The changes contribute to promoting the increase of candidates for the attendance of master's in teaching to ensure the necessary number of educators and teachers with the appropriate qualifications to meet the needs of the education system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Teaching career law for pre-school, basic and secondary education has been reviewed. The organisation of initial teacher training courses is based, among other things, on the students' profile at the end of compulsory education and essential learning (knowledge, skills and attitudes to be developed by all students in each subject). Training now includes education for citizenship, inclusive education and the use of digital technologies.
Specific rules shall be laid down for the acquisition...
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, Science and Innovation (MECI)
Developing human resources and capacity building of entities involved in providing care to older adults through the development of training courses aimed at upskilling and reskilling workers and unemployed individuals seeking entry into the labour market in this sector of the economy.
Improving the value of informal caregivers of old adults through their training and capacity-building to provide differentiated care.
Adding value to the provision of care by sharing good practices through...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In response to the challenges facing the aged care sector, the centre for training in caring for old people (Centro de Competências para o Envelhecimento Ativo - CCEA) was created, through a partnership between the Institute of Employment and Vocational Training, the Association for the Development of the Algarve Biomedical Research and Training Academic Centre and the Social Security Institute. The responsibilities of the CCEA, with the aim to empower care providers for older adults, are to...
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.
Institute for Employment and Vocational Training (IEFP)
Association for the Development of the Algarve Biomedical Research and Training Academic Centre (AD-ABC)
to improve workers' qualifications in the industrial sectors, which will help them in their professional development, reskilling, and employability;
to prevent the risk of unemployment, promote job retention, and improve the productivity and competitiveness of companies and the economy;
to modernise the industrial sector when companies experience decreased productive activity due to unforeseen market conditions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
It consists of financial support for upskilling and reskilling training plans of workers of SME businesses in industries experiencing reduced orders or less turnover. A budget allocation of EUR 10 million covers salary costs and sector-specific training.
Employers can submit applications for training projects directly or through the appropriate associations representing employers and businesses at sectoral, regional, and national levels. To be eligible for financial support, the training plan...
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.
Institute for Employment and Vocational Training (IEFP)
Contributing to strengthening the participation of employers' organisations in networks of production, exchange and application of knowledge, as well as reinforcing the technological intensity and/or knowledge of the activity of employers' organisations.
Improving the employability of citizens.
Improving the competitive capacity of the national economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
These programmes are designed to meet the needs of professionals in a specific area, responding to market needs and creating value for professionals and institutions, serving as a national reference in the area.
Programmes are developed within the scope of cooperation between higher education institutions and public and private employers, with a view to providing students with competences in transversal subjects valued by the labour market and facilitating their professional integration in...
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.
Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
Increasing the attractiveness of qualification level 4 dual certification offers.
Encouraging and motivating adults to complete their training or schooling paths.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are different kinds of initiatives and events to promote and disseminate VET:
Professional Education and Training Campaigns (Campanha de Educação e Formação)
The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education as...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Directorate General for Education (DGE)
Higher education institutions
Directorate General for Educational Establishments (DGEstE)
Strengthening the action of the public employment and vocational training services;
Extending the territorial and sectorial coverage of the Institute for Employment and Vocational training (IEFP) vocational training centres network, to reduce territorial and sectorial imbalances and gaps, and ensure greater proximity to people, companies and the needs of the labour market;
(Re)qualifying and modernise the IEFP training centres network, making vocational training more attractive;
Diversifying...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.
The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...
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.
Institute for Employment and Vocational Training (IEFP)
Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary standards;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions by...
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.
Institute for Employment and Vocational Training (IEFP)
qualify people from other sectors and/or unemployed people who want to join the tourism sector;
decentralise training in tourism and adapt it to local needs;
contribute to the sustainability and quality of the service provided by companies and agents in the sector, valuing professions and promoting work in tourism;
provide all professionals in the tourism sector with a wide range of training opportunities.
The training in the framework of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...
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.
Agency for Competitiveness and Innovation (IAPMEI)
Youth STEAM incentive (Impulso Jovem STEAM) aims to increase by 10% over the next 5 years the number of young people in higher education, in areas of science, technology, engineering, arts and mathematics (STEAM), in line with the new needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...
