- 2022Approved/Agreed
Background
In order to improve the qualification levels of the Portuguese population, it is necessary to strengthen the education and training system, which will leverage the productive potential of the economy and contribute to reduce socio-economic and geographic inequalities. The VET Agreement foresees the political design of an integrated and consistent strategy to boost VET supply, valuing the role of vocational training as a mechanism to promote social, professional and academic mobility. Considering lifelong learning as a strategic priority for the next decade, Portugal has defined a set of reforms, investments and measures to increase the participation of the population in initial and continuing training. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
Objectives
- Reinforcing the qualification levels of citizens, with a view to improving employability and (re)integration in the labour market, as well as the pursuit of studies, particularly at higher education level.
- Increasing the potential of on-the-job training, through the active participation of companies and other employers in the training process, assuming them as true partners.
- Developing and consolidating quality apprenticeships based on a system of work-linked training, understood as the interaction between theoretical training and practical training and the contexts in which they take place.
- Progressively bringing young people and adults closer to the labour market through practical training experience in a real work setting.
Description
Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context, and the pursuit of higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
Apprenticeship (Aprendizagem)
This is addressed to young people and adults up to and including 29 years of age (including the most vulnerable and job seekers) with a ninth grade education or legally equivalent qualification. It allows people who follow this training to obtain an EQF level 4 qualification.
The total workload during the three years ranges between 3 000 and 4 000 hours, and the curriculum includes the following training components:
- sociocultural and scientific training (from 700 to 800 hours), which focuses on the acquisition and development of knowledge, skills and attitudes considered needed to obtain a school qualification, according to the competence framework for those in the CNQ;
- technological training (from 800 to 1 000 hours), which focuses on the acquisition and development of knowledge, skills and attitudes that meet the demands in the professional profile and competences associated with the respective...
Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context, and the pursuit of higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
Apprenticeship (Aprendizagem)
This is addressed to young people and adults up to and including 29 years of age (including the most vulnerable and job seekers) with a ninth grade education or legally equivalent qualification. It allows people who follow this training to obtain an EQF level 4 qualification.
The total workload during the three years ranges between 3 000 and 4 000 hours, and the curriculum includes the following training components:
- sociocultural and scientific training (from 700 to 800 hours), which focuses on the acquisition and development of knowledge, skills and attitudes considered needed to obtain a school qualification, according to the competence framework for those in the CNQ;
- technological training (from 800 to 1 000 hours), which focuses on the acquisition and development of knowledge, skills and attitudes that meet the demands in the professional profile and competences associated with the respective qualification;
- work-based learning (from 1 100 to 1 500 hours) which focuses on the consolidation of the knowledge, skills and attitudes acquired through in-company activities or in other settings.
Apprenticeship + (Aprendizagem +)
It is addressed to young people and adults up to and including 29 years of age (including the most vulnerable and job seekers) and allows students who follow this training to obtain an EQF level 5.
The total workload is between 1 325 and 1 675 hours, and the curriculum includes the following training components:
- general and scientific training (from 125 to 175 hours) which focuses on acquisition and development of knowledge, skills and attitudes considered necessary to complement and support the learning in the technological training component;
- technological training (from 700 to 850 hours), which focuses on acquisition and development of knowledge, skills and attitudes that respond to the defined professional profile and the competences associated with the respective qualification, based on a technological specialisation of a sectoral nature with a high level of professional qualification;
- work-based learning (from 500 to 850 hours) which is focused on applying and consolidating the knowledge, skills and attitudes acquired through in-company activities or in other settings.
The IEFP has the responsibility for the implementation, monitoring and evaluation of the of the Apprenticeship and Apprenticeship+ programmes.
This measure is part of the NIP under the package Skilling and reskilling.
The new generation of apprenticeship programmes, introduced by the Ordinance No 70/2022 of 2 February 2022, has innovative features of the training organisation model: the possibility of remote training and the reinforcement of the role of the companies that ensure the training component in the work context in close consultation with the training providers. They combine sociocultural, scientific and technological school-based training with mandatory WBL. The operationalisation of the measure is also based on the optimisation of synergies and the sharing of experiences between education and training providers, through local agreements, in the sharing of human, material and training rooms.
Bodies responsible
- Institute for Employment and Vocational Training (IEFP)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners with migrant background, including refugees
- Learners at risk of early leaving or/and early leavers
- Unemployed and jobseekers
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation