- 2015Implementation
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- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Work-based learning (WBL, nationally referred to as practical training) is compulsory in school-based VET programmes. The share of work-based learning varies depending on the scope of the programme and level of studies.
Objectives
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
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 final exams.
In 2016-17, ANQEP, and the student forum (Forum estudante) launched several actions, including the dissemination of interesting testimonials from young people on their professional experiences (#somosensinoprofissional).
In 2014 and 2017, IEFP launched, respectively, the initiatives Employment for active young people (Emprego Jovem Ativo) and Professional traineeships (Estágios Profissionais). These promoted and funded traineeships, aiming to support the acquisition of practical experiences in the workplace and to improve employability. The Estágios profissionais had a great impact in promoting integration after completing an initial training course. This measure, which targeted a wide range of the public, had special benefits/support adapted to people with disabilities and, for example, victims of domestic violence, refugees, ex-prisoners and recovering drug addicts.
There are several projects in this context, including...
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 final exams.
In 2016-17, ANQEP, and the student forum (Forum estudante) launched several actions, including the dissemination of interesting testimonials from young people on their professional experiences (#somosensinoprofissional).
In 2014 and 2017, IEFP launched, respectively, the initiatives Employment for active young people (Emprego Jovem Ativo) and Professional traineeships (Estágios Profissionais). These promoted and funded traineeships, aiming to support the acquisition of practical experiences in the workplace and to improve employability. The Estágios profissionais had a great impact in promoting integration after completing an initial training course. This measure, which targeted a wide range of the public, had special benefits/support adapted to people with disabilities and, for example, victims of domestic violence, refugees, ex-prisoners and recovering drug addicts.
There are several projects in this context, including Return on investment of WBL and Apprenticeships.
In 2019, Ordinance No. 70/2019 was approved updating the 2017 legislation that introduced the initiative Estágios Professionais.
In 2020, the initiative Estágios Profissionais was replaced by Estágios ATIVAR.PT (Ordinance No 206/2020). During the transition period (until 30 June 2021), candidates up to the age of 35 will be covered (previously until 30 years old); those over 35 will become eligible if they have been unemployed for more than six months (previously 12 months).
The new programme introduces an increase in the number of scholarships and addresses employment policy objectives concerning the integration of young people into the labour market and the reskilling of the unemployed. Estágios ATIVAR.PT aims to:
- complement and develop the skills of the unemployed, particularly young people, improving their employability through practical experience in a work context;
- aid the transition from education and training to the labour market, by providing young people with the right qualifications;
- raise awareness of new training and necessary competences among companies;
- promote the creation of jobs in new economic sectors;
- improve individuals' skills and competences;
- reorganise the production structure.
To increase support to the newly unemployed, and particularly to the young and young adults who were disproportionately affected by the pandemic effects on the labour market, changes were made to scholarships of the ATIVAR.PT measure, increasing grants.
In 2021, 19 442 youths and young adults participated in traineeships.
The measure is part of the NIP under the package Green and digital transition.
In December 2022, a legislative amendment (Ordinance 293/2022) introduced changes, namely in the target group, to include refugees from the war in Ukraine, who became eligible to participate in the programme.
This Ordinance now provides that in situations where the traineeships are completed in advance, due to the hiring of the internees, the award of the employment premium determines the obligation to maintain the employment contract and the level of employment during the period of 12 months, increased by the period of internship not carried out. The ordinance also foresees the increases of the financial contribution provided, depending on the composition of families with children who are in a situation of vulnerability.
Law No 13/2023, of 3 April, amended the Labour Code and related legislation as part of the Decent work agenda. The key changes include:
- an increase in the IEFP traineeship grants for graduates to EUR 878;
- the elimination of the possibility of paying trainees less than what is provided for in the Labour Code (80% of the guaranteed minimum monthly wage - RMMG), provided for in a 2011 law;
- paid traineeships without IEFP support give access to a social protection scheme equivalent to that of employed workers;
- student workers and young people working during holidays or school breaks with an income from work of no more than 14 RMMG will retain the right to family allowance and social security.
Dispatch No 2972/2024, of 20 March, defined and updated the IEFP's financial contribution to traineeship grants.
In September 2024, the ATIVAR.PT traineeship measure was replaced. Financed by the European Funds of PORTUGAL 2030, a new generation of traineeships were launched:
- Estágios Iniciar programme (Ordinance No 219/2024/1, of 23 September) addressed young people and other unemployed individuals with qualifications at level 4 or 5 of the EQF. It consists of 6 months of practical experience.
- Estágios + Talento programme (Ordinance No 221/2024/1, of 23 September) supports the integration into the job market of unemployed young people (aged 35 or under) with higher education qualifications at levels 6, 7 and 8 of the EQF, including those who have emigrated permanently for at least 12 months. The aim Estágios + Talento programme is to attract and retain the talent of qualified young people, complementing and developing their skills in order to improve their employability profile through practical work experience.
In both traineeship programmes, the PES contribution to the grant is 65%, rising to 80% if the trainee is employed full-time for an indefinite period.
Bodies responsible
- Institute for Employment and Vocational Training (IEFP)
- National Agency for Qualification and Vocational Education and Training (ANQEP)
Target groups
Learners
- Young people (15-29 years old)
- Learners with migrant background, including refugees
- Learners with disabilities
- Unemployed and jobseekers
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Promoting work-based learning and traineeships: Portugal. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28499