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 Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Ministry of Education, Science and Innovation (MECI)
The Adults impulse (Impulso Adultos) programme aims at strengthening and diversifying postsecondary training, ensuring the retraining and upgrading of skills through the development of flexible qualification solutions, able to respond to the transformation of labour markets and the new requirements of employability.
This reinforces the connection to the systems of science and higher education in the search for joint solutions that improve both the relevance of acquired skills and the success...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...
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 Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Ministry of Education, Science and Innovation (MECI)
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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Institute of Financial Management of Education (IGeFE)
Directorate General for Educational Establishments (DGEstE)
Increasing management skills and improving business practices of the participants (entrepreneurs, managers and employees) from SMEs.
Improving organisation, optimising methodologies and promoting company modernisation and innovation processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training action programme (Formação - Ação) is a training modality of the national qualification system for the reinforcement of SME management capacity and competitiveness; it combines training and consultancy. It is addressed to micro, small and medium-sized enterprises active in the North, Centre and Alentejo regions.
This business training combines classroom training, in-company training and individualised consultancy. The programme begins with a business diagnosis, allowing for the...
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.
Agency for Competitiveness and Innovation (IAPMEI)
a. help migrants learn Portuguese, improve their communication skills and understand their basic civil rights;
b. respond to the learning needs of migrant citizens, facilitate their social integration and help them find a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The PLA programme, targeting migrants aged 16 or over, is organised according to training standards included in the national catalogue of qualifications, at levels A1 to B2 of the common European framework of reference for languages. PLA courses are organised in short training units and their duration varies according to previously achieved language competences. The short training units can be credited for school qualifications or dual certification, as part of the basic or upper secondary...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Institute for Employment and Vocational Training (IEFP)
Promoting learning and increasing literacy skills - the ability to read and write (including read and write in a digital format).
Increasing the participation of adults in lifelong learning, particularly those with very low basic skills.
Ensuring that adults have access to formal education, that improving their literacy skills leads to effective certification and upgrading of their qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The local projects promoting qualifications - an adult education and training offer tailored to the needs of the different territories - focus on the motivation of citizens with a low level of education and literacy, which are generally more difficult to engage in training or schooling activities. The target group is adults with very low qualifications (less than ninth grade, including no schooling).
These projects, promoted by the Qualifica centres are based on partnership networks with...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
The Training voucher aims to reinforce the quality of active employment measures, particularly as regards professional qualifications, seeking to:
contribute to improving the productivity and competitiveness of companies by reinforcing the professional qualification of their workers, especially those with lower qualifications;
boost the demand for training among the unemployed and active employees;
encourage lifelong learning pathways as well as the personal development of the active...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.
It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...
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.
Institute for Employment and Vocational Training (IEFP)
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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 pursuing 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...
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.
Institute for Employment and Vocational Training (IEFP)
Enabling young people to complete compulsory education.
Preparing for integration into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....
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)
Ministry of Labour, Solidarity and Social Security (MTSSS)
National Association of Professional Schools (ANESPO)
Ministry of Education, Science and Innovation (MECI)
The strategic objective of the programme is the vocational training and reskilling of workers from companies directly or indirectly affected by the increase in energy costs, and of the unemployed, to face the challenges associated with the accelerated energy transition:
increasing skills and the qualifications in the energy field, as an element of professional development of workers and improvement of unemployed people's employability;
preventing the risk of unemployment and promoting job...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme Green skills and jobs (Trabalhos & Competências Verdes) comprises short and medium duration training courses, addressed to employees of companies directly or indirectly affected by the increase in energy costs, and to the unemployed, aged 18 or over, registered at PES. The training courses are integrated in the national qualifications catalogue, with a maximum duration of 350 hours, in the environment and energy areas: green hydrogen - fundamentals and technologies (300 hours);...
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.
Institute for Employment and Vocational Training (IEFP)
Promoting a closer link between the polytechnic network and the training and business dynamics in the different territories and regions.
Reinforcing the vocational training dimension in higher education.
