Training opportunities for people with disabilities

Policy development
Practical measure/Initiative
Portugal
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28705

Background

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

One of the main responsibilities of the Institute for Employment and Vocational Training (IEFP) is to place a special focus on those at higher risk of exclusion.

The Employment and support programme for qualification of people with disabilities (Programa de emprego e apoio à qualificação das pessoas com deficiência e incapacidade), launched in 2009, defines the regime for granting technical and financial support to help beneficiaries obtain a qualification or (re)-enter the labour market.

Objectives

Goals and objectives of the policy development.

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 training programmes to increase the employability of those with disabilities.

Since 2015, companies that provide apprenticeships to young people with learning difficulties are entitled to receive financial support. This financial support covers any extra costs that may occur during the apprenticeship.

According to an IEFP activity report, in 2017, the number of people with disabilities who benefited from rehabilitation measures (guidance and professional training) exceeded targets by approximately 20%. Considering the whole activity, vocational training centres directly and jointly managed by IEFP contributed 51.7% and 14.8%, respectively; other institutions covered the remaining 33.5%. The IEFP budget for this activity in 2018 increased by 37.6% compared to 2017.

Financing is provided by IEFP and ESF, depending on the region.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, according to the IEFP activity report, the number of people with disabilities that benefited from rehabilitation measures (guidance and professional training) fell compared to 2018 by about 8%. Considering the whole activity, vocational training centres jointly managed by the IEFP offered approximately 10% of the activities. The IEFP budget for this activity in 2019 increased by 25% compared to 2018.

2020
Implementation

The measure runs as a regular practice. In 2020, 19 442 people with disabilities benefited from rehabilitation measures.

2021
Implementation

26 278 people with disabilities benefited from rehabilitation measures.

2022
Implementation

This measure is part of the NIP under the package Inclusion and equal opportunities.

Currently 21 training standards adapted are available in the National catalogue of qualifications. In 2022, 20 390 people with disabilities benefited from rehabilitation measures supported by the IEFP. Of these, 2 119 attended training programmes.

2023
Implementation

In 2023, 37 580 people with disabilities benefited from rehabilitation measures. Of these, 8 383 attended training programmes.

2024
Implementation

Until August, 24 643 people with disabilities benefited from rehabilitation measures. Of these, 1 897 attended training programmes. As a result of the joint work of the IEFP and the ANQEP, the certification of qualifications at levels 2 and 4 of the EQF has been possible since 2024.

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)

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.

Learners

  • Learners with disabilities

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.

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.

Financial and non-financial incentives to learners, providers and companies

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).

Providing for individuals' re- and upskilling needs

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.

Ensuring equal opportunities and inclusiveness in education and training

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

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

VET Recommendation

  • VET promoting equality of opportunities

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET

Subsystem

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

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Decree-Law [Decreto-Lei] No 108/2015, of 17 June 2015
Dispatch [Despacho] No 8376-B/2015, of 30 July 2015, modified by the Dispatch [Despacho] No 9251/2016, of 20 July 2016
Ordinance [Portaria] No 70/2019, of 27 February 2019
Qualification of people with disabilities

Country

Portugal

Type of development

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

Cedefop, & ReferNet. (2025). Training opportunities for people with disabilities: 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/28705