VET in Portugal comprises the following main features:
- Permeability (horizontal and vertical) between different VET programmes and between general education and VET programmes.
- All VET programmes grant double certification: an education certificate and a professional qualification.
- Participation in upper secondary education has significantly increased, since 2005.
- Early leaving from education and training has been steadily decreasing, since 2008.
Distinctive features ()
Key principles of VET provision are the wide range of programmes accessible to young people and adults, the link between VET provision and labour market needs, and flexibility in type and duration of courses for adults. VET learners have the possibility to access programmes at higher levels or higher education. Credits achieved in post-secondary level programmes may be recognised when applying to a higher education programme in the same field of study. Permeability is secured for adults older than 23 by offering them an access to higher education through recognition of previous training and professional experience. Accrediting of publicly funded VET providers and trainers is mandatory and, along with their external evaluations, ensures quality of VET.
The national qualifications system (SNQ) () promotes upper secondary education as the minimum level of attainment, expanding IVET options and flexible learning paths for adults. The SNQ adopted a governance model based on involvement of the different VET providers, sector councils, and social partners, establishing common objectives and instruments. Tools that support SNQ are:
- the eight-level national qualifications framework (QNQ) ( ), designed in line with EQF;
- the national catalogue of qualifications (CNQ) ( ), which helps manage and regulate all qualifications, except those at higher education. It aims to develop competence-based qualifications, regulate double certification, aid designing learning programmes, provide a reference framework for RVCC process ( ), promote the transparency and efficiency of public funding, and modularise the training offer;
- the Instrument for guidance and individual record of qualifications and competences (instrumento de orientação e registo individual de qualificações e competências) ( ), which registers learners’ lifelong development of qualifications and competences (both those within the CNQ and any other completed training courses).
High on the policy agenda are the following challenges:
- further reducing early leaving from education and training and discourage the entry of unqualified young people into the labour market;
- increasing adult educational attainment by widening access to learning through modularisation;
- improving tutor support to learners and reasserting the value of transferable skills in the curricula, in order to tackle education and training failure;
- modernising learning provision through new teaching methods and wider variety of VET courses leading to competence-based qualifications;
- offering initial and continuing VET provision in line with labour market requirements;
- upskilling vulnerable groups and promoting their socio-professional integration.
Policy initiatives have resulted in an increase in upper secondary VET programmes, ensuring that VET programmes lead to double certification, and boosting the RVCC system () development. National authorities are also implementing measures for adults through the Qualifica programme ( ) and assuring the continuity of lifelong learning policies, through the reinforcement of specialised Qualifica centres, launched in 2016. They target people over 18 years old who seek a qualification, guiding those who are low-skilled to RVCC processes. They provide guidance, counselling for young people (aged 15 or older), especially for NEETs ( ), as well as increasing proximity to target populations.
Data adapted from VET in Portugal Spotlight 2018 ().
Population in 2018: 10 291 027 ()
It decreased since 2013 by 1.9% due to negative natural growth ().
Population is ageing; Portugal is the fourth country with the highest proportion of elderly in the EU.
An old-age-dependency ratio is expected to increase from 31 in 2015 to 65 in 2060 ().
Population forecast by age group and old-age-dependency ratio
Source: Eurostat, proj_15ndbims [extracted 16.5.2019].
Most companies are micro and small-sized. In 2017 the share of individual enterprises was 68.0% ().
Enterprises by class size (%)
Main economic sectors:
- construction & real estate activities;
- agriculture and fisheries.
Since 2011, Portugal made major reforms deregulating professions. In 2019, there are 238 professions and 43 competent authorities registered in the database of the European Commission.
In 2015, a legal framework () was adopted establishing a different way to gain access into professions and to practice them. According to these new regulations, professional qualifications required to access a particular profession or professional activity are:
- tertiary education qualifications;
- training references/standards for non-higher qualifications included in the National Qualifications Catalogue (CNQ);
- training references of non-higher qualifications not foreseen in the CNQ;
- diplomas or certificates obtained by passing exams without previous training.
Total unemployment (2018) (): 6.0%; it decreased by 1.4 percentage points since 2008 and reached its lowest since 2008 ( ).
Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18
NB: Data based on ISCED 2011; breaks in time series.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.5.2019].