Encouraging the diversification of the training supply and lifelong learning.
Increasing cooperation between higher education institutions, the public vocational training service and the associations and companies of different sectors, in order to qualify and re-qualify professionals in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
High professional technical programmes (CTESP) correspond to a short cycle linked to the Bologna Process, provided exclusively by polytechnic higher education institutions, within the first cycle of higher education. These courses have a study cycle of 120 ECTS, which includes a set of curricular units organised in the components of general and scientific training, technical training and on-the-job training. It confers a qualification equivalent to level 5 of the national qualification...
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 Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Polytechnic higher education institutions
Ministry of Education, Science and Innovation (MECI)
Promoting (re)qualification and professional reconversion in order to allow reinsertion and progression in the labour market;
Deepening the professional skills for better professional performance and better adaptation to technological and organisational changes;
Consolidating the initial training paths, reinforcing professional qualification and specialised technical competences;
Stimulating the pursuing of studies towards higher 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.
Technological specialisation courses (CET) are a modality of education and training at post-secondary non-tertiary levels that enables specialised training paths in different technological areas, developing professional skills. These courses, leading to an EQF level 5, are referenced to the national qualifications catalogue. The qualification is obtained through the combination of a general or professional secondary education with a post-secondary technical education.
CET are designed for...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Science, Technology and Higher Education (Until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Economy and Maritime Affairs (MEM)
Ministry of Education (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
To achieve the specific training needs of the employed and unemployed.
To promote the return of the unemployed to the labour market through a rapid integration in training actions of short and medium duration.
To allow the acquisition of relevant competences, or the valorisation of competences already held, always allowing the continuity of the qualification pathway.
To enable the gradual acquisition of a professional qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.
This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To raise the educational and professional qualification levels of the adult population through an integrated offer of education and training;
To improve adult employability conditions and to certify the skills acquired throughout life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).
EFA courses are addressed to adults, employed or unemployed, with low and very low...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
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.
Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Portugal Digital Mission Structure
Secretary of State for Modernisation and Digitalisation
Training and (re)qualification, in the digital area, aiming to face the challenges and opportunities of several business sectors strongly impacted by digital transition processes.
Fostering digital transformation.
Improving the productivity and competitiveness of entities and the country's economy, as well as individual skills and qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...
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.
Institute for Employment and Vocational Training (IEFP)
to improve management and digital skills as an inclusion factor considering the qualification process as a common and mobilising cause for Portuguese society;
to support the social institutions' need for training by empowering and qualifying their staff;
to allow a quicker adjustment between the supply and the demand for skills and qualifications in the social area job market, allowing the development of specific skills by implementing training sessions for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The training programme is based on a set of specialised training sessions in management, finance, leadership, innovation and digital areas. According to accurately identified needs this training targets the members of the social board, heads of department, workers of social sector institutions and also unemployed people.
The Valorizar social programme is composed of short training units with a maximum of 350 hours.
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
National Confederation of Solidarity Institutions (CNIS)
build capacity, by strengthening pedagogical resources;
monitor by assessing the impact and efficiency of the measures and resources.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The plan is addressed to the basic and secondary level students, with a focus on three structural elements:
teaching and learning that focusses on pedagogical tools for a more flexible curricular development, based on a greater capacity for autonomous and contextualised management, on strategies of proven effectiveness, on school and community activity and on support for students, especially in the school years and skills development most affected by the pandemic;
support to educational...
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)
Ministry of Education, Science and Innovation (MECI)
The agreement is set around the following objectives:
identification of training needs for the social economy sector and development of partnerships;
raising the qualifications of the social economy sector;
innovation and flexibility in the training implementation;
increasing incentives for the training participation of social economy institutions and individuals;
creation of a vocational training centre for the social economy sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The agreement responds to the sector's training needs and emerging challenges, which require continuous knowledge and skill updating, an increase in specific training offers, and the development of tailor-made continuing training.
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 Labour, Solidarity and Social Security (MTSSS)
The VET agreement enables conditions for vocational training, particularly the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of the social partners in the training system. This will be done without prejudice to the need to integrate the reflection in a global vision of the National...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives for...
