded, which refers to a joint effort to provide work-based learning in the context of the apprenticeship programme. According to the agreement, employers are asked to appoint an in-company trainer (tutor) and to agree, together with the training provider, on a plan of activities guiding the learning to be carried out or to be consolidated by the trainee (apprentice) during the period in which the practical training takes place.
(www.iefp.pt/modalidades-de-formacao?tab=cursos-de-aprendizagem (anexo 22-22. Minuta de Acordo EAA)
An activity plan and evaluation plan also exist:
(www.iefp.pt/modalidades-de-formacao?tab=cursos-de-aprendizagem (Anexo 6 - Plano Individual de atividades - avaliação (FPCT)))
During training at workplace, trainees (apprentices) are guided and accompanied by a tutor designated by the company/employer (alternation support entity).
The tutor has to be an experienced worker in the qualification being acquired or in a related area and has, namely, the following tasks/attributions:
• Participating in the elaboration of WBL trainee´s individual plan of activities.
• Assuring the necessary logistical and material conditions, in order to provide the trainee (apprentice) with the acquisition/consolidation of skills in the work environment, to develop interpersonal relationships and to facilitate their integration and adaptation to professional contexts.
• Collaborating with the pedagogical responsible of the VET provider, whenever deemed necessary or required by him.
Termination of the agreement with the employer (company or other) is foreseen, and eventually the employers are removed from the list of institutions that may provide in-company training for the apprenticeship scheme.
6Contract and compensation
The learner has the status of trainee. The status of trainee is laid down in the Decreto-Lei (Decree-Law) nº 242/88 de 7 de julho.
The legislation of apprenticeship programmes [1] mentions that a training contract needs to be signed between the trainee (apprentice) (or legal representative for underage trainees) and the training provider.
By signing this contract, the provider assumes the responsibility to deliver the agreed training (applies also to the workplace component) and the trainee (apprentice) commits to attend training and perform all the activities included in the programme curriculum.
The training contract sets the location, the number of hours and the schedule of the training, the duties of the provider, the duties and the rights of the trainee (apprentice), including the amounts of social support (allowance) to be awarded, if it is the case, personal accident insurance, under the responsibility of the training provider, and vacation time.
The employer responsible for the workplace training does not sign the training contract.
However, a cooperation agreement may be concluded between the provider and the company, to jointly carry out learning courses regarding the practical (work-based) learning, as part of the apprenticeship programme. It refers to commitments by the company side to provide an in-company tutor and to agree with the VET provider on the training to be carried out at the workplace.
[1] https://files.dre.pt/1s/2022/02/02300/0001200031.pdf
The regulation of the apprenticeship programme [1] mentions that the training contract does not generate or entitle subordinate work relationships and is terminated at the end of the training programme for which it was concluded.
It also mentions that the daily workload and the number of hours the trainee (apprentice) can work are those practiced at the company. It also specifies that, under agreement of the trainee or the legal representative, training on weekly rest days is possible, if it is advantageous for learning and also if it applies to the company's workers.
In case the trainee (apprentice) is underaged, all acts must be made known to their legal representative and, if applicable, obtain their consent, [2].
[1] https://files.dre.pt/1s/2022/02/02300/0001200031.pdf
[2] IEFP, Apprenticeship Programmes, Specific Regulation 2022
Apprentices do not receive reimbursement from participating companies.
The training contract sets the amounts of social support (allowance) to be awarded to the apprentice, if it is the case. It also sets apprentices rights for personal accident insurance, under the responsibility of the training provider.
Trainees (apprentice) do not receive a wage.
7Financing and incentives
The Human Capital Operational Programme, approved by the European Commission's decision from 12th December 2014, aiming to contribute to an intelligent, sustainable and inclusive growth and to the economic, social and territorial cohesion.
Social Security budget and ESF support.
Employers do not contribute to trainee (apprentice) remuneration and do not receive incentives to participate in the scheme.
For more information on how this scheme is financed, see also Cedefop's Database on financing apprenticeships in the EU: https://www.cedefop.europa.eu/en/tools/financing-apprenticeships/appren…
There is no difference between the time spent at school and at the employer (company or other).
Social support (see Q31) may include:
- study support/material scholarship (bolsas para material de estudo) at the beginning of each training period, if learners are from disadvantaged families;
- professionalization scholarship (bolsa de profissionalização) payed monthly and equivalent to 10% of the Social support index (Indexante dos Apoios Sociais – IAS) (1)
- meals (subsídio de refeição);
- accommodation (alojamento);
- welcome for children, if the learners are parents (acolhimento);
- transportation (transporte).
Social support is funded by the Operational Programme for Human Capital (POCH, strand 3 – apprenticeship, LLL qualification and strengthening employability).
The value of the social support is based in the IAS index, updated annually (the indexing reference of social support.
Sources:
- Guia de Apoios Sociais at _ _;http://www.iefp.pt/modalidades-de-formacao?tab=collapse12(Instrumentos de Apoio > Guia de Apoios Sociais)
- Indexante dos apoios sociais (IAS): Portaria (Ordinance) nº 298/2022, de 16 de dezembro.
- Portaria (Ordinance) n.º 19/2018, de 17 de janeiro (the fourth modification to the Portaria n.º 60-A/2015, de 2 de março.
- IEFP Apprenticeship Programmes Specific Regulation 2022