Unemployment is distributed unevenly between those with low- and high-level qualifications. However, the youth unemployment rate of people with medium-level qualifications, including most VET graduates (ISCED levels 3 and 4) is lower than for those with high-level qualifications.
In 2018, youth unemployment in Portugal was 20.3% (3.6% less than in 2017, but still well above the EU28 average) ().
Employment rate of recent VET graduates increased from 75.1% in 2014 to 84.6% in 2018. Since 2015, the employment rate of VET graduates has been higher than the one of general education graduates.
Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)
NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].
The increase in employment of 20-34 year-old VET graduates in 2014-18 (+9.5 pp) was higher compared to the increase in employment of all 20-34 year-old graduates (+8.3 pp) in the same period in Portugal ().
Education attainment in Portugal is traditionally lower than the EU average. The share of people with low-level or no qualification was decreased from 73.7% in 2005 to 50.2% in 2018, but is still the highest in EU. The share of those with medium-level qualifications, although it has significantly increased, is still the second lowest in EU.
Population (aged 25 to 64) by highest education level attained in 2018
NB: Data based on ISCED 2011; low reliability for ‘No response’ in Iceland, Czech Republic, Poland and Latvia.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].
Share of learners in VET by level in 2017
Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].
Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2017
NB: Data based on ISCED 2011. Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].
Traditionally, there are more males in VET programmes (58.9%), except in the specialised art programmes where in 2016/17 71.5% of learners were females ().
Among VET programmes, Professional programmes have the highest percentage of female learners (32.7%).
Post-secondary non-tertiary VET has an even higher rate of males (66.9%) than secondary VET.
Early leaving from education and training has been steadily decreasing from 30.9% in 2009 to 11.8% in 2018. It is still above the national target for 2020 of not more than 10% and the EU-28 average of 10.6%.
Early leavers from education and training in 2009-18
NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training; break in series.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].
Lifelong learning offers training opportunities for adults including adult education and training programmes, certified modular training, and recognition of prior learning (Recognition, validation and certification of competences process - RVCC).
Participation in lifelong learning in 2014-18
NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].
Participation in lifelong learning had been decreasing during the period 2011-13 (economic crisis), while since 2014 has been steady and close to the EU average.
Regarding adults, participation in VET is rising. 27.5% of those enrolled in education/ training programmes are in the process of recognition of prior learning (), which represents a rise of 7.8%; the Education and training programmes for adults (EFA) remain adults’ main option (59.9%).
Information not available
The education and training system comprises:
- preschool education (ISCED level 0);
- basic education (nine years) organised into three cycles integrating primary and lower secondary education (ISCED level 1 and 2);
- upper secondary education (ISCED level 3);
- post-secondary non-tertiary education (ISCED level 4);
- tertiary education (ISCED levels 6, 7 and 8).
Pre-school education is optional and covers children from three to six years old.
Compulsory education lasts 12 school years and starts at the age of six until 18 years old. It comprises basic education that includes nine years of studies until age 15. It is organised into three cycles; the four-year first cycle and the two-year second cycle constitute primary education, while the three-year third cycle corresponds to lower secondary education.
Upper secondary education comprises general (science and humanities) and VET programmes. These three-year programmes give graduates access to tertiary education but also to post-secondary non-tertiary. Permeability is ensured between both paths.
Tertiary education is provided by universities and polytechnics. Pre-conditions to enter tertiary education include successful completion of an upper secondary programme or a similar qualification level, admission exams and specific requirements concerning the area of study.
All VET programmes grant double certification (an education certificate and a professional qualification):
- at lower secondary level, education and training
programmes targeting those aged 15+ who are at risk of early leaving; they are school-based and include practical training;
- at upper secondary level, there are three types of school-based VET programme combining general or sociocultural training components, science and technological training with work-based learning (WBL);
- at post-secondary non-tertiary level, technological specialisation programmes last from one to one-and-a-half years and incorporate WBL;
- at tertiary level, two-year high professional technical courses are offered by polytechnics (including internship).