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.
The programme aims to develop micro, small and medium-sized enterprises (SMEs) in Portugal by strengthening the professional skills of their employees in those areas.
The main objective is to qualify and train human resources in order to:
increase their employability, promote the integration of unemployed people in companies and contribute to preventing the risk of unemployment, in the case of the employed, and simultaneously increasing their contribution to the success of the employer's...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.
The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.
Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140 hours...
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.
Institute for Employment and Vocational Training (IEFP)
Portugal Global - Trade and Investment Agency (AICEP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To promote the diversification of education and training offer in low-density territories, allowing response to several interests: of students; the quality of learning and school success; the qualification and employability levels of young people; and needs of the economy and the labour market of these regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.
The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...
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.
Directorate General for Educational Establishments (DGEstE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The goal for Portugal is the release of around 360 000 people from the risk of poverty or social exclusion, including 120 000 children.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The approach underlying the National anti-poverty strategy goes far beyond the definition of poverty as the deprivation of monetary resources, avoiding approaches focused solely on the analysis from a monetary point of view and seeking to make poverty reduction dependent only on economic growth. It is based on a broader vision of poverty, assuming poverty as a complex and multidimensional phenomenon, which constitutes a violation of human and citizen rights and requires integrated action...
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.
Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (Until April 2024)
Ministry of Infrastructures and Housing (MIH) (until 2023)
Ministry of Health (MS)
Local Authorities
Ministry of Housing (MH)
Ministry of Education, Science and Innovation (MECI)
to look to the future, reinforcing the inclusion of people with disabilities;
more cohesion and solidarity and that respects diversity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ENIPD 2021-25 is based on eight strategic priorities: citizenship, equality and non-discrimination; promoting an inclusive environment; education and qualification; work, employment and vocational training; promotion of autonomy and independent living; measures, services and social supports; culture, sport, tourism and leisure; and knowledge, research, innovation and development.
The implementation of the education and training related priorities includes:
definition of a framework of...
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.
The main objective of the Upskill programme is to respond to companies' needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
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.
Institute for Employment and Vocational Training (IEFP)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country's economic structure and public sector and measures of immediate impact.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public sector
digital...
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.
Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Secretary of State for Modernisation and Digitalisation
The main objectives of this policy development are to:
promote links between schools providing general education and specialised artistic programmes;
improve the integration of curricula of different programmes at basic and upper secondary levels, respecting the specificities of each one;
review access procedures to higher education for specialised artistic programmes graduates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ministry of education has approved the creation of a working group which will analyse the specialised artistic programmes. The main tasks of this working group are to:
describe and analyse the evolution over time of these programmes;
evaluate their current model of funding;
propose alternative scenarios for the reorganisation of these programmes, regarding, for instance, the curriculum or pedagogic methods;
recommend new ways of quality assurance;
recommend new methods of assessing...
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)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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.
Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The strategic objective of the Youth + Digital training programme is to reinforce the quality and effectiveness of vocational training and professional qualifications. Its specific objectives are:
to align professional training with the real needs of the labour market;
to improve the professional skills of young adults to support their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.
The training...
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.
Institute for Employment and Vocational Training (IEFP)
Ministry of Labour, Solidarity and Social Security (MTSSS)
To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal 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.
The government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:
The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
The Invest in young people...
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.
Institute for Employment and Vocational Training (IEFP)
The Qualifica programme is a flagship integrated strategy promoting adult training and qualification. It also aims to:
raise employability;
promote digital and literacy competences;
link training with labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Qualifica programme is based on:
cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
promoting the coherence of the network of training courses;
promoting tailor-made training.
2016 legislation introduced Qualifica centres as a key tool of the programme,...
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 Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (Until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The main objectives of the Qualifica passport are to:
promote flexible qualification pathways;
promote participation and recognition of lifelong learning;
raise VET awareness among employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Qualifica passport is a guidance instrument and personalised register of all qualifications, achieved learning outcomes and competences acquired or developed by an individual. It is a key instrument of the Qualifica programme, enabling the evaluation of everyone's training, as well as allowing the identification of possible missing components and aiming to build a tailored training pathway. It is an instrument available in electronic format that allows adults to list their education and...
