- 2022Approved/Agreed
- 2023Implementation
- 2024Implementation
Background
In order to improve the qualification levels of the Portuguese population, it is necessary to strengthen the education and training system, which will leverage the productive potential of the economy and contribute to reducing socioeconomic and geographic inequalities. The VET Agreement foresees the political design of an integrated and consistent strategy to boost VET supply, valuing the role of vocational training as a mechanism to promote social, professional and academic mobility. Considering lifelong learning as a strategic priority for the next decade, Portugal has defined a set of reforms, investments and measures to increase the participation of the population in initial and continuing training.
Objectives
- 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
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 individuals who are 18 years of age or older at the start of the course, regardless of their employment status, and who fulfil one of the following requirements:
- having successfully completed an upper secondary education course or a legally equivalent qualification and intending to obtain a vocational qualification or retraining;
- having successfully completed basic education, is attending one of the education or training courses or an RVCC process, at upper secondary level;
- having successfully completed QNQ level 5 diploma or certificate, a specialised technology diploma or a higher education degree or diploma and intending to undertake vocational retraining.
The conditions for the functioning of each CET are regulated by an ordinance from the members of the Government responsible for the areas of economy, higher education, education and vocational training. ANQEP is responsible for defining and disseminating a monitoring model.
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 individuals who are 18 years of age or older at the start of the course, regardless of their employment status, and who fulfil one of the following requirements:
- having successfully completed an upper secondary education course or a legally equivalent qualification and intending to obtain a vocational qualification or retraining;
- having successfully completed basic education, is attending one of the education or training courses or an RVCC process, at upper secondary level;
- having successfully completed QNQ level 5 diploma or certificate, a specialised technology diploma or a higher education degree or diploma and intending to undertake vocational retraining.
The conditions for the functioning of each CET are regulated by an ordinance from the members of the Government responsible for the areas of economy, higher education, education and vocational training. ANQEP is responsible for defining and disseminating a monitoring model.
This measure is part of the NIP under the package Skilling and reskilling.
In 2022, the measure was reviewed by the Decree-Law (Decreto- Lei) No 39/2022 of 31 May 2022 and Ordinance (Portaria) No 206/2022 of 19 August 2022 which defines the operating conditions for technological specialisation courses, as well as the model and conditions for issuing the respective certificates and diplomas.
The revision re-launched the CETs, making the approval processes and curricular programmes more flexible and easier, in terms of territorial coverage and institutional framework, reinforcing the link with the dynamics of the labour market and the need for training responses for intermediate technicians, level 5 of EQF.
The number of students enrolled in Technological specialisation courses (CET), in the school year 2022/23, was 4 862, of which 97.9% were in public schools.
Based on SIGO data (the online information system for the management of training provision), from January to September 2024, 703 new trainees registered in Technological specialisation courses (CET). These provisional data correspond to the records made by the training providers on the SIGO platform during that period.
Bodies responsible
- 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)
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Adult learners
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 ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
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.
European priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Technological specialisation courses: 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/43308