Regarding upskilling adults the following programmes exist:
- adult education and training programmes targeting learners who want to complete lower or upper secondary education and/or obtain a professional qualification;
- certified modular training;
recognition of prior learning (recognition, validation and certification of competences, RVCC). The two RVCC paths (academic and professional) can lead to either a lower or upper secondary education certificate or a professional qualification ().
Apprenticeship programmes are for young people up to age 25. Programmes include 40% WBL. A training contract between the apprentice and the enterprise (training provider) must be signed (). Curricula are organised in training components: socio-cultural, scientific, technological and practical training in a work environment (WBL) ( ). A double certification including a professional qualification and a 12th year school leaving diploma at EQF level 4 (ISCED 354) is granted upon successful completion of the programme.
The central government has overall responsibility for VET. The education ministry is responsible for school-based programmes, the higher education ministry for tertiary education, and the labour ministry for apprenticeship programmes, continuing vocational training and carrying out active labour market measures.
The SNQ (), launched in 2007 and revised in January 2017, is the framework of VET; it is coordinated by ANQEP ( ) and comprises the main VET stakeholders. SNQ has reorganised VET into a single system. It is based on a balanced relationship between VET within the educational system and VET in the labour market. It has established common objectives, instruments, and complementary tools supporting the implementation of:
- National Qualifications Framework ( );
- National Qualifications Catalogue ( ): a strategic tool to manage and regulate non-higher VET;
- National Credit System for VET (Sistema nacional de créditos do EFP);
- An instrument for Guidance and Individual Record of Qualifications and competences.
Under the SNQ successful completion of VET programmes grants a double certification.
VET is almost entirely funded by public funding through contributions from the state budget, the social security budget and the European Social Fund (ESF). However, the Autonomous Regions of Madeira and Azores, and the municipalities also contribute with funds, as well as the European Social Fund (ESF).
Spending on education has been reduced since 2013, but is slightly above the EU-28 average. General government expenditure on education, in 2016, was 4.9% of GDP (reduced by 1 p.p. since 2013) and 10.8% of total government spending (EU averages were 4.7% and 10.2% respectively). Secondary education takes the highest share of general government expenditure on education (35.4%), followed by pre-primary and primary education (31.4%) and higher education (12.9%). The annual expenditure in Portuguese educational institutions per student is below the EU average ().
Public expenditure on education, EU28 and Portugal, 2016 (%)
Source: European Commission (2018). Education and training monitor 2018. https://ec.europa.eu/education/sites/education/files/document-library-docs/volume-1-2018-education-and-training-monitor-country-analysis.pdf
In VET, there are:
- VET teachers;
- school-based trainers;
- in-company trainers (nationally referred as tutors)
- technicians of guidance, recognition and validation of competences ( );
- social and personal mediators.
VET teachers are usually responsible for the sociocultural and scientific training components of VET programmes. A master’s degree is the minimum academic qualification for the teaching profession. Access to the teaching profession in the public sector is done via national competition, based on academic qualifications and work experience. Applicants have to pass knowledge and competences exams and undergo a subsequent probationary period.
The school-based trainer profession is regulated by 2011 legislation (), which made initial pedagogical training of trainers compulsory. Although the minimum length of the initial pedagogical training is 90 hours, a training framework of 10-hour modules introduced more flexibility, allowing a more versatile offer adaptable to the needs of each candidate.
The basic requirements for trainers are:
- an initial pedagogical training certification; and
- a higher education degree in relevant scientific, technical, technological and practical training; or
- training (in components, units or modules) oriented towards competences based on operational/work capacity, provided that trainers hold qualifications equal to the qualification to be granted to learners, and that they have at least five years of proven professional experience.
In-company trainers are professionals that work in the enterprises; there is no specific regulation for their role. In-company trainers should be selected among workers whose professional and pedagogical competences are recognised by the enterprise. In-company trainers are responsible for implementing learner individual activity plan, for assuring learner’s integration in the labour environment, and for assessing the learner; they are also the link between the enterprise and the VET institution. Each in-company trainer may accompany simultaneously up to five learners.
Technicians of guidance, recognition and validation of competences work in Qualifica centres (). They must have a higher education degree and experience in one of the following areas: education or professional guidance, and methodologies for monitoring the learning development of young people and adults ( ). They are responsible for hosting RVCC candidates providing information and guidance; they are also responsible for the diagnosis of their needs.