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 Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (Until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners' employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
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.
Institute for Employment and Vocational Training (IEFP)
The government has established a set of goals such as promoting social inclusion, digital literacy and access to digital services for the entire population, with the following aims:
to generalise digital access to exercise active citizenship and to promote inclusion in an increasingly dematerialised society, where many social interactions happen on the internet and are increasingly mediated by electronic devices;
to promote employment, boost employability, professional training and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
INCoDe.2030 is an integrated inter-ministerial strategy bringing together and encouraging collaboration between people with different experiences and knowledge as well as multiple public and private organisations.
This initiative has five major priorities:
inclusion: to reach the entire population and promote digital skills;
education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
qualification: to promote the professional...
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 Science, Technology and Higher Education (Until April 2024)
Ministry of Economy and Digital Transition (until 2022)
Ministry of State Modernisation and Public Administration (until 2022)
Ministry of Education (Until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Planning (until 2022)
Ministry of Territorial Cohesion
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
Distance learning targets learners in the second and third cycles of general basic education, and in general and professional secondary education programmes, who are unable to be present at school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ordinance (Portaria) No 359/2019 regulated distance learning by setting up the rules and procedures relating to programme organisation, delivery and attendance. It is an alternative for learners of basic and secondary education who are unable to attend an education programme in person.
The distance learning methodology is based on the use of ICT in teaching and learning. This methodology is supported by new pedagogical approaches, as well as by innovations in the organisation of programmes...
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.
to introduce flexibility and increase equal opportunities in accessing higher education.
to increase the number of VET graduates in higher education, ensuring that, by the end of 2023, approximately 10 000 VET graduates (40%) will continue their studies at this education level.
The government is seeking to broaden participation in higher education, aiming to reach the EU average by 2030. The benchmark set for 2030 is for 60% of 20-year- olds to attend higher 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.
Legislation passed in 2020 introduced special conditions for upper secondary VET graduates to access higher education. They consider VET graduate scores in the final evaluation and aptitude tests, as well as specific tests carried out by each institution to assess if candidates have the necessary knowledge and competences to undertake a particular tertiary education programme. Participation in the exams is voluntary and each higher education institution determines the number of VET graduates...
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.
Higher education institutions
Ministry of Science, Technology and Higher Education (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
promote teachers' continuing professional development (CPD) through scientific and pedagogical continuing training;
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:
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...
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)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The Dynamic reference framework for digital competences QDRCD intends to adapt the European digital competence framework for citizens (DigComp 2.1) to the national context.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Council of Ministers of Science, Technology and Higher Education, Education and Labour, Solidarity and Social Security decided that QDRCD should be developed. The QDRCD is based on the DigComp 2.1, which is aligned with the terminology and logic of the European qualifications framework (EQF). The QDRCD adapts the DigComp 2.1 descriptors and translates them into learning outcomes according to the complexity of tasks, autonomy and cognitive domain.
The QDRCD has four levels of...
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.
Chair of the Council of Ministers, Science, Technology and Higher Education, Education and Labour, Solidarity and Social Security
The Second opportunity programme, abbreviated as the 2O programme, is a socio-educational response to societal issues. It is designed and developed by schools, in collaboration with other entities and institutions, aiming at:
fighting early leaving from education and training, providing young people with tailored training;
closely monitoring socio-professional integration of young people and their autonomous development
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2O programme provides young early leavers from education and training, at risk of social exclusion, with training tailored to their needs, expectations, and specific interests, aligned with local labour market needs. Learners also benefit from monitoring of their socio-professional integration and autonomous development.
Each Second chance school develops its own pedagogical model and strategy, in close connection with the European network of second opportunity schools (European...
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 Educational Establishments (DGEstE)
Ministry of Education, Science and Innovation (MECI)
To ensure employee continuing training and to increase the annual number of training hours to which workers are entitled.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation passed in 2019 introduced changes in the labour code on continuing training. Employees have the right to a minimum of 40 hours (previously 35 hours) of continuing training per year. Those hired for three months or more are entitled to a minimum number of training hours proportional to the duration of their contract.
