- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In recent years, Portugal has come a long way in qualification and modernisation in key areas to sustain economic progress. Promoting social, economic and territorial resilience is fundamental to resuming its growth, and the national Recovery and resilience plan (RRP) is highly focused on strengthening productivity and employment, through initiatives in education and training, aiding professional transitions to a green and digital economy, and supporting an increase in the competitiveness and resilience of the Portuguese economy.
Objectives
- Reinforcing the technological infrastructure of the teaching establishments/schools that offer vocational education.
- Reinforcing the attractiveness of dual certification secondary level training and increasing the number of young graduates in specialisation areas such as climate and digital transitions.
- Modernising the training offer in technological areas with great potential for the creation of added value.
- Investing in the development of qualifications/skills for innovation and industrial renewal.
- Improving vertical articulation between the different levels of education and vocational training, contributing to lifelong learning.
Description
Specialised technological centres (Centros Tecnológicos Especializados) are an investment in modernising training in technological areas, particularly emerging sectors with a high potential for added value. They re-equip and strengthen the technological infrastructure of education establishments providing lower secondary vocational education, and develop new courses linked to the green and digital transitions. It is intended to create 365 specialised technological centres, and to reorient vocational courses towards sectors of economic activity that are undergoing significant expansion. The creation of these centres implies a clear focus of investment and resources on four areas of specialisation: industrial, renewable energy, ICT, and digital. It aims to create 115 industrial centres, 30 renewable energy centres, 195 computer centres and 25 digital and multimedia centres.
The management is overseen by a coordination committee of representatives of the members of the government and of the bodies with responsibilities in the areas of education and training. The management of the implementation of the investment is the responsibility of the Institute of Financial Management of Education (IGeFE), in conjunction with ANQEP, DGEstE and Parque Escolar. ANQEP ensures the strategic alignment of the projects to be supported; DGEstE supports the directors of the public network of schools with vocational education; the Parque Escolar...
Specialised technological centres (Centros Tecnológicos Especializados) are an investment in modernising training in technological areas, particularly emerging sectors with a high potential for added value. They re-equip and strengthen the technological infrastructure of education establishments providing lower secondary vocational education, and develop new courses linked to the green and digital transitions. It is intended to create 365 specialised technological centres, and to reorient vocational courses towards sectors of economic activity that are undergoing significant expansion. The creation of these centres implies a clear focus of investment and resources on four areas of specialisation: industrial, renewable energy, ICT, and digital. It aims to create 115 industrial centres, 30 renewable energy centres, 195 computer centres and 25 digital and multimedia centres.
The management is overseen by a coordination committee of representatives of the members of the government and of the bodies with responsibilities in the areas of education and training. The management of the implementation of the investment is the responsibility of the Institute of Financial Management of Education (IGeFE), in conjunction with ANQEP, DGEstE and Parque Escolar. ANQEP ensures the strategic alignment of the projects to be supported; DGEstE supports the directors of the public network of schools with vocational education; the Parque Escolar supports the definition of the requirements and technical specifications of the specialised technological centres.
The creation of the specialised technological centres will take place between 2022 and 2025 according to the planned annual and territorial distribution. The total budget for this measure is EUR 480 million. This investment involves the modernisation and rehabilitation of existing infrastructures and the acquisition of technological educational resources (equipment): EUR 199 million for industrial centres, EUR 36 million for renewable energy centres, EUR 210 million for computer centres, and EUR 35 million for digital and multimedia centres.
This measure is part of the NIP under the package Innovation and resilience.
A call for tenders was published and responses examined. 104 applications were approved: 34 industrial centres, 5 renewable energy centres, 58 computer centres and 7 digital and multimedia.
In 2023, 261 new Specialised technological centres were approved in schools with vocational education, in four fields of specialisation: 137 in the IT field, 81 in the Industry field, 18 in the Digital field and 25 in the Renewable energy field.
In July, the Institute of Financial Management of Education (IGeFE) published a call for tenders for the creation of 31 new Specialised technological centres in the same fields.
Bodies responsible
- National Agency for Qualification and Vocational Education and Training (ANQEP)
- Institute of Financial Management of Education (IGeFE)
- Directorate General for Educational Establishments (DGEstE)
- Parque Escolar
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
European priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- 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). Specialised technological centres: 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/43355