Social and personal mediators work in institutions providing EFA programmes/courses ().Trainers or guidance professionals, holders of higher education qualifications and training to perform the role of mediator or relevant experience on adult education and training can fulfil the tasks of a mediator ( ). They are responsible for recruiting and selecting learners and supporting them with personal, social and pedagogical issues; they also participate in the analysis and evaluation of each learner’s profile and help them identify the most appropriate adult education and training offer.
Teacher Continuing professional development (CPD) is mandatory for their career progression (). There are different CPD types such as training courses with variable length, workshops, internships and projects accredited by the authority body ( ). The offers can be provided by higher education institutions; training centres run by school associations ( ) or run by non-profit scientific associations; central services of the education ministry; public, private or cooperative associations accredited. For career progression, it is required the participation in one-fifth of the total number of hours of compulsory training in the respective career echelon.
School-based trainer CPD is also ruled by the 2011 legislation (). Trainers that want to teach socio-cultural and scientific components of VET programmes included in the SNQ are required to hold the same qualifications as teachers do.
Continuous training of trainers is based on several referential/standards of competences, organised in a modular structure path with flexible length. It may include one or more of the following dimensions:
- pedagogical: modules aim at improving, deepening or diversifying the competences of trainers. They may also include critical reflection and reinforcement of competences acquired at the initial pedagogical training in organisational, practical, deontological and ethical issues;
- scientific and/or technological: modules aim at guaranteeing a permanent updating of the trainer’s knowledge and skills in their specific area of intervention, taking into account the constant technical and organisational changes occurring in the labour market, and;
- operational research: modules directed to the analysis, research and optimisation of referential/standards, models, processes and training methods, ensuring their transferability or application in different contexts, with special focus on WBL.
Trainer CPD is organised into units of 10 hours (or multiples of 10 hours), structured according to its training standard. Seminars, technical meetings, workshops or similar events may have a shorter duration, but can be recognised and used for career advancement.
Launched in March 2015, the system for anticipating qualification needs (SANQ) (), currently running under the supervision of ANQEP ( ), allows for anticipating the future needs of the labour market. It also sheds light into the priority areas and job opportunities in VET. SANQ has been strengthened, namely through the diversity of analysed data and the involvement of a significant and representative number of stakeholders at regional/local level.
IEFP () has been also developing annual lists aiming to enable VET programmes meet the real needs of the labour market. The List of priorities for VET 2018-19 ( ) at regional and local level is available online and intends to identify a set of areas and vocational opportunities in line with the priorities of the economy, to upskill professionals, to promote the competitiveness of Portuguese enterprises, and to promote the creation of high-skilled jobs.
Sector Councils for Qualification (CSQ), coordinated by ANQEP, are also responsible for regularly identifying the developments and changes regarding skill needs in different sectors. They are technical and consultative working groups; their role is mainly strategic and ensures the active and regular participation of the relevant economic and social stakeholders.
The following instruments also contribute in developing an integrated system to anticipate skills demand and supply:
- the Integrated System for Information and Management of Education and Training (SIGO) is a platform that stores all data concerning education and training programmes for young people and adults. It is a key instrument for managing and monitoring training actions and issuing training certificates;
- the Industrial Relations Centre (Centro de Relações Laborais - CRL) is a tripartite technical entity that provides information, promotes discussions and creates conditions for better employment policies with an open perspective about social and labour context, always taking into account the improvement of professional qualifications, employability, and collective bargaining. CRL has administrative autonomy and legal personality, but functions under the labour ministry. It is equally composed of representatives of the Government, the confederations of employers and the trade unions; it intends to improve the interaction between these bodies and to engage the scientific community.
See also Cedefop’s skills forecast ()
2017 legislation () reinforces the importance of SANQ ( ) in designing and updating qualifications in the CNQ ( ). SANQ influences mostly the number and the design of VET programmes and courses, in order labour market needs to be addressed at regional level.
Upper secondary school-based VET programmes under the responsibility of the education ministry and professional training provided by the Public Employment Services of IEFP () are independent of the SANQ output.
