- 2019Approved/Agreed
- 2020Implementation
- 2021Approved/Agreed
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
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
The regulations aim to:
- foster the professional development of teachers;
- promote teachers’ continuing professional development (CPD) through scientific and pedagogical continuing training;
- improve the quality of education.
Description
Dispatch No 779/2019 aims to define the priorities of continuing education for teachers. Training actions should focus on:
- combating early school leaving;
- promoting the operationalisation and assessment of learning;
- supporting inclusive education;
- improving the delivery of the basic and secondary education curriculum.
Teacher CPD aims to help:
- promote learners’ academic success, citizenship education and inclusive education;
- 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.
Dispatch No 779/2019 came into force in 2019.
The regulation was implemented.
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.
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.
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.
The following actions, addressed to teachers and trainers at all levels, were implemented during 2024:
- 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);
- a short-term online training session for IVET teachers (32 participants) on the organisation and operationalisation of the IVET curriculum.
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
- 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
Education professionals
- Teachers
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.
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
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
Further reading
Country
Type of development
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