- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In Portugal, trainers work mainly in training centres, while in-company trainers are referred to as tutors. The latter are not obliged to undergo any specific training.
The trainer profession is regulated by Ordinance No 214/2011; this established the training and certification system for the pedagogic competences of trainers who carry out their activity within the scope of the National system of qualifications.
Pedagogical coordinators work in VET programmes (mainly apprenticeships) leading to a double certification (an education and professional certification). The role of a coordinator involves monitoring the training process in schools or training centres, coordinating school-based teachers and trainers, communicating with the entities providing work-placed learning and setting up links in companies between students and trainers.
Description
The national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers' initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.
In recent years, the country has developed and put in effect a series of standards for initial and continuing training of trainers and tutors.
The training standard for initial pedagogical training of trainers (Formação pedagógica inicial de formadores) can also be acquired through the Recognition, validation and certification of competences of trainers process (RVCC-For).
The main body responsible for trainers is the Institute for Employment and Vocational Training (IEFP).
In 2016, IEFP developed a set of standards for training expertise suited to different trainer intervention contexts (consultant trainer, trainer of trainers and manager/coordinator trainer). The standard for the consultant trainer includes 40 hours of training; the other two standards are 50 hours each. This offers trainers access to the Specialisation pedagogical competences certificate (Certificado de competências pedagógicas de especialização, CCPE).
In 2017, the training standard for tutors (Referencial de formação pedagógica de tutores) and the training standard for trainers of tutors (Referencial de formação pedagógica contínua de formadores - formador de tutores) were approved and put into effect. Both of them include 40 hours of training. The latter aims at ensuring that trainers with a Certificate of pedagogical competences (CCP) have the skills to train tutors responsible for WBL.
The standards were developed following three pilot training programmes organised by IEFP and the National agency for qualification and VET (ANQEP) in partnership with the German Chamber of Commerce in Lisbon and Porto in 2015 and 2016.
IEFP and ANQEP have cooperated with BiBB/GOVET to develop the pedagogical coordinator's professional profile and training standard. The training standard describes the main key competences that they need and the pedagogical tools that they can use; it also includes modules of continuing training.
The cooperation with BiBB/GOVET started in 2017, while the standard was finalised and approved in 2018.
IEFP also developed and put in place the training standard for e-trainers (Formador a distância - e-formador) which includes 60 hours of training.
In 2019, the training standard for tutors and the training standard for trainers of tutors were reviewed and updated. Each of them includes 40 hours of training.
In March 2020, the training standard for initial pedagogical training of trainers (Formação pedagógica inicial de formadores) was reviewed and updated by IEFP. This standard targets trainers in school-placed programmes, for instance those offered at training centres. It aims to help trainers plan and implement the training programme, select the adequate pedagogical methodology and assess the achieved learning outcomes. The standard includes 90 hours of training and integrates a set of core competences:
- preparing and planning the learning process;
- promoting a trainee-oriented learning process;
- monitoring and assessing learning;
- managing the dynamics of lifelong learning;
- exploring multimedia resources and collaborative platforms;
- managing diversity;
- adopting entrepreneurial and creative attitudes.
In 2020, 100 tutors were certified.
In 2021, 26 tutors were certified.
The measure is part of the NIP under the package Capacity building.
In 2022, 10 989 new trainers and 12 tutors were certified.
A Continuing pedagogical training framework for training of people with disabilities, under the responsibility of National Centre for the Qualification of Trainers from IEFP and Vocational Rehabilitation Centre of Gaia was published. It is organised into three training modules with a total duration of 40 hours (module 1 - ten hours; module 2 - twenty hours; module 3 - ten hours). These modules are organised according to the competences to be developed and the key subjects of each module.
In 2023, 99 tutors were certified in both initial and continuing training.
Until May, 67 tutors were certified in both initial and continuing training.
5th edition of the initial Pedagogical training of trainers framework, revised and updated, was launched.
Bodies responsible
- Institute for Employment and Vocational Training (IEFP)
Target groups
Education professionals
- Trainers
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Initial and continuing training for trainers and tutors: Portugal. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28504