The National Qualifications Catalogue (CNQ) () was launched in 2008. It is designed as a tool of strategic management of the qualifications framework for VET at non-tertiary level that helps regulate VET provision leading to double certification. One of its main objectives is to elaborate qualifications standards and key competences needed for the competitiveness and modernisation of the economy and for the personal and social development of individuals. The qualifications in the CNQ are organised by certification level training areas. In 2018, the CNQ included 310 qualifications in 41 areas of education and training.
Each standard for qualification of CNQ is composed by:
- a professional profile comprising the work activities associated with the qualifications, as well as the knowledge and skills (professional, personal and social) needed to perform these activities;
- a training framework establishing the content as well as the information needed to organise provision according to the framework of competences leading to double certification. It consists of a basic training component (school oriented) and a technological training component organised by autonomously certifiable units of short duration (from 25 to 50 hours), allowing for flexible qualification paths and permeability between the same area of education and training;
- a framework for RVCC ( ) of either formally or informally acquired competences helps guiding a candidate in a qualification path according to his/her needs and leads to the acquisition of a certificate (at the level of basic or secondary education) and/or a training certificate (at EQF level 2 or 4).
The open consultation process () is another mechanism that allows entities to participate in updating the CNQ through the revision, integration and/or exclusion of qualifications from the CNQ, as well as changing a professional profile or training reference and a standard of RVCC. The process endows the Catalogue with a greater dynamism and widens the debate around qualifications needs. Stakeholders can submit on-line their proposals. If the proposal concerns a new qualification, and if it is accepted, a three-stage process takes place leading to the publication of the new qualification in the official Bulletin for Labour and Employment ( ). Finally, the new qualification will be integrated into the CNQ and will be made available online given it fulfils specific criteria.
Sector Councils for Qualifications (CSQ) support the update and development of CNQ by presenting or analysing proposals for the revision, integration and exclusion of qualifications from the CNQ. They are expanded technical and consultative working groups involving stakeholders such as representatives of ministries, social partners, enterprises and training providers. CSQ are responsible for:
- identifying the needs for qualifications and competences that respond to these changes;
- presenting the appropriate proposals for updating and developing the CNQ;
- analysing and advising on external proposals for updating and developing CNQ;
- supporting the design of qualifications;
- facilitating the cooperation, co-responsibility among the relevant bodies of each economic sector aiming to promote the development of innovative solutions for better competences and qualifications, and;
- identifying technical and methodological competences to support ANQEP ( ) in the processes of updating and developing the CNQ.
DGERT () is responsible for the accreditation ( ) of VET providers (nationally referred to as certification) ( ). Education providers under the responsibility of the education ministry are exempt from accreditation.
The requirements for the accreditation of VET providers are divided into two groups:
- prerequisites: To apply for accreditation, VET providers should meet essential legal conditions;
- quality requirements: The quality requirements of VET providers refer to:
- the internal structure and organisation (human resources, facilities and equipment) of the provider;
- the development process of training programmes (planning, design, organisation, development and training assessment);
- assessment of outcomes and continuous improvement (post-training follow-up, annual assessment of results, constant improvement measures).
VET providers should define the training or education programme which will be under evaluation and self-evaluate its structure and practices against the quality standards. Subsequently providers submit an electronic request for accreditation to DGERT, which can then carry out evaluation (technical, documentary or audit-supported) to certify that they can develop a training programme in a specific thematic area. As long as accredited VET providers meet requirements, they can develop a new training offer and request extension of their certification to other education or training thematic areas
Maintaining accreditation is regularly assessed by DGERT through audits considering the results of providers’ training activity. DGERT follows the general criteria ():
- date of the initial accreditation;
- signalling of changes in the structure or training activity;
- signalling of complaints received by DGERT;
- quality accreditation;
- training diploma referenced to national qualifications system;
- access to national or community public funding programmes for vocational training;
- tax exemption on VAT for training products and services;
- deduction of training expenses in individual income tax.
Another national approach to improve quality assurance in VET and related WBL has been devised using the EQAVET framework. VET providers have been aligning their quality assurance approaches to the EQAVET framework and the overall objective is that, when the quality assurance approach is fully implemented, all VET providers can adopt it and be awarded a quality label based on EQAVET quality criteria and indicative descriptors. This plan will be gradually carried out until 2020.