The training can be carried out by the employer, a certified training provider or an education institution recognised by the competent ministry. The successful...
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 Labour, Solidarity and Social Security (MTSSS)
To enable trainers to access the Certificate of pedagogical competences (CCP) through the recognition, validation and certification of pedagogical skills acquired through formal, non-formal and informal ways.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Recognition, validation and certification of competences of trainers (RVCC-For) process, launched in 2019, targets professionals (including VET-school leaders) with proven experience as trainers or in other education and training activities, who wish to certify their pedagogical competences acquired through formal, non-formal and informal ways.
The RVCC-For process enables them to access the Certificate of pedagogical competences (CCP). It takes place in three stages through individual...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
People with disabilities can attend an initial or continuing training course to get a qualification. These courses aim to provide beneficiaries with knowledge, competences and skills necessary to be active in the labour market, maintain employment and have positive career prospects.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The number of hours of initial training courses can range from 1 200 to 2 900 hours (corresponding to a period from one to two and a half years). The certification depends on the training course attended. Continuing training courses have a maximum duration of 400 hours, leading to a training certificate.
In 2015 and 2016, IEFP, in cooperation with the National Agency for Qualification and Vocational Education and Training (ANQEP) and rehabilitation organisations, consolidated the available...
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.
Institute for Employment and Vocational Training (IEFP)
The Youth pass (Passe Jovem) records the participation of young people (aged 12-18) in non-formal and informal learning, promoting the recognition and validation of their skills and competences, and supporting their employability. It can also help young learners acquire a certificate.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Youth pass was piloted from 2017 to November 2018. Its full-scale implementation started in 2019. An individual's competences, skills and experiences may be accumulated, leading to a certificate as soon as a minimum of 25 hours of activities per year is reached. The Youth pass can also be used when applying for a job. More broadly, it is intended to promote learning in a diversity of contexts.
The Youth pass is a free of charge tool. Users can upgrade their profile. The competence...
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.
Portuguese Institute of Sport and Youth (IPDJ)
National Youth Council (Conselho Nacional de Juventude)
To boost adults' and NEETs' qualifications and tackle the excessive structural qualification deficit of the Portuguese population.
To ease adults' and NEETs' access to further studies and boost their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ordinance No 232/2016 consolidated the rules of RVCC, introduced Qualifica centres, described a simple process of creating and authorising them, strengthened the teams of professionals in these centres and expanded the network.
The RVCC process comprises two paths, education and professional, each based on a different set of standards:
the key competence standards (for education validation);
the professional competence standards (for professional validation).
The RVCC process also utilises a...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
The implementation of the National credit system for VET has the following main objectives:
promoting flexibility in the qualification pathways and certification strategies within the scope of the national qualifications system (SNQ);
capitalising on individual training and lifelong learning paths, with a view to obtaining qualifications;
promoting the transparency of the learning outcomes achieved or to be achieved through its quantitative expression;
improving the certified learning in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, Portuguese legislation introduced a National credit system for VET in line with ECVET principles, which was intended to support permeability between VET pathways and higher education, as well as mobility within Europe. A major priority is that the system supports adult qualifications. It applies to level 2, 4 and 5 qualifications of the national qualifications framework, QNQ (Quadro Nacional de Qualificações). It also applies to certified training programmes/courses, which are...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Legislation aims to address the needs of each learner and provide the adequate environment to achieve their goals, promoting equity and equal opportunities throughout compulsory 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.
The legislation introduced in 2018 and amended in 2019, aims to promote inclusive education and enable schools to recognise and respond to learners' diversity, individual needs and capabilities. It established a flexible learning model, which addresses the unique needs of learners and targets the acquisition of common knowledge throughout their school paths, regardless of the specific education or training programme in which they are enrolled. This legislation offers learners opportunities...
