- 2019Approved/Agreed
Background
The Labour code regulates labour relationships between employers and employees. It includes employees' right to access professional training, specified as 40 hours of continuing training per year.
The State is responsible for guaranteeing citizens access to professional training and providing public support for its implementation. Employers are responsible for nurturing worker productivity and employability by providing them with appropriate professional training and developing their qualifications.
Objectives
To ensure employee continuing training and to increase the annual number of training hours to which workers are entitled.
Description
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 completion of training awards employees a certificate and enables them to register for the Qualifica passport.
In the framework of collective bargaining, protocols are signed among the State, business entities, associations or confederations and other social partners (such as trade unions) to achieve these objectives. IEFP, which jointly manages vocational training centres, streamlines high public investments contributing to the implementation of employee continuing training.
The legislation was approved and put in effect in 2019.
Bodies responsible
- Ministry of Labour, Solidarity and Social Security (MTSSS)
Target groups
Learners
- Persons in employment, including those at risk of unemployment
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.
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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Changes in employee CVET: 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/29175