Recognition of prior learning (recognition, validation and certification of competences process - RVCC) comprises the identification of formal, non-formal and informal competences developed throughout life; through the development of specific activities and the application of a set of appropriate evaluation tools. Adults may start this process at any time at a Qualifica centre ().
RVCC process has two distinct paths: the education and the professional.
To access educational or professional RVCC processes, candidates must be at least 18 years old and possess sufficient knowledge in relation to the key competence and the professional competence framework. 23-years old or younger candidates must also submit proof of a minimum of three years professional experience via a statement issued by the relevant social security office.
One of the tools used in the RVCC process to evaluate the candidates is the reflective learning portfolio (portefólio reflexivo). It is a written record of the candidate's competences acquired throughout life; it also presents a critical appraisal of their knowledge, competence development, prior experience, and education. It includes all relevant supporting documentation linked to the different areas of the portfolio. Validation of these competences is done under the referential framework of key competences elaborated by ANQEP ().
A jury appointed by a Qualifica Centre does the certification of competences after the evaluation of the candidate. It can include written, oral or practical evaluation, or a combination of the three, that can be organised by key competences areas in the case of the education path, or by professional competences in the case of the professional path.
Candidates can obtain a full certification (when they have proven that they possess all the competence units of the standard) or a partial certification. In the education path, a full certification enables the candidate to obtain a certificate of basic education (4, 6 or 9 years of schooling) or upper-secondary education (12 years of schooling) corresponding to EQF levels 1 to 4. In the professional path, a full certification testifies that the candidate holds the competences of specific professional standard at EQF level 2 and 4. Partial certifications allow the candidate to attend the remaining training to obtain a qualification.
These processes are under the responsibility of the Qualifica Centres, managed by ANQEP. Currently there are around 290 centres spread all over the country.
Participation in RVCC processes in 2017 was 11.1% when compared with all adults enrolled in VET offers.
For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ().
Allowances, grants and scholarships target learners with low income. The Operational Programme for Human Capital (Programa Operacional Capital Humano – POCH) foresees financial incentives for VET learners. Learners receive these incentives through VET providers. Incentives for VET learners are:
- a scholarship received by learners during the WBL period (subject to learner’s attendance);
- study material (Bolsa de material de estudo);
- travel allowance;
- accommodation subsidies for learners living more than 50km away from the VET provider premises;
- food/ meals subsidies.
The most relevant funding for VET programmes and VET providers, including enterprises, is the Operational Programme for Human Capital (Programa Operacional Capital Humano - POCH), complemented by some actions of the Operational Programme for Employment and Social Inclusion (Programa Operacional Inclusão Social e Emprego - POISE). Moreover, VET support for employed adults is carried out by enterprises under the monitoring and evaluation of the Operational Programme for Competitiveness and Internationalisation (POCI/COMPETE 2020). These operational programmes fall under Portugal 2020 (), a partnership agreement adopted between Portugal and the European Commission, which brings together the work of the five European structural and investment funds, including ESF.
Formal guidance is provided by professionals at schools, IEFP () public employment services and Qualifica Centres ( ).
School psychology and counselling services develop their activity in the psycho-pedagogical field supporting learners and teachers in developing school community relationships and in providing lifelong guidance. They work in an integrated way and in close contact with the educational community, teachers, non-teaching staff, parents, caregivers, and other educational agents in the surrounding area.
The IEFP has a network of Professional Integration Offices (Gabinetes de inserção profissional - GIP) supported by public and private non-profit organisations. GIPs are accredited to provide support to unemployed young people and adults to (re)-enter labour market in close cooperation with employment services; they also promote VET awareness. IEFP also runs an online platform ( Vi@s), which provides information, allows users to interact and eases users in managing their career. It also supports guidance professionals, teachers and parents.
The main objectives of Qualifica Centres are to:
- Inform and guide individuals to VET programmes that best fit their profiles, needs, motivations and expectations;
- initiate and develop Recognition, validation and certification of competences processes (RVCC);
- increase awareness among young people, adults, and enterprises/employers about lifelong learning.
Please also see:
- guidance and outreach Portugal national report ( );
- Cedefop’s labour market intelligence toolkit ( );
- Cedefop’s inventory of lifelong guidance systems and practices ( ).