Timeline
  • 2019Approved/Agreed
  • 2020Implementation
  • 2021Approved/Agreed
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Implementation
ID number
29195

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The regulations for continuing teacher education (RJFC), that established the relevant coordination and support system, define new priorities for the continuing development of teachers. They have also introduced the respective certification by the Scientific Pedagogical Council for Continuing Education (CCPFC).

Objectives

Goals and objectives of the policy development.

The regulations aim to:

  1. foster the professional development of teachers;
  2. promote teachers’ continuing professional development (CPD) through scientific and pedagogical continuing training;
  3. improve the quality of education.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Dispatch No 779/2019 aims to define the priorities of continuing education for teachers. Training actions should focus on:

  1. combating early school leaving;
  2. promoting the operationalisation and assessment of learning;
  3. supporting inclusive education;
  4. improving the delivery of the basic and secondary education curriculum.

Teacher CPD aims to help:

  1. promote learners’ academic success, citizenship education and inclusive education;
  2. deliver the curriculum of basic and secondary education, implement the guiding principles of the design, operationalisation and assessment of learning, and additional actions linked to education coordination and pedagogical supervision.
2019
Approved/Agreed

Dispatch No 779/2019 came into force in 2019.

2020
Implementation

The regulation was implemented.

2021
Approved/Agreed

A new regulation, Dispatch No 2053/2021 of 24 February, was published; this changed Dispatch No 779/2019 in relation to teachers’ training priorities. It has defined as a priority area ICT training to supporting the planning and implementation of blended and remote education.

ANQEP designed a professional teacher development programme within the scope of the Operationalisation of Essential Learning (Aprendizagens Essenciais), aimed at teachers of professional courses and specialised artistic courses. The programme ran from November 2021 until February 2022. It aims to train teachers in curriculum management skills, contributing to the improvement of the quality of the teaching and learning process. Around 170 teachers took part.

2022
Implementation

This measure is part of the NIP under the package Capacity building.

A second edition of the teacher development programme was launched in October 2022. The training courses on essential learning in the operationalisation of the curriculum of professional courses (CP) and specialised artistic courses (CAE) were aimed at teachers and trainers of CP and teachers of CAE. The 35-hour e-learning course, accredited by the Scientific-Pedagogical Council for Continuing Education, aimed to develop the necessary curriculum management skills for operationalising essential learning in the different subjects, emphasising the curricular articulation between the different training components of the CPs and CAEs, as well as the interdisciplinary and collaborative work among teachers. 181 trainees, 10 training groups, and 20 trainers were involved. To replicate the training courses at the national level in all training centres associated with schools, the content and supporting materials have already been delivered to 16 training centres.

2023
Implementation

Two e-learning training courses were developed, by the School association training centres and ANQEP. Around 300 trainees attended, aiming to reinforce and improve skills in developing and managing the curriculum of professional courses and promoting greater integration of external stakeholders in VET processes. The products created by the trainees will be part of an e-book to be made available to schools. The training plan for the operationalisation of essential learning for all grades was also implemented in 2023. 181 teachers took part, with a 75% completion rate and a financial cost of EUR 13 513.95.

2024
Implementation

The following actions, addressed to teachers and trainers at all levels, were implemented during 2024:

  1. the organisation, editing and publication of the e-book ‘Essential learning in the implementation of the curriculum for professional courses and specialised artistic courses’ (As aprendizagens essenciais na operacionalização do currículo dos Cursos Profissionais e dos Cursos Artísticos Especializados);
  2. a short-term online training session for IVET teachers (32 participants) on the organisation and operationalisation of the IVET curriculum.
2025
Implementation

The School Association Training Centre (Centro de Formação de Associação de Escolas) and ANQEP developed an e-learning training session to reinforce and improve skills in the design and management of the curriculum of professional courses. ANQEP delivered this course to 14 participants.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education (until April 2024)
  • Directorate General for Education (DGE) (until August 2025)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Ministry of Education, Science and Innovation (MECI) (since April 2024)
  • Institute for Education, Quality and Assessment (EduQA) (since August 2025)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

  • Teachers

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

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.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

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.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand

Osnabrück Declaration

  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2026). Teacher continuing professional development: Portugal. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/lt/tools/timeline-vet-policies-europe/search/29195