Changes in teachers' careers

Policy development
Regulation/Legislation
Portugal
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Timeline
  • 2016Approved/Agreed
  • 2017Approved/Agreed
ID number
28503

Background

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

Education is a strategic pillar for promoting economic development and social inclusion and cohesion. Education professionals should meet high standards and enjoy professional stability. This is fundamental to developing a high-quality, democratic and inclusive education system.

Objectives

Goals and objectives of the policy development.

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 mobility regime of teachers from primary to upper secondary education in public institutions under the control of the Ministry of Education. However, teacher training legislation was not changed.

2016
Approved/Agreed
2017
Approved/Agreed

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)

Target groups

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

Education professionals

  • Teachers
  • Trainers

Thematic categories

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

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

Subsystem

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

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Law [Lei] No 16/2016, of 17 June 2016
Decree-Law [Decreto-Lei] No 28/2017, of 15 March 2017

Country

Portugal

Type of development

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

Cedefop, & ReferNet. (2025). Changes in teachers' careers: 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/28503