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)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
SANQ is a diagnostic tool aiming to identify qualification needs at national and regional level and to set priority levels for qualifications, which are taken into consideration when planning education and training provision and in the updating of the National catalogue of qualifications (CNQ).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, SANQ was set up under a coordination council that includes ANQEP, the Institute for Employment and Vocational Training (IEFP), the Cohesion and Development Agency (AD&C) and social partners. It assesses the dynamics of the economy and the labour market, which influence the demand for skills in the short and medium term. It also gathers key information for lifelong guidance. The use of SANQ has been strengthened through the diversity of data analysed and the involvement of a...
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.
Institute for Employment and Vocational Training (IEFP)
Cohesion and Development Agency (ADC)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To develop qualifications based on the learning outcomes approach.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the National Agency for Qualification and VET (ANQEP) introduced a new methodology for designing qualifications based on learning outcomes. It applies to VET qualifications at levels 2, 4 and 5 of the NQF.
Since 2016, ANQEP has been organising and monitoring several training courses for coordinators and trainers from professional schools where qualifications will be developed according to this new methodology. It has also been carrying out training sessions for the different VET...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
To promote and monitor the implementation of a quality assurance system for professional schools leading to an EQAVET certification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, a national approach to improving quality assurance in VET and related work-based learning has been developed, using the EQAVET framework. VET providers have been aligning their quality assurance approaches to the EQAVET framework. Evaluation guidelines have been piloted in professional and public secondary schools offering VET programmes.
In December 2018, two guides were published by ANQEP: one for aligning quality assurance with the EQAVET framework and one for validation. The...
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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers' initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.
In recent years, the country has developed and put in...
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.
Institute for Employment and Vocational Training (IEFP)
To introduce necessary measures for the selection and recruitment of teachers, trainers, specialised technicians and other education professionals by the Ministry 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.
The Teaching career law for pre-school, basic and secondary education has been reviewed. Since 2016, the skills and knowledge examination (Prova de avaliação de conhecimentos e capacidades) has no longer been in force. The entry requirements for teacher training courses have been increased and the system for employing temporary teachers has been reformed, allowing an annual renewal of fixed term contracts for up to five years.
In 2017, legislation modified the selection, recruitment and...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.
In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.
In 2018, the...
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.
Portuguese Confederation of Tourism (CTP)
Commerce and Services Confederation of Portugal (CCP)
Confederation of Portuguese Farmers (CAP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To promote active citizenship and participation in democratic decision-making in a multicultural environment through the introduction of the subject Citizenship and development in education and training programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a new law introduced the subject Citizenship and development to implement the National strategy for citizenship education. This subject is included in the curricula of primary, lower and upper secondary education, including VET. A range of stakeholders were involved in the preparation of the legislation including the Education council, the Schools council and the Portuguese cooperative confederation. Implementation started in the 2018/19 school year.
This law, issued by the Ministry...
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)
Ministry of Education, Science and Innovation (MECI)
The creation of the network has the following objectives:
promoting visibility and public recognition of enterprises/employers that invest in raising the qualifications of young people and their employability;
disseminating good practice concerning the work developed by enterprises that support alternance training;
creating a brand mark for enterprises that support alternance training;
recognising and promoting enterprises and other employers as integrated and dynamic spaces for training and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
IEFP launched the Network of excellence partners for apprenticeship in 2016. Members of the network receive a certification, issued by IEFP, testifying that they deliver high-standard apprenticeships. The network aims to distinguish and disseminate good practices carried out by enterprises and other employers that promote the quality of work-based parts of apprenticeship programmes and the integration of young people into the labour market. The network includes 10 business groups, among them...
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.
Institute for Employment and Vocational Training (IEFP)
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).
Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment of...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The arts and crafts sector programme defines a set of support modalities within the scope of artisanal activities, contributing to their recovery and enrichment through the renewal of knowledge, promotion of skills, creation of employment and support for investment, promotion and marketing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Promotion of arts and crafts sector programme (Programa de Artes e Ofícios) was created to provide sectoral training, support entrepreneurship and job creation in the sector. The programme supports workplace training (for 12 months) and entrepreneurship (micro-businesses and self-employment) in the sector. This programme is promoted, developed and carried out in the mainland by the Institute for employment and vocational training (IEFP), which issued specific regulations and the...
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.
Institute for Employment and Vocational Training (IEFP)
